The body which runs Nigeria's university-entrance exams has admitted to a "technical glitch" which compromised some results of this year's tests, after nearly 80% of students got low grades. Students have complained about not being able to log in to the computers, questions not showing up and power cuts making it impossible to take the examinations. The low pass rate has sparked widespread outrage, especially after one candidate took her own life. Faith Opesusi Timileyin, 19, who was aspiring to study microbiology at university, died after swallowing poison, her family said. Her father and elder sister told the BBC that she had sat the exam for the second time and got 146 marks out of 400, lower than the 193 she had last year. "The pain made her take her own life," her father, Oluwafemi Opesusi, told BBC Pidgin. Generally 200 or above out of 400 is enough to get a place in university in the exams run by the Joint Admissions and Matriculation Board (Jamb). Only 400,000 of the 1.9 million students achieved that mark, one of the worst performances in recent years. One student, Favour Eke, told BBC Igbo that 10 of the 165 questions didn't appear on the screen - all she could see was the multiple choice options for the answers. "We were told to omit the blank questions and continue the exam but it was very hard to concentrate after that," she said. She has also experienced technical problems getting her results, meaning she is very unlikely to get into university this year - the third time she has taken the exams. She sat the test in the capital, Abuja, which is not one of the centres where students can retake their exams, leaving her completely distraught. Another student said he had trouble logging in to the computer before someone else's profile mysteriously appeared on the screen, showing different questions and then the machine briefly shut down completely. "I did not get to answer all the questions when they told us our time was up because a lot of my time was wasted due to those technical difficulties," he said. The exams body has apologised for the "painful damage" and "the trauma that it has subjected affected Nigerians". In a press conference, Jamb registrar Ishaq Oloyede broke down in tears as he apologised. He announced that almost 380,000 candidates in 157 affected centres from a total of 887, would be able to retake their exams starting from Saturday. The zones that are most affected are Lagos and several states in the south-east. Jamb blamed a failure of the computer system to upload exam responses by candidates in these areas during the first days of the exams. It said an "unusual level of public concerns and loud complaints" had "prompted us to do an immediate audit or review". Ordinarily, this would have happened in June, it said. The national exam, known as the Unified Tertiary Matriculation Examination (UTME), is a computer-based test that is a requirement for those joining universities and other tertiary institutions. The 2025 test, which was conducted in March, was marred by disruptions due to power outages in some areas. The head of the exams body earlier this week defended the poor results, saying they reflected the "true academic abilities" of the students and were because of a clampdown on cheating. Many Nigerians on social media have been calling for accountability, with some seeking Oloyede's resignation. Opposition figure Peter Obi said that while the admission of fault was commendable, the issue raised "a very concerning issue on glitches and the grave havoc" in critical institutions. Rights activist Rinu Oduala said it was "incompetence. It's educational sabotage. He should be arrested immediately." Additional reporting by Chukwunaeme Obiejesi, Andrew Gift, Madina Maishanu and Marvelous Obomanu in Nigeria Go toBBCAfrica.comfor more news from the African continent. Follow us on Twitter@BBCAfrica, on Facebook atBBC Africaor on Instagram atbbcafrica
Blank questions, power cuts and a suicide: Nigeria's exams fiasco
TruthLens AI Suggested Headline:
"Nigerian University Entrance Exams Marred by Technical Glitches and Low Pass Rates"
Bbc News
6.7
TruthLens AI Summary
The Joint Admissions and Matriculation Board (JAMB), which oversees Nigeria's university-entrance exams, has acknowledged a significant 'technical glitch' that severely impacted this year's results, leading to an unprecedented low pass rate. Nearly 80% of the 1.9 million candidates received low grades, with only 400,000 achieving the minimum score of 200 out of 400 needed for university admission. This dismal performance has incited widespread outrage among students and the public, especially following the tragic suicide of 19-year-old Faith Opesusi Timileyin, who was striving to enter university to study microbiology. Her family reported that she had attempted the exam twice, scoring lower on her second attempt, which contributed to her despair. The distressing news of her death has highlighted the dire consequences of the examination debacle, prompting calls for accountability and reform within the education system.
Numerous students have recounted their experiences with technical issues during the examination, including problems logging into the system and blank questions appearing on screens. One student, Favour Eke, described how several questions were missing entirely, complicating her ability to focus and perform well. JAMB's registrar, Ishaq Oloyede, publicly apologized for the 'painful damage' caused and announced that approximately 380,000 affected candidates would be allowed to retake the exams in the coming days. The board attributed the failures to a malfunctioning computer system that disrupted the uploading of exam responses. While Oloyede defended the low scores as a reflection of students' true academic abilities amid efforts to curb cheating, public sentiment remains critical. Social media has seen a surge of voices demanding accountability, with some calling for Oloyede's resignation. The incident has raised alarming concerns about the integrity and reliability of Nigeria's educational assessment systems.
TruthLens AI Analysis
The reported issues surrounding Nigeria's university-entrance exams highlight significant systemic failures that have led to a tragic outcome. This examination fiasco raises questions about the integrity and efficiency of the educational system in Nigeria, especially considering the severe consequences faced by students.
Systemic Failures and Outrage
The article reveals that a substantial number of students faced technical glitches during their examinations, resulting in a dismal pass rate. The mention of nearly 80% of students receiving low grades underscores the extent of the problem. Such systemic failures evoke outrage among the public, as they directly affect students' futures. The case of Faith Opesusi Timileyin, who tragically took her own life, amplifies the emotional weight of the story, emphasizing the dire consequences of such inadequacies in the examination process.
Public Sentiment and Societal Impact
The report aims to stir public sentiment by showcasing the struggles of students like Favour Eke and others, who experienced significant technical issues. Their testimonies paint a picture of despair and frustration, effectively mobilizing public opinion against the examination authorities. The emotional narratives used in the article are likely intended to foster a collective response from the community, urging for reform and accountability.
Hidden Agendas and Manipulation
While the article presents a factual recounting of events, there is a possibility that it aims to divert attention from broader systemic issues within Nigeria's educational sector. By focusing on individual tragedies and technical failures, the narrative might be steering the public discourse away from deeper investigations into the governance and management of educational institutions. The emotional appeal could be seen as a tool for manipulation, prompting readers to feel outrage but potentially obscuring the need for comprehensive policy reforms.
Comparative Analysis with Other News Reports
When compared to other reports on educational failures globally, this article aligns with a trend of highlighting personal stories to amplify systemic issues. Many similar reports focus on the human cost of bureaucratic inefficiencies, bridging local incidents to global conversations about educational reform. This pattern suggests an interconnectedness among such narratives, emphasizing the need for accountability in education systems worldwide.
Potential Societal and Economic Outcomes
The aftermath of this incident could spur movements advocating for educational reforms, potentially impacting political landscapes as citizens demand accountability. The economic implications are also significant, as a poorly educated workforce could hinder national development. Thus, the examination fiasco has the potential to provoke discussions on budget allocations for education and the prioritization of student welfare.
Target Audience and Community Response
The article appears to resonate more with students, educators, and parents who are directly affected by the examination system. By focusing on personal stories of struggle and despair, it seeks to engage those who have experienced similar challenges, fostering a sense of community and shared purpose.
Market Implications
While the immediate financial markets may not react directly to educational issues, the long-term implications for national development could affect investor confidence. Sectors related to education technology and training might see increased interest as calls for reform grow, presenting opportunities for innovation and investment in educational infrastructure.
Geopolitical Context
From a broader geopolitical perspective, the issues raised in Nigeria's education system reflect larger trends in developing nations where educational reform is crucial for economic growth and stability. The focus on this narrative could connect with global discussions about equitable access to education, aligning with international development agendas.
Use of AI in Reporting
It is possible that AI tools were used in the drafting of this article, particularly in data analysis or in structuring the narrative. AI models could have assisted in identifying key trends and emotional touchpoints to highlight, shaping the article's tone and direction. However, the human element of storytelling remains vital in conveying the emotional depth of the students' experiences.
In conclusion, the reliability of this report is bolstered by its grounding in real events and testimonies from affected individuals. However, the emotional framing and potential for manipulation suggest a need for critical engagement with its content. Readers are encouraged to consider both the personal stories and the systemic issues at play when evaluating the situation.