Miracle Centres Under Fire As Akwa Ibom, Cross River, Rivers Demand Tougher War On Exam Malpractice
By IKE UZOR-NZUBECHI
STAKEHOLDERS in Akwa Ibom, Cross River and Rivers states have called for stronger policies to tackle examination malpractice and shut down so-called miracle centres.
They identified parents, teachers, private school operators, examination officials and the wider education system as major factors sustaining the practice.
The stakeholders also expressed different views on the proposed transition to Computer-Based Testing (CBT) by the West African Examinations Council (WAEC) and the National Examinations Council (NECO).
While some welcomed CBT as a useful reform, others warned that technology alone would not solve the problem.
They argued that government must first address inadequate infrastructure, poor teacher training, weak supervision and the obsession with examination certificates.
Continuous assessment as an alternative
In Akwa Ibom, educationist Prof. Ntiaobong Ekong advocated a major change in the way students are assessed.
The former Dean of the Faculty of Education at the University of Uyo proposed that continuous assessment should account for 70 per cent of a student’s grade, while final examinations should account for 30 per cent.
He said the approach would encourage students to study consistently instead of relying on last-minute examination preparation.
Ekong also blamed the proliferation of poorly regulated private schools for creating an environment where malpractice can flourish.
He urged education authorities to scrutinise schools before granting approval.
Such scrutiny, he said, should cover teachers’ qualifications, staff strength, school facilities and the records of principals.
“Teaching is not an all-comers affair,” he said, stressing the need for qualified professionals to prepare students for examinations.
Parents and invigilators under scrutiny
Ekong also pointed to financial inducements as a major factor behind examination malpractice.
He said some invigilators accept money to compromise examination rules.
Retired principal and former Nigeria Union of Teachers chairman in Akwa Ibom, Etim Ukpong, traced the problem to deeper social attitudes.
He alleged that influential Nigerians helped create a culture in which parents seek examination success for their children regardless of the means.
Ukpong urged parents to allow children to face examinations on their own.
If a student fails, he said, the child should repeat the class rather than obtain an unearned result.
He also challenged political and community leaders to send their children to public schools as part of a broader effort to restore confidence in the public education system.
CBT faces an infrastructure test
The proposed CBT system attracted mixed reactions.
Ekong argued that computer-based examinations would not automatically eliminate malpractice.
He said government must train teachers, provide computers and ensure that candidates can take examinations independently.
Other stakeholders supported CBT but insisted that implementation must be gradual.
Veteran journalist Aniefiok Udonquak said CBT could reduce malpractice because examination results could be processed more quickly.
He nevertheless called for adequate computer facilities and training for both teachers and students.
Edet Emenyi, chairman of the NUT in Akwa Ibom, similarly urged government to employ more computer teachers and provide regular training.
He also warned against moving students long distances to examination centres because of inadequate facilities.
Cross River seeks stronger monitoring
In Cross River, stakeholders blamed weak supervision and corruption for the persistence of miracle centres.
Civil servant Effanga Etim questioned how examination questions could allegedly reach candidates before examinations without the knowledge of officials responsible for monitoring centres.
He accused some officials of accepting bribes and ignoring violations.
NAPTAN President Boniface Odeh said miracle centres threaten the credibility of WAEC and NECO examinations.
He linked the problem to poor teaching, inadequate preparation, pressure for high grades and society’s preference for certificates over competence.
Odeh called for stronger accreditation, closer monitoring and tougher sanctions.
He also backed CBT but recommended biometric verification and stricter supervision.
Private schools face greater scrutiny
Abraham Osok, chairman of the Cross River chapter of the National Association of Proprietors of Private Schools, condemned miracle centres.
He said his association was working with the state Ministry of Education to close substandard schools and improve compliance.
Osok supported the gradual introduction of CBT and student indexing.
According to him, the measures could reduce impersonation, malpractice and the movement of candidates between schools.
Cross River Commissioner for Education Stephen Odey said the state had not received an official report confirming the existence of miracle centres.
He said government had introduced student identification numbers to improve monitoring and prevent irregular transfers.
The state is also expanding computer facilities in preparation for CBT.
Rivers calls for intelligence-led enforcement
In Rivers, stakeholders demanded more aggressive enforcement.
Dr. Ufere Edem of a technology training centre described miracle centres as a threat to Nigeria’s educational future.
He urged the Federal Government to identify and shut down centres involved in examination malpractice.
Edem also recommended intelligence-led investigations, including the use of informants to identify schools involved in organised malpractice.
Education instructor Godwin Abesima said miracle centres had become normalised in parts of the country.
He warned that some of the notorious centres were located in major cities rather than remote communities.
Abesima called for greater surveillance of elite private schools.
Beyond technology
Oilwatch International coordinator Kentebe Ebiaridor said the problem went beyond examination halls.
He identified corruption, poor implementation of reforms, certificate obsession, extramural classes and pressure from parents as factors sustaining the practice.
The emerging consensus among stakeholders is that CBT can strengthen examination administration but cannot, by itself, repair a damaged education system.
For the reform to succeed, governments must combine technology with credible supervision, qualified teachers, adequate infrastructure, student preparation and meaningful sanctions.
The debate therefore extends beyond whether candidates should write examinations on computers.
It is also about whether Nigeria can build an education system in which students earn qualifications through knowledge rather than connections, money or organised malpractice.
