J12: I don't see anything wrong with the existence of both waec and neco. Students should be able to opt for or against any of the examination councils. If a student wants to partake only in waec, he should have the right to do so.

J12: I don't see anything wrong with the existence of both waec and neco. Students should be able to opt for or against any of the examination councils. If a student wants to partake only in waec, he should have the right to do so.

J12: I don't see anything wrong with the existence of both waec and neco. Students should be able to opt for or against any of the examination councils. If a student wants to partake only in waec, he should have the right to do so.

Kobojunkie:

While I agree with you, I have to ask, isn't that what GCE is for?

antitpiah:

I agree. People should be free to do whatever they want in a free enterprise system. That said, dont use my tax money to do what another person is already doing well.

NECO should not be bankrolled by the government.

ekt_bear: So you cannot gain admission into Nigerian universities with only a WAEC result?

Kinda strange.

Either they should standardize on one exam, or allow students to pick any of the exams to take and use that for admissions.

Okija_juju:
A student who aced WAEC can gain admission into school in any west afican country, yet can't ain't admission in Nigeria..

Dr. Okonjo Iweala, who delivered a keynote speech at the 2012 Isaac Moghalu Foundation held yesterday in Lagos, decried Nigeria's sustained fallen standard of education over the years and blamed government, educators and parents for the problem.

The minister, who spoke on "Reforming Nigeria's Education System: A Paradigm Shift", said government has failed to forge a clear framework to develop the sector while the "regulatory system in the sector is largely ineffective and this reflects on the curriculum especially in many private schools of foreign origin."

She said because the resources being extended to education sector was not commensurate with the output, the federal government would not increase education budget until leakages in the sector are eliminated.

oyb: madam minister you want to boost education in nigeria - make public schools compulsory for wards of governors, ministers etal, including your kids

Kobojunkie: JAMB should remain. WAEC and GCE should remain. These are exams that have been proven beneficial in the past, I mean when our Education system was still strong, and should remain. NECO, I never saw the need for it to begin with.

Why are these people still not serious about tackling the many obvious problems in our Education system?

Kobojunkie: JAMB and WAEC test student strengths in different areas. Anyone who has taken both of the exams will submit that the two exams almost focus on testing different skills. And that is why those who pass WAEC are not guaranteed a pass in JAMB, and vice versa.

Okija_juju:

Expand please?!

Jamb tests you on the exact same subjects that WAEC already tested you on... I dont see any difference.. Its not like one is an aptitude and the other curriculum based.. they are both one and the same..

Considering the predictor variables individually in the first year, WASSCE1 is the
best single predictor of the students’ CGPA, accounting for about 8.9% of the
explained variance. SSCE1 scores were the second best single predictor, accounting
for about 4.3% of the variance in year one CGPA, while WASSCE2 ranked third,
accounting for about 4.1% of the variance in single-variable prediction equation.
WASSCE/SSCE scores ranked fourth, accounting for 3.6% and UME was the least
predictor, accounting for 1.5% of the variance in year one CGPA. The reasons for the
very low predictive power of UME scores are not entirely clear, further analysis may
be required to isolate the factors responsible for the observed phenomenon. Such an
investigation is somewhat beyond the scope of the present study. It is also pertinent
to mention here that SSCE2 and NBCE/NTCE were excluded in

http://www.iaea.info/documents/paper_1162d3940.pdf

This shows that the candidates that obtained the highest scores in the university matriculation examination obtained the lowest grades at the end of the first year at university
http://alphaedufoundation.org/AEF%20CORRELATION%20BETWEEN%20POST%20UME%20SCORE%20AND%20CGPA-2.pdf

It is however surprising that despite the better performance exhibited by the JAMB admitted candidates the UME scores correlated poorly with O-Level aggregate scores, 100 level CGPA and physiology scores of the students. This paradoxical situation may not be unconnected with the unreliability of UME scores on account of the many documented instances of examination malpractice (Gabriel Dike, 2005; Fasua and Oseghale, 2005; Mgbi, 2006) with which the conduct of the examination is associated. Furthermore there is a consistently observable lack of correlation in the relationship between the O-Level aggregates and the UME scores of students. Students who have excellent O-Level aggregates rarely score above 220 in JAMB. This may indicate that there is a very wide gap in the standard attained at O-Levels and that expected for UME. It would seem that many students bridge this gap by attending special JAMB preparatory classes, which coach them specifically for the examination. The 6-3-3-4 educational policies of the Nigerian government, which was put into place in 1990’s, was designed to meet this need for a bridging of the gap between Secondary and University education. However in its implementation virtually all Secondary Schools use the extra year provided for revision of School Certificate subjects. The 6-3-3-4 educational system was conceived as an alternative to A-Level and with its inception the A-Levels were scrapped. This eventually led to a gap between Secondary School and University. We suggest that the O-Level syllabus should last five years as before and that the extra year, (S.S.3) should be used in preparing students for the UME, Poly JAMB and NCE. With this adjustment, we are sure the discrepancy will be removed


http://scialert.net/fulltext/?doi=jms.2007.1021.1026&org=11

A recent study in the Faculty of the Social Sciences, University of Ibadan, which was cited by Kale in the year 2004 University Lecture (Kale 2004) provided interesting evidence in support of the lack of correlation between JAMB scores and academic achievement in the University. The study showed that the best performances in all the departments in the Faculty at the first year University Examinations were recorded by those students with JAMB scores of 221 to 240 or lower. Of particular interest is the Department of Geography, where the student with the best 100 level results was admitted with a JAMB score of 201 (Kale, 2004). In the same study, one student who came in with a JAMB score of above 270 did not pass the minimum five courses needed to stay on in the University and was therefore made to withdraw (Kale, 2004).

http://www.bioline.org.br/pdf?md06003

king ebuka: Why wud any of the exam be scrapped off so that they will device anoda means in keeping students at home( na rubbish she talk)