Examination malpractices within the KCSE framework, poses significant challenges, impacting students, educators, and the broader educational system. In this final submission labelled episode 7 of 7 of my investigative series on KCSE examination malpractices, I delve into the profound consequences, while exploring effective strategies to combat them.

Engaging in examination malpractice can have profound repercussions on students’ academic and professional trajectories. When grades are artificially inflated—such as upgrading a ‘C’ or ‘C-’ to a ‘B+’ or a ‘D’ to a ‘B’—students may secure university placements for which they are ill-prepared. This discrepancy often leads to struggles in coping with course demands, resulting in diminished self-confidence, academic underperformance, or even withdrawal from university programs.

There have been cases where students admitted to competitive courses like electrical engineering opted to switch to less demanding programmes.

Educators are not immune to the adverse effects of examination malpractice.

The TSC has promotion criteria that consider student performance, inadvertently pressuring teachers to produce high grades.

Teachers from schools with mean scores below 3.0 often receive ‘show cause’ letters, questioning their competency and threatening their job security. This environment inculcates a culture where some educators may feel compelled to condone or participate in malpractice to safeguard their careers. Consequently, genuine teaching efforts are devalued, leading to diminished morale and a potential decline in educational quality.

At an institutional level, examination malpractice erodes the credibility of the education system. When unqualified students advance based on fraudulent results, the workforce is populated with professionals lacking necessary competencies, jeopardizing sectors like healthcare, engineering, and law. Employers may lose trust in academic qualifications, leading to increased scrutiny of graduates and a preference for candidates from institutions perceived as having higher integrity.

Addressing examination malpractice necessitates a comprehensive strategy involving all educational stakeholders. Continuous education campaigns targeting students, parents, and educators about the ethical implications and consequences of cheating can entrench a culture of integrity. Enhancing security measures in the setting, printing, and distribution of exam papers is vital.

Implementing personalized examination papers and securing all mobile phones in examination centers are steps in the right direction. Enforcing oaths of secrecy among those involved in the examination process ensures accountability.

Additionally, restricting exam setters from engaging with schools as subject specialists can prevent potential conflicts of interest. Replacing secondary school teachers with external invigilators can reduce biases and collusion.

Implementing stringent punishments for those found guilty of malpractice serves as a deterrent.

The Ministry of Education has emphasised the need for expedited prosecution to reinforce the seriousness of these offenses.

Regularly rotating center managers and ensuring different personnel handle the collection and return of examination materials can minimize the chances of collusion.

Ensuring accountability among all stakeholders is essential. Establishing clear guidelines and expectations, coupled with regular training on ethical practices, can reinforce the importance of integrity. Performance evaluations should consider adherence to ethical standards, not just student outcomes. Parents should be made aware that short-term gains from malpractice can lead to long-term disadvantages for their children.

Combating KCSE examination malpractice necessitates a collective effort from all stakeholders. By understanding the profound consequences and committing to stringent preventive measures, Kenya can safeguard the integrity of its education system and ensure that its students are genuinely prepared for future challenges.

The Author is a Professor of Chemistry at University of Eldoret, a former Vice-Chancellor, and a Quality Assurance Expert