Why the JAMB crisis demands more than blame,it calls for a rethinking of our values, policies, and priorities
By John Onyeukwu, Esq.
As the dust settles on this year’s Unified Tertiary Matriculation Examination (UTME), what should have been a routine academic exercise has once again spotlighted deeper dysfunctions within Nigeria’s educational framework. This time, the controversies range from unprecedentedly low scores to the controversial withholding of results for “underaged” candidates.
Beyond the surface, these are not mere administrative issues, they are signs of a systemic breakdown. To understand the crisis fully, we must look through a broader lens: one that combines philosophy, politics, and economics (PPE) to expose the root causes and craft a humane, future-facing response.
The Philosophy of Merit, and its Erosion
At its best, education is society’s promise of fairness: that every child, regardless of background, has a shot at excellence. But what happens when the mechanism of that promise, the national exam, yields results that suggest widespread failure? Over 70% of candidates scored below 200 out of 400. Are we to believe this reflects mass laziness or are we witnessing the cumulative effect of poor teaching infrastructure, overloaded curricula, and deep inequality?
When children as young as 15 sit for an exam designed for university entry, we must ask: is this brilliance or desperation? Are we pushing children into academic spaces their minds and emotions are unprepared for?
Philosophically, we must reclaim the idea that education is not just about passing exams, but about forming critical thinkers and responsible citizens. Anything less is betrayal.
Political Confusion and Administrative Arbitrary
JAMB’s stance on underaged candidates—citing age concerns after administering the test—has sparked justified outrage. What legal framework defines “underage” in this context? Where was this rule before the exam? The decision to withhold results on such grounds is arbitrary, even discriminatory.
This is not merely a failure of JAMB, but of Nigeria’s entire educational policy apparatus. From the Ministry of Education to the National Assembly, there appears to be no coherent framework guiding how we prepare young people for higher education—or even define who is eligible.
Nigeria cannot afford an educational system where policy is made by press release and enforced without clarity or compassion.
Economics of Neglect
The state of our schools, especially public institutions, is a direct result of chronic underinvestment. Budget after budget, education is treated as expendable—a box to be ticked, not a foundation to be built. This neglect explains why so many students are underprepared for national exams and why parents resort to speeding up their children’s academic journey, hoping to beat a system they no longer trust.
Education is a public good. But it has also become a private burden, disproportionately borne by those with the least means. When WAEC, NECO, and JAMB results become more about luck and survival than learning, it’s the economy—and the nation’s future—that pays the price.
The Way Forward
This moment calls for more than tweaks to exam procedures or blaming students for “poor performance.” It requires a national rethinking.
Philosophical clarity: What is education for? Until we define this, our interventions will remain shallow and confused.
Policy coherence: Age policies, admission frameworks, and inter-agency collaboration must be transparent, well-communicated, and grounded in law.
Investment in early education: The UTME reflects what happens in primary and secondary classrooms. Fixing the bottom is the only way to sustain the top.
Reform with empathy: Withholding results from minors who have already endured the anxiety of the exam adds trauma, not discipline.
In the final analysis, UTME should not be a national tragedy repeated annually. It should be a rite of passage—a reflection of hope, not despair. Until we align our philosophy, politics, and economics to serve the child, not the bureaucracy, we will continue to fail the very people education was meant to uplift.
It is time to stop patching the cracks and rebuild the foundation.
