ENHANCING SECURITY CONTROL IN SUSTAINING THE GAINS MADE IN ADDRESSING KCPE AND KCSE EXAMINATION IRREGULARITIES IN KENYA

Authors

  • Jane J. Barus Kenya School of Government
  • Samuel K. Marigat Kenya School of Government
  • Samuel N. Njathi Kenya School of Government

DOI:

https://doi.org/10.47941/jep.187
Abstract views: 223
PDF downloads: 243

Keywords:

security, control, gains, KCPE, KCSE, examination, irregularities

Abstract

Purpose: The purpose of this study is to enhance security control in sustaining the gains made in addressing KCPE and KCSE examination irregularities in Kenya

Methodology: To address the problem of examination irregularities, a situational analysis was conducted so as to identify the possible causes of the problem and measures to take in order to mitigate the challenge of cheating.

Results: Positive changes have been observed in the education sector in Kenya since the new cabinet secretary instituted measures to curb cheating in national examination and synergy has been felt within the state.  The Ministry of Education, ministry of Interior and Coordination of National Government and the Ministry of Information, Communications and Technology should continue collaborating to ensure that the gains already made are improved and sustained.

Unique contribution to theory, practice and policy: Examination is both security and also a reputation concern of any nation. School and national examination should always be credible. Gains already made must be safeguarded. To this end every stakeholder has a role to play. Security control system should be continuity monitored and improved.

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Author Biographies

Jane J. Barus, Kenya School of Government

Scholar

Samuel K. Marigat, Kenya School of Government

Scholar

Samuel N. Njathi, Kenya School of Government

Scholar

References

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Published

2017-08-28

How to Cite

Barus, J. J., Marigat, S. K., & Njathi, S. N. (2017). ENHANCING SECURITY CONTROL IN SUSTAINING THE GAINS MADE IN ADDRESSING KCPE AND KCSE EXAMINATION IRREGULARITIES IN KENYA. Journal of Education and Practice, 1(1), 62–71. https://doi.org/10.47941/jep.187

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