TUNJI Alausa, Nigeria’s Minister of Education, appears poised to implement a sweeping reform that will see the elimination of pen-and-paper exams for Senior School Certificate Examinations (SSCE), replacing them with a full computer-based testing (CBT) model from 2025.
Speaking after observing a pilot CBT exercise organised by the National Examinations Council (NECO) in Abuja on 22nd July, Alausa was unequivocal in his endorsement. “I must tell you I was impressed with what I saw,” he said. “I am a very happy person today that NECO has transitioned from paper-based to CBT. By November this year, both NECO and WAEC exams will be fully CBT. And by 2026, all essays and objective exams will be computer-based.”
While the transition might seem progressive on the surface, education experts and concerned stakeholders are warning that the policy could backfire if implemented prematurely—especially in a nation where many students have never used a computer.
In theory, CBT offers numerous benefits: it can streamline examination processes, reduce human interference, and improve efficiency. However, the ground realities in Nigeria tell a different story. Millions of pupils, particularly in rural and underserved communities, are yet to be introduced to basic computer literacy. Implementing CBT in such an environment is akin to putting the cart before the horse.
The Nigerian education system remains underfunded and plagued with infrastructural decay. Out of the N54.99 trillion budget in 2025, a mere 7.08 per cent was allocated to education—well below the 15 per cent minimum recommended by UNESCO. Many schools still lack functional classrooms, libraries, laboratories,
or even electricity—let alone computers and internet connectivity.In previous computer-based UTME exams, candidates were sometimes forced to sit in dimly lit rooms using lanterns and candles due to nationwide power outages—an alarming preview of the potential risks associated with the hasty transition to CBT.
Furthermore, key systemic problems continue to plague secondary education. These include low teacher morale, poor remuneration, lack of ICT training, and the prevalence of unqualified teaching staff. Without resolving these root issues, digital testing is unlikely to yield any meaningful improvement in learning outcomes.
More concerning is Nigeria’s growing population of out-of-school children. According to UNICEF, 18.3 million children remain out of school, with girls in the North-East and North-West the most affected. In conflict-ridden states like Borno, Yobe, and Adamawa, over 800 schools remain shut, and thousands of classrooms have been destroyed or severely damaged due to insurgency.
For these children and their families, CBT is a luxury far removed from their immediate educational needs. What they need are functional schools, trained teachers, security, and basic access to learning materials—not a digital testing overhaul.
Minister Alausa also appeared to blur the lines between the SSCE and the Unified Tertiary Matriculation Examination (UTME), failing to note their distinct roles. While the UTME primarily tests objective knowledge for university selection, the SSCE evaluates broader cognitive skills such as reasoning, essay writing, and analytical thinking—areas that CBT platforms are ill-equipped to measure adequately.
Countries like the United Kingdom still conduct A-Level exams using traditional pen-and-paper formats. Even in technologically advanced nations, essay-based assessments
