In a nation where education is often described as the key to success, the credibility of public examinations remains a major pillar of academic integrity. For decades, Nigeria’s education system has grappled with a persistent threat: examination malpractice. Now, in what appears to be a revolutionary leap, the West African Examinations Council (WAEC) has announced the implementation of customised question papers for selected subjects in the 2024/2025 West African Senior School Certificate Examination (WASSCE). This initiative, the first of its kind at this scale in Nigeria, marks a significant departure from traditional assessment formats for WAEC and sets the stage for a new era in educational accountability.
Established in 1952, WAEC is a regional examination body mandated to conduct standardized tests and certify secondary school graduates across English-speaking West African countries—Nigeria, Ghana, Sierra Leone, Liberia, and The Gambia. For millions of Nigerian students, WAEC’s School Certificate Examination serves as a critical academic milestone, a prerequisite for university admission and a determinant of future career prospects. Over the decades, the Council has expanded its reach and restructured its exams to meet evolving educational standards. Yet, one challenge has stubbornly persisted: examination malpractice.
According to WAEC’s own statistics, WAEC withheld the results of 215,267 candidates, which is 11.92 per cent of 1,805,216, the total number of candidates that sat the examination due to examination malpractice in 2024. The 2024 withheld results figure was 4.37 per cent lower than the 16.29 per cent recorded in the WASSCE for school candidates 2023. The infractions range from impersonation and collusion to smuggling in prepared answers and using mobile phones to access leaked questions. In many cases, entire exam centres are compromised, prompting WAEC to blacklist schools and withhold results. Despite punitive measures, the trend has not significantly declined, prompting calls for a more systemic solution. This is not just a case of these two years. It has been like that over the years. Take year 2000 for example, 636,064 students wrote the exam and 41,090 was cancelled for malpractice. In 2017, it was reported that 214,952 students cheated.
In response to this growing concern, WAEC has decided to introduce customised question papers for selected subjects; specifically English Language (Papers 1 & 3), Mathematics 1, Biology 1, and Economics 1. Each candidate will receive a uniquely coded version of the paper, accompanied by a matching Optical Mark Recognition (OMR) sheet. This means no two students will have identical questions, effectively neutralising the opportunity to copy answers or circulate leaked questions. The customised papers will be generated through a secure algorithm that ensures questions cover the same topics and cognitive levels but are distinct in phrasing and sequencing. Supervisors have been trained to manage emergencies, such as missing scripts, by issuing a neutral version of the paper with a plain OMR sheet. WAEC officials say the pilot phase has already shown promising results.
The implications of this initiative extend far beyond the examination hall. It signals a shift in Nigeria’s academic culture, from one that passively accommodates malpractice to one that proactively deters it. For students, the new format demands personal accountability and readiness. For teachers, it necessitates a return to comprehensive instruction and individual assessment. And for schools, it places greater emphasis on ethical practices and exam preparation. Education experts have lauded the move. Dr. Zainab Olaniyan, a senior lecturer in educational assessment at the University of Ilorin, calls the customised paper model “a bold and commendable step that leverages technology to enhance exam integrity.” According to her, “the success of this initiative could inspire other examination bodies, like NECO and NABTEB, to adopt similar models.”
The success of the Joint Admissions and Matriculation Board (JAMB) in curbing examination malpractice through personalised testing further validates WAEC’s latest approach. Since 2015, JAMB has administered the Unified Tertiary Matriculation Examination (UTME) via Computer-Based Testing (CBT), where each candidate receives a unique set of questions randomly drawn from a vast question bank. According to a report by Daily Trust, since hese innovations (CBT) started, malpractice in JAMB dropped drastically to less than 0.3 per cent and as JAMB progressed, by 202, we were hovering around 0.01 per cent. The board also integrated biometric verification, AI-powered surveillance, and stricter monitoring protocols, all of which have strengthened the credibility of its assessments. WAEC’s move towards customised question papers reflects this successful model and suggests a unified national direction in the fight for examination integrity.
To fully appreciate the need for this innovation, it’s crucial to understand why examination malpractice has become so rampant. Analysts attribute the problem to multiple systemic issues: overcrowded classrooms, underqualified teachers, high-stakes testing environments, and a societal emphasis on certificates over competence. In some cases, school authorities themselves collude in the fraud, driven by the desire to improve their institution’s performance ratings. There is also the role of economic disparity. In urban centres, affluent parents often pay for special centres where their children are guaranteed leaked questions or allowed to bring in smartphones. In contrast, students in public schools, particularly in rural areas, are often left to fend for themselves. This inequality further undermines the meritocracy that public exams are meant to uphold.
Beyond the systemic issues lies a quieter, more insidious consequence: the psychological burden on students. In an environment where cheating is normalised, honest students often feel disadvantaged and demoralised. The fear of failure, compounded by peer pressure and family expectations, drives many to compromise their integrity. By introducing customised question papers, WAEC is not just securing its exams, it is also restoring hope to students who wish to succeed on their own merit. “This is a relief,” says Esther Adeyemo, a final-year secondary school student in Lagos. “Now I can read knowing that what I write will be based on my effort, not on how much someone else paid for answers.”
WAEC’s bold move opens the door to broader innovations in assessment security. Digital examinations, biometric verification, and AI-powered surveillance are already being explored globally. Within Nigeria, universities and polytechnics have begun experimenting with computer-based testing, especially during post-UTME screenings. If the customised question model proves successful, it could catalyse a wave of reform across all levels of testing. Experts also argue for a long-term cultural shift. The war against malpractice is not just technological; it’s moral and educational.
WAEC’s introduction of customised question papers is more than a technical adjustment, it is a statement of intent. It reflects an urgent desire to cleanse the rot in Nigeria’s education sector and set new standards for fairness and accountability. The success of this initiative will depend not only on WAEC but on the collaboration of schools, teachers, parents, and students. As Nigeria prepares for the next examination season, the hope is that this innovation will serve as a catalyst for deeper, systemic change. Because in the end, education is not just about passing exams, it’s about building a society where merit, not manipulation, defines success.
