Tanzania’s NECTA Cracks Down: 24 Candidates Caught Cheating in 2024 Exams

By Adonis Byemelwa

Dar es Salaam. The National Examinations Council (NECTA) has nullified the results of 24 candidates implicated in cheating during the 2024 exams, which included Form 6 and teachers’ college candidates.

In addition to this, NECTA is withholding the results of 326 candidates due to health-related issues that prevented them from completing all their subjects.

 This group comprises 304 candidates from the Advanced Certificate of Secondary Education Examination (ACSEE), 12 from the Grade A Teachers Certificate Examination (GATCE), 1 from the Grade A Teacher Course Special Examination (GATSCCE), and 9 from the Diploma in Secondary Education Examination (DSEE).

The annulled results include 22 Form 6 candidates (17 school candidates and 5 private candidates), 1 from the GATSCCE, and 1 from the DSEE. These cancellations were enforced under Section 5 (2)(i) and (j) of the NECTA Act, Chapter 107, in conjunction with Section 30(2)(b) of the Examination Regulations of 2016.

"Candidates who were unable to complete their examinations due to illness will be allowed to sit for these exams in 2025, as outlined in Section 32(1) of the Examination Regulations," stated NECTA Executive Director Dr. Said Mohamed, during a press conference in Unguja on Saturday, July 13, 2024.

The results revealed a pass rate of between 96.84 percent and 100 percent in all subjects, except for Basic Applied Mathematics (BAM), which had a pass rate of 77.55 percent.

However, the pass rate for BAM has shown improvement, increasing by 9.02 percent compared to 2023. Over 66 percent of candidates in subjects such as History, Geography, Kiswahili, Advanced Mathematics, Economics, Commerce, and Accountancy achieved high grades (A to C, equivalent to 60 to 100 marks).

Meanwhile, more than 50 percent of candidates in subjects such as General Studies, English Language, Physics, Chemistry, Biology, Agriculture, and Education earned average grades (D to E, equivalent to 40 to 59 marks). For BAM, most candidates received grades ranging from C to S (35 to 69 marks).

Advanced Mathematics saw 12.89 percent of candidates earning grade A, followed by Accountancy at 3.90 percent and Chemistry at 2.73 percent. Language subjects such as French, Chinese, and Arabic boasted excellent pass rates between 96.84 percent and 100 percent, despite a smaller candidate pool of 43 to 251 candidates.

In total, 111,056 school and private candidates passed the Form Six Examination in 2024, representing 99.43 percent. This included 49,837 female candidates (99.61 percent) and 61,219 male candidates (99.28 percent). The overall pass rate increased by 0.20 percent from 2023 when 104,549 candidates passed (99.23 percent).

Examination irregularities have been a persistent challenge in Tanzania, affecting all levels of education from primary schools to higher learning institutions. Instances of cheating, bribery, and other forms of academic dishonesty have undermined the integrity of the education system.

 In response to these issues, the Ministry of Education, led by Professor Adolf Mkenda, has implemented several measures aimed at curbing these malpractices. Professor Mkenda has introduced stringent regulations and robust monitoring systems to detect and prevent cheating during examinations.

This includes the proposal to use of technology such as CCTV cameras in examination centers, enhanced security protocols to safeguard exam materials, and rigorous vetting processes for examination officials.

Moreover, there are continuous awareness campaigns targeting students, teachers, and parents about the importance of academic integrity. These campaigns emphasize the long-term benefits of honest education and the severe consequences of engaging in or supporting examination fraud.

As well, the ministry has increased support for teacher training programs to ensure that educators are well-equipped to uphold and promote ethical standards within their classrooms. Efforts are also being made to streamline the curriculum and assessment methods to reduce the pressure on students, thereby discouraging the temptation to cheat.

The initiatives launched by the Ministry of Education in Tanzania are aimed at restoring trust in the examination system and ensuring that academic qualifications accurately reflect students' knowledge and skills.

With these measures in place, there is an expectation that the frequency of examination irregularities will significantly decline, leading to a more credible and respected education system.

However, the quality of education in Tanzania is challenged further by limited job opportunities in the market. Educational experts, including Prof. Jovita Katabaro and Justinian Galabawa, both retired from the University of Dar es Salaam, have highlighted these issues in their recent papers.

 Prof. Katabaro advocates for a comprehensive overhaul of the education system to align it with the demands of the job market. He states, “Without a curriculum that fosters practical skills and critical thinking, graduates will continue to struggle to find employment.”

Galabawa echoes this sentiment, noting, “There is a mismatch between the skills taught in schools and the requirements of the labor market.” He suggests that the education system should emphasize not only academic excellence but also incorporate vocational training and entrepreneurship programs to prepare students for diverse career paths.

In response to these challenges, the Ministry of Education is also focused on integrating more vocational and technical training into the curriculum. This initiative aims to equip students with the practical skills necessary to succeed in a competitive job market, ensuring that education in Tanzania produces not only knowledgeable graduates but also employable ones. The combined efforts to enhance academic integrity and align education with market needs signal a promising future for Tanzania's youth.