Olaniyan Adewale Hafeez

In 1978, Nigeria established the Joint Admissions and Matriculation Board (JAMB) to unify and standardize admissions into tertiary institutions. Its core objective was to replace the fragmented system of separate university entrance exams with a single, nationwide assessment. Through the Unified Tertiary Matriculation Examination (UTME), students could apply to multiple institutions via one test—reducing both cost and stress. Initially limited to universities, JAMB’s mandate was expanded in 1989 to include polytechnics and colleges of education, making it the central admissions authority for all tertiary institutions. This centralization has helped ensure that candidates across the country are assessed by uniform criteria, thereby promoting fairness and equity.

Since your appointment in 2016, JAMB has undergone far-reaching reforms under your leadership. The introduction of the Central Admissions Processing System (CAPS) has automated application handling, while the Integrated Brochure and Syllabus System (IBASS) now provides syllabi online. Candidates now receive digital notifications in place of paper slips. Each Computer-Based Testing (CBT) centre is equipped with biometric registration and CCTV surveillance, significantly reducing opportunities for malpractice. Furthermore, JAMB has become a model of financial accountability—publishing weekly financial statements and remitting unprecedented surpluses to the national treasury, even as application fees have been reduced. As one editorial aptly noted, JAMB has become markedly more transparent and technologically progressive under your stewardship. These initiatives have gone a long way in restoring public trust in the UTME.

With your great contributions, It is important to remember that the purpose of an examination like the UTME is not to frustrate candidates but to certify learning. JAMB’s mission is “to measure candidates’ abilities and determine their suitability for tertiary education.” In pedagogical terms, standardized exams objectively assess students' knowledge, monitor academic progress, and identify learning gaps. Properly designed and administered, such exams provide impartial evidence of a student’s readiness for higher education and serve as a guide to both educators and learners.

However, the outcome of the most recent UTME highlights troubling systemic challenges. Some candidates alleged that outdated syllabi—such as old Literature texts—were used, although the Board insists it adhered to the official syllabus. More alarmingly, widespread technical issues marred the examination process. In April 2025, numerous students reported missing or incomplete questions on their screens, and JAMB was forced to reschedule exams at nearly 100 centres due to computer failures. These issues are further compounded by structural deficiencies: erratic power supply, unreliable internet connectivity, overcrowded classrooms, and the lack of essential facilities such as laboratories and libraries leave many students underprepared. These combined factors—syllabus confusion, technical malfunctions, and poor learning environments—contributed to the unusually high failure rates observed.

Given these circumstances, it is unjust to place the blame solely on students. Education Minister Tunji Alausa has acknowledged that JAMB’s strict anti-cheating protocols have virtually eliminated fraud in the UTME, unlike in WAEC and NECO exams. Former Vice-Presidential candidate Peter Obi described the results as “a manifestation of the rot in the system.” Many university academics have echoed this sentiment, pointing to long-standing deficiencies in curriculum implementation and teacher quality. Strikingly, only 0.63% of candidates scored 300 or above. As one commentator noted, “A teacher who records a 75% failure rate is as culpable as the students.” Clearly, these results reflect years of systemic neglect in primary and secondary education, rather than a sudden decline in student effort. When many students succeed in school-based exams—sometimes via malpractice—but struggle to pass a rigorously monitored UTME, it raises urgent questions about educational standards and accountability.

 

In light of these challenges, I respectfully propose the following reforms:

Operate JAMB as a non-profit Agency: JAMB should function purely as a public service institution, free from revenue-generation pressures. This would re-emphasize its educational mission and reinforce transparency, rather than treating registration fees as a source of profit.

Allow multiple UTME sittings: Candidates should be permitted to sit the UTME two or three times per admissions cycle, with the highest score being considered. This approach recognizes that performance can improve with familiarity and reduces the high stakes of a single exam.

Conduct Exams Within Students' Towns: JAMB should prioritize holding examinations within candidates’ own towns or local areas. If adequate facilities are not available, the Board should not rush the process but instead extend the examination timeline — even if it takes two or three months — to ensure that all candidates can write the exam safely and comfortably. Forcing students to travel long distances under pressure exposes them to unnecessary risk and hardship. The safety, health, and mental well-being of Nigerian youths should come before speed or administrative convenience.

Extend the Validity of UTME Results to Three Years: Another important reform JAMB should consider is extending the validity period of UTME results to three years. Currently, the result is valid for only one year, which puts immense pressure on students to succeed within a very limited window. A three-year validity would reduce the financial and emotional burden on candidates, especially those who may not gain admission in the same year they sit for the exam. This would also align JAMB with global best practices, where standardized test scores are often valid for multiple years. With a three-year window, students can focus more on gaining relevant skills, preparing for life in higher institutions, or addressing any personal or academic setbacks without feeling like they’ve lost everything with one unsuccessful attempt.

Establish Local Training Centres: JAMB should create well-equipped learning centres in every local government area to provide year-round instruction aligned with the UTME syllabus. These centres would serve as academic hubs where students can prepare thoroughly for the exam under structured guidance. Students who complete the program should receive a JAMB-endorsed certificate, demonstrating their academic readiness and supporting their university applications. Importantly, this initiative would help keep students productively engaged throughout the year — especially considering that, in most cases, even those who pass the UTME do not gain admission immediately. Many students wait months or even a full year before securing admission. Rather than letting that time go to waste, JAMB centres can serve as a bridge for continuous learning and preparation, ensuring our youth are not left idle or discouraged.

Implementing these reforms would signal that JAMB is not only focused on assessing students but is also committed to supporting their educational journey. I hope you will consider these suggestions as constructive contributions toward a fairer and more effective tertiary admissions system.