No one bothers anymore to say, “Not again!”
The time has passed when stakeholders spilled ink lamenting mass failure in national examinations such as the West African Senior School Certificate Examination conducted by WAEC and the Senior School Certificate Examination conducted by NECO.
Year after year, fewer people seem to pay attention to the news because mass failure has almost become an annual routine. Our minds have gradually adapted to it, and many parents and guardians now believe they know their way around the problem.
While children from poor families struggle, some wealthy parents know where to find so-called “special examination centres” and how much to pay. In some of these centres, candidates are promised good results, and they don't have to sit for the examination. They are assured of obtaining at least five credits, including Mathematics and English Language, through organised examination malpractice.
As a result, some unemployed youths and corrupt examination agents make a living from what has become an examination-malpractice industry. To them, it may appear better than defrauding or robbing people directly.
The illegal business can involve different participants, including dishonest cybercafé operators, school proprietors, supervisors, invigilators, agents and parents. Almost everyone involved receives a share of the proceeds—except the students, whose education and character suffer in the long run.
WAEC Performance and Withheld Results, 2010–2014
The assertion that, there is an increasing level of malpractices in national examination is well supported by data as shown in the table below.
| Year | Candidates with Five Credits, Including English and Mathematics | Results Withheld |
|---|
| 2010 | 24.94% | 5.70% |
| 2011 | 30.91% | 5.29% |
| 2012 | 38.81% | 6.73% |
| 2013 | 36.57% | 6.75% |
| 2014 | 31.28% | 8.61% |
In 2014, 529,425 of the 1,692,435 candidates who sat the examination obtained at least five credits, including English Language and Mathematics. WAEC also withheld the results of 145,795 candidates, representing 8.61 per cent, over suspected examination malpractice.
Over the five-year period, the percentage of withheld results rose from 5.70 per cent in 2010 to 8.61 per cent in 2014. Meanwhile, the percentage of candidates obtaining the required five credits rose and fell, reaching its highest point of 38.81 per cent in 2012 before falling to 31.28 per cent in 2014.
The number of results withheld itself is only indicative of malpractices rate and not an exact picture of what transpire in numerous examination centres scattered across the country. Some cases of malpractices goes unnoticed, ignored or un-penalized.
Likewise, the average pass rate during the five years was approximately 32.5 per cent. This meant that fewer than one in three candidates, on average, obtained five credits, including English Language and Mathematics.
The result was worrying and raised serious questions about the quality of teaching, learning conditions, school supervision, student preparation and the integrity of the examination process.
More Schools, but Has the Standard Improved?
Almost every academic session, new schools are established, often by private individuals. However, the growing number of schools has not always resulted in a corresponding improvement in educational standards.
In some private schools, profit comes before quality. Some school owners are more concerned about attracting large numbers of students and producing impressive examination results than providing qualified teachers, adequate laboratories, libraries and proper academic supervision.
Government schools also face serious problems.
In many cases, the government appears to have reduced its role to paying staff salaries and providing only a few basic needs. Classrooms remain overcrowded, instructional materials are inadequate, laboratories are poorly equipped and teachers are not always given the training and motivation required to perform effectively.
Several observers trace the decline in Nigeria’s education system to the economic difficulties of the 1980s, particularly the introduction of the Structural Adjustment Programme. Reduced public spending and declining living standards affected education, as they affected many other sectors.
Although there have been periods when increased oil revenue could have supported major infrastructural and human development in education, the opportunity was not always properly used.
The prolonged strikes by workers across different levels of the education system have also reflected dissatisfaction with funding, working conditions and government policies.
Original Outlook for 2015
At the time this article was first written, Nigeria was once again facing economic difficulties and a possible change of government. It seemed unlikely that much would change in 2015.
The concern was that unless the government lived up to its responsibilities through targeted policies, adequate funding and proper implementation, no amount of spilled ink would reverse the downward trend in the education sector.
That concern remains relevant, although later examination results show that the situation has not followed a simple, continuous downward movement.
Update: July 2026
WAEC performance improved considerably in several years after 2014.
In the 2024 WASSCE for school candidates, 72.12 per cent of candidates obtained at least five credits, including English Language and Mathematics. WAEC initially withheld 215,267 results, representing 11.92 per cent of the candidates, over reported cases of suspected examination malpractice.
Nevertheless, examination malpractice remains a serious concern. The presence of withheld results, special centres, collusion, impersonation and the use of mobile devices during examinations shows that the struggle for credible assessment is not over.
A high pass rate does not automatically prove that educational standards have improved.
Nigeria therefore needs more than higher examination pass rates. It needs properly funded schools, qualified and motivated teachers, responsible parents, honest school administrators, effective supervision and a society that values learning more than certificates.
Until these responsibilities are taken seriously, the annual argument over mass failure will continue—and another disturbing result will always be waiting around the corner.