Examinations are meant to be a fair and transparent measure of learning outcomes. They evaluate how well learners have understood content, developed skills and internalized values throughout their schooling. In Kenya, as in many other countries, national examinations such as KPSEA, KJSEA and KCSE carry immense weight. They determine school placement, access to scholarships and even social mobility. However, over the years, the credibility of these examinations has been eroded by persistent cases of cheating, leakage, impersonation and collusion. Examination malpractice has become a national concern threatening the very foundation of meritocracy and integrity.
To effectively address the problem, it is essential to understand the factors that fuel examination malpractices. These factors are social, institutional, technological and moral – all intertwined in shaping the culture of dishonesty that sometimes accompanies the examination process.
- Excessive pressure to pass
One of the leading causes of examination malpractice is the overwhelming pressure placed on candidates to pass. Learners are constantly reminded that national examinations are life-defining. For many, failure is not an option because it may mean the end of academic aspirations or the loss of parental support. Parents, teachers and even peers often measure a learner’s worth through grades. In such an environment, the fear of failure becomes a powerful motivator for dishonesty.
This pressure is especially acute in competitive schools where academic performance determines prestige, sponsorship or future opportunities. A student who feels ill-prepared but must meet unrealistic expectations may resort to cheating as a survival strategy.
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- Overemphasis on grades over competence
The Kenyan education system has traditionally glorified grades over practical competence. Success is measured by examination scores rather than by creativity, critical thinking or character. Learners internalize the belief that passing exams—by any means necessary – is the only path to success. Teachers and parents reinforce this mindset, focusing more on performance charts and mean scores than on holistic learning. Consequently, the entire system becomes grade-driven instead of value-driven, encouraging malpractice as a means to an end.
- Parental and societal expectations
Parents play a crucial role in either promoting or preventing exam malpractice. Unfortunately, some parents, driven by the desire for their children to succeed, directly or indirectly participate in unethical practices. They may finance leaked examination materials, bribe invigilators or pressure teachers to “help” their children. Society, too, often rewards top performers without questioning the process behind their success. This creates an environment where the end justifies the means and honesty takes a back seat.
- Teacher and school complicity
Some teachers and school administrators are complicit in examination malpractices. In private institutions especially, where high mean scores are used as marketing tools, there is immense pressure to produce stellar results. This can tempt some educators to collude with candidates, share leaked materials or allow copying during exams. Others justify their actions by citing competition, low salaries or administrative pressure to improve results. This betrayal of professional ethics weakens the moral fabric of the teaching profession and discredits genuine efforts made by honest educators.
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- Weak moral and value systems
At the heart of exam malpractice lies a moral crisis. The erosion of values such as honesty, responsibility and accountability has created a culture where cheating is not seen as wrong, but as clever. Many learners grow up in environments where corruption, shortcuts and deceit are normalized. When they see adults succeed through dishonest means, they internalize the same behavior in school. Thus, examination cheating becomes a mirror of broader societal corruption.
- Inadequate supervision and lax security
Examination administration has several weak links that create opportunities for malpractice. One of the most vulnerable moments is between 7:00 a.m., when examination containers are opened at Sub-County Education offices and 7:55 a.m., when papers reach examination centres. This one-hour window has been historically exploited by unscrupulous individuals seeking to access or leak exam materials. Inadequate supervision, understaffing and poor logistics make it difficult to monitor every step of the distribution chain, increasing the risk of breaches.
- Commercialization of education
The rise of profit-driven private schools has intensified competition. Schools use high mean scores to attract more students and justify higher fees. Consequently, some institutions engage in unethical practices to secure impressive results. The commercialization of education reduces learning to a business transaction, where the ultimate goal is not knowledge but reputation. In this setting, cheating becomes an investment rather than a vice.
- Corruption among examination officials
Corruption remains one of the gravest threats to examination integrity. Dishonest centre managers, invigilators or supervisors may accept bribes to leak papers, permit collusion or look the other way during malpractice. In some cases, networks involving printers, security personnel and transport officers have been implicated in leaks. When oversight mechanisms are compromised, it becomes almost impossible to maintain credibility in the process.
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- Influence of technology and social media
While technology has revolutionized education, it has also made cheating easier and more sophisticated. Smartphones, hidden earpieces, and online messaging platforms such as WhatsApp and Telegram are often used to share fake or leaked papers. Some syndicates sell “guaranteed” questions days before exams, exploiting desperate candidates and parents. The anonymity provided by social media makes it difficult to trace and dismantle these networks.
- Inadequate moral education and character formation
The academic curriculum has historically prioritized intellectual development over moral formation. Many learners excel in cognitive subjects but lack grounding in ethics and values. Without deliberate moral education, students are ill-equipped to differentiate right from wrong in examination situations. Schools that integrate moral and religious education into their routines tend to experience fewer malpractice cases, proving that integrity can be taught and reinforced.
- Peer Influence and fear of stigma
Students are heavily influenced by peers. In examination rooms where cheating appears common, even honest learners may feel pressured to join in, fearing isolation or failure. The fear of being left behind, mocked or seen as “foolish” drives conformity. Group-based cheating, whispering, and the use of coded notes often emerge from peer pressure rather than individual intent.
- Economic challenges
Poverty is another factor that fuels exam malpractice. For many families, education represents the only route out of economic hardship. A failed examination could mean lost opportunities for scholarships or future employment. This desperation pushes some learners and parents to take unethical shortcuts, viewing cheating as an “investment” to escape poverty.
- Inadequate preparation and poor study habits
Some candidates resort to malpractice simply because they are unprepared. Poor study habits, absenteeism and lack of access to study materials contribute to anxiety and panic. During examinations, such learners view cheating as the only way to survive. This is compounded by an exam-oriented curriculum that emphasizes cramming rather than understanding.
- Weak enforcement of examination laws
Although Kenya has laws and regulations to curb examination malpractice, enforcement remains inconsistent. Offenders are not always punished swiftly or severely enough to deter others. Lengthy investigations, political interference or lack of evidence sometimes result in acquittals, encouraging a culture of impunity. Without visible consequences, cheating continues to thrive.
- Institutional inefficiency and lack of transparency
When examination bodies delay communication, mishandle results or appear opaque in dealing with irregularities, public confidence erodes. Suspicion and mistrust in the system make some stakeholders believe that cheating is the only way to secure fair treatment. Transparency, timely updates and accountability are therefore essential in restoring faith in the process.
Examination malpractice is not merely an academic issue-it is a moral, social, and national problem. It reflects deeper failures in ethics, governance and educational philosophy. To curb it, Kenya must go beyond tightening security and punishing offenders. The nation must nurture a culture that celebrates honesty, diligence, and integrity over mere grades.
Parents must teach children that genuine effort is more rewarding than deceit. Teachers must model ethical conduct and resist shortcuts. The Kenya National Examinations Council must strengthen monitoring, embrace technology responsibly and enforce penalties firmly. Above all, learners must understand that integrity is the ultimate qualification – one that no certificate can replace.
When Kenya learns to pass the test of honesty, every examination will become not just a measure of knowledge but a reflection of national character.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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