The Joint Admissions and Matriculation Board (JAMB) is set to introduce remote Computer-Based Testing (CBT) for candidates beginning from the 2027 Unified Tertiary Matriculation Examination (UTME), as part of broader reforms aimed at strengthening examination integrity, accessibility, and technological efficiency in Nigeria’s education sector.
Reports indicate that the initiative may include a “Bring Your Own Device” (BYOD) model, which would allow some candidates to sit for examinations remotely using personal computers under strict monitoring and security systems.
The proposed reform aligns with the Federal Government’s wider plan to transition major public examinations — including those conducted by the West African Examinations Council (WAEC) and the National Examinations Council (NECO) — to full CBT by 2027.
Minister of Education, Dr Tunji Alausa, had earlier stated that technology-driven examinations would help reduce malpractice, identity theft, impersonation, and other forms of examination fraud.
As part of preparations for the transition, JAMB has already intensified requirements for accredited CBT centres nationwide. The Board recently announced that any centre lacking remote monitoring capability would no longer participate in UTME registration or examination processes.
JAMB stressed that all accredited centres must be accessible for live monitoring directly from its headquarters in Abuja to improve supervision and transparency during examinations.
Despite the proposed benefits, the planned transition has continued to generate debate among education stakeholders, particularly over concerns relating to poor electricity supply, weak internet connectivity, and inadequate digital infrastructure in many parts of the country.
Stakeholders have also raised concerns about low digital literacy among students in public schools, especially in rural communities.
Recent education sector reports indicate that fewer than 30 per cent of public secondary schools in Nigeria possess functional computer laboratories, while many students still lack basic ICT competencies required for technology-driven examinations.
Education experts maintain that the successful implementation of remote CBT would depend largely on significant improvements in broadband penetration, cybersecurity systems, electricity stability, and nationwide digital training programmes for both teachers and students.
They also emphasised the need for policies that would prevent digital exclusion and ensure equal opportunities for candidates regardless of geographical location or socio-economic background.
The proposed reform represents one of the most ambitious technological shifts in Nigeria’s examination system in recent years and is expected to shape the future of tertiary admissions nationwide.
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