“HEY MR. TEACHER MY CHILD MUST PASS THIS EXAMINATION AT ALL COST!” ON THE CHEATING CULTURE AND AFRICA’S POST-COLONIAL EDUCATION

Abstract

Examination is one of the assessment criteria in the process of knowledge production and reproduction in any society. However, what happens if this process is compromised by cheating and similar malpractices? Put otherwise, what is the consequence of allowing mass cheating leading to cases where grades that do not capture the intelligence of pupils are attained? What is the implication initiated by the cankerworm of cheating in Africa’s post-colonial knowledge production? This study employs the method of logical analysis in examining these posers. It patents contrary to popular opinion that Africa remains underdeveloped not because of the experience of colonization, imperialism and exploitation of her resources, but through the miscarriage of her educational system. This study thereby takes another approach to disinter how the educational system in contemporary Africa has waned consequent to the circumvention of proper assessment of knowledge. It is the conjecture of this work that this is primarily one of the many reasons why Africa remains underdeveloped after over half a century of political independence. When knowledge production is compromised through cheating in examinations, poor minds will soon surface. From these antecedents, these minds will stumble upon sensitive positions in the social hierarchy. The mind that cheated to pass will further widen the gap between theory and practice through ignorance of state of affairs. These are the minds that will wreck an economy that was built in decades overnight. In the end, this study submits plausible recommendations toward an authentic knowledge production that will engender development for the African peoples.