In Nigeria, the tremendous pressure from society for pupils to pass the Senior Secondary School Certificate Examination (SSCE) has led to the emergence of Miracle Examination Centres (MECs). Financial incentives encourage cheating in many public and private schools in an effort to guarantee high test scores. 67% of Nigerian schools engage in Exam misconduct, either directly or indirectly, according to Exam Ethics Marshals International. These centres function as well-organised syndicates that include important players in the educational field. Parents are crucial because they voluntarily pay these centres exorbitant fees, putting test scores ahead of actual academic ability.
Although the precise number is still unknown, MECs have been found to be prevalent in Abuja, Anambra, Edo, and Kogi. Additionally, investigations have revealed that these centres have easy access to “Expo,” or leaked exam papers. Many students nevertheless fail important topics in spite of these unethical techniques. 503,275 out of 1.8 million applicants failed the English and maths sections of the 2024 WASSCE. In a similar vein, 76% of applicants received scores below 200 out of 400 on the 2024 UTME.
Exam misconduct has been a recurring problem in Nigeria.
Despite the establishment of an Exam Malpractice Elimination Committee by the Nigerian government, there are concerns over the committee’s capacity to stop these unlawful practices because of possible conflicts of interest, given that certain private schools implicated in malpractice are purportedly owned by government officials. Exam misconduct has been a recurring problem in Nigeria, where it is caused by a number of circumstances. According to a survey conducted by Exam Ethics Marshals International, 67% of Nigeria’s secondary schools, both public and private, function as “exam magic centres” or “miracle centres.” Because parents are willing to pay outrageous fees and levies to guarantee their children’s success in exams, these facilities flourish.
Over the years, there have been numerous serious cases of malpractice recorded by the West African Examinations Council (WAEC). In 2018, exam misconduct resulted in the withholding of 102,058 out of 1,572,396 candidates’ results. This figure rose in the following years, rising to 215,149 in 2020 and 180,205 in 2019. Concerns have been raised by educators regarding the structural problems that give rise to these malpractices. The main factors include things like a fear of failing, poor preparation, and an excessive focus on paper qualifications.
These actions create a false foundation for students.
This threat is also greatly exacerbated by social pressures and the drive to get good grades at any costs. The Smuggling of foreign materials into exam rooms, impersonation, and even rewriting of papers after the test are just a few of the techniques that students have reported being used in these miracle centres. In addition to undermining the integrity of the educational system, these actions create a false foundation that may later result in serious professional errors. Exam misconduct has a wide range of effects.
It undermines the legitimacy of degrees from educational institutions, produces graduates who are not qualified, and eventually impedes the advancement of the country. The widespread occurrence of bank failures, building collapses, economic sabotage, and other social problems has been connected to the moral decay caused by examination misconduct. Stricter regulations, technology-based monitoring, changes to educational policies, and public awareness campaigns are some of the improvements that could be suggested to solve this problem. Enacting and upholding Legislation that imposes harsh punishments on individuals engaged in exam misconduct can operate as a disincentive.
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Additionally, exam centres can reduce cheating by implementing cutting-edge technologies like biometric verification and surveillance cameras. High-stakes tests can be lessened by changing the Curriculum to place more of an emphasis on problem-solving and critical thinking abilities than on rote memorisation. Changing public perceptions of this problem can be achieved by educating educators, parents, and students about the long-term harm caused by exam misconduct. Nigeria can endeavour to restore the integrity of its Educational System and guarantee that its graduates are genuinely qualified and competent by putting these reforms into practice.