Editorial
2026 CBT for SSCE: How Feasible?
The Federal Government’s audacious ambition to fully switch to Computer-Based Testing (CBT) for the West African Senior School Certificate Examination (WASSCE) and National Examinations Council (NECO) examinations by 2026 is a tall order that deserves a thorough reality check.
In April, the Minister of Education, Dr Tunji Alausa, issued a directive instructing WAEC and NECO to fully implement CBT by the May/June 2026 examination cycle. The plan is to kick things off with objective papers in November, then expand to include both objective and essay components by 2026.
While the drive towards modernisation is, in itself, a welcome idea, the timeline seems overly ambitious, bordering on wishful thinking. Frankly, unless state and local governments roll up their sleeves and invest significantly in critical education infrastructure, this vision is unlikely to get off the ground. The burden lies squarely on the shoulders of all 36 state governors and the Minister of the Federal Capital Territory to ensure that senior secondary schools are equipped with fully functional computer labs powered by solar energy. No half measures.
Even more pressing is the dire need for digitally literate teachers and trained computer instructors. Currently, around 70 per cent of students lack even basic computer skills. The situation is far worse in rural areas, where the infrastructure is practically non-existent. As of 2018, a mere six per cent of public primary schools had computers, compared to 52 per cent of their private counterparts — a glaring digital divide that threatens to leave the most vulnerable pupils further behind.
If this is not urgently addressed, pupils in underserved communities may find themselves out in the cold, with their chances of fair assessment hanging by a thread. Nigeria’s literacy rate stood at 69 per cent in 2022, but that figure masks deep inequalities between urban and rural areas. The cracks in the country’s educational foundation are all too visible.
To many, this sweeping CBT mandate seems like yet another case of “all motion, no movement.” While CBT could, in theory, improve how public exams are conducted, the grim reality is that Nigeria’s schools are simply not equipped to make it work. As of 2019, more than seven million students were enrolled in both public and private junior secondary schools, with over 13,000 public schools serving five million students — yet the quality of infrastructure varies wildly.
It is high time the government got its house in order. Improving learning conditions must take precedence before WAEC and NECO can reasonably shift to CBT. This is not the time for grandstanding or political showboating. To avoid another policy disaster, the necessary groundwork must be laid properly and promptly.
Public education in Nigeria has long been in the doldrums, plagued by policy flip-flops and years of neglect. Many secondary schools still lack basic classrooms, with students forced to learn under trees or in crumbling structures with next to no facilities. Jumping headfirst into digital exams without fixing these core issues is like putting the cart before the horse.
Even JAMB, which moved to CBT over a decade ago, still leans heavily on privately-owned computer centres to conduct the Unified Tertiary Matriculation Examination (UTME). That reliance has led to a litany of technical hiccups and logistical nightmares for candidates year after year. This year’s outing was particularly shambolic. It is a stark reminder that poor planning leads to poor outcomes.
The hard truth is that, under current conditions, a full transition to CBT for WAEC and NECO is more likely to stir up a hornet’s nest than solve existing problems. The chaos surrounding the delayed English language paper in the last WASSCE is a case in point. Some are even calling for its cancellation. The government’s insistence on pushing ahead with this plan raises questions about whether students’ best interests are truly being served or whether something else is afoot.
To see real progress, governments at all levels must put their money where their mouth is by injecting serious funding into public education and making it both accessible and affordable for every child. Nigeria’s goal of reaching 95 per cent digital literacy by 2030 only adds urgency to this call. Without adequate infrastructure, that goal will remain a pipe dream.
Equally important is the need to democratise decision-making in the education sector. This means actively involving students, parents, teachers, and their unions, not simply handing down directives from on high.
At the end of the day, the 2026 CBT rollout appears to ignore the elephant in the room: the woeful state of Nigeria’s public education system. Without massive investment in infrastructure, robust teacher training, and real commitment from the powers that be, the CBT dream may end up as yet another white elephant, a flashy policy that fails to make any lasting difference to the lives of Nigeria’s students.