Reps Order WAEC to Delay Computer-Based Exams Until 2030

Photo of Students sitting for WASSCE

Lawmakers cite lack of infrastructure, manpower, and risk of mass failure among students

The House of Representatives has directed the Federal Ministry of Education and the West African Examinations Council (WAEC) to halt plans for the full implementation of Computer-Based Testing (CBT) in the 2026 school examinations. Lawmakers argued that the majority of schools, particularly in rural areas, lack the necessary facilities and technical manpower to support a nationwide transition to digital examinations.

The resolution followed the adoption of a motion of urgent public importance sponsored by Rep. Kelechi Wogu during Thursday’s plenary session. Titled “Need for Intervention to Avert the Pending Massive Failure of Candidates Intending to Write the 2026 WAEC Examination Using Computer-Based Testing (CBT), Capable of Causing Depression and Deaths of Students,” the motion called for an immediate suspension of the planned reform to avert potential educational crises.

Rep. Wogu warned that implementing CBT for secondary school examinations without adequate preparation could lead to widespread failure, frustration, and even psychological distress among students. He stressed that the introduction of computer-based testing should be gradual, giving schools and state governments ample time to build the required infrastructure.

He noted that WAEC, supported by the Federal Government, had announced its intention to conduct the 2026 May/June examination using computers, following a limited rollout for private candidates in 2024. However, the lawmaker argued that the challenges experienced during that phase, including the temporary shutdown of the 2025 WAEC result portal due to technical glitches had already exposed the system’s fragility.

According to Wogu, “Computer-based examinations require fully equipped halls with functional computers, reliable internet connectivity, and constant power supply, either from the national grid or standby generators. Unfortunately, many schools, especially in rural areas where over 70 percent of our students reside, do not have these essential facilities.”

The House observed that over 25,500 schools nationwide are expected to present candidates for the 2026 WAEC examination, which typically spans four months, from March to July. Despite this wide participation, the majority of schools reportedly lack functional computer laboratories and qualified ICT instructors.

Unlike the Unified Tertiary Matriculation Examination (UTME) organized by JAMB, which involves a single test, WAEC examinations cover up to nine subjects, including theory, objectives, and practical components. Lawmakers therefore contended that a rushed digital transition would be unrealistic and counterproductive, given the complexity of the assessment process.

The House resolved that the Federal Ministry of Education, WAEC, and state governments should instead use the years 2026 through 2029 to build capacity for a smooth transition. It urged that these years be used to allocate funds in annual budgets for recruiting computer teachers, constructing ICT laboratories, providing reliable power supply, and assessing private schools’ readiness for CBT implementation.

In adopting the motion, the House mandated its Committees on Basic Examination Bodies, Digital and Information Technology, Basic Education and Services, and Labour, Employment and Productivity to interface with stakeholders in the education and technology sectors. The committees are to submit a comprehensive report within four weeks to guide further legislative action.

WAEC, on its part, has continued to promote its digital examination initiative, launching a sensitisation campaign tagged “CB-WASSCE: New Way, Same Destination.” The council maintains that the partial introduction of CBT for private candidates in 2024 yielded encouraging results and that it remains committed to eventually expanding the model nationwide.

Nevertheless, the lawmakers cautioned that the success of such a technological shift depends on extensive groundwork. They emphasized that before full implementation, both public and private schools must demonstrate sufficient digital readiness to prevent massive academic setbacks.

If the House’s recommendation is adopted, the new timeline would allow the CBT format to take effect no earlier than the 2029–2030 academic session, ensuring that the digital transformation of Nigeria’s most critical school-leaving examination proceeds with preparedness, equity, and sustainability.