Accredited secondary schools in Nigeria are projected to spend about N1.6 trillion on computers to meet the West African Examinations Council (WAEC)’s requirement for mandatory Computer-Based Testing (CBT) approval of centres for the West African Senior School Certificate Examination (WASSCE).

WAEC mandated that every school should have at least 250 functional computer systems, a robust server, a local area network, CCTV cameras, and other essential infrastructure to qualify as a CBT centre for the WASSCE 2025.

WAEC, in a statement, explained that this requirement was part of its comprehensive migration to a CBT format for candidates, with a timeline for full implementation.

“Schools that cannot meet these standards will be assigned to designated external centres, and WAEC will not lower its standards for hosting schools,” the statement read.

According to BusinessDay findings, a fairly used desktop computer imported from the United Kingdom and sold at the Computer Village, Ikeja-Lagos, costs between N250,000 and N300,000.

This means that a school would need between N62.5 million and N75 million to procure 250 functional desktops, excluding other accessories that must be in place as mandated by WAEC. The mid-range of N68 million was adopted for the analysis.

Nigeria has 23,554 approved WASSCE secondary school centres. If each school spends at least N68 million on computers for the exam, and assuming none already owns the required systems, the total bill would amount to about N1.6 trillion.

Gift Osikoya, a teacher, expressed concern that while schools in cities may adapt quickly to WAEC’s CBT policy, rural schools may be left behind.

“Two hundred and fifty systems are not a small investment. Beyond the purchasing costs, schools would face the challenges of a constant power supply, internet, maintenance, and security risk.

“For many schools, especially public ones, this is almost unrealistic without government subsidy or partnership with the private sector,” she said.

Isaiah Ogundele, an education administrator, argued that there was no need to rush into the CBT switch, noting that it would be hard to find even 100 schools that meet requirements for a functional take-off.

“For this project to be effective, the federal and state governments’ secondary schools should have been equipped with laptops, electricity and internet facilities.

“There should have been enough time for schools, especially those in the rural areas, to prepare,” he said.

Ogundele questioned the rationale behind the hasty start, stating that many rural students must cross rivers or walk through forests before reaching school, while WASSCE runs for three to four weeks.

Jessica Osuere, chief executive officer of RubiesHub Educational Services, applauded WAEC for the initiative, describing it as good for examination integrity. However, she emphasized that many schools would struggle to comply by 2026.

“A gradual rollout with support and partnerships will make it more achievable. Anything apart from that will be like chasing shadows,” she said.

Chris Nmeribe, a teacher, described WAEC’s mandate on schools over the CBT centre policy as unrealistic.

Ike Osuagwu-Chilaka, an educationist, said WAEC should know that the directive is not workable within the given time frame.

Osuagwu-Chilaka acknowledged that having 250 functional computer systems would improve students’ IT knowledge and boost examination management efficiency.

However, he said the requirement is not achievable, considering the economic constraints and time frame.

“Costs will definitely be transferred to parents which may increase the number of school dropouts,” he noted.

The UK partial adoption example

Stakeholders are wondering why Nigeria is in a hurry to commence CBT examinations when England, a more digitally advanced country, is proposing a partial adoption in 2030.

In the UK, students still write their GCSEs on paper. The Assessment and Qualifications Alliance (AQA), a UK awarding body, hopes that by 2030, at least one major subject will be partly digitized.

A BBC report says the reading and listening parts of AQA’s GCSE Italian and Polish examinations will be the first to go digital in 2026, subject to approval.

Even then, the examination board insists that paper-based examinations are still useful for assessing GCSE and A-level students.

Digital literacy gap

The use of computers in Nigerian secondary schools is not widespread, and access varies significantly between public and private schools, as well as between rural and urban areas.

According to the Universal Basic Education Commission, 50 percent of Nigeria’s public schools lack digital facilities. Only 36 percent of the population uses the internet, while 78 percent of young people lack digital literacy skills.

The way forward

Osikoya said that WAEC should rather embrace an alternative approach, rather than force every school to buy 250 computers. She said the council should establish designated CBT centres – just as JAMB does for the UTME.

“Schools without enough computers can book slots for their students in these accredited centres. This reduces cost and ensures fairness,” she said.

Nmeribe, on his part, called for a cost-sharing system, where WAEC bears part of the financial burden and also shares the benefits with schools. (BusinessDay)