The principal of Banni Community Secondary School, Ilorin West Local Government Area of Kwara State, Mr Babatunde A.A., has warned that moving senior secondary school examinations to a full Computer-Based Test (CBT) format without first addressing infrastructure deficits would place undue strain on already struggling public schools.
Speaking during a visit by this reporter to the school, Mr. Babatunde said while the idea of CBT examinations by bodies such as WAEC and NECO may be progressive, the realities on the ground show that many public schools are not yet equipped to support the policy.
A tour of the school revealed a mix of ongoing renovations and glaring gaps in basic facilities. According to the principal, four newly renovated classrooms used by SS1 students were funded by the school’s Old Students’ Association, Class of 1986, while two other classrooms were renovated by the Kwara State Government.
Despite these efforts, the school continues to grapple with the absence of critical infrastructure. Mr. Babatunde listed the lack of a functional borehole, inadequate toilet facilities for students, an under-equipped science laboratory, and the absence of a perimeter fence as some of the school’s most pressing challenges.
“The lack of a perimeter fence leaves the school vulnerable,” he said. “Although we did not record any theft during the holidays thanks to the commitment of security personnel, the school remains exposed to possible risks.”
The laboratory, he added, is only occasionally used for practicals due to limited equipment, while students still struggle with sanitation challenges.
Beyond physical infrastructure, the principal expressed serious reservations about the planned transition to CBT examinations. He disclosed that the school’s ICT laboratory currently has about 40 computer systems, which are mainly used for basic computer literacy lessons.
“We have not been inspected by any examination body because we do not meet the minimum requirement,” Mr. Babatunde said. “The standard being discussed is about 250 systems. We are far from that.”
According to him, if the CBT policy is enforced without adequate preparation, the responsibility of bridging the gap must rest squarely on the government.
“The plan itself is good, but there are no resources to implement it at the moment,” he said. “Government must provide the equipment before moving exams to CBT. That is the reality.”
A teacher questioned the feasibility of deploying expensive digital examination systems in schools where students still lack basic necessities.
“When a student does not have a proper toilet, a well-equipped laboratory for practicals, or even a conducive classroom, how do we expect such a school to successfully run CBT examinations?” he asked.
The situation at Banni Community Secondary School mirrors concerns raised by educators nationwide, as examination bodies push for digital reforms. At the same time, many public schools continue to struggle with foundational infrastructure deficits.
