Digital Divide and CBT Crisis: Lessons from JAMB 2025

In 2025, Nigeria’s education system faced a significant challenge when the Joint Admissions and Matriculation Board (JAMB) encountered severe technical issues during the Unified Tertiary Matriculation Examination (UTME). These issues, particularly with the Computer Based Testing (CBT) system, led to widespread failures and raised concerns about the readiness of the country’s digital infrastructure for high stakes examinations.

The Technical Breakdown

The 2025 UTME was marred by a critical software oversight. A skipped patch in JAMB’s system led to server glitches across 157 CBT centers, affecting approximately 380,000 candidates. These glitches resulted in scrambled scores, with over 75% of the 1.95 million test takers scoring below the 200 point university cutoff. The technical failures included power outages, system crashes, and login errors, severely impacting the examination’s integrity.

The Digital Divide

A significant factor contributing to the CBT issues in JAMB 2025 is the digital divide in Nigeria. Many students, especially in rural areas, lack basic computer literacy and access to reliable internet. Some had never used a computer before the exam, leading to difficulties in navigating the CBT system. This lack of digital preparedness exacerbated the challenges posed by the technical glitches.

Institutional Response and Accountability

In response to the crisis, JAMB acknowledged the errors and ordered a resit for affected candidates in Lagos and the South East. However, this selective approach drew criticism, as similar technical issues were reported in other regions like Kano, Kebbi, and Sokoto. A law firm representing affected candidates in these areas questioned JAMB’s criteria for rescheduling exams, highlighting concerns about fairness and transparency.

Lessons and the Way Forward

The 2025 UTME crisis serves as a wake up call for Nigeria’s education system. It highlights the need for comprehensive reforms, including investing in digital infrastructure, enhancing computer literacy programs, and ensuring equitable access to technology across all regions. Moreover, there must be a focus on mental health support for students and robust contingency plans to address technical failures promptly.

Conclusion

The CBT issues in JAMB 2025 have exposed critical vulnerabilities in Nigeria’s educational and technological frameworks. Addressing these challenges requires a concerted effort from government agencies, educational institutions, and the private sector. By prioritizing digital literacy, infrastructure development, and student support systems, Nigeria can work towards a more resilient and equitable examination process, ensuring that such a crisis does not recur.