An Evaluation of the Kenya National Examinations Council’s Application of the Deterrence Mechanism in Combating Examination Malpractices among Teachers

Edward Maina Andafu

doi:10.7176/jep/11-6-17

Abstract

In most world education systems, examination is the main tool used not only to assess and determine the learners’ progress to the next level of education, but also to evaluate teachers’ pedagogical competence by providing feedback to the teaching and learning process. Granted their significance in the education process, examination bodies ought to ensure that they are conducted honestly in order to serve their intended purpose. In Kenya, the Kenya National Examinations Council (KNEC) is the body that conducts national examinations in primary and secondary schools, and other tertiary institutions of education. It has hence formulated legislation to govern the conduct of the Kenya Certificate of Primary Education (KCPE) and the Kenya Certificate of Secondary School Education (KCSE) examinations. In order to enforce the said legislation, it institutes deterrent measures to safeguard the integrity of these examinations. Despite awareness of the established legislation and application of deterrent measures, some teachers indulge in examination malpractices. This scenario demonstrates the phenomenon of akrasia , the state of acting against one’s will. The effectiveness of the deterrence strategy in combating examination vices is hence questionable, necessitating the need to reconsider its application. This study recommends the use of the rational approach to inculcate examination integrity among teachers in order to overcome akratic tendencies and ultimately actualize their moral potentialities. Key Terms: Akrasia , Debate, Deterrence, Examination integrity, Kenya National Examinations Council, Rationalism DOI: 10.7176/JEP/11-6-17 Publication date: February 29 th 2020

Highlights

The initiative by the Kenya National Examinations Council (KNEC) to stamp out examination vices among teachers during the national examinations in primary and secondary schools seems to bear minimal success
KNEC’s application of the deterrence mechanism in curbing examination vices is contained in section four, while section five explores the role of debate as a teaching strategy of inculcating examination integrity among teachers
This is an Act of parliament that provides for the repeal of the KNEC Act CAP 225 of 1980 and the establishment of the Kenya National Examinations Council (Republic of Kenya, 2012)

Summary

Introduction

The initiative by the Kenya National Examinations Council (KNEC) to stamp out examination vices among teachers during the national examinations in primary and secondary schools seems to bear minimal success. In Kenya, the rules and regulations governing school examinations are contained in the KNEC Act No. of 2012 This is an Act of parliament that provides for the repeal of the KNEC Act CAP 225 of 1980 and the establishment of the Kenya National Examinations Council (Republic of Kenya, 2012). The teachers contracted by KNEC to take part in the examination processes are taken through briefing sessions before embarking on their respective duties They are very much acquainted with examination rules and any breach of the same is deliberate, culminating in punitive disciplinary measures. Noncompliance with examination rules can be attributed to the conflict between knowledge and action

Examination malpractices

Conclusion