The Federal Government’s plan to fully digitize the Senior School Certificate Examinations (SSCE) may seem like a step forward, but it must be approached with caution to avoid unintended setbacks. Education Minister Tunji Alausa has strongly endorsed the transition from traditional pen-and-paper exams to computer-based testing (CBT), a move expected to begin in full next year.

During a pilot CBT SSCE session conducted by the National Examinations Council (NECO) at a school in Abuja on July 22, Alausa praised the initiative, saying, “I must tell you I was impressed with what I saw. I am a very happy person today that NECO has transitioned from paper-based to CBT. By November this year, both NECO and WAEC exams will be fully CBT. And by 2026, all essays and objective exams will be computer-based.” However, this raises a critical question: are other countries in West Africa prepared—or even planning—to adopt the same approach?

When implemented effectively, CBT can reduce human interference and simplify exam administration. But in Nigeria, where millions of students—especially in rural areas—have never had access to a computer, the policy risks being premature and exclusionary. It’s a classic case of putting the cart before the horse.

Secondary education plays a pivotal role in shaping students for higher education and future employment. Yet the sector remains plagued by underfunding, a lack of qualified teachers, and deteriorating infrastructure.

In the 2025 national budget of N54.99 trillion, only 7.08% was allocated to education—a drop from the already insufficient 8.21% in 2024, and far below UNESCO’s recommended minimum of 15%. This shortfall is why many schools lack fundamental resources: proper classrooms, libraries, science labs, and basic ICT tools like computers.

Reliable electricity and internet access—essential for effective CBT—are largely absent in public schools. Some students sitting for UTME exams recently had to rely on candles and lanterns due to power outages. Such challenges underscore the broader infrastructural unpreparedness for a nationwide CBT rollout.

Persistent problems like poor teacher pay, inadequate training, and low morale continue to erode education quality. These systemic issues must be addressed before introducing complex reforms like CBT at the SSCE level.

Moreover, Nigeria still has one of the world’s highest numbers of out-of-school children—estimated at 18.3 million by UNICEF. In the North-East and North-West, more than half of school-aged girls do not attend school. Restoring access to education for these children should take priority over pushing CBT mandates.

In conflict-affected states like Borno, Yobe, and Adamawa, more than 800 schools remain shut due to insurgency. Nearly 500 classrooms have been destroyed, and another 1,392 damaged. Rehabilitating these schools is far more urgent than rolling out tech-heavy exam systems.

Alausa’s enthusiasm for using private CBT centres raises concerns about potential vested interests driving this push. His comments also suggest a conflation of SSCE with the UTME. However, the two exams serve different purposes. The UTME is a screening test focused on multiple-choice questions, while the SSCE assesses a broader range of cognitive abilities, including critical thinking and writing—areas that CBT platforms often struggle to evaluate effectively.

Even in the UK, A-Level exams—equivalent in rigor to the SSCE—are still handwritten, not computer-based.

Nigeria’s education policy has a long history of poorly executed reforms. The abolition of teacher training colleges, the discontinuation of A-Level exams, and the shift from the 6-5-4 to the 6-3-3-4 system are just a few examples. Each was introduced with lofty goals but delivered little impact due to poor planning and implementation.

Alausa and the Federal Government must proceed carefully. Any reform in education should be inclusive, well-resourced, and thoroughly tested—especially when the risks involve millions of students and the nation’s future workforce.