AI (Artificial Intelligence) has been part of the world for some time now, and its effects are already being felt in many aspects of our lives. When we talk about WAEC, we’re discussing an examination system that reflects the education framework across much of West Africa. While exams like the IGCSE or SAT are available to wealthier Nigerians, who can attend private or international schools, the reality for the majority of us is that the local educational system is where most of the nation’s future leaders are trained. This system, however, has not kept up with the rapid changes happening around us, especially with the rise of technology and AI.

What’s the Difference between WAEC and SSCE?

It’s easy to get confused by the terms WAEC and SSCE since they’re often used interchangeably, but they’re not exactly the same thing. WAEC is the institution — the body that designs, administers, and oversees the exam. The SSCE is the examination that students sit for. Essentially, WAEC is the chef and the SSCE is the dish.

A Brief History of WAEC

We may have different jollof recipes, but our academic standards are strikingly similar. When the West African Examinations Council (WAEC) was founded in 1952, with colonial powers still lingering in the background, it carried the hopes of a region and the dreams of Pan-African unity and progress. WAEC was established through the enactment of the West African Examinations Council Ordinance No. 40, following the recommendations of a 1948 conference convened by the University of Cambridge Local Examinations Syndicate, the University of London School Examinations Matriculation Council, and the West African Departments of Education.

Dr. George Barker Jeffery, Director of the University of London Institute of Education, was appointed to assess the educational needs of West Africa. His 1950 report highlighted the necessity for a unified examination body to standardize secondary education across the region. Consequently, Ghana, Nigeria, Sierra Leone, and The Gambia became the founding members of WAEC, with Liberia joining in 1974.

Over the years, pass rates have fluctuated, reflecting both the growth of the examination system and the challenges faced by the region’s schools. In the early years, pass rates were low, mainly due to limited resources, underdeveloped infrastructure, and insufficient student preparation. As secondary education expanded, and schools improved their curricula, pass rates gradually increased. During the 1990s and early 2000s, the pass rate hovered between 40% and 60%, with issues such as overcrowded classrooms, lack of qualified teachers, and limited educational resources still affecting performance. In recent years, however, there has been a noticeable improvement. For example, in 2024, 73.79% of Nigerian candidates passed with at least five credits, slightly up from the previous year's 72%. Despite this progress, issues like mass failures, exam malpractice, and delayed results persist, causing inconsistencies in the exam’s overall integrity.

The subjects in which students tend to perform well are often those with foundational importance and more structured preparation. English Language and Mathematics typically see better pass rates, with both subjects being core to the curriculum and critical for further academic and career pursuits. English, in particular, is a compulsory subject, and its relevance across various fields of study ensures that schools place significant emphasis on preparing students for the exam. Similarly, Mathematics, while traditionally challenging, is heavily focused on across West African schools, contributing to higher success rates.

Suggestions For Supplementing the WAEC Curriculum

As the world becomes more tech-driven and AI continues to shape our lives, it’s crucial that we rethink how education evolves. WAEC has served us well over the years, but we must ask ourselves: How do we ensure that we are prepared for a future dominated by AI? We don’t have to wait for bureaucratic systems, or long processes to update the education curriculum. Schools, teachers, and students, have the power to take control of their learning.

Students, in particular, can take AI learning a step further by participating in hands-on projects. Engaging in mobile phone-based and online coding challenges or developing simple AI models can greatly enhance their understanding of the subject. Many coding platforms and tools, such as Scratch and Python, are accessible through mobile apps or web-based platforms, making it easier for students to learn and experiment directly from their phones. These tools are beginner-friendly, and schools can encourage students to use them for self-paced learning or as part of after-school clubs or coding competitions. By using mobile phones as their primary learning device, students can interact with AI in a practical, real-world way, gaining valuable experience without needing expensive equipment or specialized labs. This flexibility allows students to learn anytime and anywhere, bringing AI education into the palm of their hands.

Additionally, teachers can introduce AI discussions into existing subjects. While we wait for curriculum changes, we can talk about how AI is being used in diverse fields like healthcare, agriculture, business, and even education itself. This helps students understand AI’s broad applications and sparks critical thinking about its ethical implications—issues like bias, privacy, and fairness. Teachers can also use AI tools to analyze educational data and trends, which can provide students with a deeper understanding of how AI can shape the future of learning.

We understand that not every school has access to the best resources. But learning doesn’t always need expensive tools. What matters most is the mindset—a willingness to grow, adapt, and use what we have to build something better. As we reflect on the role of WAEC and the progress made over the years, let’s also imagine a future where education truly prepares every student for a changing world.