In a transformative move set to redefine secondary education in Nigeria and across West Africa, the West African Examinations Council (WAEC) has announced its ambitious plan to fully implement a Computer-Based Testing (CBT) format for the West African Senior School Certificate Examination (WASSCE) by 2026. This decision, articulated by Dr. Amos Dangut, Head of WAEC’s Nigeria National Office, during a sensitization meeting with the National Assembly Committee on Education in Abuja, represents a bold leap toward modernizing one of the region’s most critical academic assessments. The shift from the traditional paper-based examination to a digital platform aims to curb examination malpractice, enhance efficiency, and align Nigeria’s education system with global technological trends. However, the transition has sparked intense debates about infrastructure readiness, equity, and the feasibility of implementing such a sweeping reform in a country grappling with systemic challenges.
This article explores the multifaceted dimensions of WAEC’s CBT initiative, delving into its historical context, strategic objectives, implementation roadmap, potential challenges, stakeholder reactions, and long-term implications for Nigeria’s education landscape and beyond. By examining the intricacies of this policy shift, we aim to provide a comprehensive understanding of what this digital revolution means for millions of students, educators, policymakers, and the future of education in West Africa.
Historical Context: The Evolution of WASSCE and Nigeria’s Examination System
The WASSCE, administered by WAEC, is a cornerstone of secondary education in Nigeria, Ghana, Sierra Leone, Liberia, and The Gambia. Established in 1952, WAEC is a regional examination body tasked with conducting standardized tests that certify academic achievement and facilitate access to tertiary education. The WASSCE, introduced in 1989 as a successor to the General Certificate of Education (GCE) Ordinary Level, is taken by millions of candidates annually, including school-based students in their final year of secondary education and private candidates seeking to improve their qualifications. The examination covers a wide range of subjects, including core areas like English Language, Mathematics, and sciences, as well as electives tailored to students’ career aspirations.
For decades, WASSCE has been conducted using a paper-based format, with candidates completing objective (multiple-choice) and essay questions in physical booklets. These are manually distributed, collected, and graded, a process that, while reliable, is labor-intensive and prone to logistical challenges. Issues such as examination malpractice—ranging from question paper leakages to collusion and impersonation—have plagued the system, undermining the credibility of results. In Nigeria alone, WAEC has reported thousands of cases of malpractice annually, with 7,825 candidates penalized in the 2024 WASSCE for school candidates.
The push for a computer-based WASSCE draws inspiration from Nigeria’s broader efforts to modernize its education sector. A notable precedent is the Joint Admissions and Matriculation Board (JAMB), which transitioned the Unified Tertiary Matriculation Examination (UTME) to CBT between 2013 and 2015. JAMB’s adoption of CBT significantly reduced malpractice, expedited result processing, and enhanced the examination’s credibility, despite initial challenges with infrastructure and technical glitches. WAEC’s decision to follow suit reflects a recognition that digital transformation is essential to meet the demands of a 21st-century education system and prepare students for a technology-driven global economy.
Strategic Objectives of the CBT Transition
The transition to a fully computer-based WASSCE by 2026 is underpinned by several strategic objectives, each addressing longstanding challenges in the examination system and aligning with Nigeria’s educational and economic goals.
Curbing Examination Malpractice: Malpractice remains a significant threat to the integrity of WASSCE results. Practices such as smuggling unauthorized materials, collusion between candidates, and external assistance from invigilators have persisted despite WAEC’s efforts to enforce strict regulations. In 2025, WAEC introduced paper serialization for core subjects like Mathematics and English, which reduced collusion by assigning unique question sets to candidates. However, a technical glitch linked to this system delayed result releases, highlighting the need for more robust solutions. CBT is expected to further deter malpractice by randomizing questions, using secure digital platforms, and implementing real-time monitoring, making it harder for candidates to cheat.
Enhancing Efficiency and Speed: The paper-based WASSCE requires extensive logistical resources, including printing millions of question papers, transporting them across Nigeria’s 774 local government areas, and manually grading essay responses. This process often leads to delays in result releases, sometimes taking months, which can disrupt university admissions timelines. CBT automates objective question grading and streamlines result processing, potentially allowing WAEC to release results within weeks or even days. This efficiency is critical for students seeking timely admission into tertiary institutions and for WAEC to reduce operational costs.
Aligning with Global Trends: Globally, standardized testing is increasingly shifting to digital formats. Countries like the United States (e.g., SAT and ACT), the United Kingdom (e.g., GCSEs in some subjects), and India (e.g., JEE and NEET) have adopted CBT to enhance assessment quality and accessibility. By transitioning to CBT, WAEC aims to position WASSCE as a globally competitive qualification, ensuring that Nigerian and West African students are not left behind in the digital education revolution. This also enhances the portability of WASSCE certificates for international university admissions.
Promoting Digital Literacy: The CBT initiative exposes students to digital testing environments early in their academic journey, equipping them with skills essential for higher education and the workplace. In an era where technology drives industries like finance, healthcare, and IT, familiarity with digital platforms is a critical competency. WAEC’s move aligns with Nigeria’s National Digital Economy Policy and Strategy, which seeks to integrate technology into all sectors, including education.
Supporting Educational Reforms: The CBT transition complements broader reforms in Nigeria’s education sector, including the adoption of digital learning tools like smart boards, e-libraries, and online curricula. The Minister of Education, Dr. Tunji Alausa, described the initiative as a “historic step” that supports President Bola Tinubu’s vision of education as a driver of national development. By modernizing WASSCE, WAEC contributes to a holistic transformation of Nigeria’s education ecosystem.
Implementation Roadmap: From Hybrid to Full CBT
WAEC’s transition to a fully computer-based WASSCE is being executed in a phased, deliberate manner to ensure a smooth rollout. The council began experimenting with CBT in 2024, starting with private candidates in the WASSCE First Series (January 31 to February 17, 2025). This phase adopted a hybrid model, with objective questions delivered digitally and essay/practical components completed on paper. According to Dr. Dangut, WAEC has conducted five CBT exams to date, including one for school candidates in 2025, with “significant progress” recorded.
The roadmap to 2026 includes several key milestones:
2024–2025: Pilot and Hybrid Phases: The initial phase focused on private candidates, allowing WAEC to test its CBT infrastructure on a smaller scale. In 2025, the council expanded the hybrid model to include school candidates, offering CBT as an optional format alongside paper-based exams. This phase helped identify technical and logistical challenges while building capacity among candidates, schools, and invigilators.
2026: Full CBT Deployment: By 2026, WAEC plans to implement CBT for all WASSCE components—objective, essay, and practical sections—for both school and private candidates. This “massive deployment” will require a significant expansion of CBT centers and robust digital infrastructure to accommodate millions of candidates across Nigeria and West Africa.
Infrastructure Development: WAEC is mapping out CBT centers in each of Nigeria’s 774 local government areas to ensure accessibility, particularly for rural candidates. The council has partnered with the Federal Ministry of Education, state governments, and private sector stakeholders to establish and equip these centers with computers, reliable internet, and backup power systems.
Candidate Preparation: To familiarize students with the CBT format, WAEC is rolling out mock exams and online practice platforms, such as the WAEC E-Study Portal and WAEC Konnect. These platforms provide access to past questions, marking schemes, and performance analytics, helping candidates build confidence in digital testing. Schools are also encouraged to integrate computer literacy into their curricula to prepare students for the transition.
Stakeholder Sensitization: WAEC is engaging a wide range of stakeholders, including lawmakers, educators, parents, and students, to build support for the initiative. The sensitization meeting with the National Assembly was a key step, securing legislative backing and budgetary commitments. WAEC is also collaborating with security agencies to ensure the integrity of CBT exams, particularly in areas prone to disruptions.
Digital Certificate Platform: To complement the CBT system, WAEC has introduced a digital certificate platform (www.waec.org), enabling candidates to access their results and certificates online within 48 hours of verification. This reduces reliance on physical certificates, which can be lost or delayed, and aligns with the digital-first approach of the CBT initiative.
Challenges and Risks of the CBT Transition
While the CBT transition holds immense promise, it faces significant challenges that could undermine its success if not addressed. Nigeria’s education sector is plagued by systemic issues, including inadequate infrastructure, unreliable electricity, and disparities in access to technology. These challenges, combined with the scale and complexity of WASSCE, pose formidable obstacles to the 2026 target.
Infrastructural Deficits: Nigeria’s digital infrastructure is unevenly distributed, with urban areas better equipped than rural regions. Many secondary schools, particularly in rural areas, lack functional computer labs, reliable internet, or consistent electricity. The National Assembly Committee on Education, led by Rep. Oboku Oforji, has urged WAEC to establish at least one CBT center per local government area to ensure accessibility. However, equipping over 700 centers with computers, servers, and power backups requires significant investment, which may strain government budgets already stretched by economic challenges.
Equity and Accessibility: The digital divide between urban and rural students, as well as between public and private schools, raises concerns about equity. Many students in underserved communities have limited exposure to computers and may struggle with the CBT format due to low digital literacy. Lawmakers like Sen. Ekong Samson have advocated for a phased approach, maintaining a hybrid model (CBT and paper-based options) temporarily to avoid disenfranchising students. Without targeted interventions, such as subsidized computer training programs, rural candidates risk being left behind.
Cybersecurity and Technical Glitches: The 2025 WASSCE results faced a temporary delay due to a grading error linked to paper serialization, highlighting the risks of integrating new technologies into legacy systems. While Dr. Dangut dismissed concerns about cyberattacks, citing successful CBT exams in remote areas, critics point to JAMB’s experience, where hacking attempts and technical failures have occasionally disrupted operations. Ensuring robust cybersecurity—through measures like Secure Socket Layer (SSL) encryption, firewalls, and regular system audits—is critical to maintaining the integrity of CBT exams.
Logistical Scale: Unlike JAMB’s UTME, which is a single-day exam, WASSCE spans several weeks and requires candidates to take up to nine subjects. This places immense pressure on CBT centers, particularly in terms of scheduling, capacity, and technical reliability. Nigeria currently has fewer than 2,000 functional CBT centers, many of which are concentrated in urban areas. Scaling up to accommodate millions of WASSCE candidates across West Africa is a monumental task that requires coordination between WAEC, governments, and private partners.
Teacher and Invigilator Training: The success of CBT depends on the capacity of teachers and invigilators to administer digital exams. Many educators lack the technical skills to manage CBT systems, troubleshoot issues, or train students effectively. WAEC must invest in comprehensive training programs to ensure that schools and examination personnel are adequately prepared.
Public Perception and Resistance: Any major change in a high-stakes examination like WASSCE is likely to face skepticism from stakeholders. Parents, students, and educators may resist the transition due to fears of technical failures, perceived unfairness, or unfamiliarity with digital platforms. WAEC’s sensitization efforts will need to address these concerns through transparent communication and demonstrable success in pilot phases.
Stakeholder Reactions: Support, Skepticism, and Calls for Caution
The CBT initiative has elicited a wide range of reactions from stakeholders across Nigeria’s education sector and beyond. The Federal Government, through Minister of Education Dr. Tunji Alausa, has strongly endorsed the transition, describing it as a “game-changer” for Nigeria’s education system. Alausa emphasized that CBT aligns with President Tinubu’s agenda to leverage technology for national development, citing its potential to reduce malpractice and enhance the global recognition of WASSCE certificates. The National Assembly has also pledged support, with lawmakers promising increased budgetary allocations to education to fund CBT infrastructure and training programs.
Educational organizations, such as the All Nigeria Confederation of Principals of Public Schools (ANCOPPS) and the National Association of Proprietors of Private Schools (NAPPS), have expressed cautious optimism. ANCOPPS President Muhammad Musa welcomed the initiative but stressed the need for adequate preparation, including equipping schools with computers and training teachers in digital pedagogy. NAPPS urged WAEC to provide subsidized access to practice platforms for private school students, many of whom come from low-income backgrounds.
However, some stakeholders have voiced concerns about the feasibility of the 2026 target. Educationist Dr. Harmony Mark-Ewa, in a statement to BBC News Pidgin, linked the poor performance in the 2025 WASSCE (38.32% pass rate in five subjects, including English and Mathematics, compared to 72.12% in 2024) to systemic issues like inadequate teaching resources and weak parental involvement. She warned that rushing the CBT transition without addressing these underlying challenges could exacerbate educational disparities. Similarly, the Academic Staff Union of Secondary Schools (ASUSS) called for a gradual rollout, citing the risk of technical failures disrupting exams for millions of candidates.
Students and parents have mixed feelings. Urban students, particularly those in private schools with access to computer labs, are generally supportive, viewing CBT as a modern and efficient system. However, rural students and parents express anxiety about their readiness for digital exams. A parent from a rural community in Bauchi State, interviewed by Vanguard News, lamented the lack of computer facilities in local schools, urging the government to prioritize infrastructure development before 2026.
Broader Implications for Nigeria and West Africa
The transition to a computer-based WASSCE has far-reaching implications for Nigeria’s education system, the West African region, and the global perception of African academic qualifications.
Educational Modernization: The CBT initiative positions Nigeria as a leader in educational innovation in Africa. By adopting digital assessments, WAEC enhances the credibility and portability of WASSCE certificates, making them more competitive for international university admissions and professional certifications. This aligns with the African Union’s Agenda 2063, which emphasizes technology as a driver of educational and economic progress.
Digital Literacy and Workforce Development: Exposing students to CBT early in their academic journey fosters digital literacy, a critical skill in industries like IT, finance, and healthcare. This supports Nigeria’s ambition to become a hub for digital innovation, as outlined in the National Digital Economy Policy. By 2026, millions of WASSCE candidates will have hands-on experience with digital platforms, preparing them for a technology-driven workforce.
Regional Impact: As a regional examination body, WAEC’s CBT transition will influence education systems in Ghana, Sierra Leone, Liberia, and The Gambia. These countries, which also administer WASSCE, will need to align their infrastructure and policies with Nigeria’s digital shift to ensure consistency. This could spur regional collaboration in educational technology, potentially leading to shared CBT centers and training programs.
Equity and Inclusion: The success of the CBT transition will determine whether it bridges or widens educational disparities. If implemented inclusively, with robust support for rural and underserved communities, CBT could democratize access to high-quality assessments. However, failure to address the digital divide risks marginalizing millions of students, reinforcing urban-rural and socio-economic inequalities.
Influence on Other Examination Bodies: WAEC’s move is likely to pressure other examination bodies, such as the National Examinations Council (NECO), to accelerate their own CBT plans. NECO has already announced its intention to adopt CBT by 2026, and the combined demand for CBT infrastructure could strain Nigeria’s resources unless coordinated effectively. Collaboration between WAEC, NECO, and JAMB will be essential to optimize facilities and avoid duplication of efforts.
Lessons from JAMB and International Models
WAEC’s CBT initiative draws heavily on JAMB’s experience, which offers valuable lessons for success and pitfalls to avoid. JAMB’s transition to CBT began in 2013 with a hybrid model, fully phasing out paper-based exams by 2015. Key successes included reduced malpractice, faster result processing, and improved candidate experience through randomized question sets. However, JAMB faced challenges such as inadequate CBT centers, power outages, and technical glitches, particularly in rural areas. WAEC can mitigate these risks by learning from JAMB’s strategies, such as partnering with private CBT providers, investing in solar-powered centers, and conducting extensive pilot testing.
Internationally, models like the SAT (United States) and JEE (India) provide additional insights. The SAT’s transition to a digital format in 2024 emphasized adaptive testing, where question difficulty adjusts based on candidate performance, enhancing fairness and accuracy. India’s JEE, conducted across thousands of CBT centers, demonstrates the importance of scalability and robust cybersecurity. WAEC could adopt similar strategies, such as adaptive testing for objective questions or cloud-based platforms to ensure reliability.
The Road to 2026: Opportunities and Next Steps
As WAEC approaches the 2026 deadline, the council faces a critical window to address challenges and build on early successes. The upcoming 2025 WASSCE for private candidates, set to be fully CBT-based, will serve as a crucial test of the system’s readiness. Key priorities include:
Infrastructure Investment: The government must prioritize funding for CBT centers, targeting rural and underserved areas. Public-private partnerships with tech companies like Microsoft or local providers could accelerate this process.
Teacher and Student Training: WAEC should expand its training programs to include computer literacy for teachers and students, focusing on rural schools. Subsidized access to practice platforms like WAEC Konnect will be critical for inclusivity.
Cybersecurity and Technical Reliability: WAEC must invest in state-of-the-art cybersecurity measures and conduct stress tests to ensure system resilience. Backup power systems, such as solar generators, can mitigate electricity challenges.
Stakeholder Engagement: Continuous sensitization campaigns are needed to build public trust and address resistance. WAEC should engage community leaders, parents, and students to ensure buy-in at the grassroots level.
Monitoring and Evaluation: Regular assessments of pilot phases will help identify and address issues early. WAEC should publish transparent reports on CBT performance to build confidence among stakeholders.
Conclusion: A Defining Moment for West African Education
WAEC’s commitment to a fully computer-based WASSCE by 2026 marks a pivotal moment in the history of education in Nigeria and West Africa. By embracing digital technology, WAEC aims to enhance examination integrity, efficiency, and global competitiveness, positioning WASSCE as a world-class qualification. The transition aligns with Nigeria’s vision for a digital economy and prepares students for a technology-driven future.
However, the journey to 2026 is fraught with challenges, from infrastructural deficits to equity concerns. The success of this initiative hinges on robust planning, significant investment, and inclusive policies that ensure no student is left behind. As WAEC navigates this digital revolution, it has the opportunity to set a new standard for educational assessment in Africa, fostering a generation of digitally literate, globally competitive graduates. The world watches as Nigeria takes this bold step toward transforming education for millions.
