Every examination season in Kenya, anxiety rises to a fever pitch among candidates, parents and teachers. The weight placed on national examinations, whether the KCPE in the past or the current KCPE, KCSE, or KJSEA, and other assessment levels, makes them not just tests of knowledge but gateways to opportunity, prestige, and future security. It is in this atmosphere of heightened tension that exam cheats thrive, exploiting the vulnerability of stakeholders who are desperate for any advantage. Teachers, parents, and candidates often fall victim to fake information and so-called leaks not because they are inherently gullible, but because they are caught in a system that magnifies fear, pressure, and misplaced priorities. Every year, materials emerge online with crooks purporting to have “genuine” exam leakage, which almost always turns out to be fake. KNEC has repeatedly warned that such crooks target unsuspecting victims to extort money from them. Recently, materials even surfaced online claiming to be “KNEC Confidentials” only for them to be revealed as fabrications. KNEC does not communicate that way, as it uses official addenda or corrigenda when necessary. Still, despite repeated warnings, many continue to fall victim to this.
One of the most apparent reasons for this vulnerability is the sheer pressure surrounding national examinations. Candidates, especially those at the secondary school level, understand that their performance in the KCSE can significantly shape their career trajectory for life. A high grade can mean entry into a prestigious university and access to competitive courses, while a poor grade may close doors. Parents, who have sacrificed school fees, tuition and countless resources, also face immense pressure. They want to see their children succeed at all costs, and this sometimes clouds their judgment. Teachers, too, especially in schools where results are tied to reputation and ranking, feel their professional worth is on the line. In such an environment, the promise of a “shortcut” or a leaked paper is extremely tempting, even when common sense should suggest caution.
Another factor that contributes to the problem is the commercialisation and cartelization of exams. There is an entire underground industry that thrives on exam season. Social media platforms like WhatsApp and Telegram have become convenient tools for spreading fake exam materials, with peddlers marketing themselves as insiders who have access to “real” papers. They often attach price tags to these documents, luring parents and students with promises of guaranteed success. The reality, however, is that these papers are nothing but scams. Many are doctored past papers, others are poorly fabricated, and some are completely irrelevant. But because the desperation of exam stakeholders is so high, they are willing to part with money just to secure what they think is an advantage. By the time the truth comes out, it is often too late. The money is gone, the stress levels are higher, and the candidates are left more confused than before.
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Psychological factors also play a big role. Rumours about leaked papers spread quickly, especially when shared in groups where trust already exists. A candidate who hears that “other schools already have the paper” immediately feels disadvantaged. This fear of missing out drives them to seek out the materials themselves, even when they doubt their authenticity. Parents, too, not wanting their children to be left behind, often become complicit. Teachers, in an effort to protect their students or their school’s image, sometimes get dragged into the same trap. In short, once the rumour mill begins to spin, very few want to risk ignoring it. The herd mentality overrides caution.
It is important, however, to note that KNEC has a strong and structured way of cascading official information. The council utilises well-established channels, including circulars, addenda, and corrigenda, which are formally communicated to schools, examination centres, and county education offices. This structured approach ensures that legitimate updates reach the right audiences with clarity and authority, leaving no room for confusion. The fact that KNEC has consistently distanced itself from so-called “Confidential” documents and stressed its official processes shows its commitment to transparency. In truth, the crooks who spread fake materials thrive not because of weak communication by KNEC, but because of the anxiety and impatience of those who choose to believe unofficial sources.
The deeper problem, however, lies in the culture surrounding exams in Kenya. There is an unhealthy obsession with grades, often at the expense of actual learning. Students are taught to view examinations as life-or-death events rather than as assessments of knowledge and skill. Parents measure success in terms of marks rather than competencies. Schools are ranked and judged solely by results, creating a toxic environment where the ends justify the means. In such a culture, seeking out leaked papers seems less like cheating and more like survival. When society rewards grades over integrity, it is no wonder that so many fall into the trap of exam cheating.
Technology has also worsened the situation. With almost every student and teacher now connected to the internet, it takes only a few seconds for fake documents to spread across hundreds of groups. Forged marking schemes, counterfeit question papers and fabricated instructions circulate freely. Many of these materials look authentic enough to deceive, especially when branded with logos or official-looking headers. Without the digital literacy to critically evaluate such documents, teachers and parents often accept them at face value, only realising later that they were duped.
Ultimately, the reasons teachers, parents, and candidates fall victim are a combination of fear, pressure, misinformation, and systemic weaknesses. Crooks prey on desperation, playing on the psychology of people who feel they cannot afford to lose. They exploit technology, herd mentality, and a culture of shortcuts. Every examination season, the cycle repeats itself, despite KNEC’s insistence that no genuine exam leaks occur. Until the culture of obsession with grades is confronted, and until stakeholders learn to trust official communication while rejecting shortcuts, this vulnerability will persist. National examinations are designed to be fair and secure, but so long as candidates, parents and teachers remain anxious and desperate, the market for fake information will never run dry.
What is needed is a shift in mindset. Students must learn that success comes from consistent preparation, not shortcuts. Parents must understand that learning is a process and a single exam does not define a child’s worth. Teachers must emphasise skills and integrity, not just grades. And KNEC must continue to strengthen its communication strategies, swiftly debunking fake materials and educating the public about how it officially shares updates. Only then will the cycle of fear, exploitation and vulnerability begin to break. As long as examinations remain high-stakes events, crooks will continue to thrive. Still, the responsibility lies with all stakeholders to resist the temptation of false promises and uphold the values of honesty, hard work and trust in legitimate processes.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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