Reps Halt WAEC CBT Exams

Reps Halt WAEC CBT Exams

In a move that has sent ripples through Nigeria’s education sector, the House of Representatives has directed the Federal Ministry of Education and the West African Examinations Council (WAEC) to put a pin in their plans to introduce Computer-Based Testing (CBT) for the West African Senior School Certificate Examination (WASSCE). This decision effectively pauses a significant technological leap, pushing back the proposed digital transition for a few years.

For many, the shift to CBT felt like an inevitable and welcome step into the future, promising to curb exam malpractice and streamline the entire examination process. However, lawmakers have raised a crucial red flag, arguing that Nigeria, as a whole, is simply not ready for such a monumental change. This directive is not just a procedural hiccup; it’s a reflection of the deep-seated infrastructural and socio-economic challenges that continue to define the educational landscape. So, what’s really behind this decision, what are the arguments on both sides, and what does this mean for the future of examinations in Nigeria? Let’s break it down.

### Unpacking the Concerns Over Digital Readiness

The primary reason for the House of Representatives’ intervention boils down to one word: equity. The motion, which received overwhelming support from members, was built on the argument that a premature switch to CBT would disenfranchise a vast number of students, particularly those in rural and underserved communities. The concerns raised are not theoretical; they are the lived realities for millions of Nigerian students.

First and foremost is the glaring issue of infrastructure. Consistent electricity remains a luxury in many parts of the country. Lawmakers painted a vivid picture of examination centers in rural areas where power outages are the norm, not the exception. Imagine a student, fully prepared and focused, suddenly faced with a blank screen mid-exam due to a power cut. The logistical nightmare of providing alternative power sources like generators or inverters to thousands of schools across 774 local government areas is a challenge of epic proportions.

Beyond power, there is the problem of the digital divide. While students in urban centers may have access to laptops, smartphones, and cyber cafes to familiarize themselves with a computer-based interface, their counterparts in remote villages do not. Many of these students have never used a computer, and their schools lack functional ICT labs. Forcing them to take a career-defining examination on an unfamiliar platform would be setting them up for failure. It would transform the WASSCE from a test of knowledge into a test of digital literacy, creating an unfair advantage for the privileged. The fear is that this would widen the existing gap between the haves and the have-nots, further marginalizing already vulnerable students.

### The Allure of Digital Examinations

Despite these valid concerns, it’s important to understand why WAEC and other educational bodies are so keen on moving towards CBT. The push for digitalization is not just about keeping up with global trends; it’s about solving some of the most persistent problems that have plagued the pen-and-paper examination system for decades. The successful, albeit initially challenging, transition of the Joint Admissions and Matriculation Board (JAMB) to a fully computer-based UTME serves as a powerful case study.

The single biggest advantage of CBT is its potential to drastically reduce examination malpractice. The infamous “special centers,” leaked question papers, and the hiring of exam mercenaries could become relics of the past. With CBT, questions can be randomized for each candidate, making it nearly impossible for students to copy from one another. The system is secure, and the process of distributing exam materials becomes digital, eliminating the physical security risks associated with transporting millions of printed papers across the country.

Furthermore, CBT offers incredible gains in efficiency. The marking and grading process is automated and almost instantaneous for objective questions, leading to a much faster release of results. This reduces the long, anxious wait for students and allows them to proceed with their post-secondary plans more quickly. It also minimizes the potential for human error in marking and collation. From an administrative standpoint, it is a logistical dream, cutting down on the enormous costs of printing, shipping, and securing physical exam materials. This transition represents a move towards a more credible, secure, and efficient examination system.

### Bridging the Gap Between Ambition and Reality

The directive from the House of Representatives should not be seen as a rejection of technology, but rather as a call for a more strategic and inclusive approach. The lawmakers are not saying “never” to CBT; they are saying “not yet.” The proposed suspension is intended to be a grace period, a time for the government and all stakeholders to do the necessary groundwork to ensure a smooth and fair transition when the time is right. So, what needs to happen between now and then?

The path forward requires a multi-pronged strategy focused on closing the readiness gap. First, there must be a massive and deliberate investment in infrastructure. This means equipping schools across the country, especially public and rural ones, with functional computer labs, reliable internet access, and stable power sources. This is a capital-intensive project that requires unwavering political will and collaboration between federal, state, and local governments.

Secondly, a comprehensive digital literacy program is essential. Students cannot be expected to master a computer interface in the weeks leading up to their final exams. ICT training should be integrated into the curriculum from the early years of secondary school. Similarly, teachers and exam invigilators need to be thoroughly trained to manage CBT centers and provide technical support. Finally, a phased rollout might be a more prudent approach than a sudden, nationwide switch. WAEC could begin with pilot programs in select, well-equipped centers or initially offer CBT as an option alongside the traditional pen-and-paper method. This would allow the council to gather data, identify challenges, and refine the process on a smaller scale before a full implementation.

### Conclusion

The decision by the House of Representatives to halt the rollout of WAEC’s CBT exams is a crucial reality check. It highlights the tension between the noble ambition of modernizing our education system and the stark on-the-ground realities of infrastructural deficits and digital inequality. While the benefits of computer-based testing in curbing malpractice and improving efficiency are undeniable, progress cannot come at the cost of fairness. This pause, if used wisely, offers a golden opportunity to lay a proper foundation. It is a chance for the government to make the necessary investments and for educators to implement the training required to ensure that when the switch to digital examinations finally happens, every Nigerian child, regardless of their location or background, has an equal opportunity to succeed.