- The issue of exam irregularities in the KCSE exams highlights systemic failures and unethical practices.
- A shift towards holistic assessments, incorporating continuous evaluation and character development, could reduce pressure and curtail cheating.
- Parents should teach their children the value of honesty, while teachers must recognise signs of malpractice and lead by example.
The Ministry of Education officially released the 2024 Kenya Certificate of Secondary Education (KCSE) examination results, marking a significant moment for the 962,512 candidates across the country.
However, the celebrations and disappointments that usually accompany this day have been overshadowed by allegations of widespread exam malpractice that have raised questions about the integrity of the process.
Speaking during the release of 2024 KCSE results on January 9, 2025, the Cabinet Secretary (CS), Ministry of Education Julius Migos Ogamba, acknowledged public concerns about examination cheating, which has become a persistent challenge.
“There were 840 candidates who were involved in examination malpractices in the 2024 KCSE… the results of the 2,829 candidates suspected to have been involved in examination irregularities have been withheld pending completion of investigations….” he stated.
“It is unfortunate that a few professionals and teachers are, however, still insistent on ruining the future of our learners by subjecting them to examination malpractices,” the CS quipped.
Thus, there are critical questions that we must ask ourselves as a country to provide a framework for addressing the issue of KCSE examination cheating and exploring possible solutions for a fairer and more credible examination process, prior to its final phase out in 2027.
On Policy and Regulation: Who are the perpetrators of these irregularities? How is it propagated? What loopholes in the current examination administration process allow cheating to occur? How effective are the measures put in place by Kenya National Examinations Council (KNEC), and the Ministry of Education to prevent cheating?
The issue of exam irregularities in the KCSE exams highlights systemic failures and unethical practices. Perpetrators include school principals, teachers, and invigilators, who collaborate to provide students with unfair advantages, such as sharing exam papers or assisting during exams.
Cheating spreads through social media, impersonation, and collusion within centres. Schools, aiming for better performance, sometimes involve parents in financing these schemes.
Loopholes like weak monitoring systems and inadequate surveillance technologies contribute to the problem. Despite efforts by the KNEC, the measures have been only partially effective. A shift towards holistic assessments, incorporating continuous evaluation and character development, could reduce pressure and curtail cheating.
With regard to Accountability: What specific actions will be taken against schools and individuals found guilty of facilitating exam malpractice?
How will the government ensure innocent candidates are not unfairly penalised during investigations? Are the penalties for cheating stringent enough to deter potential offenders?
Restoring accountability is essential to regain the integrity of the KCSE exam process. Strict disciplinary actions, such as dismissal, prosecution, and revocation of teaching licenses, should be taken against school administrators and teachers involved in malpractice.
Schools found guilty may lose accreditation or have their examination status suspended. Protecting innocent candidates is crucial, requiring transparent investigations and forensic techniques to identify perpetrators without penalising the entire student body. The KNEC should establish clear appeals processes for wrongfully accused students. By enforcing strict penalties and enabling a culture of ethics, Kenya can ensure that the KCSE process remains credible, fair, and reflective of true academic achievement.
Implementation of Reforms prompts the questions: How can technology be better leveraged to prevent and detect cheating during exams? Should the Ministry of Education consider decentralising the examination process to reduce vulnerabilities? What role should parents, teachers, and school administrators play in addressing cheating?
Technology is crucial in enhancing the integrity of Kenya’s national exams like the KCSE. The government and KNEC must invest in advanced surveillance technologies, such as biometric authentication and AI-powered monitoring systems, to detect cheating in real-time. Securing exam papers through encryption can reduce paper leaks.
Decentralising the examination process would also minimise vulnerabilities linked to centralised administration, with localised exam centres ensuring better oversight and security.
Parents should teach their children the value of honesty, while teachers must recognise signs of malpractice and lead by example. By combining technology, decentralisation, and active engagement of all stakeholders, Kenya can create a fairer, more secure examination system and restore public trust.
In terms of Impact: How does the withholding of results affect innocent students caught up in cheating scandals? What are the long-term effects of exam cheating on Kenya’s education standards and reputation? How can the stigma associated with withheld results be addressed, especially for students cleared of wrongdoing?
The withholding of KCSE results due to exam malpractice has serious consequences for innocent students, causing anxiety and disrupting academic and career plans.
The government must ensure a fair process to identify and absolve innocent students swiftly. Long-term, repeated scandals erode the credibility of Kenya’s education system and its qualifications, damaging trust among students, parents, and global institutions.
Malpractice diminishes the quality of education, as students who cheat lack essential skills.
A transparent system to clear these students and publicly recognise their achievements should be put in place to address stigma. Kenya must adopt both punitive measures and proactive strategies to restore confidence in the education system and safeguard the future of its youth.
With regard to Societal and Systemic Pressures: To what extent does societal pressure to perform well in national exams contribute to cheating? Are schools overemphasising exam results at the expense of ethical behaviour and integrity? How can the government address the broader issue of inequality in resource allocation, which may push underfunded schools to resort to malpractice?
KCSE being the most important exam in academic circles, it drives students, parents, and educators toward unethical practices, with academic success seen as a path to better opportunities.
This intense pressure creates an environment where cheating becomes a means to meet expectations. Inequality in resource allocation exacerbates the issue, particularly schools in rural and marginalised areas, which face immense pressure to compete with better-resourced counterparts.
These schools may resort to cheating as a quick solution. To address this, the government must invest in educational equity, provide better resources, and train teachers to create a supportive environment.
In the Long-Term solutions: Should Kenya transition to a more holistic system of student assessment rather than relying heavily on exams like the KCSE? How can stakeholders work together to create an ethical culture in schools and the education system as a whole? What lessons can Kenya learn from other countries that have faced similar challenges with exam malpractice?
The heavy reliance on high-stakes exams has created an environment where fear of failure outweighs ethical considerations. A shift to a more holistic assessment system, incorporating continuous evaluations, project-based learning, and practical skills, could reduce this pressure and provide a fairer, more comprehensive measure of student achievement.
This approach would better prepare students for real-world challenges, emphasising both academic knowledge and personal development. Building a culture of ethics in schools requires the active involvement of all stakeholders—government, educators, parents, and students.
Kenya can learn from countries like Singapore and Finland, which focus on continuous assessment and collaboration, to create a more ethical, balanced, and effective education system for future generations.
Exam irregularities have plagued Kenya for over one and a half decades. The blame is squarely on the unscrupulous school principals, who seek undeserved promotions by falsely portraying high performance, reflecting a concerning trend of systemic malpractice aimed at manipulating academic achievements for personal gain. Such individuals must face decisive and stern consequences, upto and including loss of their pensions.
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These principals should also understand that their actions bring dishonour, casting a shadow of disgrace upon themselves and their families.
Ultimately, the future of Kenya’s education system hinges on the ability to uphold fairness, enhance ethical values, and create an environment where every student can succeed on merit.
As the country grapples with the implications of the cheating scandals, this moment serves as a call to action to ensure that education remains a pillar of opportunity and development for all.
