Some education experts have said that Nigeria is not yet prepared to entirely switch to Computer-Based Testing (CBT) for WAEC and NECO examinations. This comes after the Minister of Education, Dr Tunji Alausa, in April ordered both examination bodies to adopt CBT fully by 2026.
According to the Minister, WAEC and NECO will begin using Computer-Based Testing (CBT) for objective questions in November this year, while both essay and objective papers will transition entirely to CBT by May or June 2026.
However, education experts who spoke with The PUNCH described the timeline as rushed and impractical. They identified challenges such as inadequate infrastructure, unreliable electricity, poor Internet connectivity, the unpreparedness of students and teachers, and limited access to computers, especially in rural areas.
Speaking on the matter, Adeolu Ogunbanjo, Chairman of the Board of Trustees of the National Parent-Teacher Association of Nigeria, said a logical starting point would be for WAEC to establish at least one CBT centre in each of the 774 local government areas. He explained that the examination bodies could individually or jointly set up such centres, but noted that the timeline was too tight to achieve this before the 2026 deadline. Ogunbanjo also raised concerns about erratic power supply, stressing the need for backup systems at all CBT centres.
“Next year is too soon to get this done. I suggest shifting it to 2027. Adequate preparation is crucial to ensure that no student is left out. WAEC and NECO cannot rely on existing CBT centres used by the Joint Admissions and Matriculation Board. “Then there is the issue of backup. We are all aware of the electricity situation in the country. CBT centres must have reliable backup power to avoid downtime. We cannot have a situation where students write examinations with torches or lanterns. That would be embarrassing for a regional body like WAEC, and it must be avoided,” he said.
Also speaking, Dr Dideolu Adekogbe, Lead Consultant at Florish-Gate Global Consult, highlighted the lack of digital readiness among schools, teachers, and students. She noted that many rural communities struggle with poor electricity supply and weak internet access.According to her, several government-owned schools lack the computers and laboratories necessary for computer-based examinations.
“It is a great idea, but we are not ready. How many of our schools are computer-based? You are referring to millions of students taking examinations across nine subjects. Do you know how many schools we have in Nigeria? How many are digitised and ready for this? How many of our children, especially in remote villages, even know how to use a computer? Some have never seen one. Is electricity regular? Is the internet stable in those places? And what about the teachers? How many of them are tech-savvy enough to train students? Many public schools still lack basic infrastructure. This reform can happen, but not now,” Adekogbe said.
On his part, Dr Layo Adeniyi, an educationist and author, described CBT as a step in the right direction, if backed by digital literacy training from the primary level. It is a good move because it can stimulate students’ interest in information technology, which is becoming vital for education and development.
“However, the government must embed computer education into the basic curriculum so that students gain progressive digital skills as they move up. This is the global trend, and it explains why other countries are progressing faster,” Adeniyi stated.
Former President of the National Association of Polytechnic Students, Mr Ijaduoye Olasukanmi, raised further concerns about access, especially for students in rural communities who may have to travel long distances to reach CBT centres.
He warned that this could create financial and logistical barriers for many.
“For someone living in a rural area without internet access, transportation to a CBT centre in the main town might cost between N1,500 and N2,000. How can they afford that every examination day? It will be a huge burden. We must consider students in underserved communities,” he said.
Ijaduoye also questioned the efficacy of CBT in promoting academic depth, suggesting that it may encourage guesswork.
He expressed concerns that CBT could foster a shortcut mentality among students rather than building strong reading habits or critical thinking skills.
“The format does not necessarily promote deep learning. It may even dilute academic rigour if not properly implemented,” he added.
Across the board, stakeholders called for long-term investment in digital education infrastructure, including teacher training, gradual curriculum reform, and inclusive planning to ensure that no student is left behind in the shift to computer-based testing (CBT).
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