This year’s JAMB and WAEC result errors in Nigeria have been widely reported as technical mishaps with servers failing to update, scripts wrongly scored, and portals going offline. For many, it was just another headline. But for those of us who work at the intersection of education, literacy, and youth empowerment, this is far more than a “glitch”; it is a breach of trust that can rewrite the life stories of millions of young Nigerians in unpleasant ways.
In my work as a researcher in book history and digital publishing, I have learnt that the accuracy of a published text is not just about grammar or style; it is about preserving the integrity of the record. Once printed, a text becomes part of the public archive, shaping knowledge, memory, and opportunity. In education, an exam result is a kind of “life text”, an official record that can open or close doors for decades. To alter it, even unintentionally, could alter a person’s trajectory. When JAMB admitted that nearly 380,000 UTME candidates had been scored incorrectly due to system failures, and WAEC recalled WASSCE results because of marking and portal errors, what was at stake was the public’s belief that these “life tests” are trustworthy.
It is very important for our assessment bodies in Nigeria to understand that learning is built on motivation, and for today’s teenagers, that motivation is fragile. Imagine a sixteen/seventeen-year-old who has studied hard, written their exam, and celebrated a good result, only to be told days later to “check again” and discover a lower score. The emotional whiplash can be devastating, eroding confidence, fuelling cynicism, and in some cases pushing students off the academic track altogether. For sponsors, parents, and communities who invest scarce resources in exam preparation, especially in Nigeria’s current strained economy, such reversals can cut very deep and feel like a betrayal.
From a publishing standpoint, the recent JAMB and WAEC crises are textbook cases of what happens when systems lack rigorous proofing and layered quality control. In the book world, we do not simply typeset and print; we proofread, fact-check, run test prints, and still prepare what is known as an “errata”, a formal notice listing errors found after publication, alongside their correct versions. This is basically about protecting the integrity of the work and maintaining trust between author, publisher, and reader, even when errors occur, which goes far beyond simply fixing typographical mistakes.
Examination bodies should treat their results in the same way: as a public record whose accuracy must be defended at all costs. Quietly altering scores without explanation is the equivalent of changing text in a printed book without telling readers, and this, I can tell you, damages confidence in the entire record.
To rebuild and protect trust in our existing assessment platforms, JAMB and WAEC need to adopt the discipline, checks, and transparency that the publishing industry treats as non-negotiable before releasing or publishing any result. That means examination bodies must begin with rigorous pre-release testing, simulating the release of results under real-world conditions to identify and resolve technical failures before candidates are notified or become affected. This should be complemented by independent proofing, in which external quality-assurance teams audit scripts, marking systems, and data integration to ensure accuracy before results go live. Finally, when errors do occur, there must be transparent errata protocols, providing formal “result correction notices” that clearly explain the problem, detail the fix, and reassure candidates that the correction is final.
I must say, one of the sharpest lessons from these incidents is that the quality of communication often matters more, in the public mind, than the error itself. Technical glitches are inevitable in any large-scale system. What defines institutional credibility is how swiftly, clearly, and respectfully those glitches are addressed. In both cases, initial silence or limited explanation created space for panic, rumour, and conspiracy theories. As an expert in educational communications, I see this as a preventable failure. JAMB and WAEC must move towards a crisis-communication model where candidates are informed first, fully, and directly with clear timelines, plain-language explanations, and open channels for questions.
Because the greatest tragedy of these exam crises would be if they normalised distrust. Our youths must have confidence that their hard work will be faithfully recorded and recognised. Without that belief, the steady progression of motivated learners toward higher education and beyond will be severely weakened. We are already investing immense effort to inspire our young people to continue to aim for higher education despite the many distractions and competing pressures of today’s world. That work should not be undermined by examination bodies whose role is to safeguard, not shake, the trust that keeps those aspirations alive.
Adeola Eze is a writer, educator, researcher, and publisher dedicated to literacy, education, and the transformative power of communication. She is the co-founder of Jordan Hill Creative Writing & Reading Workshop, Jordan Hill Publishing, and Learning Unleashed Magazine.
