Unveiling the UTME Saga: Father Nabbed for Impersonating Son in JAMB's Ongoing Exams
The recent revelation by the Joint Admissions and Matriculation Board (JAMB) of a father arrested alongside his son for impersonation during the Unified Tertiary Matriculation Examinations (UTME) has sparked widespread concern and scrutiny. JAMB Registrar, Prof. Ishaq Oloyede, disclosed this alarming incident during an inspection tour of UTME centers in Kaduna, shedding light on the broader challenges facing the examination process.
Amidst commendations for the largely well-conducted 2024 examinations, Prof. Oloyede sounded a cautionary note on the prevalence of impersonation facilitated by the possession of multiple National Identity Numbers (NINs). He emphasized the enhanced technology deployed by JAMB to detect and combat various forms of examination malpractices, stressing the inevitability of repercussions for cheaters, whether immediate or delayed.
The disconcerting case of a father assuming his son’s identity to write the exam raises profound questions about parental responsibility and the consequences of such actions on the future of the individuals involved. With both father and son now in custody, the ethical and moral ramifications loom large, prompting reflection on the lengths some would go to for academic advantage.
Moreover, Prof. Oloyede’s remarks underscored the systemic issues exacerbating examination irregularities, including logistical challenges faced by candidates, particularly those registering through secondary schools. The revelation that many missed exams due to factors beyond JAMB’s control highlights the need for greater accountability and streamlined registration processes to mitigate such occurrences.
The Registrar’s call for the establishment of mega Computer-Based Test (CBT) centers, especially in densely populated areas like Lagos, underscores the infrastructural gaps hindering the smooth conduct of examinations nationwide. While Kaduna’s model sets a precedent for efficiency and capacity, the urgency of replicating such facilities in other key locations is evident, necessitating concerted efforts from both JAMB and state governments.
As the UTME saga unfolds, it serves as a sobering reminder of the challenges inherent in ensuring the integrity and fairness of educational assessments. Beyond the headlines, it prompts critical reflection on the broader issues of access, accountability, and ethical conduct in Nigeria’s education system, calling for collective action to safeguard the credibility of examinations and uphold the principles of meritocracy.
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