Nigeria’s plan to implement the Computer-Based Testing (CBT) model for national examinations next year will be buffeted with enormous challenges, including educational inequalities across the country, technological shortfalls, and unstable power supply. While the federal government believes that CBT will curb exam malpractices and modernize assessments, available data reveal that Nigeria is unprepared for this transition, with marginalized communities, particularly in the North, poised to bear the brunt of its rollout.
Last December, the federal government set a three-year timeline to migrate all examinations conducted by the National Examinations Council (NECO) and the West African Examinations Council (WAEC) to the CBT mode. The Minister of Education, Dr Tunji Alausa, who disclosed this at a meeting with officials of the Joint Admissions and Matriculation Board (JAMB), NECO, and WAEC, restated the government’s zero tolerance for exam malpractice, reiterating the need to protect the sanctity of all examinations. But the minister, while acknowledging that Nigeria would not be fully ready with the necessary infrastructure for nationwide CBT implementation by November, said the plan was to start with multiple-choice exams this year, with full adoption, including essay papers, targeted for May/June 2026 and complete transition by 2027.
Unfortunately, only 28.75 per cent of senior secondary school students have basic computer proficiency. About seven per cent Nigerians between 15 and 24 have IT skills. Considering this, the 2027 CBT deadline is ambitious and unrealistic. The greatest challenge facing the actualization of the CBT deadline is the poor computer and ICT knowledge of teachers across the country. More than 60 per cent of primary school teachers across the country lack basic digital literacy. Even in secondary schools, many teachers do not have adequate ICT skills. Sadly, many schools lack ICT facilities. There is inadequate electricity supply and modern environment to enhance ICT and digital learning. For instance, in Ebonyi State, 92 per cent of rural schools lack power. A group, ‘Education in Ebonyi,’ reported that 87 out of 96 schools had no electricity, while in Sokoto, there is only one certified CBT centre per 8,000 candidates.
The federal and state governments should embark on aggressive training of teachers on digital literacy at all levels, especially in primary and secondary schools. Local governments should also be involved in the exercise. It is only when teachers across the board are ICT savvy that they will be able to teach the students. If the students are well taught, they will be prepared to take CBT exams without difficulties. Also, governments at all levels should equip schools with modern ICT facilities. Many schools located in rural areas do not have computers, and many of their students have not seen computers before.
The National Bureau of Statistics (NBS) 2022 Learning Assessment revealed that only 28.7 per cent of senior secondary students demonstrate basic computer proficiency. In Northern states, proficiency rates range from six to nine per cent, according to the Kano State Education Report 2023. Relatedly, the Universal Basic Education Commission’s (UBEC) 2022 census showed that 89 per cent of private urban schools teach computer studies, compared to just 12 per cent of public rural schools. The lack of exposure is not merely a result of educational neglect but also a reflection of broader socio-economic challenges. The infrastructural landscape compounds these challenges. Approximately 95 million Nigerians lack access to electricity, a fundamental requirement for CBT. This figure is particularly high in northern Nigeria, where poverty is most acute. A 2023 assessment revealed that 65 per cent of secondary schools in the country lack functional libraries, and 90 per cent do not have computer laboratories. Even where there are computers, the average number per school is about eight, which is far below government’s target of 40 computers per school. The situation is worse in public schools, where educational resources are over-stretched.
Private initiatives should be involved in providing digital facilities and training of teachers. The emphasis should not be on schools in urban settings. Schools in rural areas should be included too. At a time when the world is migrating to digital learning and knowledge acquisition, Nigerian schools, teachers and students cannot be left out. If teachers are adequately trained in ICT, they will hasten our digital education. Therefore, all tiers of government should invest heavily in digital education, especially at the basic education level.
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