News Agency of Nigeria
Youths urged to seize opportunities, as students win N2m Policy Challenge
Education

Youths urged to seize opportunities, as students win N2m Policy Challenge

By Ibukun Emiola

Nigerian youths have been advised to seize opportunities beyond their academic fields and channel their creativity toward nation-building.

The advice was given by Mr Oluwademilade Oluokun, the winner of the 2025 Policy Challenge Competition, in an interview with the News Agency of Nigeria (NAN) in Ibadan on Monday.

Oluokun, alongside his teammate, Isaiah Elemubayo, both students of Adeleke University, Osun State, won the competition with a proposal on using technology to promote national unity.

He said their project explored how social media platforms, collaboration tools, and other digital innovations could be harnessed to strengthen cohesion among Nigerians.

“Young people should take advantage of opportunities that come their way.

“They should not limit themselves to their chosen fields alone but explore other avenues and achieve great things,” he said.

He noted that while the proposal earned them a N2million prize, the team was already researching to develop a mobile application that would put their ideas into practice.

“The challenge, organised by Future Pathways Development Initiatives, was to come up with a policy aimed at fostering national unity.

“Our project focused on using technology to achieve this because many people today are actively engaged on their phones and online platforms.

“We are determined to ensure the proposal does not remain only on paper but is fully actualised,” Oluokun said.

NAN reports that the 2025 Policy Challenge is themed: “Rethinking Governance for National Unity”.

The challenge brought together young innovators from across the country to design policy ideas that could promote peace and unity. (NAN)(www.nannews.ng)

Edited by Moses Solanke

3,516 students sit for FCT’s science, technical schools 
Education

3,516 students sit for FCT’s science, technical schools 

By Philip Yatai

A total of 3,516 students have sat for the entrance examination into Federal Capital Territory’s (FCT) Science and Technical Senior Secondary Schools.

Dr Neemat Abdulrahim, Director, FCT Education Resource Centre (ERC), said during the exercise across five centres in Abuja on Saturday, that only the best would be admitted.

Abdulrahim, who stressed that the admission would be strictly merit-based, added that candidates must possess the requisite five credits in English Language, Mathematics, and core science subjects in Basic Education Certificate Examination.

She said the ERC has adopted effective coordination and monitoring mechanism to ensure integrity of the examination.

She said that subject specialists were engaged to align the examination questions with the academic curriculum to ensure fairness and relevance.

On inclusiveness, the director noted that provisions were made for candidates with special needs  to ensure no child was disadvantaged or excluded from the assessment.

Abdulrahim reiterated the ERC’s commitment to uphold the highest standards of fairness, integrity and credibility in the education system.

She commended the FCT Department of Security Services for deploying security personnel from the Police, Nigeria Security and Civil Defence Corps (NSCDC, )and FCT Directorate of Road Transport Services.

She explained that the security personnel provided the needed security, crowd control and ensured smooth vehicular movements.

She lauded the FCT Minister Nyesom Wike for the ongoing renovations and upgrade of public schools to provide conducive environments for teaching and learning.

“We are equally grateful for the continuous investment in invigilators training to strengthen monitoring mechanisms and improve efficiency and transparency in examinations,” she said. (NAN)

Edited by Rabiu Sani-Ali

‎FG imposes 7-year ban on new federal tertiary institutions
Education

‎FG imposes 7-year ban on new federal tertiary institutions

‎FG imposes 7-year ban on new federal tertiary institutions

‎
‎Moratorium
‎By Muhyideen Jimoh
‎Abuja, Aug. 13, 2025 (NAN) The Federal Executive Council (FEC) has approved a seven-year moratorium on the establishment of new federal tertiary institutions.
‎
‎Dr Tunji Alausa, Minister of Education announced the approval, after Wednesday’s FEC meeting, presided over by President Bola Tinubu at the Presidential Villa, Abuja.
‎
‎He explained the ban applies to all federal universities, polytechnics, and colleges of education.
‎
According to Alausa, the decision aims to address systemic decay caused by unregulated expansion.
‎
‎”What we are witnessing today is duplication of new federal tertiary institutions, a significant reduction in the current capacity of each institution, and degradation of both physical infrastructure and manpower.”
‎
‎“If we do not act decisively, it will lead to marked declines in educational quality and undermine the international respect that Nigerian graduates command.”
‎
‎“We are doing this to further halt decays in tertiary institutions which may in future affect the quality of education and consequently cause unemployment of graduates from some of these institutions.”
‎
‎Alausa noted Nigeria currently has 72 federal universities, 108 state universities, and 159 private universities with similar trends in polytechnics and colleges of education.
‎
‎He pointed to a growing mismatch between the number of institutions and available student enrollment.
‎
‎He cited a northern university with fewer than 800 students but over 1,200 staff, calling it unsustainable.
‎
‎The minister described the moratorium as a bold corrective measure by the Tinubu administration.
‎
‎He said the government would now focus on upgrading existing institutions, improving infrastructure, boosting manpower, and increasing capacity.
‎
‎“We need to improve the quality of our education system and increase the carrying capacity of our current institutions so that Nigerian graduates can maintain and enhance the respect they enjoy globally.”
‎
‎The minister however announced that the Council approved 9 new private universities out of the 79 active requests pending applications.
‎
‎”Several of these applications have been in the pipeline for over six years, with investors having already built campuses and invested billions of Naira,” he explained.
‎
‎“Due to inefficiencies within the NUC, approvals were delayed. We have since introduced reforms to streamline these processes, and today’s approvals are a result of clearing this backlog.”
‎(NAN)(www.nannews.ng)

Edited by Sadiya Hamza

NGO enrols 6,588 out-of-school children in Katsina informal classes
Education

NGO enrols 6,588 out-of-school children in Katsina informal classes

 

By Abbas Bamalli

GOALPrime Organisation Nigeria, an NGO, has enrolled 6,588 out-of-school children into informal learning centres in Musawa Local Government Area (LGA) of Katsina State.

The Country Director of the NGO, Prof. Christopher Chinedumuije, said this during the distribution of learning materials to the children.

He said the project was funded by the Education Cannot Wait (ECW) initiative and implemented in partnership with Save the Children International (SCI) and the Katsina State Government.

The one-year project, which began in Oct. 2024, also covered selected local government areas in Zamfara and Kaduna States.

He said the project aimed to transition children into formal schooling after three months of informal education.

Chinedumuije noted that the project included psychosocial support, hygiene kits for the children, and distribution of instructional materials to teachers.

“Learning materials will also be provided to around 7,000 pupils in selected formal schools.

“We identified 15,371 learners in formal schools and selected 12 schools for intervention.

“We’ve also set up 32 alternative learning centres and established child-friendly spaces for adolescents.

“Other interventions include the creation of a Community-Based Child Protection Committee (CBCPC), two Disaster Risk Reduction (DRR) committees, and positive parenting classes to strengthen family support systems,” he said.

He emphasised the project’s goal was to support children affected by insecurity or flooding, ensuring their continued access to education.

The Sarkin Musawa, Alhaji Sagir Abdullahi-Inde, represented by his secretary, Malam Safyanu Mani, commended the NGO for the initiative and pledged the community’s full support.

Also speaking, the Education Secretary of Musawa LGA, Malam Yahaya Shu’aibu, urged parents and children to make good use of the materials provided.

He noted the initiative would help bridge the education gap and contribute to reducing security challenges in the region. (NAN)

Edited by Dorcas Jonah/Abiemwense Moru

Professor identifies dialect learning, proficiency gaps among youths
Education

Professor identifies dialect learning, proficiency gaps among youths

 

 

 

 

 

By Henry Oladele

 

Prof. Joy Odewunmi of Lagos State University of Education, on Thursday, called on parents to teach their children dialects to prevent extinction of indigenous languages.

 

Odewunmi also urged governments to invest more in teachers of indigenous languages.

 

She made the call during presentation of experiences in a research carried out on indigenous languages with the Tertiary Education Trust Fund (TETFUND) 2023 grant.

 

The event held at the Lagos State University of Education (LASUED), Ijaniki, Lagos State.

 

The News Agency of Nigeria (NAN) reports that Odewunmi is of the College of Language and Communication Arts Education, LASUED.

 

 

 

The research was entitled ‘Teaching Hausa, Igbo and Yoruba Proverbs Using Colouring Books and Interactive Animations for Nigerian Junior Primary Schools’.

 

 

 

The professor said that parents should make speaking of native languages attractive to their children.

 

“Parents should speak to their children in their native languages. I know the brain has the capacity to learn 10,000 languages.

 

 

 

“Speak to them in your mother tongue and make the language attractive,” she said.

 

 

 

She said there was a gap in learning and proficiency in speaking Nigerian languages among the youth.

 

 

 

She noted that the 2022 National Policy on Education prescribed that mother tongues should be used as a medium of instruction for primary pupils.

 

 

 

“For junior secondary schools, the three major Nigerian languages are prescribed for learning.

 

 

 

“There is a continuous decline in use of our indigenous languages. There is now a renewed national pronouncement about adherence to teaching of primary pupils in their mother tongue,” she said.

 

 

 

Dr Ngozi Dom-Anyanwu appealed to the federal and state governments to produce more teachers on indigenous languages.

 

Dom-Anyanwu is a lecturer at the Department of Nigerian Languages, Igbo Unit, LASUED.

 

“Some teachers of these languages are not qualified. They are not qualified in teaching these languages. Some of them are ill-trained.

 

“When I say that they are ill-trained, what I mean is this: you go to a secondary school and see people teaching Igbo Language but they did not study Igbo Language in any higher institution.

 

The don said that a major challenge encountered during the research was that some states had different dialects.

 

“Maybe, they studied history or any other course, but because they are of Igbo origin, they just choose to teach the language.

 

“We should have qualified teachers, and those who are ill-trained should be given on-the-job training so that they will be able to teach well,” she said.

 

She also said that governments should provide instructional materials.

 

 

 

Prof. Oladayo Akomu of the Department of Nigerian Languages, LASUED, said that researches must be beneficial to the society.

 

“We won a grant from TETFUND and carried out a research, and today is the grand finale where we have to present our experience on the field.

 

 

 

“Over the years, Lagos State Government has tried when it comes to the issue of promoting indigenous languages.

 

 

 

“For instance, all Lagos State tertiary institutions are now offering Yoruba at the level of general studies; so, we have to praise the government for that.

 

 

 

He urged the government to work on the outcomes of the research.

 

“The usual practice in the past was that when we had research of this nature, the stakeholders didn’t always work on the outcomes.

 

 

 

“We appeal to the government to look into our recommendation.

 

 

 

“There are lots of research that we can carry out on indigenous languages apart from the one we have just done; so government has a lot of roles to play,” he said. (NAN)

 

Edited by Augusta Uchediunor/Ijeoma Popoola

Foundation mentors Muslim first class graduates on career
Education

Foundation mentors Muslim first class graduates on career

 

 

 

 

 

 

By Millicent Ifeanyichukwu

 

The First Class Muslim Foundation has trained and mentored over 350 first class graduates on career development in seven years.

 

Dr Sulaimon Ogunmuyiwa, the Chairman, Board of Incorporated Trustees of First Class Muslim Foundation, made this known during the M-First Series 7 for First Class Muslim Graduates, on Wednesday at Ikeja.

 

Ogunmuyiwa said for the series 7, the foundation had gathered 51 first-class graduates from various Nigerian universities for a three-day programme, to inspire and motivate them for the next steps, after graduation.

 

He said the M-First programme aimed to help the first class graduates identify their core competencies, develop goals, network, and secure scholarships for further education or industry entry.

 

According to him, industry experts are also involved to guide participants on career pathways.

 

“This is the seventh edition of the programme, with a total of 350 graduates trained so far. Many of the graduates are pursuing masters or PhD programmes in countries like the UK, Germany, Canada, U.S., and Malaysia.

 

“Those still in Nigeria are either in top universities or top companies, contributing positively to their fields. The foundation tracks the progress of these graduates annually and is pleased with their achievements.

 

“So, today, we have 51 first class Muslim graduates from different universities in Nigeria, we have brought them here to be able to inspire them and motivate them to be able to do more.

 

“They have first class from their first degree, and then we feel that the first class will get expired in two to three years, if they don’t make use of it now.

 

“So in order to ensure that they take the right step, we have brought them together to teach them about how to identify their core competence, how to develop goals, how to network, and how to also get scholarships that will support their further education,” he said.

 

Also speaking, Mr Faheed Olajide, Board Member, First Class Muslim Foundation, urged the graduates to be committed and think about ways they could serve humanity and their communities.

 

Olajide, who is also the Managing Director of Omnicom Solutions Ltd., said there was the need for stakeholders collaboration on raising the standard of the education sector in the country.

 

“We need more investment into education. Quality planning needs to be invested in our education. If any nation is going to grow, it is only the next generation ofthe students , of the youth that are coming up that are going to do it.

 

“If you don’t invest enough in them, then it is as well as saying that you are not building yourself for tomorrow.

 

“So, every dream that we have for Nigeria today, the government should know that it is only by the investment in the youth and the education sector that is going to get this for Nigeria.

 

“It is not something that will give you reward today, but it is what will ensure that the next generation and the generation coming after them build a better Nigeria,” he said.

 

One of the participants, Haruna Abdullahi, who studied Biochemistry in Kogi State University, said that there was stigma associated with obtaining a first class degree, as it often led to unrealistic expectations of perfection in their workplace.

 

Abdullahi said that obtaining a first class degree provided self-fulfillment, as it signified personal achievement and success among peers.

 

He advised on reorienting undergraduates to overcome the common perception that education is a scam.

 

Abdullahi urged undergraduates not to waste education resources, whether self-funded or sponsored, but pay attention to their education. (NAN)(www.nannews.ng)

 

Edited by Florence Onuegbu/Chinyere Joel-Nwokeoma

Be cautious about AI, V-C tells scholars
Education , Science & Tech

Be cautious about AI, V-C tells scholars

By Hilary Akalugwu

Prof. Simon Ortuanya, the Vice-Chancellor, University of Nigeria Nsukka (UNN), has advised scholars to exercise caution in their application of Artificial Intelligence (AI).

Ortuanya said in Nsukka, Enugu State, on Thursday, at the 41st National Conference of Social Studies Educationists Association of Nigeria (SOSAN) that AI, though has merits, also has demerits.

The theme of the conference is: “Leveraging Artificial Intelligence for Transformative Social Studies in 21st Century.”

He said that in as much as AI had the potential to revolutionise all sectors of life, caution should be exercised because it has its own adverse effects when negatively applied.

“Al tools have the capacity to revolutionise every sector of the economy especially education but we should be careful in using AI as it also has its own negative effects,” he said.

The V-C, who was represented by Prof. Romanus Ezeokonkwo, the Deputy Vice-Chancellor Administration, described the topic of the conference as timely and apt as AI remains an essential tool in teaching and learning in the 21st century.

Ortuanya, who assumed office on August 10 as the 16th substantive VC of UNN, said social studies educationists have contributed immensely to the country’s economy especially in education development and urged the association to keep it up.

“There is no doubt the outcome of this conference will go a long way in taking social studies education to a greater height,” he said.

Speaking, Prof. Abdulraheem Yusuf, the National President, SOSAN, said AI had permeated in every facets of the economy especially in education.

“AI not only makes social studies teaching more engaging but more transformative in shaping our students to be critical thinkers, problem solvers, responsible citizens in the ever increasing digital world.

“The outcome of this conference will help to empower our educators and prepare our students for the challenges of 21st century,” he said.

He appreciated the V-C for accepting to host the conference, adding that the Local Organising Committee (LOC) led by Prof. Okechukwu Nwaubani did a great job in organising the event.

In a keynote, Prof. Christian Ezeibe, Dean, Department of Students Affairs, UNN, said AI, if wisely applied, could transform teaching, learning and all ramifications of life.

“AI is reshaping every sector from medicine to manufacturing; from finance to agriculture. It is reshaping education in profound ways.

“AI is not here to replace us but to amplify our potential if we are prepared.

“We should leverage on AI not just for innovation but for transformation, equity, justice and for more informed and responsible citizenry,” he said.

Earlier in a remark, Nwaubani, said the vision of the association was to build and sustain a virile strong and stable Nigeria through the teaching and learning of social studies in schools.

“SOSAN is strongly committed to promoting the visibility and relevance of social studies education in the scheme of things in Nigeria.

“These ideals resonate with the theme of this conference which says “Leveraging Artificial Intelligence for the Transformative Social Studies Education in Nigeria in the 21st Century.”

“The topic is apt, insightful and inspiring because of its relevance to the promotion of ICT in teaching social studies,” he said. (NAN)(www.nannews.ng)

Edited by Uche Anunne

FG, Korea digital education initiative impacts 3m children
Education

FG, Korea digital education initiative impacts 3m children

Digital

By Funmilayo Adeyemi

No fewer than three million children have benefitted from the multimedia digital education initiative of the Universal Basic Education Commission (UBEC) and the Korea International Cooperation Agency (KOICA)

Executive Secretary, UBEC, Aisha Garba, disclosed this on Monday in Abuja at the closing ceremony of KOICA Education Project in Nigeria.

Garba said, 420,009 library materials and158,000 Nigerian history books had also been distributed through the initiative which commenced in 2021.

She said the project, designed to address critical gaps in Nigeria’s education system, has greatly redefined the landscape of basic education in Nigeria, through technology, innovative teaching, and inclusive learning.

Specifically, Garba said the project was designed to address the alarming figure of over 10 million out-of-school children and the lack of digital literacy among more than 60 per cent of public primary school teachers.

According to her, under the collaboration, UBEC and KOICA developed Nigeria’s first Smart Education Master Plan and trained over 300 teachers and school leaders.

She added that the collaboration also established six state-of-the-art content development studios, and produced nearly 4,000 digital learning resources in Mathematics and Science.

Garba recalled that when the project began in 2021, they were confronted with sobering realities.

According to her, over 10.1 million school-age children were out-of-school while 70 per cent of those enrolled lacked foundational learning skills.

She added that more than 60 per cent of public primary school teachers did not possess basic digital literacy.

“With the staggering figure and daunting statistics, we saw not just problems, but possibilities.

“We saw possibilities to reimagine learning, bridge the digital divide, and empower our schools and teachers to become catalysts for lasting transformation,’’ she said.

Garba added that, KOICA, through the initiative, supported six of UBEC’s 37 Universal Basic Education Model Smart Schools, but the ripple effect had reached over 8,000 learners in 21 states.

“Although KOICA focus is in six smart schools, the outcome of the project has reached over 8,000 learners in 21 states where the smart schools are fully operational,” she added.

Garba also highlighted recent UBEC reforms that had unlocked access to matching grants for states after 20 years of bottlenecks, enabling more efficient and transparent resource deployment.

The Executive Secretary expressed deep gratitude to KOICA and the Government of the Republic of Korea, affirming UBEC’s commitment to expanding the initiative and ensuring, “no child is left behind.”

“Our vision is a basic education system that is smart, inclusive, and globally competitive, one that builds future-ready citizens,” Garba said.

Earlier, while declaring the event open, the Minister of Budget and Economic Planning, Abubakar Bagudu described the initiative as a model for international cooperation and shared prosperity.

Bagudu, lauded the KOICA initiative for its investment in Nigeria’s basic education, adding that the collaboration had already begun yielding visible results.

“We are grateful to KOICA and the people of South Korea. You have not only built the confidence of our children and parents but also reassured us that Nigeria is not alone on this journey.

“The best way to say thank you is to replicate and sustain this initiative with our own resources,” he said.

The event was attended by top government officials, foreign diplomats, education stakeholders, teachers, and students. (NAN)(www.nannews.ng)

Edited by Rotimi Ijikanmi

Why we should teach fishing, barbing in secondary school – NGO
Education

Why we should teach fishing, barbing in secondary school – NGO

By Esenvosa Izah

A non-governmental organisation, Springforth Foundation, is advocating integration of skill acquisition into secondary school curriculum.

The organisation said the integration would address the growing challenge of youth unemployment.

The Founder, Mrs Blessing Agborume, made the advocacy in an interview with the News Agency of Nigeria (NAN) in Lagos.

Agborume said that equipping students with practical skills alongside academic knowledge would prepare them better for employment.

“Springforth is at the forefront of advocacy for a holistic approach to education by integrating skills acquisition into secondary school curriculum.

“We want students to be taught vocational skills such as fashion designing or tailoring, barbing, and digital skills including coding.

She also urged that students should be taught farming and fishing, among other skills.

“This will not only make them more employable, but also open up opportunities for self-employment and entrepreneurship,” she said.

Agborume noted that integrating skills acquisition into secondary school curriculum would require instructors and facilities.

She suggested collaboration with government agencies, the private sector and other stakeholders.

“By working together, we believe it is possible to create a robust and more effective education system that meets the needs of both students and employers.

“The advocacy is a step toward rethinking the traditional education model and preparing young people for the future.

“By equipping students with skills they need to succeed in the job market, Nigeria will reduce unemployment, alleviate pressure on the labour market and foster a more dynamic and resilient economy,” Agborume said.

She said that since inception in June 2022, the foundation had sponsored 27 children into primary, junior and senior secondary schools.

According to her, it is the foundation’s way of contributing to the development of the society.

“We have engaged five persons in skills; two are learning barbing, two are learning generator repair, and one, fashion designing.

“We have also mentored a song writer, who also is a gospel singer.

“We also sponsor LEKKI sport television to encourage youth engagement in sports to discourage them from crime, drug abuse and other vices,” she said. (NAN)

Edited by Ijeoma Popoola

Reviewed Results: Stakeholders knock WAEC, demand investigations, sanctions
Education

Reviewed Results: Stakeholders knock WAEC, demand investigations, sanctions

By Funmilayo Adeyemi
Stakeholders in the education sector have, again, criticised the West African Examinations Council (WAEC) over the sudden change of the recently released 2025 West African Senior School Certificate Examination (WASSCE) results.
The stakeholders, who spoke in interviews with the News Agency of Nigeria (NAN) in Abuja, are demanding independent investigations into the matter and overhaul of the council’s management team.
They contended that, subjecting WASSCE, a standardised evaluation for secondary school leavers and basic requirement for tertiary institution admissions, to “trial and error”, is unacceptable.
According to them, inconsistencies in such high-stakes examinations could damage the credibility of Nigeria”s academic qualifications, both locally and internationally.
It would be recalled that WAEC, on July 4, released the 2025 WASSCE results and announced that only 38.32 per cent of its 1,969,313 candidates secured credits in five subjects, including English Language and Mathematics.
The mass failure had attracted strong criticism, with parents and some groups calling for the cancellation of some of the papers, especially English Language and Mathematics.
Subsequently, WAEC said it discovered technical glitches during an internal review and temporarily withdrew access to the results.
After reopening its online results portal on Friday, Aug. 10, the pass rate was revised upward to 62.96 per cent, effectively doubling the initial figure.
At a news conference in Lagos, WAEC said, after reviewing the process, the new statistics indicated that a total of 1,239,884 of the 1,969,313 candidates, representing 62.96 per cent, now have five credits including English and Mathematics.
The council linked the initial discrepancies to “serialisation issues” in subjects such as Mathematics, English, Biology, and Economics.
The development, however, sparked reactions from stakeholders, including candidates, parents, and teachers.
The Founder, Exam Ethics Marshall International (EEMI), Ike Onyechere, questioned the council’s credibility and the integrity of Nigeria’s education assessment system.
Onyechere described the development as “a national disaster,” accusing WAEC of “bastardising the entire education process.”
 “You cannot make such a serious examination, a subject of trial and error. Today the pass rate is 38 per cent, tomorrow it becomes 63 per cent.
“How are we supposed to trust the authenticity of these results?,” he queried.
Onyechere called on the Federal Ministry of Education, the Presidency, and the National Assembly to launch an urgent investigation into the matter, insisting that those at the helm of affairs in WAEC should be reshuffled.
“All the up and down with results, is it just in Nigeria or is it happening in Ghana, in Sierra Leone, in Gambia, all those West African countries?.
“And, if it is happening only in Nigeria, then, the Federal Ministry of Education has to tell the country what exactly is going on,” he said.
Onyechere dismissed the explanation WAEC gave on serialisation of papers as “technical excuses” that failed to address deeper administrative lapses.
“This is not a joke. We are gambling with the future of these students. Universities, employers, and foreign institutions rely on these results.
“If people can no longer trust them, the consequences will be far-reaching.
“So, those people with the responsibility for leadership should step up and review the matter and carry out thorough investigations with dire consequences,” he said.
A teacher, Oluwaseun Omotubora, said that the mass failure recorded in the earlier results was a reflection of how the examinations were conducted.
Omotubora said one could not expect a better performance in a systemic failure which led to writing of examinations midnight and with torchlight.
She said, upon noticing the mass failure, a responsible examination body should have recalled the answer sheets of the affected subjects, reviewed them and found out the problems before releasing the results.
She said WAEC should have called for fresh examinations in the affected subjects, rather than creating the avenue for doubting the integrity of the body and the process.
A parent, Mrs Ifeoluwa Atteh, called for an independent investigation to determine whether candidates were unfairly failed or passed in either of the two results released.
Atteh urged caution, calling for a deeper analysis to ensure the results truly reflected improved learning outcomes and not just deliberate adjustments.
“The whole WAEC results is confusing. Does it mean that those results earlier released just changed now or what,” she questioned.
She called for thorough investigations to ensure the authenticity or otherwise of the newly released results.
Another parent, Nathaniel Adamu, attributed the glitches purported by WAEC to low investments in education budget.
Adamu noted that if the country could get it right in its education budget, all examination bodies would conduct credible examinations for candidates.
He said that adequate education budget would curb the lingering examination malpractices and give examination bodies the resources to provide infrastructure that would enhance their job.
“Look at the budgets of most of the state governments, little funds are allocated to the education sector.
“Infrastructure, educational aids and other facilities to achieve qualitative education are not provided and the teachers are not well remunerated and motivated.
“In turn, teachers are not giving their best because somebody who is not well paid will cut corners.
“We also have the challenge of examinations malpractice being encouraged by parents who are willing to do anything to ensure their children pass,” he said.
He called on the government at all levels to make deliberate attempt to revive the education sector.
Also, Mrs Chidinma Nwafor, a parent and teacher, said the back and forth by WAEC in the release of the results has made the council to lose its credibility.
Nwafor noted that the public outcry and pressure on the examination body after the earlier released results compelled the reviewed results, which could not be trusted.
Meanwhile, most of the candidates who spoke to NAN said that in the earlier results released by WAEC, they scored F9, D7, or E8 in both or either English Language and Mathematics.
They said in the new results uploaded by the examination body, their scores in both or either of the two subjects were reviewed to credits.
They said the reviewed results have assuaged their earlier frustration of clearing other subjects, but failed in two compulsory subjects- Mathematics and English Language.
Chisom Jonah, who sat for the examinations in a public school in Abuja, said her score in English Language was reviewed from D7 to C6.
“I cleared all the subjects I sat for except the English Language which had been reviewed now.
“I am excited with the new results because I can now pursue my university admission. I scored 230 in JAMB and I applied for Mass Communication in a Federal University,” she said.
Another candidate, Favour Akindele, said her Mathematics was reviewed from D7 to C4 in the results newly uploaded by WAEC.
While expressing excitement on the review, Akindele raised the concern that such inconsistency could create credibility problem for the examination body (NAN) (www.nannews.ng)
Edited by Rotimi Ijikanmi
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