Few institutions command as much influence over the educational destiny of West Africa as the West African Examinations Council (WAEC). For decades, WAEC’s paper-based examinations have served as the gatekeeper to higher education and professional advancement for millions of young people across the sub-region. But as the world accelerates into the digital age, WAEC is considering a transition that could be as historic as it is transformative: the adoption of computer-based testing (CBT).
This is more than an operational adjustment. It is a reform that touches the credibility of our examinations, the pace at which results are delivered, and, most critically, the preparedness of our students for a global economy defined by digital skills. Yet, for this reform to succeed, WAEC cannot walk alone. It requires the committed partnership of governments, schools, parents, and the private sector.
The case for CBT is undeniable. Traditional paper-based exams are vulnerable to leaks, impersonation, and other malpractices that weaken public trust. CBT, by contrast, introduces secure systems that significantly reduce these risks. Beyond integrity, CBT promises efficiency; results that once took weeks to process can now be available in days. This acceleration matters: it removes uncertainty for students and allows institutions to plan admissions with greater accuracy and timeliness.
Moreover, the shift to CBT is not a WAEC experiment in isolation. Across the globe, from GRE and GMAT to IELTS and CISCO certifications, CBT is the accepted norm. West African students, if they are to compete fairly with their peers abroad, must be comfortable in this digital environment. By embedding ICT into the very structure of examinations, we not only test knowledge but also build confidence in technology use, an indispensable skill for the twenty-first century.
Still, no one should pretend the road will be easy. The digital divide threatens to turn this noble reform into a source of exclusion. In rural areas, schools continue to struggle with unreliable power supplies, limited computer access, and inadequate internet connectivity. If left unaddressed, these gaps could deepen inequality, leaving urban students better positioned to thrive while rural students struggle to do so. Teachers and supervisors, many of whom lack advanced ICT skills, will require training. Parents, too, must be reassured that their children will not be disadvantaged by this new system.
This is why the transition must be treated as a national and regional project, not merely a WAEC initiative. Governments, at both national and sub-national levels, must step up to provide the backbone infrastructure: reliable electricity, affordable internet, and ICT-equipped learning environments. Ministries of Education should champion the integration of digital literacy into school curricula, ensuring that students are not meeting computers for the first time in the examination hall.
The private sector, particularly telecommunications providers and technology firms, should view this as an opportunity to invest in the future workforce. Public-private partnerships can establish regional CBT centres, especially in underserved areas, so that no student is left behind because their school lacks resources. Such investments are not acts of philanthropy; they are strategic contributions to building a digitally competent workforce that will power the region’s economies.
Schools must also embrace the shift, moving beyond chalk and talk to digital teaching methods that mirror the realities students will face in the examination hall and the workplace. Training for teachers, exam supervisors, and administrators is non-negotiable. Without confident implementers, even the most sophisticated systems can fail.
Equally important is public confidence. WAEC must not introduce CBT without adequate preparation for the public. Mock tests, sensitisation campaigns, and open channels of communication will be vital in reassuring parents, familiarising students, and building trust. The narrative must be clear: this reform is about empowering students, not excluding them.
The risks of inaction, however, are far greater than the risks of transition. To cling to paper-based examinations is to hold on to a past that no longer serves us. Each year that we delay, West African students fall further behind their global peers. Each year, WAEC’s credibility suffers from avoidable malpractice scandals. Each year, we reinforce a system that denies students the very digital competencies that will define their futures.
The transition to CBT is not simply WAEC’s responsibility. It is our collective responsibility. It demands political will from governments, financial commitment from the private sector, proactive adaptation from schools, and patience and support from parents. If these stakeholders come together, WAEC’s reform could become a turning point in West African education, one that secures examination integrity, accelerates results, and equips our youth with the digital skills they need to lead in a global economy.
History often remembers moments of bold reform. WAEC’s proposed shift to computer-based testing is such a moment. It is an invitation to governments to match rhetoric about digital transformation with tangible action. It is a call to the private sector to invest in the region’s human capital. It is a challenge for schools to embrace innovation, and for parents to view change not as a threat but as an opportunity for their children.
The pen-and-paper system served its time well. But the future belongs to screens, keyboards, and secure digital platforms. If West Africa is to prepare its students for the world they will inherit, now is the time to support WAEC in this bold step forward. Our collective investment today will shape not only the credibility of examinations but the destiny of an entire generation.
The West African Examinations Council (WAEC) is preparing to make a historic leap from paper-based examinations to computer-based testing (CBT), a move that promises to strengthen examination integrity, accelerate result processing, and equip students with essential digital skills. The transition is not merely a technical adjustment; it is a reform that aligns West Africa with global standards while preparing its students to compete confidently in an increasingly digital world. However, the success of this shift depends on more than WAEC’s determination; it requires the active participation of governments, schools, parents, and the private sector.
Yet, the challenges are as real as the promise. Unequal access to ICT resources, unreliable electricity, poor internet connectivity, and limited digital competence among teachers threaten to widen the gap between urban and rural learners. Without targeted investment in infrastructure, capacity building, and sensitisation campaigns, the noble ambition of CBT could inadvertently disadvantage those already on the margins. To avoid this, stakeholders must approach the reform as a shared project that strengthens not just examinations but the foundation of West Africa’s education system itself.
WAEC’s proposed transition to CBT is a defining moment for education in the region. To dismiss it is to cling to a past that no longer meets the demands of the future; to embrace it is to invest in a generation equipped for the realities of a digital economy. This reform is not WAEC’s burden alone; it is a collective responsibility that demands political will, corporate investment, institutional innovation, and parental trust. If stakeholders rise to the challenge, CBT will not only secure the credibility of examinations but also unlock the potential of millions of students whose futures depend on a system bold enough to change. The pen-and-paper era has served its purpose; now, the digital era beckons, and West Africa must answer.
Adamu lives in Abuja.
