Mitigating Inequality in Educational Assessment: JAMB's Inclusive Initiatives and Their Impact on Candidates with Special Needs in Nigeria's Tertiary Admissions
DOI:
https://doi.org/10.5281/zenodo.23163921Keywords:
Inclusive Education, Inequality, JEOG, Policy Frameworks, Equity, Special Needs.Abstract
Inclusive education has gained global recognition as a driver of equitable development. The principle is that all learners, regardless of ability or background, should learn together in environments that accommodate their diverse needs. In Nigeria, the Joint Admissions and Matriculation Board (JAMB) has become a key institution championing this ideal through its administration of the Unified Tertiary Matriculation Examination (UTME). This article examines JAMB's inclusive initiatives and their impact on candidates with special needs in Nigeria's tertiary admissions. It assesses the establishment of the JAMB Equal Opportunity Group (JEOG) in 2017 and related policy frameworks designed to enhance access for persons with special needs. The study reviews strategies such as adaptive examination formats, assistive technologies, and supportive admission policies, and assesses their impact on educational equity. The analysis highlights significant progress, evidenced by increased enrollment of candidates with disabilities in tertiary institutions, and discusses remaining challenges such as resource constraints and infrastructural gaps that hinder full inclusivity. Findings indicate that JAMB's efforts have fostered greater educational equity for persons with disabilities, aligning with global inclusive education goals and mitigating inequality in educational assessment. Recommendations underscore the need for sustained policy support, funding, and capacity building to consolidate gains. The study concludes that JAMB's initiatives provide a valuable model for inclusive higher education in Nigeria, illustrating how policy innovation and commitment can advance equity for special needs candidates and reduce inequalities.
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