The House of Representatives has directed the Federal Ministry of Education and the West African Examinations Council (WAEC) to immediately suspend the planned introduction of Computer-Based Testing (CBT) for the 2026 school examinations, warning that the policy could result in unprecedented mass failure, depression, and potentially even deaths among students.
This decisive move by the lawmakers came after an urgent motion raised 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.”
WAEC, with the backing of the federal government, had earlier announced plans to fully transition the 2026 May/June Senior School Certificate Examination (SSCE) to a computer-based format, following a partial rollout for private candidates in 2024. However, legislators sharply criticized the policy, calling it “ill-timed and unrealistic” amid Nigeria’s widespread digital infrastructure deficits and glaring gaps in computer literacy, especially among students in rural areas.
Rep. Wogu, who sponsored the motion, painted a bleak picture of widespread unpreparedness. “Most secondary schools across the country are grossly unprepared for such a transition,” he stated. He further cautioned that a hasty shift to full CBT could “trigger chaos, frustration, and psychological trauma among candidates.”
Highlighting the technical and logistical demands of computer-based exams, Wogu said, “Computer-based examinations require fully equipped halls with functional computers, internet access, and constant electricity — either from the national grid or standby generators.” He warned that in many rural communities, where over 70 percent of candidates reside, “basic facilities and trained personnel for such an exercise simply do not exist.”
Wogu also referenced a recent incident where the 2025 WAEC result portal crashed due to technical issues, leaving thousands of students and parents stranded and exacerbating anxieties. This, he argued, foreshadows the potential risks of introducing an entirely digital exam system without adequate investment and preparation.
Lawmakers echoed concerns that WAEC’s SSCE, which typically requires candidates to sit for at least nine subjects—including theory, objective, and practical components—is much more complex than the Joint Admissions and Matriculation Board’s UTME, which already operates via CBT. They said this complexity makes a rushed CBT transition for WAEC “impractical.”
Following heated debates, the House unanimously called for the ministry and WAEC to halt all plans for the 2026 rollout. Instead, they urged that essential investments—such as the recruitment of qualified computer teachers, construction of computer halls, provision of reliable internet connectivity, installation of standby generators, and a nationwide assessment of schools’ readiness—be included in Nigeria’s education budgets for 2026 through 2029, with full policy implementation slated for 2030.
Lawmakers stressed the need for broad consultation with stakeholders, including the Nigeria Union of Teachers and other education experts, before embarking on any action that could “jeopardise the academic future” of millions of Nigerian students. They insisted that the goal must be to avoid “chaos, massive failure, depression, and even potential loss of life” as a result of unprepared digital examination rollouts.
As the debate continues, attention now shifts to whether WAEC and the education ministry will heed the call for a thorough, measured, and inclusive reform of Nigeria’s examination system.
