Examination malpractice, which started in Nigeria as a minor misdemeanor has not only assumed a frightening dimension, it seems to have become a permanent feature of Nigeria education system. Efforts by governments, examining bodies, institutions, individuals and concerned groups towards eradicating it have not yielded meaningful results. Rather, the situation has become worse in recent times. The new trend involves an organized system of the supervisors, invigilators, teachers, and in some cases head of schools. There is therefore the need for a team effort to stem this social malaise that has become inimical to educational development in the country. Since previous approaches aimed at curbing this hydra-headed problem seems to have yield no dividends, the writer advocates the following strategies for curbing the problem:
1. Since Implementation of Legislation by Government and Other Agencies: In the past and even recently, decrees, laws, edicts (Decree No. 27 of 1973, Special Tribunal (Miscellaneous Offences) Act Cap 410, Examination Malpractice Act No. 33 of 1999) have been promulgated and enacted with sanctions and
penalties spelt out for offenders and participants in examination malpractice. But these penalties have not been effectively enforced by the authorities and bodies initiating them because of the Nigerian factor. In addition, these laws lack institutional framework for their implementation of their provisions (Orbin, 2006). Since earlier approaches have not curbed examination malpractices, the writer is of the view that a more pragmatic approach to the problem should be adopted. Experience in the fight against corruption in Nigeria has shown that only the creation of a special commission (such as ICPC and EFCC) can address adequately this crisis facing the education sector. To this end, an Examination Malpractice Commission should be created to address this social malaise.
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According to Orbin (2006), such a body should be independent and empowered to have its team of investigators and prosecutors. In order to facilitate its quick dispensation of justice, a schedule of rules should be made to side tract the prevailing procedural rules that often lead to inordinate delays. In addition, such a body should be independent, devoid of government interference, and provision for its funding backed by law.
2. Empowerment of Teachers: Teachers cannot provide experience and activities that guide students' progress towards understanding of ideas if they themselves do not know what these ideas are: neither can they provide experiences that challenge students' understanding if they themselves share the same misunderstanding. The implication of this is that greater emphasis should now be placed on teacher professional development within a whole school development or improvement strategy alongside a greater focus on curriculum, instruction and performance standard of pupils (Badmus, 2006). Such programmes should be funded by government agencies and mounted by suitable learning units/centres. Teachers' continuing education programme must be linked to curriculum change and practices that can influence learners' achievement. Teacher empowerment should not be limited to professional development alone; it should cover his reward system and job environment. A special welfare scheme should be introduced for teachers at all levels. In fact, teachers should have a robust salary structure. In addition to this, his job environment should be enlarged and enriched to make his job interesting and worthwhile. These put together will enhance the teacher's image and commitment to his job.
3. Less Emphasis on Certificates and Paper Qualification: Nigeria's education system is largely certificate oriented. So much value and emphasis are placed on certificates instead of knowledge, skills, and competence. According to Nwadiani (2005), the market place value and reward for the level and face value quality of certificates promote tendencies for and acts of cheating in the process of certification. Many school leavers and drop outs have certificates without knowledge and skills. Most of the social maladies like manufacture and sale of fake drugs by pharmacists, collapse of buildings, massive fraud in banks and miscarriage of justice are consequences of over emphasis and value of certificates. And if this trend is allowed to continue, the country will end up with doctors who cannot differentiate between vein and artery, lawyers who cannot differentiate between an accused person and the complainant and teachers who may not be able to spell the names of their schools correctly (Orbin, 2006). It is high time the nation took certificates no more as passport to jobs or higher education; more emphasis should be placed on the competence and skill acquisition. The implication of this is that assessment of students should no longer be based on the almighty examination; rather, it should be continuous from the very first day at school to the very last day. Continuous assessment should be properly implemented. In addition, there should be re-orientation in the value system of the country.
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4. Improved Funding of the Education Sector: The education sector in Nigeria is grossly underfunded. The inadequate funding of the public school system is the cause of other problems that have undermined quality in the sector. Nigeria's funding efforts of education is low, and its budgetary priority for the education sector is even lower. In 2003, out of a national budget of 765.1 billion naira, only 13.9 billion was allocated to education, representing 1.83% (Post Express, 2003) as against UNESCO's 26% recommendation. Studies have shown that space facilities and equipment are in short supply at all levels of education (NAE, 2004; Omoifo et al, 2002 and Okobia, 2006). The Nigerian Academy of Education Report (2004) showed that teacher commitment was severely affected by their level of job satisfaction. Teachers were most dissatisfied by their work load, school facilities and service professional development and reward system. In the same vein, graduates and other professionals from tertiary institutions reported poor study conditions in their institutions (Omoifo et al cited in Badmus, 2006). One of the consequences of this is involvement in academic fraud to cover the deficiency of underfunding. With space facilities in short supply, examination halls will always be overcrowded. An improvement on the current funding efforts will provide conducive teaching and learning environment devoid of academic fraud and other sharp practices associated with the assessment process in the school system.
5. Campaigns and Seminars on the Dangers of Examination Malpractice: To be able to curb examination malpractices, there should be continuous grassroot campaigns and seminars organized by all stakeholders in the education sector on the dangers associated with examination malpractices. This will help to sensitize and conscientize the people. These campaigns will help the people to internalize the true values of life, and over time shed the vices associated with their existence. As the attitudes of the people change, external misbehavior will also be positively affected. The Examination Ethics Project (a non-governmental organization) will make large scale and far reaching impact in this regard. In addition, these seminars and campaigns will help restore the lost cherished moral values of honesty, hard work, dedication and uprightness that hitherto characterized the Nigerian society.
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6. Special Welfare Package for Examination Officials: In addition to the above measure, a special welfare package should be put in place for examination officials to discourage them from financial and materials inducements from students, parents and others who may want to subvert examination process. These examination officials include teachers who investigate examination, supervisors who oversee the conduct of examinations in schools, officers of examination bodies who monitor the conduct of examinations and law enforcement agents who are in charge of security in examination centres.
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