Federal Government Reaffirms Tough Measures to Curb Exam Malpractice, Clarifies Key Education Reforms

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12/01/26 • 21 Visualizações • 0 Compartilhar • Publicado em Outro

The Federal Government has reiterated its determination to stamp out examination malpractice in Nigeria’s education system—particularly in examinations conducted by the West African Examinations Council (WAEC) and the National Examinations Council (NECO). This assurance was given by the Minister of State for Education, Dr. Suwaiba Said Ahmad, during an interview on the Nigerian Television Authority (NTA) Network.

Addressing concerns over what many Nigerians have described as recent “policy reversals,” the minister said the reforms currently underway are aimed at restoring integrity, accountability, and credibility to the nation’s education system. She explained that policies such as the restriction on transferring Senior Secondary School Three (SS3) students, clarifications on mathematics requirements for higher education, and the status of indigenous languages should be understood within the broader context of strengthening educational standards.

According to her, the reform agenda was driven by data-based assessments to identify weaknesses in the system. “We conduct a gap analysis before introducing reforms. These policies are deliberate responses to long-standing challenges,” she said, noting that resistance often arises because many stakeholders have become accustomed to ineffective practices.

Mathematics and Access to Higher Education

Dr. Ahmad clarified misconceptions surrounding mathematics requirements, stating that mathematics remains compulsory at basic and secondary levels—especially for science and social science-related fields. However, she emphasized that insisting on credit-level mathematics for all higher education programmes has hindered access for some students pursuing disciplines unrelated to advanced mathematics.

“After about twelve years of exposure to mathematics, students going into areas such as religious studies should not be denied opportunities because of mathematics barriers,” she noted. The emphasis, she explained, is to ensure fairness while maintaining relevance where mathematics is essential.

Tackling Examination Malpractice

A major highlight of the discussion was the government’s intensified efforts to combat examination malpractice. The minister warned that widespread malpractice undermines learning, demoralizes hardworking students, misleads policymakers, and distorts national education outcomes.

She recalled a period when examination results genuinely reflected student performance, contrasting it with the current trend of artificial mass success. The new policy restricting SS3 transfers, she said, was introduced to curb the practice of students moving to “special centres” to perpetrate malpractice.

While acknowledging concerns over students whose families relocate for genuine reasons, she maintained that the advantages of the policy far outweigh its limitations. She added that the introduction of a strengthened continuous assessment (CA) framework and a learner identification system will ensure accountability and prevent manipulation of student records.

Indigenous Languages Remain Intact

Reacting to rumours about the removal of indigenous languages from schools, Dr. Ahmad dismissed the claims as false. She affirmed that Yoruba, Hausa, and Igbo remain part of the curriculum, stressing that cultural preservation and educational quality are priorities that will continue to align.

Restoring Integrity and Public Confidence

The minister emphasized that the ultimate goal of the reforms is to ensure that school certificates truly represent competence and learning. She called for public cooperation, stressing that meaningful reform often comes with discomfort.

Education observers note that the minister’s clarifications may help reduce public anxiety and redirect focus toward the broader mission of strengthening Nigeria’s education system. Stakeholders, however, insist that the success of these reforms will depend on consistent implementation and collaboration among government, schools, parents, and examination bodies.

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