The "Iron Cage" of High-Stakes Testing: A Sociological Analysis of Rote Learning and Pedagogical Reform in Nigeria

Abstract

This position paper examines the systemic reliance on high-stakes examination within the Nigerian educational framework. Utilizing a sociological lens, it argues that the current "grading-centric" model facilitates a "Banking Model of Education," prioritizing rote memorization over cognitive development. The author proposes a transition toward Competency-Based Education (CBE) as a necessary step for social equity and human capital development. This paper is part of a 2026 advocacy initiative focused on universal educational equity and human development policy. This publication is a core component of a 90-day advocacy challenge focused on human capital development and systemic educational reform in Nigeria.