The House of Representatives has ordered the Federal Ministry of Education and the West African Examinations Council to suspend the planned introduction of Computer-Based Testing for the 2026 West African Senior School Certificate Examination.
The directive followed the adoption of a motion of urgent public importance moved by Kelechi Wogu during Thursday’s plenary session.
His motion was titled “Need for Intervention to Avert Massive Failure in the Proposed 2026 WAEC Computer-Based Examination.”
The lawmaker warned that rushing into the CBT model could trigger widespread failure, frustration, and mental distress among students.
Wogu expressed concern that the Ministry of Education was determined to proceed with the digital examination format despite objections from the National Union of Teachers and heads of schools, especially those in rural areas, where more than 70 per cent of candidates are located.
He noted that most schools, particularly outside urban centres, lack functional computer laboratories, internet access, reliable electricity, and trained ICT teachers.
He stressed that introducing CBT in such conditions would be disastrous, citing the technical glitches that disrupted the 2025 WAEC results portal as evidence of unpreparedness.
“The computer-based system requires well-equipped halls with functional computers, stable internet, and constant power supply. Many schools are simply not ready for that level of transition,” he said.
To address these challenges, the House directed the Ministry of Education, in collaboration with state governments, to include in their 2026–2029 budgets provisions for recruiting computer teachers, constructing ICT halls, installing internet facilities, and providing backup power sources.
The House further resolved that the CBT system should not be implemented before the 2030 academic year.
The motion was unanimously adopted, with the House mandating its Committees on Basic Education, Digital and Information Technology, Examination Bodies, and Labour to engage relevant stakeholders and report back within four weeks for further legislative action.
The CBT was introduced in Nigeria partly to address incessant cases of examination malpractices and also to modernise the nation’s education system.
The Joint Admissions and Matriculation Board pioneered the use of CBT in 2013 and successfully conducted the first fully computer-based Unified Tertiary Matriculation Examination in 2015.
Since then, other examination bodies, such as the National Examinations Council and the National Business and Technical Examinations Board, have gradually introduced elements of CBT in limited or pilot forms.
Despite these efforts, challenges remain, including inadequate digital infrastructure, irregular power supply, poor internet connectivity, and limited access to functional computers, particularly in rural and public schools.
In 2024, the West African Examinations Council announced plans to adopt CBT for the West African Senior School Certificate Examination starting in 2026.
The announcement triggered widespread debate. Teachers, parents, and education unions expressed concern that most schools, especially in rural communities, lack the necessary facilities and trained personnel to support the transition.
Supporters of the policy, however, argue that digital examinations will improve transparency, promote efficiency, and strengthen Nigeria’s global competitiveness in education.
In September, WAEC listed 250 functional laptops with 10 per cent backups, a robust computer server capable of supporting 250 systems simultaneously, and a Local Area Network setup, as key facilities schools must provide ahead of the full migration to CBT in 2026.
Other mandatory requirements include functional air conditioners and lighting, uninterrupted electricity supply, a backup generator with at least 40kVA capacity, CCTV cameras, and a holding room or reception facility for candidates.
