annex viii harmonisation of the eac eudcation …
TRANSCRIPT
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ANNEX VIII
HARMONISATION OF THE EAC EUDCATION SYSTEMS AND
TRAINING CURRICULA.
DRAFT RULES AND REGULATIONS GUIDING THE CONDUCT OF
EXAMINATIONS IN EAC EDUCATION INSTITUTIONS
EAC SECRETARIAT
Arusha, Tanzania
August, 2014
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Table of Contents
Table of Contents .................................................................................................................................... 2
1.0 Introduction .................................................................................................................................. 5
2.0 BODIES RESPONSIBLE FOR CONDUCT OF EXAMINATIONS .................................... 6
2.1 Current bodies responsible for various Examinations among EAC Partner States ............................ 7
3.0 AIMS AND OBJECTIVES OF EXAMINATIONS ....................................................................... 9
3.1 Primary School Examinations ............................................................................................. 9
3.1.1 Current aims and objectives of Primary schools examinations among
Partner States ................................................................................................................................... 9
3.1. 2 Proposed EAC aims and objectives of Primary School Examinations ............. 11
3.2 SECONDARY SCHOOL EXAMINATIONS ....................................................................... 12
3.2.1 Table3: Current aims and objectives of Secondary schools examinations
among Partner States ...................................................................................................................... 12
3.2.2 Proposed EAC aims and objectives of Secondary school examinations ........... 13
The aims and objectives of Secondary School Examinations shall be to: .................. 13
3.3 PRIMARY TEACHER EDUCATION EXAMINATIONS – CERTIFICATE ..................... 14
3.3.1 Table 4: Current aims and objectives of Teacher Education-Certificate among
EAC Partner States ....................................................................................................................... 14
3.3.2 Proposed EAC aims and objectives of Primary Teacher Education Certificate
Examination ........................................................................................................................................ 17
3.4 TEACHER EDUCATION EXAMINATIONS – DIPLOMA .............................................. 18
3.4.1 Table 5: Current aims and objectives of Teacher Education-Diploma
Examination among Partner States ............................................................................................ 18
3.4.2 Proposed EAC aims and objectives of Teacher Education Examinations-
Diploma ................................................................................................................................................ 21
4.0 The Rules and Regulations Guiding Generation, Moderation, Printing, Security
and Conduct of Examinations. ......................................................................................................... 21
4.1 Registration of candidates .................................................................................................. 21
4.1.1 Eligibility ............................................................................................................................... 21
4.1.2 Modalities ............................................................................................................................. 22
4.1.3 Period for Registration ...................................................................................................... 22
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4.1.4 Number of subjects ........................................................................................................... 22
4.1.5 Registration Fees ................................................................................................................ 23
4.1.6 Penalties for Late Registration ....................................................................................... 23
4.2 Generation of examination items ..................................................................................... 23
4.2.1 Moderation of examination items ............................................................................ 24
4.3 Typesetting of Question Papers ........................................................................................ 24
4.4 Proof reading of question papers ..................................................................................... 24
4.5 Storage of Proof-Read Items /Question Papers ........................................................... 25
4.6 Printing Examination Question Papers ......................................................................... 25
4.7 Packing of Examination Papers ........................................................................................ 25
4.8 Distribution of Examination Question Papers............................................................. 25
4.9 Security of Examinations ................................................................................................... 25
5.0 Modalities of supervising and administering examinations ........................................ 27
5.1 Preparing for examinations .................................................................................................... 27
5.1.1The Examination Timetable ............................................................................................. 27
5.1.2 Regulations for the conduct of the examinations .................................................... 27
5.1.3 Generation of packing lists ............................................................................................. 28
5.1.4 Stationery......................................................................................................................... 28
5.1.5 Briefing and commissioning of field officers ......................................................... 28
5.2 Arrangement of examination rooms ................................................................................ 28
5.3 Entering examination rooms ............................................................................................. 29
5.4 Starting examinations ......................................................................................................... 29
5.5 While the examination is in progress ............................................................................. 30
5.6 Ending examinations ........................................................................................................... 30
5.7 Packing scripts ....................................................................................................................... 30
5.8 Marking scripts ...................................................................................................................... 31
5.9 Processing of examination scores/results and Grading results/awards ........... 31
6.0 Procedures for handling examination malpractices. ..................................................... 32
6.1 Tapes/forms of examination malpractice .......................................................................... 32
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7. 0 Procedures for announcing examination results ............................................................... 33
8.0 EAC examinations rules and regulations framework glossary ……………………. 33
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1.0 Introduction
East African Community Partner States consider education to be paramount to
Social, political and economic development and believe that a nation cannot be
better than the quality of its people. Article 5 of the Treaty establishing the
East African Community states that in order to achieve the objectives of the
Community, Partner States agree to undertake concerted measures to foster
co-operation in Education and Training within the EAC. They further agreed to
co-ordinate human resource development policies and programmes and also
harmonize curricula, examination, certification and accreditation of education
and training institutions.
Given the central role played by examinations in terms of impacting curricula
implementation process, competencies, and learning outcomes, and also
realizing that examinations influence what is taught in classrooms, ensuring
quality examinations across Partner States is critical. These demands for
consistence in the way examinations are conducted across the EAC and
therefore it is hoped that through harmonization of Rules and Regulations
guiding the conduct of examinations will lead to improved quality of human
resource and fast tracking of political, social, and economic development
undertakings.
The Partner States have prepared draft harmonized curricula for pre-primary
and primary education, secondary education, and primary and secondary
teacher education. To complete the curriculum harmonization process, draft
rules and regulations to guide the conduct of examinations in the EAC have
been developed. The developed rules and regulations will serve as a point of
reference across the Partner States.
The draft of Rules and Regulations are organized into seven sections; section 1
-introduction, section 2 - bodies responsible for conduct of examinations,
section 3 - Aims and Objectives of examinations, section 4 - the rules and
Regulations guiding generation, moderation, printing, security and conduct of
examination, section 5 - modalities of supervising and administering
examinations, section 6 – Procedures for handling examination malpractices,
and section 7 – Procedures for announcing examination results.
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2.0 BODIES RESPONSIBLE FOR CONDUCT OF EXAMINATIONS
All Partner States have well established independent examination bodies except
Burundi that has a directorate in the Ministry of Basic and Secondary
Education charged with the responsibility of evaluation, administration and
supervision of public examination. However, for consistency in the EAC region,
it is recommended that Burundi also establishes an independent national
examination body that will be responsible for the conduct of examinations. This
could enhance opportunities for sharing best practices among national
examination bodies across partner states.
The 2010 EAC Heads of examinations meeting held in Nairobi, Kenya, upheld
the recommendation of the Regional Report on the Harmonization of EAC
Education Systems and Training Curricula, to revive the EAC examination
Council.. It was recommended that the EAC Examination Council be reinstated
in order to work closely with national examination bodies in each of the Partner
States to ensure quality in the implementation of the EAC examination rules
and regulations.
In the case of pre-primary education, assessment at this level of education has
been left in the hands of respective institutions and other implementing
agencies. Pre-school children are assessed using continuous assessment mode,
observation and recording. This ensures that pre-primary children are not
assessed beyond their physical, social and cognitive development stage.
Table 1 presents Partner States and the examination bodies responsible for
conduct of examinations at different education levels in each of the countries.
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2.1 Current bodies responsible for various Examinations among EAC Partner States
Table1
Burundi Kenya Rwanda Tanzania Uganda
Pre-
Primary Examinations
Private and
individual institutions
Private and
individual institutions
Private and
individual institutions
Private and
individual schools
Private and
individual institutions
Primary
education Examinations
organizing
committee of the National
Competition
National Team
of program analysis program and
education system
Kenya
National Examination
Council (KNEC)
Rwanda
Education Board
National
Examinations
Council of Tanzania
(NECTA)/Zanzibar
Examinations
Council (ZEC)
Uganda
National
Examinations
Board
Secondary Education
examinations
National Commission
responsible for conducting
examinations
Kenya National
Examination
Council (KNEC)
Rwanda Education
board
National
Examinations
Council of Tanzania
(NECTA)
Uganda
National
Examinations
Board
Primary Teacher
Education Examinations
(certificate)
School based jury composed
of teachers
Kenya
National
Examination
Council
(KNEC)
University of Rwanda, Kigali
College of Education
National Examinations
Council of Tanzania (NECTA)
Kyambogo
University
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Secondary
Teacher Examination (Diploma
Quality
Assurance Service of
inspection and evaluation Bureau in
collaboration with the National
Commission for Higher
Education
Kenya
National
Examination
Council
(KNEC)
Universities
University of
Rwanda, College of
Education
National
Examinations
Council of Tanzania
(NECTA)
Kyambogo
University
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3.0 AIMS AND OBJECTIVES OF EXAMINATIONS
The section presents the aims and objectives of examinations at different levels of education i.e.,
primary education, secondary education, and teacher education in each of the partner states.
3.1 Primary School Examinations
3.1.1 Current aims and objectives of Primary schools examinations among Partner States
Table 2
Burundi Kenya Rwanda Tanzania Uganda
To test their
knowledge and ranking
the candidates by their
performances
To allow
them to pass in secondary
education if they succeed
the leaving exam
To measure the
To assess the
suitability of learning
activities to pupils.
To measure the
cognitive development of
a learner.
To enhance
learning and pedagogy through
provision of constant
feedback.
To
select/identify learners who
To
measure the
learners knowledge level;
Determine which
learning objectives the learner
has attained
To control curriculum
implementation
To
enhance
To assess the
ability of candidates in
applying the theory-based knowledge
with regard to primary school
syllabus
To assess the
ability of candidates in
applying theory and practical
knowledge in solving
different
To measure the
learners attainment on
prescribed goals and objectives as espoused in the
various areas; English, Mathematics,
Social Studies and integrated
Science Curriculum.
Determine the
level of competence of
learners in literacy and
numeracy.
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Burundi Kenya Rwanda Tanzania Uganda
competences of the teachers of
primary schools
To test
whether teaching materials are
relevant
are suitable for further education.
To inform curriculum
reviews/ changes in the
country by identifying its strengths and
weaknesses and providing
feedback to curriculum developers and
implementers.
To evaluate the
achievements of broad and specific
objectives of the curriculum.
efforts for effective teaching
and learning
through feedback
Selection
and placement
to the next cycle
Accountability of the
entire education system.
challenges encountered in daily life.
To use the examination
results as a criterion for
selection of pupils to join secondary
education
To use the
examination results to
improve teaching and learning
processes as well as the curriculum.
For diagnosis
Placement
Accountability
Certification
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3.1. 2 Proposed EAC aims and objectives of Primary School Examinations
The aims and objectives of Primary School Examinations shall be to:
i. To assess the learners achievement on aims and objectives as
prescribed in the Harmonized Curriculum
ii. Determine the abilities/level of competence the learners have
achieved in literacy and numeracy.
iii. Enhance learning and pedagogy through provision of constant
feedback.
iv. Select/identify learners who are suitable for further education.
v. Identify strengths and weaknesses of the education system and
provide feedback to curriculum reviews, policy makers, and
implementers
vi. Provide a basis for certification
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3.2 Secondary School Examinations
3.2.1 Table3: Current aims and objectives of Secondary schools examinations among Partner
States
Burundi Kenya Rwanda Tanzania Uganda
To test their
competence in different fields.
Test the
correlation of the student's option
choice with their performances for an eventually
reorientation
To select the
candidates able to continue with further
education
To inform
curriculum review and
reforms
Assess the
suitability of learning
activities to learners.
Measure the cognitive,
psychomotor and affective development
of a learner
To enhance
learning and pedagogy through
provision of constant
feedback
To
select/identify learners who are
suitable for further
education
To inform
curriculum reforms and
To measure
the learners knowledge
level;
Determine
which learning
objectives the learner has attained
To monitor and evaluate
curriculum implementation
To enhance efforts for
effective teaching and
learning through feedback
Selection and placement to
the next cycle
Accountability
of the entire education
To assess the
ability of candidates in
applying the theory-based
knowledge with regard to secondary
school syllabus
To assess the
ability of candidates in
applying theory and
practical knowledge in solving
different challenges
encountered in daily life.
To use the
examination results as a
criterion for selection of pupils to join
To measure
attainment of knowledge and
skills in the various learning
areas tested, including functional literary
and numeracy skills; science process skills and
problem solving
To provide for
evaluation of the curriculum and
its implementation
To provide
feedback on performance
aimed at improving
instruction To provide a basis for certification
and selection and placement
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Burundi Kenya Rwanda Tanzania Uganda
reviews
To evaluate
the achievements of broad and
specific objectives of
the curriculum
system.
either higher secondary education or
courses in other
institutions
To use the
examination results to improve
teaching and learning
processes as well as the curriculum.
3.2.2 Proposed EAC aims and objectives of Secondary school examinations
The aims and objectives of Secondary School Examinations shall be to:
i. Assess learners achievement of EAC education aims and objectives as prescribed in the
Harmonized Curriculum,
ii. Determine the abilities and level of competence the learners have achieved.
iii. To provide constant feedback to enhance teaching and learning.
iv. Identify and select learners who are suitable for further education, training and job market.
v. Identify strengths and weaknesses of the education system(quality and standards, learners,
curriculum and the instruments use)
vi. To inform curriculum review and reform, policy formulation, curriculum development and
implementation.
vii. Provide a basis for certification
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3.3 Primary Teacher Education Examinations – Certificate
3.3.1 Table 4: Current aims and objectives of Teacher Education-Certificate among EAC Partner
States
Burundi Kenya Rwanda Tanzania Uganda
To test their
level in special
methodology
To test if
they have
enough knowledge to teach
To test their ability to
teach, to evaluate and their
responsibility
To use the examination
results to improve teaching
methods
To assess the
suitability of learning activities
to student teachers.
To evaluate the
capacity of
student teachers in applying theoretical
concepts in the classroom.
Assess the
student teachers acquisition of
specific pedagogical
skills.
To identify
student teachers who are likely to succeed in
certain courses which require
To
measure the
learners knowledge level;
Determine
which learning objectives
the learner has
attained
To control
curriculum
implementation
To
enhance efforts for
effective teaching
To measure the
ability of student
teacher to use knowledge and research skills
to facilitate teaching and
learning in schools
To measure
how the student
teacher can use persuasive
techniques and skills in rehabilitating
students’ behaviour to enable them to
learn effectively
To measure
how the student
To measure
the learners attainment
on prescribed goals and
objectives as espoused in
the various areas; English,
Mathematics, Social
Studies and integrated Science
Curriculum.
Determine
the level of competence of learners
in literacy and
numeracy.
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Burundi Kenya Rwanda Tanzania Uganda
specific skills and aptitudes.
To inform
curriculum reviews/changes
at this level by identifying its
strengths and weaknesses and providing
feedback to curriculum
developers and implementers.
To evaluate the
student teacher’s acquisition of
administrative and leadership skills.
To enhance the
quality of teaching personnel
produced.
and learning through
feedback
Selection
and placement
to the next cycle
Accounta
bility of the entire
education system.
teacher can use skills in measurement
and evaluation in education so
as to improve on teaching and learning in
schools.
To measure how the
student teacher can use
knowledge and curricula in
preparation of lessons, and
adapt their teaching to take care of
students with special needs
so as to help them learn better.
To use
examination results as a criterion for
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Burundi Kenya Rwanda Tanzania Uganda
certification of primary teacher
trainees
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3.3.2 Proposed EAC aims and objectives of Primary Teacher Education
Certificate Examination
i. To assess and evaluate the candidate’s mastery of skills and
competences as requirement of teaching professional/pedagogical/ and ragogical and school leadership skills.
ii. To ensure that Primary teacher education curriculum is effectively
implemented. iii. To enhance efforts for effective teaching and learning through
feedback. iv. To determine the level of quality of the teaching workforce being
produced which has an implication on the teaching learning outcome.
v. To monitor, evaluate and reinforce the realisation of the set aims and objectives of education.
vi. To assess the effectiveness of the system on teachers’ training. vii. To promote teachers’ scientific/ technical and cultural knowledge,
skills and attitudes needed for the education system.
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3.4 Teacher Education Examinations – Diploma
3.4.1 Table 5:Current aims and objectives of Teacher Education-Diploma Examination among Partner
States
Burundi Kenya Rwanda Tanzania Uganda
To test the acquired knowledge in special methodology
To control their ability in applying theory and practical knowledge in complexity situations
To test their ability to teach, to evaluate and their responsibility
To improve teaching methods by research in pedagogy fields
To assess the suitability of learning activities to student teachers.
To evaluate the capacity of student teachers in applying theoretical concepts in the
classroom.
Assess the student
To measure the learners knowledge level;
Determine which learning objectives the learner has attained
To control curriculum implementation
To enhance efforts for effective teaching and learning through
feedback
Selection and placement to the next
To measure the ability of student teacher to use knowledge and research skills to facilitate teaching and learning in schools
To measure how the student teacher can use persuasive techniques and skills in rehabilitating students’ behaviour to enable them to learn effectively
To measure how the student teacher can use skills in measurement and evaluation in education so as to improve on teaching and learning in schools
To measure how the student teacher can use knowledge and
To measure the learners attainment on prescribed goals and objectives as espoused in the various areas; English, Mathematics, Social Studies and integrated Science Curriculum.
Determine the level of competence of learners in literacy and numeracy.
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Burundi Kenya Rwanda Tanzania Uganda
teachers acquisition of specific pedagogical skills.
To identify student
teachers who are likely to succeed in certain courses which require specific skills and aptitudes.
To inform curriculum reviews/changes at this level by identifyin
g its strengths and weaknesses and providing
cycle
Accountability of the entire education system.
curricula in preparation of lessons, and adapt their teaching to take care of students with special needs so as to help them learn better.
To use examination results as a criterion for certification of secondary education teacher trainees
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Burundi Kenya Rwanda Tanzania Uganda
feedback to curriculum developers and implementers.
To evaluate the student teacher’s acquisition of administrative and leadership skills
To enhance the quality of teaching personnel produced.
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3.4.2 Proposed EAC aims and objectives of Teacher Education
Examinations-Diploma
i. To assess and evaluate the candidate’s mastery of pedagogical/ and ragogical and school leadership skills.
ii. To ensure that teacher education curriculum is effectively implemented. iii. To enhance efforts for effective teaching and learning through feedback.
iv. To determine the level of quality of the teaching workforce being produced which has an implication on the teaching learning outcome.
v. To monitor evaluate and reinforce the realisation of the set aims and
objectives of education policy. vi. To assess the effectiveness of the system on teachers’ training. vii. To promote teachers, scientific/ technical and cultural knowledge, skills
and attitudes needed for the education system.
4.0 THE RULES AND REGULATIONS GUIDING GENERATION,
MODERATION, PRINTING, SECURITY AND CONDUCT OF
EXAMINATIONS.
This section comprises 10 sub-sections namely, a) registration of candidates b)
generation of examination items; c) moderation of examination items; d)
typesetting of question papers; e) proof reading examination question papers; f)
printing examination question papers; g) security of examinations; h) packing
examination question papers; i)distribution of examination question papers
and j) moderation for conduct of examinations.
4.1 Registration of candidates
4.1.1 Eligibility
i. Candidates will have completed the proposed prescribed harmonized
curriculum at the relevant level.
ii. Partner States shall put in place a mechanism that enables learners
to register for examinations at all levels regardless of age.
iii. Examination bodies shall ensure that the registration templates have
provisions for recording the special needs status of candidates to
whom this is applicable.
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iv. A person shall not be eligible to register at a particular level if that
person does not meet the minimum entry requirements.
4.1.2 Modalities
Registration shall be done through accredited examination centres, using
modalities convenient to specific Partner States such as registration,
using Optical Mark Reader (OMR) or through e-registration.
4.1.3 Period for Registration
The period for registration shall be set in accordance with the
examination timetables of each Partner State.
4.1.4 Number of subjects
The subjects to be examined shall be as per the prescribed EAC
harmonized Curriculum for each level as follows:
i. Primary Education
Minimum number of subjects that shall include English, Kiswahili,
Mathematics, Science and Social Studies (which may include
Religious Education).
ii. Lower Secondary Education
Minimum number of subjects which include as compulsory subjects
English Language, Kiswahili, Mathematics, at least two subjects from
Social Studies (History, Civics, Geography, Religious Studies) at least
two Science subjects (Physics, Chemistry, Biology and Agriculture), or
General Science, Business studies, Entrepreneurship Skills or one of
the optional subjects, Creative Arts, (Fine Arts, Music, Dance and
Drama), Local and Foreign Languages, Sports, Physical Education,
Technical Subjects, Applied Sciences and Literature in English.
iii. Upper Secondary Education
Compulsory General studies/paper and minimum of three subjects
taken at principal level as follows: Mathematics and Science, ICT,
Entrepreneurship skills, Technical Subjects, Kiswahili, Foreign and
Local Languages, Literature, History, Geography, Economics Creative
Arts (Fine Arts, Music, Drama) Religious Education, Accounts,
Applied Science, Physical Education.
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At subsidiary level:
Subsidiary Mathematics or Basic Applied Mathematics shall be
offered to candidates who opted for science combination without
principal Mathematics.
Basic Applied Mathematics/Subsidiary ICT will be offered to all
candidates.
iv. Primary Teacher Education(PTE)
Compulsory Professional Education Studies including ECD and SNE,
English and Kiswahili. Three more subjects will be chosen from
Science, ICT and Mathematics, Social Studies and Religious
Education, Creative Arts, Local Languages/Foreign Languages and
Physical Education. A minimum of six subjects will be examined.
v. Secondary Teacher Education
Compulsory subjects shall include: Teacher Professional Studies, ICT,
Sex and Relationship Education. Two more subjects will be chosen
from the Sciences and Mathematics, Languages, Social Sciences and
Religious Studies, Entrepreneurship, Foreign and Local Languages.
4.1.5 Registration Fees
Registration fees shall be paid as stipulated by each Partner State.
4.1.6 Penalties for Late Registration
Late registration penalty charges shall be prescribed by individual
Partner State
4.2 Generation of examination items
Items shall be generated through item writing workshop. Item writers,
who shall be vetted, shall be teachers/teacher trainers with appropriate
qualification and experience. The setters shall be given training on
principles of item construction for capacity building
For quality assurance, the item writing workshop shall be coordinated
by assessment experts in specific disciplines
For the security of items writers shall:
i. Sign an oath of secrecy
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ii. Fill declaration forms ceding their copyright to the examination
authority
4.2.1 Moderation of examination items
i. Moderation shall be done by a panel of subject specialists. A panel
shall have not less than three members
ii. Moderators shall not moderate examinations for which they are
preparing candidates
iii. The moderation period shall be a minimum of three days per paper
iv. A marking scheme of each question paper shall be moderated
alongside the question paper
v. The subject specialist shall compile the moderated items into a hand
written draft of a question paper. Compilation of items into question
papers shall be done in accordance with table of specification
vi. Items /question paper banking
A bank of moderated items or compiled question papers shall be
maintained to be drawn upon in case of need
vii. During moderation, attention shall be paid to adaptation of questions
to take care of candidates with special needs, such as the visually and
hearing impaired;
viii. Examination bodies shall prepare guidelines on essential criteria to be
met by each item before being accepted;
ix. Moderators shall sign a declaration form and an oath of secrecy.
4.3 Typesetting of Question Papers
i. The subject specialist shall typeset all the question papers and
marking schemes.
ii. The typesetters shall use a checklist to ensure that the question paper
meets the prescribed specifications.
4.4 Proof reading of question papers
i. The subject officers shall be responsible for proofreading of the
typeset question papers. Where a subject officer is not professionally
competent in the subject matter e.g. Foreign Language, the
chairperson of the moderation panel or an expert selected by the
subject officer shall undertake the proof- reading. Proof-reading shall
be done in a secure environment such as the manuscript office.
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ii. The proof-reader shall use a checklist to ensure that the question
paper has the required specifications.
iii. The proof-reader shall sign the checklist upon completion of the task.
4.5 Storage of Proof-Read Items /Question Papers
Examination bodies shall store proof read items/question papers in a
safe and secure facility, to avoid physical damage and examination
leakages.
4.6 Printing Examination Question Papers
All Partner states shall ensure that:
i. Printing of question papers shall be done in a secure environment
ii. Decision on the papers to be printed shall be made by the Head of
the examining body or the delegated officer/officers
iii. Printing shall be done by authorized personnel.
iv. Officers involved shall also sign an oath of secrecy and declaration
of interest form.
v. Printing of question papers for candidates with special needs shall
be considered.
4.7 Packing of Examination Papers
The Partner States shall indicate how packing of the examination
papers will be done under secure environment.
4.8 Distribution of Examination Question Papers
i. The question papers shall be packed in secured containers and
distributed to storage/distribution centres under National security
escort;
ii. Each distribution vehicle shall be accompanied by a senior officer
from the examination body.
4.9 Security of Examinations
Member states are encouraged to embrace the following best practices in
security of examinations identified from different partner states:
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i. Methods of concealing the identity of the examination
centres/candidates, such as the use of random numbers, shall be
devised by each examining body in order to reduce bias/subjectivity
during the marking of candidates’ scripts.
ii. To avoid impersonation Partner States should put in place an
appropriate mechanism to identify bona fide candidates such as
photographs and identification cards
iii. Personalization of certificates through the inclusion of candidates’
photographs shall be done to eliminate forgery of certificates.
iv. Examination bodies shall endeavour to include security features that
are difficult to forge on their certificates.
v. The conduct of the examination shall be guided by a code of rules and
regulations.
vi. The examination bodies shall give guidelines on setting,
administration, scoring, computation, storage and transmission of
continuous assessment scores.
vii. The examination body shall put in place mechanisms for moderation
of continuous assessment (CA) scores to ensure reliability.
viii. Examination bodies shall, through the relevant ministries responsible
for education, ensure enactment of legislation that provides for
deterrent penalties for examination malpractice.
ix. Examination bodies shall put in place measures to guard against
malpractices in the conduct of online examinations.
x. Distribution centres/storage stations shall be managed by authorized
personnel from the examination bodies.
xi. Examination centres shall be guarded by officers from National
security agencies.
xii. Examination papers shall be dispatched in such a manner that
reduces to a minimum the length of time question papers will be kept
in a centre before the commencement of the examination.
xiii. Where practically possible examinations shall be dispatched from the
headquarters of the examination body to storage stations/distribution
centres at least twice during the course of examination. This will limit
exposure of examination papers.
xiv. Examiners/Markers shall declare interest and sign an oath of secrecy.
xv. Marking shall be fully residential
xvi. Use of mobile phones by markers in marking centres shall be
restricted.
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xvii. The terms and regulations for marking shall be set in the letter of
invitation and markers shall be required to accept these conditions in
writing before the contract is granted.
5.0 MODALITIES OF SUPERVISING AND ADMINISTERING
EXAMINATIONS
This section presents detailed guidelines on how to go about supervising
and administering examination. It comprises of seven subsections,
namely:
5.1 Preparing for examinations
5.1.1The Examination Timetable
The examination timetable shall provide the following details:
i. The examination level;
ii. The year of examination;
iii. Code of the subject;
iv. Name of the subject;
v. Day and date of the examination;
vi. Time to start and end the examination;
vii. Duration of the examination;
viii. Number of sessions involved
ix. Important notes, instructions, cautions and penalties.
Examination bodies shall ensure that extra time is allowed to special
needs candidates as appropriate for each examination paper.
5.1.2 Regulations for the conduct of the examinations
The regulations shall be made to prescribe:
i. The roles/duties of the key officers who are involved in the conduct
and supervision of the examinations (Supervisors, Invigilators, Head
of Examinations Centres etc.);
ii. procedure on the conduct of theory, practical and vocational
examinations;
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iii. the type of stationery and equipment to be used during the
examination;
iv. procedures of handling examinations irregularities;
v. penalties for examinations irregularities
vi. a set of Instructions to guide field administration of examinations.
5.1.3 Generation of packing lists
The packing lists shall be generated from the registration data available. The
list shall show the following:
i. The name and code number of Region and the District;
ii. name and number of the school/ examinations centre;
iii. total number of candidates per centre and
iv. name of the storage station/distribution centre.
5.1.4 Stationery
The following stationery shall be required:
i. Tamper evident question and script return envelopes;
ii. Answer booklets with specific features;
iii. Braille paper and
iv. Special stationery for specific subjects like graph and drawing paper
5.1.5 Briefing and commissioning of field officers
The examination body shall:
i. Identify officers to be involved in the conduct of the examination;
ii. prepare the briefing program and
iii. issue appointment letters and other relevant documents
5.2 Arrangement of examination rooms
The examination centres shall be required to ensure that:
i. Candidates are placed at least 1.2 metres apart;
ii. the ratio of invigilator to candidate is 1 to 25;
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iii. name cards with index number are placed on the desks .Where possible
the card should bear the candidate’s photograph.
iv. all candidates sit in rows and columns facing the front of the
examination room;
v. invigilators are strategically positioned to have a clear view of all the
candidates at all times;
vi. there are no stimulus materials in the examination room;
vii. the rooms are well lit and ventilated and
viii. an alternative room is provided for the special needs candidates.
Examination bodies shall ensure that specialized personnel (e.g. sign language
interpreters and transcribers) are appointed and made available to provide
necessary assistance to special needs candidates during the examination.
5.3 Entering examination rooms
The examination centres shall ensure that:
i. only authorized persons are allowed to be near the examination room;
ii. authorized persons are near the examination room at least 30 minutes
before commencement of the examination;
iii. the bona fide candidates are identified and presented to the supervisor;
iv. candidates are frisked/checked for unauthorized materials by the
supervisor/invigilators before entering the examination room;
v. candidates are frisked/checked by invigilators/supervisor of the same
sex with the candidate and
vi. Candidates enter the examination room in an orderly manner.
5.4 Starting examinations
The supervisor shall ensure that:
i. examination starts according to the time table;
ii. authorized persons including candidates witness the opening of the
packet(s) and verification of the number of question papers packed;
iii. examination materials and question papers are distributed to candidates;
iv. candidates are given time to write index number/random numbers and
other details before the start of the examinations;
v. a bell is rung to signal the start of the examinations and
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vi. there is a clock in the examination room and time to start and end the
examination is written on the board
vii. Extra time should be given to learners with special needs
5.5 While the examination is in progress
The supervisor shall ensure that:
i. candidates are identified by using photo album;
ii. candidates sign against individual subject register;
iii. candidates sign against script control form;
iv. invigilators at regular intervals move around the room to ensure
adherence to the examination rules;
v. Invigilators and other personnel adhere to examination rules and
regulations and
vi. there is complete silence during the examination session.
5.6 Ending examinations
The supervisor shall ensure that:
i. candidates are alerted five minutes before the end of the
examination;
ii. a bell is rung to signal the end of the examination and
iii. invigilators collect scripts in an orderly manner and confirm that
candidates have written their index numbers.
5.7 Packing scripts
The supervisor shall ensure that:
i. all scripts are brought to the supervision desk;
ii. scripts are arranged in ascending order of index numbers;
iii. scripts are counted and verified against the total number of
candidates present;
iv. scripts are packed in tamper-evident envelopes together with script
control sheet, subject attendance register, other documents and sealed;
v. candidates’ representatives, Head teacher(in Partner States where
this is possible), invigilators/supervisors witness the sealing of, and sign
the return envelopes and
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vi. all sealed return envelopes are handed over to the
distribution/storage stations.
5.8 Marking scripts
The Examination Body shall ensure that:
i. marking centres are procured;
ii. Scripts are delivered from the storage stations to the marking
centres;
iii. examiners/markers are trained;
iv. letters of invitation to examiners spell out the terms and conditions
of marking;
v. senior examiners are briefed;
vi. scripts are delivered to the marking centres and stored in a secure
room;
vii. dummy scripts and all other relevant documents are produced;
viii. coordination of all senior and other examiners is done;
ix. conveyor belt marking is used to enhance reliability;
x. continuous coordination is done throughout live marking;
xi. capturing of candidates’ scores is done electronically and
xii. verification of candidates’ scores is done by examiners, checkers
and adjudicators.
5.9 Processing of examination scores/results and Grading
results/awards
The examination body shall ensure:
i. verification of candidates’ scores;
ii. verification of candidates’ missing scores and any other gaps;
iii. identification and verification of candidates with inconsistent
performance;
iv. verification of reported cases of examination irregularities ;
v. presentation of cases of examinations irregularities, presentation of
grade awards, hardship cases, withheld/pending cases for
discussion and approval by the Examinations Council/Board;
vi. dummy results are produced;
vii. Validation of candidates’ results and
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viii. Certification
6.0 PROCEDURES FOR HANDLING EXAMINATION MALPRACTICES.
Examination malpractices cut across all examination levels and take the
following forms:
i. Collusion
ii. Impersonation
iii. Prior access/leakage
iv. Smuggling of unauthorized materials into the examination room.
v. Double presentation of scripts/substitution.
vi. External assistance.
vii. Destruction of examination materials.
viii. Disruption of examination process.
ix. Possession of mobile phones and other electronic devices.
6.1 Tapes/forms of examination malpractice
The examining body shall ensure that:
i. evidence of malpractice gathered by invigilators, supervisors,
examiners/markers and other stakeholders are received by the
examination body;
ii. a technical committee is established to analyze the evidence and
make recommendations to the examination body.
iii. the relevant committee of the examination body examines the
evidence, considers the recommendations and makes decisions
which may include the following penalties in regard to individuals
that have been deemed culpable:
cancellation of results of affected candidates/centres;
withdrawal of accreditation of an institutions’ examination
centre status;
barring the candidate from re sitting the examination for a
specific period of time;
prohibiting a person found to have been involved in the
malpractice from participating in any activities of the
examination body and
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publishing the list of centres/persons involved in
malpractices.
The committee may also recommend:
i. Disciplinary action (professionally) against the perpetuators of the
malpractice and
ii. Prosecution in courts of law of the candidates and other persons
involved.
In all these procedures the right to be heard shall be granted to all
candidates and other persons suspected of involvement
7. 0 PROCEDURES FOR ANNOUNCING EXAMINATION RESULTS
The examination body shall:
i. brief the minister responsible for education;
ii. set the date for the release of the results;
iii. prepare the necessary documents for the release of the results;
iv. release the results to the public through the web site, Short Message
Services, Compact Discs, results slips, print outs etc.
8.0 EAC EXAMINATIONS RULES AND REGULATIONS FRAMEWORK
GLOSSARY
TERM DESCRIPTION
Subject officer An employee of an examining body in charge of a
particular subject.
Subject specialist A person with specialization in a specific subject
area.
Item writer/setter Subject specialist given the mandate to develop test
items for examinations.
Assessment The process of gathering information and making
judgments about student’s achievement or
performance.
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Assessment
expert
A person knowledgeable in educational assessment
practices.
Formative
assessment
Assessment that basically classroom and teacher
based, aiming at supporting students to make
progress in learning throughout a certain period of
time.
Summative
assessment
Assessment that summarizes the progress and
leaning achievement outcomes by learners after
completing a specific education cycle.
Continous
assessment
Assessment that is carried out on regular basis by
classroom teachers as part of their teaching and
learning strategies. This assessment can be used as
part of summative assessment.
Examination item
proof reader
Examination officer given the mandate to edit and
ensure correctness of the examination items.
Head of
Examination body
A person in charge of an examining body and all
examination activities e.g Chief Executive.
Markers/examiner An authorised subject expert charged with the
marking of examination scripts.
Senior
examination
officer
An officer who is entrusted with the administration
and management of examinations.
Invigilator An officer in charge of candidates in an examination
room to ensure proper conduct of the examination
and no candidate violates the examination
regulations.
Moderator An authorized subject specialist who reviews and
assesses the quality of examination items and
marking schemes and makes the necessary
amendments
Supervisor An officer in charge of the conduct of examination in
an examination Centre
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Stimulus
materials
Un authorised material / information in and around
the examination center/room before or during the
examination.
Examination
centre
An institution or any other place approved by the
examining body at which the final examinations are
taken by the candidates.
Examination
malpractice
Violation of examination rules and regulations
either before, during or after the examination .