Waec’s computer -based tests as a necessary jump in the future, of Modupe Adhesina

According to reports, the Council of West Africa exams (WAEC) is taking into consideration a transition to computer -based tests (CBT) for its exams, a development that has generated excitement, cautious optimism and a certain apprehension. Being one of the oldest and most reliable examination bodies of Africa, Waec has a huge influence not only on secondary education, but also on the social, economic and professional destinies of millions of young people every year. Any reform of its processes, therefore, must not be taken lightly. However, in an era defined by digital transformation, global competitiveness and the demand for more efficient educational systems, Waec’s move proposal to CBT should be welcomed both timely and essential.

The motivation behind this turn is clear. The traditional paper and pencil tests have long been afflicted by logistical challenges, including printing delays, losses, distribution risks and even human errors in the scripts. On the contrary, CBT offers efficiency, speed and integrity. With safe servers, encrypted questioning banks and real -time monitoring, CBT drastically reduces negligence opportunities and improves the credibility of the results. In addition, the CBT accelerates the feedback. The results that required weeks or months to collect can be released in a fraction of the time, for the benefit of universities, employers and, above all, of the candidates themselves.

Critics claim that such a move could expand the digital division, in particular for students in rural areas with limited access to computers and electricity. This concern is valid, but should not be a reason to block progress. Rather, it is an invitation to action for governments, private sector partners and communities to strengthen digital infrastructures in schools. In fact, Waec’s CBT plan could act as a powerful catalyst for investments in ICT structures throughout West Africa. If correctly implemented, the initiative will guarantee that no student is left behind, since both rural and urban schools will require access to IT workshops, Internet connectivity and a reliable power supply.

All over the world, exams are increasingly conducted online or in hybrid formats. From admission exams to university such as Gre and GMAT to professional certifications in jurisprudence, medicine and technology, the CBT has become the Gold Standard for evaluation. Waec’s adoption of this model is therefore not only an experiment but an alignment with the best international practices. For African students who often compete globally for admissions and jobs, the experience of the CBT exams in an initial phase provides both exposure and confidence.

In addition to the examination room, Waec’s CBT proposal offers long -term benefits for learning and employability. Today’s workforce requires digital literacy as a basic ability. By integrating computer -based assessments, Waec is indirectly preparing millions of students for a world in which medium technology communication, work and knowledge. In addition, the CBT encourages new learning methods: schools will integrate the formation of tics in their curricula, teachers will embrace the education assisted by technology and students will develop adaptability in facing digital platforms.

Skeptics are right to underline the obstacles. Current interruptions, system accidents, computer threats and preparation for limited teachers are all real risks. However, none of these challenges is insurmountable. Waec can eliminate the transition, starting from subjects based on objectives (multiple choice questions) before moving on to assessments based on the essay and practical. Pilot tests in urban centers, teacher training seminars and partnerships with telecommunications companies for access to data will flatten the path. It is important to underline that WaEC must invest in solid backup systems, offline test options and crises management protocols to create confidence in the process.

As with any important reform, transparency and communication will be fundamental. Parents, teachers and students must understand the “why” and “as” of this transition. The events, the fake CBTs and the awareness campaigns will disassemble wrong fears and ideas. Waec’s credibility is based on the trust of the public and the success of the CBT will depend on the fact that the interested parties consider it as a tool for equity, accuracy and progress, not as a barrier to these objectives.

The tests proposed by Waec’s computer are more than an administrative reform; It is a declaration of intent. It reports to Africa and the world according to which West Africa is ready to embrace digital innovation in education, to prepare its young people for the needs of the 21st century and to take the integrity of the exams in an era of unprecedented technological challenges.

Yes, the road to go will be hard. Yes, investments must be made. However, clinging to obsolete paper systems, subject to errors and corruption that they were based on paper will keep us only late. The future of education is digital and Waec has jumped. It is a leap that is worth supporting.

Ultimately, the transition of Waec to computer -based tests represents a modernization of exam practices and a strategic investment in the future of the western African educational system. By embracing this reform, Waec positions itself as a digital inclusion engine, innovation and integrity throughout the region. The challenges, although real, can be overcome through gradual implementation, collaborative investments and the supported commitment of the interested parties.

What matters now is the collective will of governments, schools, parents and private sector to ensure that no child is left behind in this digital round. If managed with vision and inclusiveness, the CBT will strengthen the credibility of the Waec exams and equips the generations of students the digital skills necessary to thrive in a competitive world and led by technology.

■ Adhesin, Educista, writes from Lagos.

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