Tackling examination malpractices in Nigeria

Examination in education or academic sense is an exercise designed to test or determine progress or qualification, that is, knowledge attained as a result of past instructions (teaching/learning) or previous knowledge. Universally, education is seen as an instrument, as a hub or pilot for the realisation of national goals and objectives. In Nigeria, based on the gradual erosion of total commitment, sense of purpose and proactive implementation of our various laudable educational policies, our educational standards at the primary, secondary and tertiary levels have been on the decline.

Examination malpractice can simply be referred to as a deliberate misconduct or improper practice or motive, before, during or after examinations with the aim of attaining good grades through dubious means. It represents an act or conduct contrary to laid down rules and regulations of examinations.

Presently, our education system is in a state of confusion as a result of inconsistencies, non-implementation of educational policies, and corrupt practices in high places. As it stands, perhaps, the most potent threat to our educational system in the country is examination malpractices. This malady has enthroned itself like a legitimate crown prince in our various academic institutions. The climax was the 70 per cent failure rate recorded in the May/June 2014 Senior Secondary Certificate Examination conducted by the West African Examinations Council recently released. The situation continues to generate heat among concerned citizens, scholars, governments and the media.

Research has shown that examination malpractices come in different forms. It has been discovered that students often “import” textbooks, notebooks, customised T-shirts or magic slippers, prepared answers, calculators and cell phones into examination halls to compromise the process. Similarly, conspiracy between examiners and students, and impersonation among others, are other forms of examination malpractices in our clime.

According to studies, parents, guardians, teachers, proprietors and proprietresses of private schools, external examiners, in the case of external examinations such as WASSCE, GCE, UTME etc have been identified as agents of examination malpractices. Some parents and guardians pay to purchase examination questions for their children and wards. Others prefer to bribe examiners or invigilators to aid or facilitate the chances of their wards during examinations. Other agents of examination malpractices are indolent students who do not take their studies seriously and still want to get the best scores, printers of question papers, law enforcement agents, society due to its quest for material acquisition and high premium on certification and government officials

In Nigeria, the current prevalence of examination malpractices is, of course, tied to high level moral decadence that has pervaded all sectors of the society. According to experts, the most common factors in examination malpractices include overcrowding in schools ( for instance, a situation where we have a ratio of one teacher to 85 – 120 pupils), inadequate teaching and learning facilities (which make students to be ill-equipped/prepared for examinations), inadequate supervision of teachers by inspectors, poor teaching methods and non-completion of syllabus before examination. Others are tying of teachers’ promotion to success of candidates at external examinations, dearth of guidance and counselling services in schools, lack of confidence on the part of teachers and students, high enrolment fees and the desire to be successful at all costs, constant closure of schools, insufficient sound tutelage and poor living conditions etc.

If credence is to be given to certificates from Nigerian schools, colleges, universities, etc, and if the products are to be given the much-desired respect in the international labour market, there is a great need for radical steps to be taken by stakeholders in the education sector, and the society in general, to eradicate the crisis of examination misconducts currently pervading the Nigerian education set-up.

In view of the role of parents, guardians, teachers and school owners as the main custodians of students, there is an urgent need to carry out pragmatic counselling interventions on these groups of stakeholders in order to avert imminent disaster in the education sector. Perhaps, more importantly, government at all levels needs to give education the attention it really deserves. Education is the lifewire of any society. The quality of attention and resources available for the improvement of education in a given society determines, to a large extent, the future of any society. Thus, it is important for all tiers of government in the country to develop policies and programmes that would decisively tackle the rots in our educational system. In doing this, there is a need for government and other stakeholders in the sector to devise and embrace new ideas that could bring about the much needed reforms that will give birth to the entrenchment of an education system that enhances character and learning, devoid of examination malpractices and other such negativities.

Ethics and integrity are core aspects of the teaching profession. It is, therefore, important for teachers at all levels of the educational ladder to, as a matter of necessity, make integrity, probity and honesty their watchwords. It is disgraceful and, indeed, degrading for any teacher to get involved in collaborating with parents and students to compromise the examination process. Any society that encourages such is already moving on the brink of self-destruct. The teaching profession, all over the world, thrives on discipline and morality and ours must not be an exception. Hence, teachers in the country must brace themselves to update their professional competence from time to time.

On a final note, students should stop resorting to cutting corners in their academic pursuit. The most credible path to academic success is to study hard. This is the path that our founding fathers followed. This is the most realistic path to educational accomplishments. Though, shortcuts satisfy immediate needs, the end results are not always pleasant.

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