Editorial
The 2025 Unified Tertiary Matriculation Examination (UTME) in Nigeria has stirred widespread outrage due to its unprecedented scale of failures and the revelation of serious technical glitches during the exam process. The Joint Admissions and Matriculation Board (JAMB) recently disclosed that nearly 380,000 candidates will have to retake the exam after errors that combined human oversight, and technological failures disrupted the process. This situation has not only raised questions about examination administration but also about the state of education and the preparedness of Nigeria’s youth for higher education and future employment.
In a heartfelt press conference, JAMB’s registrar, Prof. Ishaq Oloyede, broke down in tears while taking full responsibility for the mishap that affected 379,997 candidates requiring a retake. The problem was linked to both human error and technology that led to disruptions primarily in Lagos and the Southeast—Imo, Abia, Ebonyi, Enugu, and Anambra states. Over 65 centers in Lagos and 92 in the Southeast have been mandated to conduct the exams again as a result of these issues. The crisis has fed into accusations of regional marginalization and administrative inefficiency from various quarters.
Beyond the technical problems, candidate performance sharply declined, with statistics showing that about 78.5% scored below the 200-mark threshold out of a possible 400, making it one of the worst stretches in recent years. Comparatively, similar figures in 2021 reflected an 87.2% below 200 score, but 2025 is said to be the third-worst since 2016. Experts suggest part of this poor performance is linked to candidates’ attitudes towards study and exams, where distractions like social media and a declining reading culture contribute to lackluster efforts. Some observers claim students weren’t adequately prepared academically or emotionally for the exam environment, particularly given the early start times and pressures involved.
The shockingly low scores have highlighted deep-rooted problems within Nigeria’s educational system. Key issues include inadequate funding, outdated and irrelevant curricula, poor teacher training and motivation, and inequitable resource allocation, especially disadvantaging certain regions. Educational stakeholders are calling for urgent reforms including curriculum overhaul to focus on competence-based and practical skills education, enhanced teacher development, and bridging of inequalities through improved access to facilities and learning materials. Furthermore, the results have fueled discussions on the quality of primary and secondary education as a foundation to successful tertiary education pursuits.
Education is undeniably linked to national development, shaping the quality of human capital available to drive social and economic progress. Persistent poor outcomes in key national exams like UTME pose risks to Nigeria’s future workforce quality, innovation capability, and global competitiveness. Thought leaders stress the importance of viewing education as a strategic investment rather than a mere social service. Lagos and Southeast’s huge representation in the retake list also opens a conversation about fair educational opportunity and inclusion. Revitalizing education requires coherent policies that promote quality, equity, and relevance in learning to prepare the Nigerian youth for current and future challenges.
The 2025 UTME episode is more than just a failed exam cycle; it is a signal of a larger educational crisis needing immediate attention. While technical glitches and administrative lapses by JAMB require resolution and accountability, addressing student attitudes and the deep systemic educational deficits equally demands collaborative action among government, educators, parents, and communities. Sustained investment in education, coupled with reforms that prioritize effective learning and competence, are essential to reverse this trend and secure a promising future for Nigeria’s youth and the nation’s development.
