Here’s the reality most headlines are missing: Nigeria’s move to fully computer‑based WAEC exams isn’t just a tech upgrade — it’s a stress test of educational equity. With less than 30 % of public schools having adequate computer labs and many students yet to be exposed to basic digital skills, forcing a CBT transition risks leaving millions behind.

Nigeria’s West African Senior School Certificate Examination (WASSCE) is poised for a digital revolution — but the latest warnings from veteran politician Peter Obi strike at a core tension: modernisation vs equity. Obi, speaking at an education event in Anambra, cautioned that compulsory Computer‑Based Testing (CBT) could “undermine educational equity if poorly implemented,” especially in underserved areas. The concern isn’t ideological — it’s rooted in stark facts about access to technology across the country.

In recent national debates, lawmakers in the House of Representatives moved to suspend the 2026 CBT rollout and delay full implementation until 2030, citing serious infrastructure gaps — from functional computers to stable electricity and trained ICT teachers. Their motion highlighted that many schools, particularly outside urban centers, simply aren’t ready for a full digital switch.

Here’s why this matters:
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1. Digital access isn’t universal. Studies show less than 30 % of public schools have adequate computer labs, and most students in rural communities have limited exposure to computers or reliable internet — prerequisites for CBT success.

2. Electricity and connectivity gaps remain huge. Schools without consistent power or broadband are excluded from a model that assumes both as basics. Reliable electricity reaches only a fraction of households outside major cities — a fundamental oversight in policy planning.

3. A rushed rollout could widen inequality. Critics argue that introducing CBT nationwide without adequate phased support — pilot programs, teacher training, and hybrid options — risks penalising those who already start behind.

Supporters of CBT, including WAEC officials, argue the digital model reduces malpractice, speeds result processing, and aligns Nigerian exams with international standards. Indeed, CBT has been part of Nigeria’s testing landscape for years — the Joint Admissions and Matriculation Board (JAMB) moved its UTME exam online in 2013 — and its expansion aims to build a more transparent assessment system.

But critics counter that technology alone can’t fix deeper systemic issues. A successful exam reform must start with reliable infrastructure, widespread digital literacy, and equitable access, otherwise the “modernisation” many celebrate becomes a barrier for those most in need.

With the pendulum now swinging toward delayed implementation and expanded budget planning for ICT development, the real challenge remains clear: can Nigeria bridge its digital divide in time to make CBT fair for all students?