Cheating in exams: an academic dishonesty

Cheating in examinations is one of the gravest threats to our education system. It not only undermines academics but also the educational standards of our institutions. Education is not merely a means to earn degrees; it is the soul of national progress. Without true education, there can be no meaningful development - moral, intellectual or social. Unfortunately, the rise in academic dishonesty, particularly cheating during examinations, is steadily eating away at the fabric of our educational institutions.

From the primary level onwards, we teach our students that they are the future of the country. We remind them that they must grow into responsible citizens, equipped with the values of honesty, integrity and discipline. We often invoke the timeless principle of Muhammad Ali Jinnah: Faith, Unity, and Discipline. These were not just lofty ideals but core pillars meant to guide individuals in leading an upright life. However, our current educational practices fall short of inculcating these values in students when it matters the most - during examinations.

Throughout the academic year, students attend classes, study textbooks and get mentored by teachers who invest their time, energy and resources to shape their future. But when the examination season arrives, a disheartening transformation occurs. The same system that prioritises hard work and moral uprightness begins to crumble under the weight of a cheating culture that is often tolerated - and at times, even facilitated.

In examination halls, one can witness students using unfair means: smuggling in miniature answer sheets, hiding notes in their sleeves and using digital devices to access answers. Despite supervising staff and invigilators appointed by the education boards, the integrity of the process is frequently compromised. External agents, school staff, and even some teachers become part of an unholy alliance that enables students to cheat in exams and pass.

This phenomenon is not merely about a student looking for an easy way out; it is a broader societal failure. When we allow students to succeed through deceit, we are effectively encouraging the rise of underqualified individuals who may one day occupy critical roles in administration, healthcare, education and other public sectors. What can we expect from someone who cheated to obtain their qualifications? Will they act with honesty and dedication while holding public office or managing national resources? Definitely not!

It is time to take decisive action. Cheating in exams must be recognised not just as a disciplinary issue but as a national concern. The individuals engaging in this practice - students, facilitators and others —must be held accountable. Examination centres should be fortified with stricter monitoring, enhanced training for invigilators and zero tolerance for academic misconduct. Those found guilty must face disciplinary actions that serve as deterrence.

A strong stand against cheating must be a top priority if we are to uplift our declining education standards. When merit is consistently ignored, the entire system suffers. Students who work hard throughout the year are often left demotivated and disillusioned, knowing that those who cheat may still outperform them by exploiting loopholes. If we want our youth to believe in fairness and hard work, we must reward merit and punish dishonesty.

Special attention must be given to the ongoing secondary school examinations, as well as the upcoming higher secondary exams. These are crucial stages in a student's academic career and have a significant bearing on their professional life.

After the conclusion of the secondary school examinations, the focus will naturally shift to the higher secondary exams. We must rid the education system with the menace of cheating in examination.

We must understand that quality education is not measured by the number of students who pass, but by how well they are prepared to contribute to society. The sense of honesty and responsibility are the core values of meaningful education. As educationists, we must not compromise on these principles.