Exam cheating manifestation of deep-rooted decay in moral principles

 

Reports of cheating in the national secondary school examinations should concern every reasonable Kenya. Cheating negates the very essence of an examination; to evaluate one’s true knowledge, skills and competencies in a certain subject or field. The extent of the problem has now made national exams a security exercise involving multi-agency teams. Much as all these efforts are made to ensure the integrity of the exams, cases of leakages and other malpractices are still reported.

This long-standing challenge should make us to reflect on more practical ways to address it. We need to understand the circumstances that create opportunities and the drive to engage in such egregious acts. The common approach is to evaluate policy; systemic and operational weaknesses that facilitate exam malpractices. This focuses on the institutional perspective of addressing the problem. But though a very practical approach, it might not be sustainable and effective especially where the problem is aided by deep-rooted societal morass characterised by deficiency in values.

To appreciate this, it is imperative to look at how and why exams are administered and how they are viewed in our society. Reports on exam cheating indicate that there is a web of actors including teachers, examiners, invigilators, exam managers, parents, students and other unscrupulous players. All these actors are buoyed by the very common premise that exams are a means to success in life. The high stakes placed on exams facilitate the entrenched mindset that one must succeed in exams by whatever means, including cheating.

This is further exacerbated by the reality that high grades are the surest route to secure placements to higher education. The heightened competition for limited chances in universities and scholarships acts as strong push factor too. Granted, competition defines human life and it should create the impetus to do better. However, the lack of strong values can easily make one to engage in fraud so as to defeat competition.

Exam cheating is a manifestation of deep-rooted decay in societal values that needs serious attention and discourse. We have a high propensity to seek short-cuts in life. It has become normal to cheat. In fact, anyone against such action and behaviour is seen as abnormal, insane, unwitty and stupid.

However, cheating in national exams should be seen as evil and dangerous. Results secured through fraudulent means will ultimately affect the student and society in a big way. It has now become common for students to avoid or drop out of technical courses upon admission to university due to their inability to undertake such key courses.

Why doesn’t a teacher or a parent feel uncomfortable while facilitating a child to cheat in exams? Where has the basic show of integrity and ethics gone? Or has exam the only route to a successful life for the child? Why should one engage in an act that will ruin the life of a child? Have we reduced education to mere exams or high grades? These are pertinent questions that should stir our thoughts in the height of this moral and ethical conundrum.  

Apparently, the practice of seeking shortcuts in everything has settled in society. Children who are aided to cheat in exams are indirectly taught that can they cheat in any circumstance. It is not a surprise to find parents paying huge bribes for children to secure jobs. Such children, now employees, will perpetuate the same fraud and graduate into professional cheats. This vicious cycle of fraud is what defines a society bereft of values and integrity.

As we laud the government’s efforts in dealing with the criminal syndicates, we must also employ a more proactive approach to addressing this moral turpitude. The value of education should be seen from the quality of the person and not empty grades. Haven’t we seen professionals with no intellectual depth and professionalism?

In the words of Albert Einstein education is what remains after one has forgotten what one has learned in school. A true education system should emphasise on the lifelong process of personal development and growth and not just the acquisition of knowledge and skills.