Why National Assembly Moved WAEC CBT Adoption To 2030

The National Assembly has ordered the West African Examinations Council (WAEC) and the Federal Ministry of Education to suspend the planned introduction of Computer-Based Testing (CBT) for the 2026 West African Senior School Certificate Examination (WASSCE), shifting the implementation date to 2030.

The resolution followed a motion of urgent public importance moved by Hon. Kelechi Wogu during Thursday’s plenary session, in which he warned that the sudden transition to digital examinations could trigger widespread failure and place undue psychological pressure on students across the country.

During the debate, Wogu argued that the Ministry of Education appeared determined to proceed with the CBT model despite strong objections from teachers, school administrators, and stakeholders in rural communities. According to him, more than 70 per cent of WAEC candidates come from areas where schools lack functional computer laboratories, reliable electricity, trained ICT teachers, and stable internet connectivity.

He added that the recent technical glitches that affected the 2025 WAEC results portal showed that even the examination body itself was not fully prepared for a nationwide digital rollout. Following his submissions, the House unanimously adopted the motion and directed relevant committees to meet with stakeholders and report back within four weeks.

Why This New Development

The shift to 2030 is largely a response to concerns that the 2026 target was unrealistic given the current state of educational infrastructure across Nigeria. Lawmakers argued that mandating CBT within such a short timeframe would create conditions that could jeopardise students’ performance, particularly those in public and rural schools.

The House also emphasised the need for a phased transition that allows state governments, school owners, and the Ministry of Education to budget adequately for ICT facilities over a four-year period.

The lawmakers noted that while the long-term vision of digitising examinations aligns with global standards and could reduce malpractice, a policy that does not accommodate Nigeria’s infrastructural realities would ultimately undermine its own objectives. To this end, they directed the Ministry of Education and state governments to include ICT laboratories, computer procurement, recruitment of ICT teachers, backup power installations, and internet services in their 2026 to 2029 budget cycles.

The Issues

The central issue driving the postponement is the significant infrastructural gap between urban and rural schools. Many rural communities have little or no access to computers, and even schools with computer labs often struggle with erratic power supply, outdated devices, limited bandwidth, and insufficiently trained personnel to supervise CBT sessions. Education unions have repeatedly expressed that these challenges would create unequal conditions for students if WAEC were allowed to enforce compulsory CBT by 2026.

Another concern raised by Wogu and other stakeholders is the sheer scale of WASSCE. Unlike single-subject examinations, WAEC candidates sit for multiple papers, often requiring different session arrangements. This means hundreds of computers must be functional, synchronised, and supported by backup power for hours every day across several weeks.

WAEC’s own minimum requirement, including 250 laptops, a central server, CCTV cameras, uninterrupted power supply, and a backup generator, is currently unattainable for thousands of schools, especially public institutions.

The lawmakers concluded that ignoring these realities would set the stage for chaos, mass failure, and potential disenfranchisement of students who lack digital access.

What Obtains At The Moment

For now, the National Assembly’s directive means CBT will not be implemented in WASSCE until the 2030 academic year at the earliest. WAEC is expected to continue with the traditional paper-based examination while simultaneously supporting schools as they begin gradual upgrades to digital assessment infrastructure.

The House committees on Basic Education, Digital and Information Technology, Examination Bodies, and Labour have also been instructed to meet with WAEC, the Ministry of Education, school associations, and ICT experts to draft a workable implementation roadmap. This framework is expected to outline funding responsibilities, timelines for school upgrades, minimum digital standards, and training requirements for teachers and exam supervisors.

Meanwhile, the Ministry of Education has not withdrawn its earlier guidelines, which require schools to install computer laboratories equipped with at least 250 functional laptops, central servers, CCTV systems, cooling and lighting systems, and backup generators. However, with the new legislative directive, compliance with these requirements is no longer tied to a 2026 deadline.

Reactions

The development has sparked mixed reactions on X (formerly Twitter), where many Nigerians have expressed frustration, concern, or relief depending on their perspective.

One user, @joe_nne2567, questioned the practicality of the initial 2026 deadline, asking: “How many schools have computers? How many students have access to computer? The timing is wrong.”

Another user, @Ijele_troyes, expressed disappointment with lawmakers, writing: “How can we move forward with this type of legislators? I feel sorry for this country.”

Similarly, @cr7snap suggested a more flexible model, saying: “There should be two ways. Either you do the manual way or the CBT way. You learn from errors.”

On the other side of the debate, @Goody_Essien criticised the National Assembly’s decision, arguing that halting the transition rather than solving infrastructural gaps is a backward step. He wrote: “Instead of improving digital access and infrastructure for our students, we’re asking WAEC to suspend CBT exams. That’s not empathy – it’s regression. The world is moving forward; why does Nigeria keep circling the past?”

These contrasting opinions reflect the broader national debate: while many Nigerians acknowledge the need for digital transformation in education, there is clear disagreement over how quickly it should happen and whether the country is ready to support such a major shift.