The Nigerian education system has undergone significant transformations over the past few decades—some beneficial, others deeply troubling. One of the most critical shifts occurred with the introduction of a second national examination body in the early 2000s. Before this, the West African Examinations Council (WAEC) operated as the sole authority for secondary school certification, maintaining a reputation for strict enforcement of examination standards. Students suspected of malpractice faced dire consequences, including cancellation or withholding of results, regardless of public sentiment.
However, the emergence of a second exam body brought with it not just healthy competition but also unintended complications. While dual exam bodies were meant to expand opportunities and reduce pressure on students, they have instead contributed to a fragmented system rife with inconsistencies. The metaphor rings true: when two people cook the same pot of soup, the result is often overly salted. The overlapping roles of WAEC and its counterpart have left schools and students navigating a system that increasingly prioritizes outcomes over integrity.
Compounding this issue is the widespread practice of automatic promotion. At roughly the same time dual examination bodies became the norm, schools began tolerating the practice of allowing students to move to the next class regardless of academic performance. In some cases, students proceed from Junior Secondary School (JSS) to Senior Secondary School (SSS) without ever collecting their previous term’s report cards. The consequence? Students arrive in SS3—ill-prepared and academically deficient—yet are expected to sit for high-stakes examinations like the WASSCE or its equivalent. Faced with overwhelming gaps in knowledge, many see cheating as their only option.
If Nigeria is to address the growing menace of examination malpractice, the solution must begin at the foundational level. Education authorities need to take a firm stance: any student who fails a class must repeat it. Reinstating the culture of merit-based promotion will reinforce the value of hard work and learning over shortcuts and deceit. It will also restore dignity to the examination process, making certification a true reflection of knowledge and competence.
The dual existence of examination bodies should serve to improve standards, not dilute them. But this can only happen if the system is backed by clear policies, firm enforcement, and a return to core values. Until then, the education sector will continue to suffer from the consequences of shortcuts and compromised standards.
