Mass JAMB Failure Is a Sign of Progress – Education Minister Alausa Says Crackdown on Cheating Is Working

Comments · 129 Views

In a bold take on the alarming mass failure in the 2025 UTME, Nigeria’s Minister of Education, Dr. Tunji Alausa, says the poor results are not a crisis, but evidence that anti-cheating systems are finally working.

The recently announced mass failure in the 2025 Unified Tertiary Matriculation Examination (UTME) has stirred national concern, with only around 420,000 out of 1.95 million candidates scoring above the 200-mark threshold. But in a surprising response, Nigeria’s Minister of Education, Dr. Tunji Alausa, says this is good news.

Speaking on Channels Television’s Morning Brief, Dr. Alausa claimed the poor performance is a direct result of effective anti-malpractice measures implemented by the Joint Admissions and Matriculation Board (JAMB). According to him, JAMB's computer-based testing (CBT) system, now fortified with strict security protocols, has almost eliminated cheating.

“That’s a big concern, and it’s a reflection of exams being done the proper way,” Alausa said.
“Fraud or cheating has been eliminated. Unfortunately, we cannot say the same for WAEC and NECO.”

He went on to explain that since taking office, the ministry has conducted a thorough review of Nigeria’s examination systems. As a result, sweeping reforms are now underway: WAEC and NECO will begin a gradual transition to CBT, starting with multiple-choice sections in November 2025 and expanding to full CBT exams, including essay papers, by May/June 2026.

The minister also responded to a critical question on whether the poor JAMB results reflect a failure in the educational system or simply better enforcement. He acknowledged both factors but firmly pointed to widespread malpractice, especially in WAEC and NECO, as the foundational issue.

Alausa praised JAMB's computer-based testing (CBT) system and stated that other exam bodies, WAEC and NECO, are still riddled with fraud. He announced that both WAEC and NECO will begin transitioning to CBT by November 2025 for objective questions, with full CBT integration by mid-2026.

He attributed the disparity in performance between JAMB and other exams to the existence of “miracle centres” and widespread cheating, which has led honest students to lose motivation. Alausa emphasized that true academic reform must include technology-driven transparency, quality teaching, and an end to systemic fraud.

“The worst part of cheating is that it disincentivises the hard-working ones… Our youths are intelligent and capable. It’s the environment that corrupts them, and we’re determined to fix that,” he said.

While some have welcomed the crackdown, others argue it reveals deeper flaws in Nigeria’s education system, from underfunded schools to poor preparation. But one thing is clear: the fight against academic fraud has officially begun, and it’s shaking the system.

“The worst part of cheating is that it disincentivises the hard-working ones,” Alausa said.
“If I’m preparing for WAEC or NECO and I know my classmates already have access to the questions, what motivation do I have to study hard? That’s how good students are corrupted.”

He condemned the existence of so-called “miracle centres,” where students are guaranteed high scores through leaked questions and organized cheating. According to him, the culture of examination fraud not only weakens the integrity of academic credentials but also damages the confidence and future of honest students.

To address these challenges, the ministry is also investing in quality teaching and technology, including online learning platforms, to strengthen education from primary through secondary levels. However, Alausa insists that unless cheating is tackled head-on, reforms will not yield meaningful results.

“Our youths are intelligent, capable, and energetic. It’s the environment that corrupts them—and we’re determined to fix that,” he concluded.

The statement has sparked debate across the country, with some applauding the government’s transparency and others questioning whether the underlying issues of underfunded schools, outdated curricula, and overburdened teachers are being fully addressed.

 

Comments