Port Harcourt/Nigeria — The West African Examinations Council (WAEC) has announced new minimum infrastructure standards for schools participating in the computer-based West African Senior School Certificate Examination (WASSCE). The move comes as part of a full migration to CBT by 2026.

During a sensitisation event in Port Harcourt, WAEC’s Head of Examinations, Mr. Lucky Njoagwuani, stated that schools will need to meet the following requirements:

A minimum of 250 functional laptops or desktop computers, plus a 10% backup ratio
A robust local server capable of sustaining 250 simultaneous systems
A fully operational local area network (LAN)
Reliable electricity supply, including a generator with at least 40 kVA capacity
Air-conditioning and adequate lighting for exam halls
CCTV cameras in examination areas for security monitoring
A holding room or reception area for candidates awaiting testing Punch News MSME Africa

WAEC has already piloted CBT for private candidates and reports that candidate performance improved under the computer-based format. According to WAEC, the school-based WASSCE will transition fully to CBT next year.

WAEC’s Port Harcourt Zonal Coordinator, Adeniran-Amusan Akim, urged schools to begin immediate upgrades of their ICT centres to meet the new standards, warning that institutions unable to comply will be redirected to designated CBT centres.

What This Means for Stakeholders

For Schools and Proprietors

The infrastructure requirements represent a significant capital investment, especially for schools in underserved or rural areas. Institutions will need to budget for hardware purchases, power backup systems, climate control, and continuous maintenance. Private school proprietors are being encouraged to tap into funding opportunities — including the Bank of Industry and government MSME intervention programmes — to meet these demands.

Schools that fail to meet the standards risk losing direct access to the exam administration, which could affect student convenience, local relevance, and institutional competitiveness.

For Students and Teachers

In the long run, shifting to CBT could improve test security, reduce logistical hurdles (transportation of physical test papers, printing, distribution), and possibly offer a more standardized testing experience. Students familiar with computer usage, typing, and digital navigation may benefit, but those in schools without sufficient ICT exposure could face disadvantages unless schools also invest in training and exposure ahead of time.

For Government and Education Policymakers

WAEC’s move signals a major policy pivot toward digital modernization of national exams. The success of this overhaul will depend on coordination between exam bodies, government (state and federal), and school leadership to ensure equitable access to technology, particularly for schools that have historically lacked ICT infrastructure.

Wider Implications

This requirement could accelerate broader ICT adoption in Nigerian schools—boosting digital literacy, improving computer lab utilization, and potentially attracting private or public investment in educational technology. But it could also widen the divide between well-resourced urban schools and underfunded rural ones, unless accompanied by targeted support and funding.