Accredited secondary schools across Nigeria may need to spend an estimated N1.6 trillion to comply with the West African Examinations Council’s (WAEC) new requirement for Computer-Based Testing (CBT) centres. The policy, which makes computers and digital infrastructure mandatory for the conduct of the West African Senior School Certificate Examination (WASSCE), has stirred debate among educators, parents, and administrators.
According to WAEC, schools must possess at least 250 functional desktop computers, a robust server, CCTV cameras, a local area network, and reliable power supply to qualify as approved CBT centres from 2025. The council insists the directive is part of its full transition to computer-based examinations, stressing that institutions unable to meet the standards will have their students redirected to external accredited centres.
A BusinessDay market survey revealed that fairly used desktop computers imported into Nigeria cost between N250,000 and N300,000 each at Computer Village in Ikeja, Lagos. On this basis, a school would need between N62.5 million and N75 million to purchase the required 250 systems, excluding maintenance, connectivity, and power facilities. With Nigeria hosting 23,554 WAEC-approved centres, the nationwide bill would reach N1.6 trillion if all schools were to invest in the computers.
Stakeholders argue that the requirement, though innovative, may deepen inequalities between urban and rural schools. Teachers such as Gift Osikoya warn that many public schools lack stable electricity or internet access, making the plan “almost unrealistic without government subsidy or private sector support.” Education administrators like Isaiah Ogundele also question the rushed implementation, noting that only a handful of schools currently meet the standard.
Some stakeholders, however, welcomed the initiative as a step toward curbing examination malpractice and enhancing digital literacy. Jessica Osuere, CEO of RubiesHub Educational Services, praised WAEC’s commitment to integrity but advised a phased rollout. “A gradual implementation supported by partnerships will make it more achievable. Anything else is like chasing shadows,” she said.
Others criticized the plan as “unrealistic and laughable,” pointing to Nigeria’s economic climate. Chris Nmeribe, a teacher, argued that the mandate would simply transfer costs to parents, risking higher dropout rates. Ike Osuagwu-Chilaka, an educationist, added that while 250 computers per school would boost students’ IT skills, the directive was unworkable within the limited time frame.
Comparisons have also been drawn with the United Kingdom, where the move toward digital exams has been slower. England’s leading examination body, AQA, plans to digitize only select GCSE subjects by 2026, with partial adoption of CBT across major exams not expected until 2030. Critics say Nigeria’s full-scale rollout in 2026 ignores the country’s digital divide, with studies showing that 50 percent of public schools lack digital facilities and nearly 78 percent of youths lack digital literacy skills.
As a possible way forward, educationists are urging WAEC to consider establishing designated CBT centres, similar to the Joint Admissions and Matriculation Board’s (JAMB) UTME model. This would allow schools without sufficient infrastructure to book slots for their candidates. Stakeholders also proposed cost-sharing arrangements between WAEC, government, and schools to ease the burden and ensure that the transition strengthens—rather than weakens—Nigeria’s education system.
