Ready on Paper, rejected at the Gate: WASSCE passes, but university doors stay shut
By Chris Tokpah, Ph.D.
Every year, thousands of Liberian students meet the national requirement for finishing high school. They pass at least five subjects on the West Africa Senior School Certificate Exam (WASSCE). That success should open the door to university. Instead, many are told to sit another exam before they can enter. One certificate says “ready,” and the second test says “wait.” The result is lost time, extra cost, and fading motivation.
Quality matters. Universities must ensure that students can handle first-year work. But quality does not require two high-stakes exams that measure much of the same knowledge. When the rules are unclear or change after students have done their part, the system feels unfair, and families lose trust.
The way forward is simple. Use WASSCE as the main credential for admission, then place students at the right starting point once they are in. This keeps standards strong and keeps the path clear.
First, treat passing five WASSCE subjects as the basic entry rule. Universities can keep program standards by stating which subjects and what score bands are required. Engineering can require Mathematics and Physics at defined levels. Nursing can require Biology and Chemistry. Teacher education can require English and Mathematics. Publish these requirements early and in plain language so schools teach them, and students know what to aim for.
Second, where a finer check is needed, use a short placement test to guide where a student begins, not to exclude the student. A quick check in writing or mathematics can direct a student to the right course level or basic support. Let assessments decide where a student starts, not whether the student starts.
Third, set a reasonable validity window. WASSCE results should count for admission for up to two years. If the results are older than that, ask applicants to take the short placement check or a brief refresher. This respects the value of the certificate and the reality that skills can fade without practice.
Fourth, make the policy consistent across institutions. The National Commission on Higher Education should issue a concise admissions guide for all accredited universities. The guide should recognize WASSCE as the principal credential, list program requirements by subject and band, explain how placement checks are used, and outline a simple appeal process. Clear rules reduce confusion, save families money, and build trust.
If universities believe WASSCE is not rigorous enough to reflect first-year demands, that is not a reason to add another exam. It is a reason to strengthen what schools teach and what the exam measures. The Commission should lead a dialogue with the Ministry of Education and WAEC to update the secondary curriculum, improve exam blueprints, and align subjects with first-year course outcomes. When the pipeline is strong, the need for extra gatekeeping fades.
The Commission can act now. Bring the Ministry of Education, WAEC, and university leaders together to confirm program requirements that fit first-year demands. Publish the admissions guide before the next cycle so schools and families can plan. Communicate the changes widely so applicants know exactly what is expected.
Liberia asks its students to meet a clear finish line at the end of high school. Many have done so with hard work and family support. The next step should respect that effort. Align admissions with WASSCE, use simple placement checks where needed, and keep the rules public and consistent. This will maintain standards, widen opportunities, and move more qualified young people from the classroom door to the classroom seat.
About the Author
Dr. Chris Tokpah is the Associate Vice President for Institutional Effectiveness at Delaware County Community College in Pennsylvania. He holds a Ph.D. in Program Evaluation and Measurement, an MBA with an emphasis in Management Information Systems, and a B.Sc. in Mathematics.
Dr. Tokpah also serves as an Adjunct Professor of Research Methods and Statistics in the Ph.D. program at Delaware Valley University. He is an independent consultant who supervised baseline studies and evaluations sponsored by the World Bank, IDA, Geneva Global, USAID, and the African Development Bank.
He is a co-owner of the Center for Research, Evaluation, and Policy (CENREP), a Liberian consulting firm that specializes in strategic planning, monitoring, evaluation, social science research, and training services. His email address is ctokpah@cenrepliberia.org.
