In Nigeria, public examinations play a critical role in shaping educational pathways and opportunities for individuals. Nigerians are expected to obtain one or more certificates as proof of passing through structured educational systems. Obtaining the certificates is dependent on the owner’s ability to demonstrate thorough understanding of specific concepts and ideas taught to him or her over a specific period of time in order to possess a primary school leaving certificate, a senior secondary school certificate, and a higher score during the Unified Tertiary Matriculation Examinations (UTME) for possible university admission.
According to the West African Examinations Council Results Statistics 2016-2018, there was a significant increase in the number of public students who sat for WAEC in 2018 compared to 2017. The percentage of candidates with 5 or more credits, including Mathematics and English, was 48.15%. In 2018, 109,798 private students took the WAEC, with 47,122 having 5 credits or higher including English Language and 37,184 having 5 credits or higher including Mathematics and English Language.
The West African Senior School Certificate Examination had 1.53 million candidates in 2020, a 3.25% decrease from 2019. Candidates from private and public schools totaled 707,478 and 830,756 respectively. By 2021, the total number of candidates who took the exam was 1.56 million, a 1.42% increase from 2020. Private schools increased 2.01%, while public schools decreased. In 2022, 1,593,278 million candidates, representing 70% of the candidates in the sub-region, were from Nigeria. In 2023, 1,621,853 candidates from 20,851 secondary schools registered for the examination.
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Though UTME is not a regional examination like WAEC, these narratives are not quite different for the number of students who register for it each year. The Joint Admissions and Matriculation Board data shows a 4.01% decrease in applications received in 2018 compared to 2017, and a 2.99% decrease in admitted candidates in 2018. In 2022 and 2023, the Board reports a total of 1.8m and 1.6m candidates respectively.
However, recent controversies surrounding fake results in public examinations, such as the case of Ejikeme Mmesoma and the Joint Admissions and Matriculation Board (JAMB), shed light on the intricate web of factors that contribute to the existence and persistence of the fake results market in Nigeria’s political economy. In this piece, our analyst explores the underlying political and economic dynamics that enable the proliferation of fake results in public examinations and its implications for the country’s education system.
Corruption and Examination Malpractice: Nigeria has been grappling with corruption across various sectors, and the education system is not immune. The prevalence of examination malpractice and the production of fake results can be attributed to systemic corruption. The involvement of corrupt officials, examiners, and syndicates in this illicit market thrives due to weak regulatory mechanisms, lack of accountability, and inadequate enforcement of penalties.
High Stakes and Limited Opportunities: Public examinations, such as the Unified Tertiary Matriculation Examination (UTME), serve as gatekeepers for higher education institutions and career prospects. The intense competition for limited slots in universities and job opportunities creates a desperate environment where individuals resort to unethical means to gain an advantage. The pressure to secure high scores drives the demand for fake results, as they are perceived as shortcuts to success in a highly competitive society.
Economic Inequality and Access to Quality Education: Nigeria faces significant economic inequality, with limited access to quality education being a major challenge. The pursuit of education is seen as a means to escape poverty and improve social mobility. However, the prevalence of fake results exacerbates existing disparities by perpetuating an unfair system. Those with financial resources can afford to purchase fake results, while marginalized individuals are left further behind, unable to compete on an equal footing.
Implications for the Education System: The existence of the public examination fake results market undermines the credibility and integrity of Nigeria’s education system. It erodes trust in the assessment process, devalues genuine achievements, and hampers efforts to maintain academic standards. Additionally, it raises concerns about the competence and capabilities of individuals who gained admission or secured employment through fraudulent means, potentially compromising the quality of graduates and professionals.
Addressing the Issue: Addressing the political economy of the public examination fake results market requires a multi-faceted approach. It demands strong political will and commitment from government authorities to tackle corruption, enhance transparency, and strengthen regulatory frameworks. Collaboration between examination bodies, law enforcement agencies, and relevant stakeholders is crucial for effective monitoring, investigation, and prosecution of those involved in the production and distribution of fake results. Additionally, there is a need to improve access to quality education, reduce economic inequality, and create more opportunities to reduce the desperation that drives individuals towards resorting to unethical practices.
The prevalence of fake results in Nigeria’s public examinations is a symptom of broader issues within the country’s political economy. To safeguard the integrity of the education system and ensure a level playing field for all students, it is necessary to address corruption, enhance transparency, and promote equal access to quality education. Only through these concerted efforts can Nigeria build a strong foundation for a fair and merit-based education system that equips individuals with the skills and knowledge needed for a prosperous future.