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

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