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WAEC CBT Upgrade to Cost Schools N1.6 Trillion

Accredited secondary institutions in Nigeria are estimated to invest approximately N1.6 trillion on computers to comply with the West African Examinations Council (WAEC)’s requirement of mandatory Computer-Based Testing (CBT) for the approval of centres for the West African Senior School Certificate Examination (WASSCE).

WAEC has specified that each school must possess at least 250 operational computer systems, a reliable server, a local area network, CCTV cameras, and other crucial infrastructure to qualify as a CBT centre for WASSCE 2025.

In a statement, WAEC clarified that this requirement is part of its extensive transition to a computer-based testing model for candidates, with a timeline set for complete implementation.

“Schools unable to meet these criteria will be reassigned to designated external centres, and WAEC will maintain its standards for hosting schools,” the statement indicated.

Findings from BusinessDay show that a fairly used desktop computer imported from the UK and available at the Computer Village in Ikeja, Lagos, ranges from N250,000 to N300,000.

This implies that a school would need between N62.5 million and N75 million to acquire 250 functional desktops, not accounting for other accessories mandated by WAEC. The midpoint of N68 million was selected for the analysis.

There are 23,554 approved secondary school centres in Nigeria for WASSCE. If each institution spends a minimum of N68 million on computers for the examination, and assuming none currently possesses the required systems, the cumulative cost would reach around N1.6 trillion.

Gift Osikoya, a teacher, raised concerns that while urban schools may adapt swiftly to WAEC’s CBT policy, rural institutions might lag.

“Securing two hundred and fifty systems is a significant expenditure. Apart from purchasing costs, schools would encounter challenges including consistent power supply, internet access, maintenance, and security risks.

“For many institutions, particularly public ones, this is nearly impossible without government assistance or private sector collaboration,” she stated.

Isaiah Ogundele, an education administrator, contended that rushing into the CBT transition was unnecessary, stating that even finding 100 schools meeting the requirements for effective implementation would be difficult.

“For this initiative to succeed, the federal and state governments’ secondary schools should have been supplied with laptops, electricity, and internet infrastructure.

“Schools, especially in rural regions, should have been given ample time to prepare,” he noted.

Ogundele criticised the reasoning behind the rushed implementation, emphasising that numerous rural students face significant challenges, such as crossing rivers or navigating through forests to reach school, while WASSCE spans three to four weeks.

Jessica Osuere, CEO of RubiesHub Educational Services, praised WAEC for the initiative, labelling it beneficial for examination integrity. However, she emphasised that many schools would find it challenging to comply by 2026.

“A gradual implementation with support and partnerships would make it more attainable. Anything else would be akin to pursuing illusions,” she remarked.

Chris Nmeribe, a teacher, described WAEC’s requirements for schools regarding the CBT centre policy as impractical.

“It’s quite amusing when reflecting on the lofty demands regulators place on individuals in Nigeria.

“The timelines, costs, and maintenance create an insurmountable challenge for most schools aiming to comply,” he observed.

Ike Osuagwu-Chilaka, an educationist, stated that WAEC should recognise that the directive is unfeasible within the stipulated timeframe.

Osuagwu-Chilaka acknowledged that having 250 operational computer systems could enhance students’ IT skills and improve examination management efficiency.

Nevertheless, he argued that the requirement is unattainable given the economic constraints and the limited timeframe.

“Costs will undoubtedly be passed on to parents, which could lead to an increase in school dropouts,” he cautioned.

The example of partial adoption in the UK

Stakeholders are questioning the urgency of Nigeria launching CBT examinations when England, a more technologically advanced nation, plans to implement a partial adoption by 2030.

In the UK, students continue to take their GCSEs using paper. The Assessment and Qualifications Alliance (AQA), a UK-based awarding organisation, aims for at least one key subject to be partially digitalised by 2030.

A report from the BBC states that the reading and listening components of AQA’s GCSE examinations for Italian and Polish will be the first to transition to digital in 2026, pending approval.

Nonetheless, the examination board maintains that traditional paper-based exams are still valuable for evaluating GCSE and A-level students.

The gap in digital literacy

The prevalence of computers in Nigerian secondary schools is limited, with access greatly differing between public and private institutions, as well as in rural compared to urban areas.

As reported by the Universal Basic Education Commission, half of Nigeria’s public schools are without digital resources. Merely 36 per cent of the population has internet access, while 78 per cent of youth lack skills in digital literacy.

Proposed solutions

Osikoya suggested that WAEC should consider an alternative strategy rather than compel every school to purchase 250 computers. She proposed that the council should set up designated CBT centres, similar to what JAMB does for the UTME.

“Institutions lacking sufficient computers can reserve time slots for their students in these accredited centres. This approach lowers costs and promotes equity,” she added.