Stakeholders’ perspectives on “miracle examination centres” in Nigeria

TY - JOUR

T1 - Stakeholders’ perspectives on “miracle examination centres” in Nigeria

AU - Agwu, Prince

AU - Odii, Aloysius

AU - Orjiakor, Tochukwu

AU - Roy, Pallavi

AU - Nzeadibe, Chidi

AU - Onalu, Chinyere

AU - Okoye, Uzoma Odera

AU - Onwujekwe, Obinna

N1 - Publisher Copyright: © 2022, Emerald Publishing Limited.

PY - 2022/9/28

Y1 - 2022/9/28

N2 - Purpose: The purpose of this study is to describe the nature and operations of schools commonly regarded as “Miracle Examination Centres (MECs)” in Nigeria, through the lens of stakeholders in education. This study also assessed stakeholders’ perspectives on the possible solutions to the problem of MECs. Design/methodology/approach: The study design was a stakeholders’ approach involving 39 key actors within the examination system from northern and southern Nigeria. The stakeholders comprised people from the Ministries of Education (MoE), Examination Councils (EC), school owners and teachers, security agencies and Civil Society Organisations (CSOs) who were invited to interact, interrogate and debate the subject of MECs in Nigeria. Using thematic analysis, recurrent themes were identified from the data and used for a narrative synthesis of the findings. Findings: MECs may attempt to circumvent quality assurance and regulatory requirements and may find support from prominent leaders and members of the communities through a wider informal economy. Interventions against MECs might only yield incremental results and must involve various groups like CSOs, anti-corruption agencies, EC and faith- and community-based groups. These interventions will be even more effective if the MoE will strengthen its integrity and improve its monitoring and regulatory functions without political interference. Originality/value: This paper revealed that improving examination integrity and building a solid and reliable secondary educational level in Nigeria will be achieved through the combination of horizontal and vertical approaches that involve local actors and those in authority.

AB - Purpose: The purpose of this study is to describe the nature and operations of schools commonly regarded as “Miracle Examination Centres (MECs)” in Nigeria, through the lens of stakeholders in education. This study also assessed stakeholders’ perspectives on the possible solutions to the problem of MECs. Design/methodology/approach: The study design was a stakeholders’ approach involving 39 key actors within the examination system from northern and southern Nigeria. The stakeholders comprised people from the Ministries of Education (MoE), Examination Councils (EC), school owners and teachers, security agencies and Civil Society Organisations (CSOs) who were invited to interact, interrogate and debate the subject of MECs in Nigeria. Using thematic analysis, recurrent themes were identified from the data and used for a narrative synthesis of the findings. Findings: MECs may attempt to circumvent quality assurance and regulatory requirements and may find support from prominent leaders and members of the communities through a wider informal economy. Interventions against MECs might only yield incremental results and must involve various groups like CSOs, anti-corruption agencies, EC and faith- and community-based groups. These interventions will be even more effective if the MoE will strengthen its integrity and improve its monitoring and regulatory functions without political interference. Originality/value: This paper revealed that improving examination integrity and building a solid and reliable secondary educational level in Nigeria will be achieved through the combination of horizontal and vertical approaches that involve local actors and those in authority.

KW - Anti-corruption

KW - Examination integrity

KW - Examination malpractice

KW - Miracle examination centres

KW - Stakeholders’ engagement

UR - https://www.scopus.com/pages/publications/85134916108

U2 - 10.1108/QAE-12-2021-0193

DO - 10.1108/QAE-12-2021-0193

M3 - Article

AN - SCOPUS:85134916108

SN - 0968-4883

VL - 30

SP - 539

EP - 554

JO - Quality Assurance in Education

JF - Quality Assurance in Education

IS - 4

ER -