By Jimmy Jackson
The Joint Admissions and Matriculation Board, JAMB, has warned parents and guardians against making unfounded allegations against universities over admission decisions, urging them to understand the ranking system used in the selection process.
JAMB issued the advisory on Sunday via a statement by JAMB’s Public Communication Advisor, Dr. Fabian Benjamin following a series of complaints, including a recent case involving Mr. Godwin Nsan, who accused the University of Calabar of unjustly denying his son admission.
JAMB clarified that the candidate in question scored 201 in UTME with an aggregate score of 34%, falling below the university’s admission cut-offs of 55% (Merit), 35% (Catchment), and 35% (ELDS).
Benjamin explained, “He had unduly castigated the university, but when he finally provided the required details, it became clear that his child did not meet the admission criteria.”
To prevent misinformation, JAMB encouraged parents to use its Ticketing Platform for inquiries before making public accusations.
The examinations body also warned against the misuse of its ‘Exceptionally Brilliant Window’, which allows candidates under 16 years old to take UTME if they demonstrate outstanding performance.
JAMB observed an abnormal surge in registrations through this window, cautioning parents against overestimating their children’s abilities.
“A further example of this misplaced belief in exceptionalism is the misuse of the “exceptionally brilliant window” introduced for the 2025 UTME.
“Surprisingly, a ridiculously high number of candidates have registered through this window, a phenomenon virtually unheard of globally, where only a small fraction typically qualifies.
“Parents are advised not to exaggerate the brilliance of their children without realising that there are more brilliant candidates out there.
“We urge parents to refrain from jumping to conclusions without considering the broader competition. JAMB will continue to ensure fairness and investigate all genuine complaints,” the statement added.
