Niger Delta Parents, Guardians Lament Unpreparedness of Students for Proposed CB-WAEC/NECO Policy by Federal Government
NIGERDELTA EDUCATION, WAEC/NECO, SECONDARY SCHOOLS
Niger Delta Parents, Guardians Lament Unpreparedness of Students for Proposed CB-WAEC/NECO Policy by Federal Government
By NigerDelta Voice Reporters, Niger Delta Correspondent
Port Harcourt, November 5, 2025
In this comprehensive report, our team of Reporters make an indept research on the preparedness of students towards the WAEC/NECO CB-policy in the Niger Delta Region of Nigeria
Widespread anxiety has gripped parents and guardians across the Niger Delta states as the Federal Government’s proposed shift to a Computer-Based West African Examinations Council (CB-WAEC) and National Examinations Council (NECO) policy draws closer. Many have expressed concern that the new initiative, though laudable, risks deepening educational inequality between urban and rural students, particularly in the oil-producing region where digital infrastructure remains poor.
From Delta to Bayelsa, Rivers, Akwa Ibom, Edo, Cross River, and Ondo States, parents say most public schools are ill-equipped to handle a computer-based system of assessment, lamenting that students are not adequately prepared either in digital literacy or access to technology.
Parents Express Fear Over Policy Implementation
In Yenagoa, Bayelsa State, Mrs. Ebimobowei Owei, a parent of two secondary school students, said the proposed CB-WAEC and NECO exams would “automatically place children in rural and riverine communities at a disadvantage.”
“Most schools in our local government don’t even have a single functioning computer. How do you expect these children to suddenly sit for a computer-based WAEC?” she questioned. “Even teachers struggle to operate basic systems. This policy looks good on paper, but in practice, it will fail our children.”
Similarly, in Ughelli, Delta State, Mr. Richard Ogbobine, a civil servant, described the policy as “a ticking time bomb” that could worsen already poor performance in external examinations.
“Before we think of computer-based exams, we need to fix the learning environment. Students sit on broken chairs, roofs leak, and power supply is erratic. Introducing CB-WAEC now is like asking a drowning man to swim faster,” he said.
Also In Arogbo, Ondo State, A retired Civil Servant from Ajapa Community, Ese-Odo Local government lamented the lack of infrastructure and ICT facilities in the public secondary Schools in the Local government.
"only God knows how our wards are going to write this upcoming WAEC and NECO exams. Many of this students are not trained on CBT because the facilities are not available in our secondary Schools"
"For the records we only have one CBT center in this whole Ese-Odo local government, The Derimobo Jamb CBT center. And is very far from most of the secondary Schools in the Local government", He added.
Teachers and Educationists Share Concerns
Several educators also faulted the Federal Government’s “abrupt” approach. A teacher at Community Secondary School, Okrika, Rivers State, who preferred anonymity, said the lack of training and equipment would make the initiative nearly impossible to implement effectively.
“Many schools here do not even have computer labs. We rely on theory-based ICT lessons. If the government wants to digitalize examinations, they must first digitalize education,” the teacher said.
An education officer in Uyo, Akwa Ibom State, noted that while private schools may adapt quickly due to better facilities, public schools will lag behind, deepening the gap between rich and poor students.
“It’s not enough to announce a policy. There should be pilot programs, teacher training, and infrastructural upgrades first,” the officer added.
Government’s Vision Meets Ground Realities
The Federal Ministry of Education recently announced plans to transition WAEC and NECO examinations from paper-based to computer-based testing (CBT) beginning with selected pilot schools in 2026, with full implementation expected by 2028. The ministry argues that the policy will “modernize the assessment system, reduce examination malpractice, and align Nigeria’s education system with global standards.”
However, in the Niger Delta, where most public schools still grapple with inadequate infrastructure, poor funding, and teacher shortages, many believe the policy is premature.
A youth leader in Eket, Akwa Ibom State, Mr. Effiong Edidem, described the move as “technologically blind to Nigeria’s reality.”
“We appreciate modernization, but the government should first empower rural communities with ICT centers and consistent electricity. Otherwise, the students who can’t afford laptops or internet access will be left behind,” he said.
Guardians Call for Urgent Intervention
In Benin City, Edo State, guardians have appealed to both federal and state governments to collaborate on equipping schools with basic digital tools. Mrs. Philomena Omozuwa, a retired teacher, said parents alone cannot bridge the digital gap.
“Many families are struggling to pay school fees, talk less of buying laptops for their children. The government must see education as a shared responsibility,” she said.
In Warri, Delta State, some students admitted to having never used a computer before. “We only hear of computer lessons,” said Blessing, a Senior Secondary 2 student. “Our teacher draws the monitor on the board. How will I write an exam on the computer?”
Regional Disparity and the Digital Divide
Observers warn that without deliberate regional balancing, the Niger Delta and other rural areas could fall further behind the educational curve. According to the Niger Delta Development Commission (NDDC) 2024 Education Report, less than 38% of public secondary schools in the region have functioning computer laboratories, while only 25% have access to stable electricity.
The report also noted that more than half of teachers in the region lack formal ICT training, limiting their ability to guide students in digital assessments.
Call for Phased Implementation and Capacity Building
Many education stakeholders are now calling on the Federal Government to adopt a phased or hybrid implementation model, where both paper-based and computer-based options coexist for a transitional period.
The Niger Delta Parents Association (NDPA), in a recent statement issued in Port Harcourt, urged policymakers to prioritize training, funding, and infrastructure before rolling out the exams nationwide.
“We are not against progress, but we want inclusivity,” the statement read. “Let no child be punished for the government’s lack of preparation.”
Conclusion
As the debate continues, the proposed CB-WAEC/NECO policy has become a mirror reflecting Nigeria’s deep infrastructural divide. While the vision aligns with modern educational standards, the reality in the Niger Delta paints a troubling picture of uneven readiness.
Unless the Federal Government takes proactive steps to equip schools, train teachers, and bridge the digital gap, millions of students in the region risk being left behind in the nation’s march toward digital education reform.
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