BY INIUBONG EMMANUEL SAM
The Nigerian government has established as a national goal to replace all educational assessments to computer-based testing (CBT) by 2027. The government seeks to create a digital examination framework that maintains operational excellence while adopting current international assessment frameworks. Adoption of CBT will create streamlined marking with precise results while combating examination malpractice and providing standardized test evaluation.
For this initiative to succeed there must be clear readiness from the infrastructure side and from all stakeholders especially the group of students who will perform these tests.
The ongoing improvements in digital technology create potential possibilities for CBT examinations to become a better interactive assessment framework. The movement to digital-based assessments encounters multiple obstacles because many Nigerian youth lack sufficient computer literacy skills. Students who live in rural areas often struggle to find computers along with internet access which remains necessary for learning how to use computer-based exam platforms.
Although the government along with different organizations strive to boost technological access and digital educational resources computer proficiency continues to differ across the nation resulting in equal examination administration concerns. Nigeria’s technological advancement demands a systemic structure to overcome digital accessibility barriers while enhancing digital literacy because these steps will prepare future students for upcoming changes in examination systems.
A technologically driven future of Nigeria demands immediate attention on how well its youth understand computers. A key obstacle stands in the way of nationwide computer-based testing implementation for 2027 examinations because student computer skills vary across the country. The availability of modern facilities along with digital technology resources in urban settings allows those areas to achieve better computer literacy results than rural population areas.
Uneven education resource allocation and poverty levels combined with sparse reliable internet access across rural locations cause this inequality. Better funding at urban schools makes it possible for students to access computers and digital educational equipment more frequently. Rural schools face persistent basic need challenges which prevents their students from accessing computers resulting in limited acquisition of critical digital competencies.
Socio-economic elements together with other factors shape this situation. Well-off young Nigerians tend to develop their computer skills prior to others who come from low-income families. The government alongside non-profit agencies conducts computer training programs to boost digital skills but the achievement of even computer knowledge distribution demands additional substantial progress.
Such targeted achievement holds dual importance because it supports academic assessment requirements as well as it ensures future readiness of Nigerian youths in digital environments.
The National Examination Agency’s plan to adopt Computer-Based Testing (CBT) for all examinations beginning in 2027 faces barriers because computer access and literacy rates remain unequal across Nigeria’s geographical areas. The widest obstacle relates to inconsistent technology availability when comparing urban communities to rural settlements. The gap in computer and internet facilities exists between metropolitan and rural areas due to inadequate technological resources shared by residents in outlying areas.
The existence of technology inequalities between locations establishes preparedness differences that prevent populations from accessing CBT resources. Special attention needs to be given to digital training because Nigerian youth currently have inadequate digital skills. Many educational institutions still employ traditional teaching methods, with limited emphasis on computer literacy. Student success in CBT learning requires complete integration of ICT education within the regular curriculum.
Educational institutions especially those operating in disadvantaged areas face notable financial barriers because of expensive technology requirements for system development and equipment maintenance. The gate to digital assessment faces opposition from teachers and students who want to keep using traditional exam techniques. Moving from bench-testing to CBT demands major practice and mental framework adjustments. Government investments in collaboration with private sector partnerships and community involvement are necessary to develop coordinated strategies that ensure Nigeria reaches its 2027 digital assessment objective through equity in access and skills development.
Does Nigeria Have the Readiness To Implement Examinations Through Computer-Based Testing?
The federal government’s timing to shift tests to computer-based testing (CBT) by 2027 seeks framework improvements alongside enhanced evaluation systems yet multiple problems persist. The widespread variation of technological fluency represents a critical barrier among Nigeria’s young population. Rural areas face persistent challenges with insufficient technological infrastructure even though urban areas continue to improve their digital toolkit and internet connectivity.
The digital gap represents a major obstacle which reduces student equal access to CBTs thereby creating marginalization for numerous participants in testing programs.
Maintaining progress towards enhanced ICT education within schools has developed at a pace that falls below expected rates. Developing skilled educators combined with essential tools should be central investments to prepare future students for essential learning and skills development. The widespread introduction of CBTs faces extensive hurdles because of ongoing problems with electricity service as well as internet network access.
The expressive 2027 target clarifies the goal but Nigeria’s readiness for this industrial evolution remains unclear. Achieving this target necessitates both national policy funding support and community-based measurements to achieve universal accessibility. Digital transformation will succeed by addressing current gaps in infrastructure and technological literacy between educational institutions and communities. Putting fundamental provisions into place first would help prevent a CBT-driven exam system from worsening current educational inequalities instead of solving them.
