AN ASSESSMENT OF VULNERABILITIES TO MITIGATE THE LEAKAGE OF

GRADE 12 EXAMINATION QUESTION PAPERS: CASE STUDY OF

MBOMBELA MUNICIPALITY IN MPUMALANGA PROVINCE, SOUTH AFRICA

by

FOLETSI JAN MOLEPO

submitted in accordance with the requirements for the degree of

MASTER OF ARTS

in the subject

SECURITY MANAGEMENT

at the

UNIVERSITY OF SOUTH AFRICA

SUPERVISOR: Mr MA Mahambane

FEBRUARY 2024

Open Rubric
 COPYRIGHT STATEMENT

The rights are mutually held in reserve by the University of South Africa (UNISA)
and Mr. Foletsi Jan Molepo. According to the Copyright Act 98 of 1978, no share of
this material may be duplicated, kept in any retrieval system, be communicated in
any form or be printed, redeployed or vetted by any means (mechanical,
electronically photocopying, recording or else) without preceding written consent
from Mr. Foletsi Jan Molepo and the University of South Africa. Though, consent to
use in these ways any material in this work that is resulting from other sources must
be obtained from the original source. For that reason, original information may be
used and referred to for research and academic purposes as long as it is referenced
properly and recognized.

© UNISA 2024

i
 DECLARATION

Foletsi Jan Molepo with student number 36955280 hereby states that the
dissertation “AN ASSESSMENT OF VULNERABILITIES TO MITIGATE THE
LEAKAGE OF GRADE 12 EXAMINATION QUESTION PAPERS: CASE STUDY
OF MBOMBELA MUNICIPALITY IN MPUMALANGA PROVINCE, SOUTH
AFRICA” is my own effort and that all the sources that I have utilised have been
specified and recognised employing comprehensive references and that this work
has not been submitted in the past for any other degree at any academic
establishment.

23 February 2024

SIGNATURE DATE

(MR) FOLETSI JAN MOLEPO

ii
 DEDICATION

I dedicate this dissertation to my late father Lesiba Molepo, and my late sister
Monawa Molepo. You always believed in me when I was younger, and sometimes
I felt under pressure to live up to your expectations. You still had faith in me, even
if I did nothing tangible for you, and I've never understood why. I had no notion that
what God had in store for me was already obvious to you.

iii
 ACKNOWLEDGEMENTS
• Above all, I would like to express my gratitude to the all-powerful God the
Father, God the Son, and God the Holy Spirit for giving me the knowledge,
strength, and capacity to complete my degree successfully despite all of the
obstacles I faced along the way. Habakkuk Chapter 2 verse 2–3 reads: “Then
the Lord replied: ‘Write down the revelation and make it plain on tablets so
that a herald may run with it. For the revelation awaits an appointed time; it
speaks of the end and will not prove false. Though it lingers, wait for it; it will
certainly come and will not delay’”.

• Secondly, I want to express my gratitude for my late father, Mr. Lesiba

Molepo, and my sister, Ms. Monawa Molepo, for their belief in me. I express
my gratitude to my surviving parent and mother, Mrs. Ramasela Molepo, for
her caring and Godly upbringing that have shaped who I am today. My dear
wife, Cheliwe Molepo and my two (2) beautiful daughters, Josinah and Lesedi
Molepo deserve my deepest appreciation for their unwavering support and
tolerance of my constant departure from the sitting room while I was studying.
Sincerely, I would like to thank my three (3) brothers, Madimetja, Malose,
and Matsobane, as well as my two (2) sisters, Moshopiadi and Mantlangoane
Molepo for their inspiration and support throughout my adventure. Without
them, I could not have completed this dissertation. Consequently, I would like
to thank my whole family including my nephews and nieces for their support.

• Thirdly, I would like to express my sincere gratitude to my supervisor, Mr.

Abel Mahambane, for his unwavering support, motivation, patient, and
extensive expertise in helping me with my studies. During the research
process, your guidance was really helpful. I appreciate your eloquence,
which made studying easier for me.

• Finally, I would want to express my sincere gratitude to every participant who

helped with this study particularly the staff from the Department of Education
in Mpumalanga Province. Without your help, I could not have completed my
research and reached my objectives.

iv
 EXECUTIVE SUMMARY

Examinee impersonation at exam centres, bribery, and the unlawful purchase and
sale of Grade 12 exam papers to minors are among the main issues that the
government and interested parties are concerned about. This study examined the
reasons for question paper leaks for the Grade 12 exam. The study demonstrates
the continuous concerns about exam fraud. The study's findings demonstrate the
variety and ongoing evolution of the cheating techniques found. Furthermore, this
study aimed to evaluate current vulnerabilities and pinpoint risk factors in order to
reduce the possibility of Grade 12 exam question papers leaking in the Mbombela
Municipality of Mpumalanga Province South Africa. A qualitative case study was
used in the research, which was ideal for investigations into intricate social
phenomena. Fifteen (15) participants took part in the study. Focus groups and one-
on-one interviews using semi-structured interview schedules to gather verbal and
written responses were used to gather data for this study.

The investigation revealed the following:

• Leakage of examination question papers occur during printing and
packaging.
• There is insufficient oversight, simultaneous printing of several papers, and
simultaneous packaging of multiple exam papers.
• When question papers are being sent to districts, circuit offices, and schools,
two question papers are transported: one for the morning and one for the
afternoon.

The recommendations include:

• The Department ought to refrain from printing several questions papers
concurrently.
• Question papers, such as Mathematics papers 1 and 2, should be delivered
individually and not together.
• Question sheets should be sent out twice a day, right before the exam
begins.

KEY TERMS: Examination, Examination leakage, Theft, Security, Vulnerabilities.

v
 LIST OF ABBREVIATIONS
ANDRE Advanced Near-field Detection Receiver

BRICS Brazil, Russia, India, China and South Africa

CCTV Closed Circuit Television Video

CES Chief Education Specialist

COVID-19 Coronavirus diseases

DB Distribution Box

DBE Department of Basic Education

DCES Deputy Education Specialist

DPCI Directorate for Priority Crime Investigation

ENEM Exame Nacional do Ensino Medio

GP Gauteng Province

IAT Institutional-anomie Theory

ICASA Independent Communication Authority of South Africa

IRB Institutional Review Board

KNEC Kenya National Examination Council

MDE Mpumalanga Department of Education

MEC Member of Executive Council

MISS Minimum Information Security Standards

MP Mpumalanga Province

MPSS Minimum Physical Security Standards

NEIC National Examination Irregularities Committee

NSC National Security Certificate

PEIC Provincial Examination Irregularities Committee

PEK Personal Experience Knowledge

PHD Doctor of Philosophy

vi
PO Police Officer

PPS Physical Protection Systems

PSIRA Private Security Industry Regulatory Authority

PTA Parents Teachers Association

RF Radio Frequency

SAMTRAC Safety Management Training Course

SAO Senior Administration Officer

SAPS South African Police Services

SSA State Security Agency

UMALUSI Council for Quality Assurance in General and Further Education and
Training

UNISA University of South Africa

UPS Uninterrupted Power Supply

WAEC West African Examination Council

vii
 TABLE OF CONTENTS

COPYRIGHT STATEMENT .................................................................................... i

DECLARATION ..................................................................................................... ii
DEDICATION ........................................................................................................ iii
ACKNOWLEDGEMENTS ..................................................................................... iv
EXECUTIVE SUMMARY........................................................................................ v
LIST OF ABBREVIATIONS .................................................................................. vi
LIST OF TABLES ................................................................................................ xii
LIST OF FIGURES............................................................................................... xii
CHAPTER 1: GENERAL ORIENTATION .............................................................. 1
1.1 Introduction.............................................................................................................................. 1
1.2 Problem statement .................................................................................................................. 2
1.3 Rationale for the study ............................................................................................................ 4
1.4 Research questions ................................................................................................................ 6
1.5 Research aim and objectives .................................................................................................. 7
1.5.1 Research goal ................................................................................................................. 7
1.5.2 Research objectives ........................................................................................................ 7
1.6 Definitions of key concepts ..................................................................................................... 8
1.7 Chapter layout ....................................................................................................................... 10
1.8 Summary ............................................................................................................................... 11
CHAPTER 2: METHODOLOGICAL FRAMEWORK OF THE STUDY ................ 12
2.1 Introduction............................................................................................................................ 12
2.2 Research approach ............................................................................................................... 12
2.3 Research design ................................................................................................................... 13
2.4 Population and sampling ....................................................................................................... 14
2.4.1 Sampling ....................................................................................................................... 16
2.4.2 Purposive non-probability sampling .............................................................................. 16
2.4.3 Case study .................................................................................................................... 17
2.5 Data collection ....................................................................................................................... 17
2.5.1 Semi-structured interviews ............................................................................................ 18
2.5.2 Personal experience ..................................................................................................... 20
2.6 Data analysis ......................................................................................................................... 22
2.7 Reliability and validity ............................................................................................................ 23
2.7.1 Transferability ................................................................................................................ 23
2.7.2 Dependability ................................................................................................................ 24
2.7.3 Confirmability ................................................................................................................ 25
2.7.4 Credibility ...................................................................................................................... 26
2.8 Ethical considerations ........................................................................................................... 26
2.8.1 Confidentiality ................................................................................................................ 27
2.8.2 Non-maleficence ........................................................................................................... 27

viii
 2.8.3 Beneficence .................................................................................................................. 28
2.8.4 Voluntary participation................................................................................................... 28
2.8.5 Transparency ................................................................................................................ 28
2.9 Limitations of the study ......................................................................................................... 28
2.10 Summary ............................................................................................................................. 29
CHAPTER 3: THEORETICAL FRAMEWORK AND LITERATURE REVIEW ..... 30
3.1 Introduction............................................................................................................................ 30
3.2 Theories and the proponent of the theories as a basis for the manifestation of
examination leakages ............................................................................................................ 30
3.2.1 Institutional Anomie Theory (IAT) ................................................................................. 32
3.2.2 Agnew’s general strain theory ....................................................................................... 33
3.2.3 Deterrence theory ......................................................................................................... 35
3.3 The vulnerabilities and risks of the leaking of examination papers ....................................... 37
3.4 Conceptualising examination question papers ..................................................................... 38
3.4.1 Definition of examination ............................................................................................... 39
3.4.2 Examination leakage ..................................................................................................... 40
3.4.3 Examination malpractice ............................................................................................... 41
3.4.4 Security risk factor and security measures ................................................................... 43
3.5 Examination leakage perspective in Africa ........................................................................... 43
3.5.1 Nigerian perspective on examination leakage .............................................................. 43
3.5.2 Zambian perspective of examination leakage .............................................................. 44
3.5.3 Kenya’s perspective on examination leakage ............................................................... 45
3.5.4 Ghana’s perspectives on examination leakages .......................................................... 46
3.6 Examination leakages in BRICS countries ........................................................................... 47
3.6.1 Crime statistics in Mpumalanga Province ..................................................................... 49
3.7 The purpose of examination .................................................................................................. 50
3.8 Effects and impacts of examination leakages. ...................................................................... 51
3.9 Punishment for examination leakage .................................................................................... 54
3.10 Literature review .................................................................................................................. 56
3.11 Summary ............................................................................................................................. 56
CHAPTER 4: PRESENTATION OF DATA ANALYSIS, EXPLANATION AND
CONCLUSIONS............................................................................................... 58
4.1 Introduction............................................................................................................................ 58
4.2 Data analysis and administration .......................................................................................... 58
4.3 Section A: Biographical details .............................................................................................. 59
4.3.1 Participants ................................................................................................................... 59
4.3.1.1 Gender of participants........................................................................................... 59
4.3.1.2 Age of participants ................................................................................................ 60
4.3.1.3 Marital status of participants ................................................................................. 62
4.3.1.4 Educational qualifications of participants .............................................................. 63
4.4 Section B: Vulnerabilities associated with leakage of Grade 12 examination question
papers .................................................................................................................................... 64
4.4.1 What is your understanding of the concept of “leakage of Grade 12 examination
question papers”? (See Annexure “C” Question 6) .......................................................... 64
4.4.2 What is your understanding of the concept ‘vulnerabilities’ regarding leakage of

ix
 Grade 12 examination question papers? (See Annexure “C” Question 7) ....................... 65
4.4.3 Which vulnerabilities to your knowledge contribute to the leakage of Grade 12
examination question papers? (See Annexure “C” Question 8) ....................................... 66
4.4.4 What are some of the vulnerabilities associated with the handling of Grade 12
examination question papers? (See Annexure “C” Question 9) ....................................... 68
4.4.5 What are some of the vulnerabilities associated with the printing of the Grade 12
examination question papers? (See Annexure “C” Question 10) ..................................... 69
4.4.6 What are some of the vulnerabilities associated with the delivery of the Grade 12
examination question papers? (See Annexure “C” Question 11) ..................................... 70
4.4.7 What are some of the vulnerabilities associated with the storage of the Grade 12
examination question papers? (See Annexure “C” Question 12) ..................................... 71
4.5 Section C: Security risk factors associated with the leakage of Grade 12 examination
question papers...................................................................................................................... 73
4.5.1 What is your understanding of the concept ‘security risk factors’ associated with
the leakage of Grade 12 examination question papers? (See Annexure “C” Question
13) ..................................................................................................................................... 73
4.5.2 What types of security risk factors to your knowledge are associated with the
leakage of Grade 12 examination question papers? (See Annexure “C” Question 14) ... 74
4.5.3 How many people are involved in the handling of Grade 12 examination question
papers in Mpumalanga Province? (See Annexure “C” Question 15) ............................... 75
4.5.4 Who are the different persons responsible for the handling of the Grade 12
examination question papers in Mpumalanga Province? (See Annexure “C”
Question 16)...................................................................................................................... 76
4.5.5 Who is responsible for the delivery of the Grade 12 examination question papers?
(See Annexure “C” Question 17) ...................................................................................... 77
4.5.6 What happens if a delivery vehicle is involved in an accident while delivering the
Grade 12 examination question papers to schools in the Province? (See Annexure
“C” Question 18) ............................................................................................................... 77
4.5.7 Are the Grade 12 examination question papers printed by private or government
printers? (See Annexure “C” Question 19) ....................................................................... 79
4.5.8 Who is involved in the printing of the Grade 12 examination question papers?
(See Annexure “C” Question 20) ...................................................................................... 79
4.5.9 What procedures are followed during the printing of the Grade 12 examination
question papers? (See Annexure “C” Question 21) ......................................................... 80
4.5.10 What facilities are used for the storage of the Grade 12 examination question
papers? (See Annexure “C” Question 22) ........................................................................ 81
4.5.11 How secure is the storage facility against theft and unlawful breaking and
entering? (See Annexure “C” Question 23) ...................................................................... 82
4.5.12 For how long is the Grade 12 examination question papers stored in the storage
facilities until they are delivered to the schools? (See Annexure “C” Question 24) .......... 83
4.6 Section D: Security measures to mitigate leakage of Grade 12 examination question
papers. ................................................................................................................................... 84
4.6.1 What security measures are in place to prevent the leakage of Grade 12
examination question papers? (See Annexure “C” question 25) ...................................... 84
4.6.2 Explain the effectiveness of these security measures. (See Annexure “C”
Question 26)...................................................................................................................... 84
4.6.3 Do all personnel handling the Grade 12 examination question papers (officials,
printing, delivering, storing guarding) undergo background checks and screening?
(See Annexure “C” Question 27) ...................................................................................... 86
4.6.4 What are the measures that are put in place during the delivery of examination
question papers? (See Annexure “C” Question 28) ......................................................... 86
4.6.5 What is the contingency plan if vehicles delivering Grade 12 question papers are

x
 hijacked? (See Annexure “C” Question 29) ...................................................................... 87
4.6.6 Is the strong room register in place to record the movement of the Grade 12
examination question papers when in the storage area? (See Annexure “C”
Question 30)...................................................................................................................... 89
4.6.7 Does the strong room have a locking door mechanism? (See Annexure “C”
Question 31)...................................................................................................................... 89
4.6.8 What security measures are taken to prevent cell phones and laptops from being
brought into a printing facility, where the Grade 12 examination question papers are
printed? (See Annexure “C” Question 32) ........................................................................ 90
4.6.9 Are officials being subjected to body searches upon entering the printing facility?
(See Annexure “C” Question 33) ...................................................................................... 91
4.6.10 What are the ideal security systems that can be put in place to prevent
examination paper leakage? (See Annexure “C” Question 34) ........................................ 92
4.6.11 Are the norms and standard of handling Grade 12 examination question papers
adhered to? (See Annexure “C” Question 35) .................................................................. 93
4.7 Section E: General ................................................................................................................ 94
4.7.1 Is there anything further you would like to add? ........................................................... 94
4.8 Observation (See Annexure “B”) ........................................................................................... 94
4.9 Summary ............................................................................................................................... 95
CHAPTER 5: FINDINGS AND RECOMMENDATIONS ....................................... 96
5.1 Introduction............................................................................................................................ 96
5.2 A summary of the research ................................................................................................... 96
5.3 Findings related to the research questions ........................................................................... 97
5.3.1 Findings of research question 1 .................................................................................... 97
5.3.2 Findings of research question 2 .................................................................................... 99
5.3.3 Findings of research question 3 .................................................................................. 100
5.4 Recommendations .............................................................................................................. 101
5.4.1 Recommendations based on the findings research question 1: ................................. 101
5.4.2 Recommendations based on the findings of research question 2: ............................. 102
5.4.3 Recommendations based on the findings of research question 3: ............................. 102
5.5 Recommendations for additional research ......................................................................... 103
5.6 Conclusion ........................................................................................................................... 103
LIST OF REFERENCES .................................................................................... 105
ANNEXURE A: Ethical clearance certificate .................................................. 122
ANNEXURE B: Department of Education permission letter ......................... 124
ANNEXURE C: Semi-structured interview schedule ..................................... 125
ANNEXURE D: Informed consent letter to conduct interviews .................... 132
ANNEXURE E: Observation checklist ............................................................ 134
ANNEXURE F: Letter requesting permission to conduct research in the
Department of Education............................................................................. 136
ANNEXURE G: Confirmation of language editing ......................................... 137
ANNEXURE H: Turnitin report ......................................................................... 138

xi
 LIST OF TABLES
Table 2.1: Sample of population ........................................................................... 15
Table 3.1: Crime statistics in Mpumalanga Province ............................................ 49

LIST OF FIGURES
Figure 4.1: Gender of participants ........................................................................ 60
Figure 4.2: Age of participants.............................................................................. 61
Figure 4.3: Marital status of participants............................................................... 62
Figure 4.4: Educational qualifications of participants............................................ 63

xii
 CHAPTER 1: GENERAL ORIENTATION

1.1 Introduction

Mass failure of examinations in public schools is associated with exam malpractice

such as question paper leakage, and this has become a serious concern for society.
Teaching and learning outcomes are assessed through examinations in the South
African school system. This has become the most valuable option in assessments
of Grade 12 learners (Omoniyi, 2014:448).

According to Adow, Alio and Thinguri (2015:15), all of the major stakeholders in
education are concerned about exam question paper leaks occurring at all levels,
i.e., globally, regionally, and locally. They include policy makers, students, teachers,
political leaders, and the general public. Some of the most common examples of
examination malpractice include question paper leaks, careless impersonation in
testing environments, desperate school owners bribing testing officials, and parents
purchasing leaked papers ahead of time for their children (Chaminuka & Ndudzo,
2014:79).

Some of the major problems of concern to government and stakeholders include

the leakage of Grade 12 exam papers, impersonation at exam centres, bribes and
the illegal buying and selling of Grade 12 exam papers to the learners. These are
some of the examination irregularities that makes schooling a source of concern for
parents. These irregularities are influenced by inadequate preparation by Grade 12
learners, peer influence, social influence, poor learning facilities and poor parental
support (Chaminuka & Ndudzo, 2014:83).

Considering the ambit of the problem and the manifestation of the irregularities, the
involvement of employees within the Department of Education cannot be ruled out.
It includes cheating in the examination, collusion, dubbing, assault of invigilators or
supervisors and stealing of question papers. Examination leakage is occurring as a
cover for poor learning and teaching (Adow et al, 2015:15).

This chapter discussed the research problem, the rationale for the research and
provides the research questions that were used to achieve the research aims and
objectives of this study. This is followed by key theoretical definitions and an outline

1
of the study.

1.2 Problem statement

Examination leakages are a grave concern because of their potential threat to

education systems and certification, and the values that education stands for (Adow
et al, 2015:15). Examination leakages threaten the integrity of examinations and
damage the authority of those responsible for conducting the examination
(Mashanyare & Chinamasa, 2014:47). There are also post examination leakages
which occur when a candidate’s original script is substituted with another, as well
as alterations of scores to favour candidates. These examination irregularities are
caused by the value system of the society; economic factors; psychological factors;
an inadequate teaching-learning environment; and admission policies; among
others.

Leakages in examinations make schooling a source of concern for parents.

Considering the ambit and the manifestation of this problem, the involvement of
employees within the Department of Education cannot be ruled out. Learners want
to pass the examination at all costs (Halai, 2006:16). Ukpepi and Ndifon (2012:60)
argue that if teachers do not teach effectively and the students must pass the
examinations, this could result in leakages of examination question papers.
Examination malpractice includes cheating in the examination, collusion, dubbing,
assault of invigilators or supervisors and stealing of question papers. This means
that examination leakage is occurring as a cover for poor teaching and learning .

According to Masondo (2015), Elijah Mhlanga of the Basic Education Department

in Limpopo indicates that the department is not limiting its investigation to Life
Sciences paper 2 since other papers may also have been compromised.
Mpumalanga matric exam results came under scrutiny when five papers were
leaked in October 2010. Mpumalanga matric results came under scrutiny when five
papers were leaked in October. Thirteen people, including an official from the
correctional services department, a worker at Clicks, a teacher and 10 learners,
were arrested after police found the syndicate photocopying Maths, Physics and
Accounting question papers at an internet café in Barberton (Gower, 2010).

According to Macupe (2016), pupils at a few schools in the Mopani District in

2
Limpopo gained access to the second Mathematics exam paper before it was
written. The ministerial report found that every one of the 2009 matric exam papers
was leaked in Mpumalanga, devaluing examinations in the province. It is evident
that the leakage of question papers in the Mpumalanga Province was not limited to
the five papers (Maths paper 1 and 2; Physical Science paper 1 and 2 and
Accounting) that were replaced.

Creswell (2014:115) suggests that the research problem in a study begins to

become clear when the researcher asks; “What is the need for this study”? or “What
problem influenced the need to undertake this study?” The opening paragraphs of
a proposal, which includes the research problem, must stimulate the reader interest.
For example, in 2015, there were also leaked papers in Limpopo Province, which
eventually spilled over into Gauteng and Mpumalanga Provinces (Tandwa, 2016).
The following day after the exam, the pupils confirmed the paper they wrote was
identical to the one that had been made available (Coetzee, 2015). The researcher’s
perception of the situation is that the problem is not being addressed
comprehensively and more empirical research needs to be done to address it.
Leakage of examination papers results in an uneven playing field, where some
students gain unfair advantages. This undermines the hard work of honest students
and can lead to demotivation and distrust in the education system. By
contextualising the research problem, clearly stating the problem, and justifying the
research's contribution, this study aims to make a meaningful impact on the integrity
of the Grade 12 examination process in Mpumalanga Province.

There were unlimited complaints from the Department and the community from
Mpumalanga on the leakage of the Grade 12 exam question papers. This research
will help the Department of Basic Education in Mpumalanga to address the
vulnerabilities to mitigate the leakage of Grade 12 examination question papers in
the province.

Since then, the Department finds it difficult to establish the factors leading to
vulnerabilities associated with leakages of Grade 12 examination question papers
for the past years and it continues to occur. These difficulties lead to the
community’s lack of trust on the education system, damaging learners that are not
engaged with leakages (Coetzee, 2015).

3
1.3 Rationale for the study

Leakage of Grade 12 exam question papers is a serious threat which impacts on

the certification and values of what education stands for (Adow et al, 2015:16).
Examination leakage is an example of actions that threaten the integrity of
examinations. It is, therefore, damaging the authority of those responsible for
conducting the examination (Mashanyare & Chinamasa, 2014:47).

In 2015, matric examination question papers were leaked in Limpopo Province,

which eventually spilt over into Gauteng and Mpumalanga Provinces (Tandwa,
2016). Then the following day after the exam, pupils confirmed that the paper they
wrote was identical to the one that had been made available to learners. Since then,
the Department found it difficult to establish the facts associated with leakages of
Grade 12 examination question papers for the past years and it continues to occur.

Examination leakage of Grade 12 exam papers can be seen as a threat to the

integrity of examinations in Mpumalanga Basic Education Department. It is,
therefore, damaging the authority of those responsible for conducting the
examination (Mashanyare & Chinamasa, 2014:47). Leakages of Grade 12
examination question papers contravene the rules and regulations set by
examination and regulatory bodies such as Council for Quality Assurance in
General and Further Education and Training (UMALUSI) (Achio, Ameko &
Kutsanedzie, 2012:145).

According to Tandwa (2016), pupils at a few schools in the Mopani District in

Limpopo Province had gained access to the second Mathematics exam paper
before it was written. The Ministerial report stated that every question paper for
Grade 12 examination in the year 2009 matric exam papers was leaked in
Mpumalanga Province, making exams in the province not worth the paper they were
written on (Ministerial Report, 2010:5).

The Education department’s efforts to prevent leakages of exam question papers,

included the installation of biometric systems, CCTV cameras, body searching of
the candidates before they enter the examination halls. In addition, invigilators were
not allowed to take their cell phones or any other electronic devices in the
examination halls. Principals were briefed that they will be held liable if any of their

4
candidates were caught with mobile phones or other electronic devices into the
examination halls. These measures, together with the cancellation of all results of
candidates who brought mobile phones into examination venues did not seem to
yield significant results, as the leakage continued (Chux, 2018).

Leakage of matric exam question papers is a grave concern because of its potential
threat to education systems and certification, and the values that education stands
for (Adow et al, 2015:16).

There are specific question papers that are prone to leakages such as Life Sciences
and Mathematics. The leakage of question papers in the Mpumalanga Province was
not limited to the five papers (Maths Paper 1 and 2; Physical Science paper 1 and
2 and accounting paper) that were replaced (Chuenyane, 2010). Most of the
leakages of Grade 12 examination question papers takes place during printing,
packaging, delivery and within storage facilities (Akaranga & Ongong, 2013:87).
Therefore, vulnerabilities associated with the leakage of Grade 12 examination
question papers in Mpumalanga Province was no exception.

There is a high level of concern about the leakage of exam papers in general
including universities (Ngqakamba, 2019:3). The University of South Africa has
issued a statement regarding the reported leaking of examination question paper.
This time over 17 modules have been compromised and leaked just before students
sits for their final examinations. The leakage of exam papers at the University of
South Africa (UNISA) was investigated by the South African police Service (SAPS)
(Jordan, 2019).

Onah (2013:395) argues that leakages of Grade 12 examination question papers

damage the education system despite the government’s effort to prevent these
practices. According to Akaranga and Ongong (2013:87), examination malpractice
one of the major problems affecting the education system today. Leakage of
examination papers is considered to be the most serious amongst all forms of
irregularities as it is connected to the printing, packaging, delivery and storage of
examination question papers. Another irregularity that happens during examinations
is when learners copy from each other. This problem has been acknowledged by
the Department and the community. There is a need to address the vulnerabilities

5
of the examination system to mitigate the leakage of Grade 12 examination question
papers. Security measures should be put in place to strengthen the security of the
examination question papers during printing, packaging and transportation.

Adding to that, Nigeria has also experienced examination leakages for decades.
There was an increase in examination leakages in the last two decades in Nigeria
(Nnekwu & Odochukwu, 2016:48). The problem of exam leakages has penetrated
the educational system in Nigeria, from the primary school levels to the tertiary
institutions of learning (Dada, 2014:20). According to Gbagolo (2011:1),
examination leakages started unnoticed in Nigeria and has become a threat to the
educational system.

Zambia over the years experienced a worrying rate of increase in examination

leakages (Phiri & Nakamba, 2015:327). Maheka (2015:6) further indicates that
every examination season witnesses new and ingenious methods of exam leakage.
Parents, principals, examination officers and invigilators are expected to lead by
example in discouraging examination leakage (Maheka, 2015:21).

According to (E &T Editorial Staff, 2019) “… in the UK summer examination series

in 2017, there was an external breach of Maths A-level paper. Also, in 2018, C4
Maths paper leaked online a day before thousands of candidates were due to sit
the exam. Students reported seeing the paper for sale online for £200, with the
sellers sending over the first question to prove they had it but demanding the cash
up front before they would reveal the rest”. Since students are intent to overcome
security control measures, the safeguarding of exam papers is reinforced and
monitored by teachers on a continuous basis (E&T Editorial Staff, 2019).

According to Al-Nokee (2018), during the past few years, Bangladesh has also
experienced problems with the leakage of examination question papers from within
its education system.

1.4 Research questions

Research questions can be used to break the main problem down into questions to
define sub-problems (Walliman, 2011:33). To this effect, Driscoll (2011:158);
contends that a research question or hypotheses should be specific, narrow and

6
discoverable through primary research.

The research questions that were identified and used by the researcher for this
study were as follows:

• Which vulnerabilities are presently associated with the leakage of Grade 12

examination question papers in Mbombela municipality in Mpumalanga
Province, South Africa?

• What security risk factors are associated with the leakage of Grade 12
examination question papers in Mbombela municipality in Mpumalanga
Province, South Africa?

• How should the vulnerabilities be eliminated to mitigate the leakage of the

Grade 12 examination question paper in Mbombela municipality in
Mpumalanga Province, South Africa?

1.5 Research aim and objectives

The research questions culminated into the formulation of a research goal and
research objectives of the study (Kumar, 2005:192).

1.5.1 Research goal

This study assessed the present vulnerabilities to identify specific risk factors to
mitigate the leakage of Grade 12 examination question papers in Mbombela
Municipality in Mpumalanga Province, South Africa.

1.5.2 Research objectives

The research objectives included the following:

• To conduct an assessment of vulnerabilities presently associated with the

leakage of Grade 12 examination question papers in Mbombela Municipality,
in Mpumalanga Province, SA.

• To identify security risk factors associated with the leakage of Grade 12

examination question papers in Mbombela Municipality Mpumalanga
Province, SA.

• To determine security measures to eliminate the vulnerabilities so that the

7
 leakage of the Grade 12 examination question paper may be mitigated.

1.6 Definitions of key concepts

1.6.1 Examination leakage

The prior illegal accessing of an exam question paper by an individual, who is to sit
for the same examination is referred to as ‘examination leakage’ (Mashanyare &
Chinamasa, 2014:47). According to Chux (2018) leakage of exam question papers
occurs when students are in unlawful possession of exam question papers before
they can write the exam.

1.6.2 Examination

Akintunde and Musa (2016:110) define examination as a formal test used to assess
students’ knowledge of a particular subject to tailor the teaching-learning process.

1.6.3 Theft

Liebenberg (2020:16), define theft as “unlawful appropriation with intent to steal

something capable of being stolen. In respect of its purpose and function, it is
defined as the secretive taking and carrying away of property from the owner's
possession and control.”

1.6.4 Security

Jore (2019:157) argue that term security is defined as “perceived or actual ability to
prepare for, adapt to withstand, and recover from danger and crises caused by
people deliberate, intentional, and malicious acts such as terrorism, sabotage and
organised crime”. Security is defined as the feeling of being safe and secure, the
lack of threats, and the management of future risks (Jore, 2019:158).

1.6.5 Physical Protection Systems (PPS)

Physical protection systems involve a number of features that are put in place to
prevent theft, leakages and dissemination and distribution of leaked question
papers (Van Jaarsveld, 2011:5).

1.6.6 Information security

8
According to Alnatheer and Nelson (2009:6), information security involves “the
prevention of, and recovery from, unauthorized or undesirable destruction,
modification, disclosure, or use of information and information resources, whether
accidental or intentional.”

1.6.7 Security vetting

Mdluli (2011:3) refers to security vetting as doing a careful or critical examination of

someone or something of a person, before employment or a process of examination
and evaluation, generally referring to the performance of a background check on
someone before offering that person employment or conferring an award. In this
context, the personnel working on examination question papers need to undergo a
vetting process in order to protect the integrity of the examination paper.

1.6.8 Access control

The concept of access control is described by Mahambane (2018:4) as to how a

person is granted or denied access to restricted areas. In this context, access
should be restricted at the printing facilities, storage rooms, exam rooms and in
transit.

1.6.9 Vulnerabilities

Paul (2013:3) argues that it can be defined as “an internal risk factor of the subject
or a system that is exposed to hazard and corresponds to its intrinsic tendency to
be affected or susceptible to damage”. For the purpose of this study, question
papers are vulnerable to theft.

1.6.10 Security measures

Alshboul (2010:2) defines security measures as an “intention of implementing

security measures, controls, and policies to guard information security objectives
and information assets”. Security control reduces the impact of security threats and
vulnerabilities to a level acceptable to the organisation. In this context, the aim of
implementing security risk control measures is to prevent examination question
paper leakage.

9
1.6.11 Security risk

Kole (2015:12) defines security risk as a “likelihood of suffering harm or loss,

exposure to the possibility of loss or harm, a component of insecurity, or the
likelihood that effects an act that may not be reliable with the intended or anticipated
results”. For the purpose of this study, question paper leakage is a security risk.

1.6.12 Security risk factors

Amundrud, Aven and Flage (2017:286) define security risk factors as “the
relationship between threats towards a given asset and these assets vulnerable to
the specified threat”. In this context, are those risk factors that give rise to the
leakage of the Grade 12 exam questions paper such as, deployment of same
security guards over and over, poor infrastructure, lack of vetting for officials
involved in handling of the question papers, temptation to sell question papers and
lack of training on handling of question papers, bribery, corruption, theft, poor
safeguarding of question papers, too many persons handling question papers and
making copies of question papers.

1.7 Chapter layout

The study was divided into the following five chapters:

CHAPTER 1: GENERAL ORIENTATION

The reason for the study, problem statement, research questions, research
purpose, research goals, definitions of essential terms, and dissertation layout were
all introduced in this chapter.

CHAPTER 2: RESEARCH METHODOLOGY

The methodological framework used in this dissertation are all covered in this
chapter.

CHAPTER 3: VULNERABILITIES ASSOCIATED WITH THE LEAKAGE OF

EXAMINATION QUESTION PAPERS

This chapter presents a detailed review of the literature study on theoretical

framework on the leakage of examination question papers, looking at best practices

10
used nationally and internationally.

CHAPTER 4: ANALYSIS AND INTERPRETATION OF DATA

The analysis and interpretation of data from semi-structured and focus group
interviews is the emphasis of this chapter.

CHAPTER 5: FINDINGS AND RECOMMENDATIONS

The findings and recommendations of this study are discussed in this chapter.

1.8 Summary

The research problem showed the problem the Department of Basic Education in
in Mbombela municipality Mpumalanga Province is faced with. The Department of
Basic Education in in Mbombela municipality Mpumalanga Province is concerned
about the continuous leakage of Grade 12 examination question papers. Moreover,
the rationale to conduct this study was to assist the Department of Basic Education
in Mbombela municipality in Mpumalanga in addressing the vulnerabilities to
mitigate the leakage of Grade 12 examination question papers and to protect the
integrity of education system.

This study used the research questions as a point of departure to conduct the
research so that the objectives can be achieved and realised. The rationale for this
study and the key concepts defined in this chapter guided the literature study. The
next chapter discusses the research design and methodological approach of the
study.

11
 CHAPTER 2: METHODOLOGICAL FRAMEWORK OF THE STUDY

2.1 Introduction

The study's problem statement, justification, research questions, goals, and

objectives, as well as the arrangement of the dissertation and explanation of
essential terms, were all covered in the preceding chapter.

This research is built on constructivist scholarship which is the philosophical

assumption that people make sense of reality through their interactions with the
world (Denzin & Lincoln, 2011:67). Creswell (2013:42) opines that the core idea of
constructivism is that reality is constructed in the interactions and minds of
individuals and that there are multiple, equally valid realities.

“A researcher’s worldview can have a significant impact on the outcome of the

study” (Corbin & Strauss, 2015:45). A qualitative-exploratory research design and
a purposive non-probability sampling technique were employed for the study.
Participants were considered knowledgeable on the topic under investigation and
were chosen according to their readiness and willingness to participate in the study.

2.2 Research approach

The researcher employed an exploratory study as informed by the qualitative

approach (Denzin & Lincoln, 2011:67). The researcher followed a qualitative
research approach using the interpretivist phenomenological strategy to capture
participants’ voices on the phenomenon under study. Qualitative research mostly
uses descriptive or narrative statements as the units of measurement whereas
quantitative research measures responses on one of the four measurement scales,
i.e., nominal, or classificatory scale; ordinal or ranking scale; interval scale; and the
ratio scale (Creswell, 2013:45). The sole aim of the researcher was to obtain the
views of different participants and understand how this can elucidate the topic under
study, which is an assessment of vulnerabilities to mitigate the leakages of Grade
12 examinations using a constructivist-interpretivist/relativist approach. According
to this worldview, reality is constructed in the interactions and minds of individuals;
thus, there are multiple, equally valid realities.

Qualitative methods value the uniqueness of people and settings and do not aim

12
for, nor claim, generalisability, nor are they bound by statistical necessities of
random sampling strategies (Creswell, 2013:23). The study assessed the
vulnerabilities to mitigate leakages of examination question papers of Grade 12 in
Mbombela Municipality, Mpumalanga Province, South Africa by using an
interpretivist phenomenological strategy with the focus on understanding the
experiences of the staff members attached to examination and assessment
directorate and the Department of Education as participants in this study rather than
an interpretation of events (Edmonds & Kennedy, 2017:168).

2.3 Research design

The research employed a qualitative case study, which is appropriate for studies
exploring a complex social phenomenon. A defining characteristic and advantage
of a case study approach is a focus on depth to obtain a rich complete picture, often
requiring a variety of data tools. In this study, the staff members were thus the “units
of analysis”. Their experiences of assessment of vulnerabilities of exam leakages,
in relation to their career pathways and leadership experiences and practices, were
explored in-depth in their district and provincial contexts and allowed for conclusions
to be drawn about these students in their specific contexts. The study intended to
assess the causes and effects of examination malpractices/leakages using a
descriptive study design with students in Mbombela Municipality, Mpumalanga
Province, South Africa in order to make narrative/descriptive statements about the
social phenomena under study. The qualitative study followed an interpretivist
approach. According to Cohen, Manion and Morrison (2011:34), “A research design
is the arrangement of conditions for collection and analysis of data in a manner that
aims to combine relevance to the research purpose with economy in procedure”.

The researcher collected qualitative data from officials working at Mbombela

Municipality, Mpumalanga Department of Education at the Examination and
Assessment Directorate and other stakeholders on their practical experiences with
examination management. Data were also collected through one-on-one interviews
in the form of written and spoken language using semi-structured interview
schedules and through focus group interviews. The data were analysed by
identifying and categorising them into generalised themes and categories. This
allowed the researcher to study selected issues in depth, with openness

13
(transparency), and in detail, as the researcher identified and understood the
categories of information that emerged from the data. The study was flexible; data
collection was less structured and more accessible. This reduced the data into sub-
properties, for example, for the category, “sources used to collect security
information”; its properties included open and closed sources of information. Open
sources can include public documents and closed sources may include classified
documents. Each of these documents can be further dimensional if analysis calls
for it. The researcher was able to make the necessary adjustments straight away.
This meant that the whole study was more flowing, naturalistic, participatory, and
interpretive. A case study methodology was also used in this study to aid the
researcher in ensuring validity and dependability.

2.4 Population and sampling

The population is the entire group included in the study (Creswell, 2014:45). Creswell
(2014:78) defines a population as a well-defined or investigated category of
individuals, resources, components, activities, and groups of items or entire
aggregation of respondents that meet a designated set of criteria. A population
includes all people or items with a specific characteristic.

The research was conducted to understand participants’ views on vulnerabilities to

mitigate the leakage of Grade 12 examination question papers in Mbombela
Municipality, Mpumalanga Province, South Africa. Thus, the population for this study
included 30 officials in Mbombela Municipality, Mpumalanga Department of Education
who are responsible for administration of examination question papers (see Table 2.1).
Out of the 30 officials, a total of 15 officials constituted the sample for the study. The
officials included Chief Education Specialists, Deputy Education Specialists and
Senior Administration Officers in charge of item development and question paper
printing, examiners responsible for setting question papers, the examination security
manager responsible for security services of question papers, circuit managers
responsible for receiving and dispatching of question papers, drivers responsible for
delivering question papers to the circuit offices, print room managers and printing
machine operators responsible for printing question papers and physical guarding at
the print room.

14
While there are several employees at Mbombela Municipality, Mpumalanga
Department of Education, inter alia, those in human resources, Accounting, etc., this
study drew the sample from employees in the Examinations Department handling the
Grade 12 national examinations. Thus, a purposive sampling technique, a form of non-
probability sampling, guided the inclusion and exclusion of participants. Purposive
sampling identifies and selects participants based on their characteristics and are
information-rich regarding the cases that the researcher is interested in. In this study,
only employees in the Examinations Department handling Grade 12 national
examinations were purposively selected and subjected to face-to-face, semi-
structured interviews. Therefore, the sample and population that were observed are
shown in Table 2.1 below.

Table 2.1: Sample of population

UNIT OF ANALYSIS POPULATION SAMPLE

NUMBER NUMBER
Department of Education
1. Chief Education Specialists (Item development 2 1
and question papers printing)
2. Deputy Education Specialist (Item 2 1
development and question papers printing)
3. Examiners 3 1
4. Security Manager 1 1
5. Senior Administration Officers (Item 3 1
development and question papers printing)
6. Circuit Managers 4 1
7. Drivers 4 2
Private Printing Firm
8. Print Room Manager 1 1
9. Printing Machine Operator 4 2
10. Data capturers 3 1
Private Security Company
11. Grade B Security Supervisor 1 1
12. Grade C Security Officers) 2 2
TOTAL 30 15

15
2.4.1 Sampling

Sampling, according to Sarantakos (2002:139), is the process of choosing the

analytical units from the target population that will be used in the research project.
To sample is to select some cases from a population in such a way as to be
representative of the population (Creswell, 2014:89). Sampling enables the
selection of data points from within the larger data set to estimate the characteristics
of the whole population.

2.4.2 Purposive non-probability sampling

There are three (3) categories of sampling designs: random/probability sampling

designs, non-random/non-probability sampling designs and “mixed” sampling
designs. Explaining each design is beyond the scope and objectives of this research
study. The researcher chose non-probability sampling where some elements of the
population have no chance of selection (these are sometimes referred to as “out of
coverage” or “under covered”), or where the probability of selection cannot be
accurately determined (Leedy & Ormrod, 2000:150).

“Non-probability sampling designs do not follow the theory of probability

in the choice of elements from the sampling population. Non-probability
sampling designs are used when the number of elements in a population
is either unknown or cannot be individually identified” (Cohen et al,
2011:34).

Leedy and Ormrod (2000:150) suggest that “it is imperative for you to determine an
aspect of the population to be involved in your study”. Participants identified for this
research were selected by employing non-probability sampling and purposive
sampling techniques (Cohen et al, 2011:53). The purposive technique is also called
“judgmental sampling” (Babbie, 2016:187). This sampling is based entirely on the
researcher's judgment that a specific sample contains the most typical attributes of
the population being studied (Adler & Clark, 2015:121). Non-probability sampling
involves a non-random selection based on convenience or other criteria, where not
every individual has a chance of being included, allowing the researcher to easily
collect initial data (Creswell, 2014:34). All participants were purposively sampled.
Grinnell and Unrau (2014:297) add that, in using a non-probability technique, the

16
units in a sampling frame do not have an equal chance of being selected for a
particular study. This is particularly acute with interpretive/hermeneutic versions of
the phenomenological method, where the semi-structured interview is almost
hegemonic (Creswell, 2013:62). This is understandable – and indeed, sensible –
given the focus in phenomenological methodology on first-person experience
(Braun & Clarke, 2013:80).

2.4.3 Case study

The exploratory case study design was used to study present-day standards in
examination management, both nationally and internationally. The researcher
collected many documents relevant to the case study by pursuing combinations of
procedures, such as examining, categorising, tabulating, testing, or otherwise
recombining (narrative and numeric) evidence. According to Braun and Clarke
(2013:80), the analysis of case study evidence is one of the least developed aspects
of doing case studies. The researcher decided to use the collective case study type
that, according to Fouche and Schurink (2011:322), “is an instrumental case study
which may be extended to several cases.” The reason for using the collective case
study type was to learn more about present-day standards being used in other
similar institutions, more specifically, to get to know how examinations are
conducted both nationally and internationally.

2.5 Data collection

In-depth interviews were conducted by using semi-structured interview questions

and topic guides. “Data collection is the process of gathering and measuring
information on targeted variables in an established system to answer relevant
questions and evaluate outcomes” (Creswell, 2014:59). Leedy and Ormrod
(2000:158) mention that qualitative a researcher may use multiple forms of data
collection methods in any single study. Different kinds of data collection methods –
interviews, case studies and literature studies – were used in this study. The quality
of research reports depends on the authenticity of data collection. The collected
data is the basis for compilation and analysis to reach conclusions.

17
2.5.1 Semi-structured interviews

Leedy and Ormrod (2000:15) define an interview as “collecting responses (verbal

and non-verbal) from a case study participant; [they] are usually conversational and
guided by the researcher’s mental agenda, as the interview guide does not follow
the same verbalization with every participant interviewed”. There are three (3) types
of interviews, namely: structured; semi-structured; and unstructured interviews. For
the purpose of this research, the researcher chose semi-structured interviews.

In a semi-structured interview, the researcher sets the outline for the topics covered,
but the interviewee’s responses determine the way in which the interview is directed.
This is the most commonly used type of interview used in qualitative research and
many studies illustrate its use. The semi-structured interview guide provides a clear
set of instructions for interviewers and can provide reliable, comparable qualitative
data. The strength of unstructured interviews is the almost complete freedom they
provide in terms of content and structure. This is in contrast to semi-structured
interviews where the researcher asks a predetermined set of questions, using the
same wording and order of questions as specified in the interview schedule. An
interview schedule is a written list of questions, open-ended or closed-ended
questions, prepared for use by an interviewer in a person-to-person interaction (this
may be face to face, by telephone or through other electronic media). Before visiting
participants, the researcher prepared an interview guide with predetermined
questions (Ellis, 2016:104). According to Ellis (2016:112), “semi-structured
interviews facilitate the collection of rich and thick descriptions and a detailed
exploration of topics from smaller samples”.

Interviews are the dominant tool for collecting qualitative data in social sciences
research (Creswell, 2014:40) because they allow for probing participants’
experiences that could not be revealed by problem-solving tasks. In this study, the
semi-structured interviews captured participants' experiences that might have been
the result of engaging. According to Ellis (2016:104), with semi-structured
interviews, the researcher enters interviews with a firm overview of the relevant
literature and has prepared numerous open questions. With this in mind, the
researcher prepared pre-determined questions to be asked during the interviews.
The primary disadvantage of semi-structured interviews is that they are time-

18
consuming for both the researcher and the participant (Braun & Clarke, 2013:80).
After collecting the data, it was first edited (Creswell, 2014:75). Biases were
acknowledged in the research report so that readers could take them into account.

According to Hernandez, Wambura and Ngunjiri (2013:75), “scientific research

involving humans requires ethics approval from an Institutional Review Board
(IRB)”. In this research, the researcher obtained ethical clearance from the
University of South Africa (UNISA) to conduct field work before collection of data.
The certificate of ethical approval is included as Annexure A. The researcher further
applied for permission to conduct research from the Mpumalanga Department of
Education (MDE), and it was granted. Please refer to the permission letter to
conduct research from Mpumalanga Department of Education, which is attached as
Annexure B. The researcher carried out qualitative interviews which are appropriate
for a study that "investigates people’s reports of their subjective opinions, attitudes,
beliefs, or reflections on their experiences” (Percy, Kostere & Kostere, 2015:78) and
that emphasises staying close to the original data with minimal interpretation
(Sandelowski, 2000:65). The goal was to gain direct knowledge of a range of
people’s experiences about a topic or issue (Percy et al, 2015:42), which aligned
with our purpose of gaining preliminary information about the research.

On the 18th of March 2019 at 13h00, the researcher made an appointment in person
and through emails to the participants to meet them on 27th of March 2019 at 09h00,
also on 16th of April 2017 at 09h00, again on the 17th of April 2017 at 11h00 and
on the 18th of April 2019 at 10h00. They were provided with the dates of the start
and finish of the interviews and had to choose dates which suited them. A day before
the interviews, they were phoned to confirm the appointments. On 27th of March
2019, at 09h00, the researcher used the researcher’s own vehicle and travelled to
the Mpumalanga Department of Education District office A to conduct one-on-one
interviews with two (2) officials and one (1) security officer. The interviews were held
in the boardroom. The interview schedule questionnaire is attached as Annexure C.
A comfortable environment for the participants to feel safe to talk was created. The
researcher began by using personal greetings. The participants were informed of
the aim and objectives of the study. They were also informed that the research was
not funded by any organisation. The participants were given an informed consent

19
form to read and sign if they agreed to the rights contained in the interview schedule.
The letter of informed consent is thus included as Annexure D.

In addition, the researcher asked the participants for their permission to use an
audio tape recorder and were informed that it was only used to ensure that the
conversations between the researcher and the interviewees was recorded for later
use for the purpose of analysis.

On 16th of April 2019, at about 09h00, the researcher travelled to another

Mpumalanga Department of Education District office B to interview two (2) officials
and one (1) driver. The researcher went through the identical procedure (explaining
the purpose of the study and the features of informed consent) that was used with
participants from the district office A of the Mpumalanga Department of Education.
Then again, on the 17th of April 2019, at 11h00, the researcher interviewed five (5)
officials in Mbombela Department of Education Provincial office. The same steps
(explaining the study's goals and the requirements for informed permission) that
were taken with participants from the district offices A and B of the Mpumalanga
Department of Education were repeated with the new group of participants. On the
18th of April 2019, at 10h00, the researcher travelled to another Department of
Education district office C in Mpumalanga Province and conducted the interviews
with four (4) officials. With the new group of participants at Mpumalanga Department
of Education district office C, the same procedures (explaining the study's objectives
and the prerequisites for informed consent) that were used with participants from
the district offices A, B of the Mpumalanga Department of Education and Mbombela
Department of Education District office were repeated. The interviews took place at
the offices of the department. The interviews allowed the researcher to interact
closely with the participants.

2.5.2 Personal experience

Clandinin and Connely (1994:413) describe Personal Experience Knowledge (PEK)

as a reflection of the flow of thoughts to immediate situations as it relates to the field
of experience. In addition, PEK is a potent source of information, as evidenced by
the fact that academic research interests may be based on professional, academic,
personal, and developmental experiences. A crucial component of authenticity is

20
experience. In light of this, the following researcher's experiences were pertinent to
the study.

The researcher has twenty-two (22) years of experience in the field of security. The
researcher is currently employed by Independent Communication Authority of South
Africa (ICASA) as a Security Manager since the 07th of August 2017 till to-date. The
researcher was previously employed by Mpumalanga Department of Education as
a Security and Risk Manager from 01 of March 2011 to 31 July 2017. The
researcher was responsible for the protection of Grade 12 examination question
papers in the Mpumalanga Province, Department of Education. Therefore, the
researcher has the necessary experience with regard to the study topic as the
researcher was also a former Police Officer (PO) who was responsible for the
protection of dignitaries in Gauteng Province.

In terms of the relevant training, the researcher holds various courses such as
Private Security Industry Regulatory Authority (PSIRA) certificate Grade “B”, SAPS
First phase of Basic Training, SAPS Tactical Policing: Level 1, VIP Protection
Course, SAMTRAC course, National Diploma in Business Management, National
Diploma in Policing, B-Tech degree in Policing and B-Tech degree in Security Risk
Management. Therefore, the researcher is proficient with security terminologies
hence his interest in pursuing this topic.

The researcher was able to access several materials, including security legislation
and procedures, security manuals, security reports, and media articles on security
topics because of his expertise in the field of security. The data gathered from these
sources assisted the researcher in developing the conclusions and suggestions for
this study. Due to the researcher's familiarity with security terminology from having
studied security management as part of the researcher’s qualification, the
experience also aided the researcher in information search and definition of key
concepts, among other tasks. This allowed the researcher to relate the study to the
researcher’s professional and academic experiences, and the researcher’s
accumulated knowledge. The researcher's experience was also beneficial during
observation because the researcher was able to recognise the security measures
currently being used by the Mpumalanga Department of Education to protect
examination question papers while they are in its facilities and in transit to various

21
examination centres. The researcher's ability to quickly generate follow-up
questions for both the participants and the researcher during the interviews was
another benefit of the experience. As a result, the researcher's personal experience
and knowledge were crucial to the study.

2.6 Data analysis

Qualitative analysis produces conclusions according to Schurink, Fouche and De

Vos (2011:397). In doing so, it is necessary to condense the amount of raw data,
separate the important information from the unimportant, look for important patterns,
and provide a framework for explaining the main points of the data. When data are
analysed by theme, it is called thematic analysis. The researcher “thematically
analysed the interview transcripts, reading each one repeatedly to ensure that any
identified themes were representative of study participants’ comments” (McGregor,
2018:110). Data analysis is the process of systematically applying statistical and/or
logical techniques to describe and illustrate, condense, recap, and evaluate data.
The researcher analysed sources in the literature sample set through inductive
content analysis by reading and rereading them. To analyse qualitative data, the
researcher produced an interview summary form or a focus group summary form
which was completed after each interview or focus group has taken place. The
purpose of the analysis was to search for and identify text or phrases in the content
which represented or discussed the keywords ascribed to them or associated with
one or more of the other keywords in the semi-structured interview. An essential
component of ensuring data integrity is the accurate and appropriate analysis of
research findings.

The thematic analysis model was adopted as a tool for data analysis in this study.
With this step, the researcher moved from casual, observational note-taking
activities and code identification to systematic coding by labelling the text. The
transcribed data from open-ended questions asked in focus group interviews were
coded. Braun and Clarke (2013:207) explain that “data derived codes can also be
seen as semantic codes as they are based on the semantic meaning of the data
(i.e., they mirror participants’ language and concepts”. Select quotations from the
data were used to develop the themes, appreciating that there should be enough
quotes to provide evidence that the claim of a theme is sound; no quotes were used

22
twice (McGregor, 2018:89). Essentially, the codes-to-theory model for qualitative
inquiry by Saldaña (2015:45) allowed the author to code, categorise, and align
sources with the themes of participants’ responses during the interviews. After these
themes were identified, the researcher assigned codes to categories. The
researcher analysed data manually to show the frequency of text through manual
coding for reasons of consistency and validity of that particular code or category.

2.7 Reliability and validity

According to Sarantakos (2002:83), consistency and reliability are the same

concepts. Reliability refers to a tool's capacity to provide trustworthy findings.
Furthermore, reliability is defined as dependability or consistency by Kraska and
Neuman (2008:191). Therefore, a method is considered dependable if it
consistently yields the same outcomes, even when used by different researchers.
For the purpose of this study, reliability and trustworthiness were strengthened by
using guidelines recommended for descriptive qualitative research. Denzin and
Lincoln (2011:105–117) suggest a framework of four criteria as a part of the
constructivist paradigm paralleling “validity” and “reliability” in quantitative research.
Conferring to Lincoln and Guba (1985:90), trustworthiness in a qualitative study is
determined by four indicators, credibility, transferability, dependability, and
confirmability, which reflect validity and reliability in qualitative research.

Validity, according to Sarantakos (2002:78), is the capacity to create outcomes that

are consistent with theoretical principles; in other words, to produce accurate
outcomes and measure what is intended to be assessed. In contrast, Delport and
Roestenburg (2011:171–205) refers to validity as “the truthfulness, accuracy,
authenticity, genuineness, and soundness as synonyms for validity” and
emphasises the fact that these terms describe validity. A valid measure produces
true results that reflect the true situation and conditions of the environment it is
supposed to study. The researcher made sure the information gathered through
observation and interviews was reliable.

2.7.1 Transferability

According to Munyai (2022), "transferability" refers to the ability of research findings

to be utilised in a similar setting in order to address the research problem. The

23
Examination Directorate officials' knowledge and abilities were obtained by the
researcher through one-on-one telephone conversations. The research questions
were structured to get unique responses from each participant. The consistency of
information received from test administrators allowed the researcher to compare the
results from each participant. Transferability was confirmed through a comparison
of one-on-one interview results.

In addition, "Transferability" is the ability to apply the results to different contexts.

This is called “external validity” in quantitative research and is used to prove that
the study's conclusions are applicable to other contexts (Guba & Lincoln, 2011:72).
This is achieved by providing a "rich description" of the research findings along with
an overview of the potential applications of the findings to different studies and
situations. Transferability in qualitative research is defined as the degree to which
research findings can be applied in different research contexts, as opposed to
external validity in quantitative studies. It is established by meticulous
documentation of the research and its context within the larger body of research
literature (Babbie, 2016:80).

2.7.2 Dependability

The fact that two researchers independently discovered comparable themes that
were then examined by a third researcher lends weight to the idea of dependability,
which relates to whether the conclusions are consistent and reproducible given the
available data. Dependability relates to the consistency and repeatability of the
outcomes, much like reliability does in quantitative research (Guba & Lincoln,
2011:23). An external auditor often examines and assesses the research procedure
and the reliability of the findings to show this. The researcher must create a clear
link between the data and the actions taking place at a specific site that produced
the data in order to show its dependability. Dependability refers to the likelihood that
the study will be repeated by other researchers and that the findings will be
trustworthy.

Dependability is a measure of the calibre of the collected data (Munyai, 2022). The
researcher outlined every step of the process, including choosing study participants,
gathering data, analysing it, interpreting it, and reporting the findings. The data

24
management and collection techniques used in the study produced enough
information to enable the researcher to draw conclusions.

Dependability is related to the documentation of the whole process of the study. The
process of recording the interviews for this study resulted in dependability and
transferability. Through the use of a journal and conversation recordings, the
researcher examined his biases, beliefs, and values that might have an impact on
the research in order to establish reflexivity in the study (Wantenaar, 2022).

• Self-inclusion/self-exclusion

For the purposes of this study, inclusion included all male and female Mpumalanga
Department of Education employees working at one of the department offices,
between the ages of 18 and 65. They are all aware of the security flaws associated
with leakage of Grade 12 test question papers. Fifteen (15) examination authorities
were interviewed after they responded. The selected persons arranged times and
dates for interviews with the researcher. A data saturation led to the exclusion of
fifteen (15) people from the research. Employees who discouraged others from
participating or who had expectations of receiving compensation were excluded.

2.7.3 Confirmability

If results can be independently verified by other people and are unaffected by the
researcher's values, this is referred to as confirmability. The researchers searched
for negative situations that contradicted each of the themes in order to achieve these
requirements. These all contribute to the validity and reliability of the study.
Confirmability of the results employed an audit trail to make sure that the report's
description of the data collection and data analysis methods were accurate (Nowell,
et al, 2017:3). The researcher also described how the study was coded and how
the data were collected, and the procedures of recoding, theming, and theme
naming were appropriately covered. This conversation makes it very evident that
the researcher has adhered to the study direction and has not taken the initiative to
modify the research direction.

25
2.7.4 Credibility

For this study, the researcher included quotations from the participants’ interviews
that were transcribed verbatim to support the validity of the study. After analysis,
the researcher preserved the raw data materials for a fair amount of time (Creswell,
2014:140). In this study, the participants’ information was saved by the researcher
in a locked filing cabinet and data stored in a computer were secured by a computer
password and be destroyed when the study was over. Member verification was
done to improve the validity of the data and analysis depending on the sample size.
Creswell (2014:251) claims that the purpose of member checking was to assess the
validity of the qualitative results by having participants re-evaluate the final report or
descriptions or themes to see if they felt that the findings were accurate.

2.8 Ethical considerations

Ethics, according to Champion (2000:102), are the normative behaviours of good

and wrong, the ideals of professional organisations. The prescription of an ethical
code of behaviour that is normatively required of the members of a professional
organisation is included in the field of ethics. The UNISA Policy on Research Ethics
is discussed in this section together with other ethical issues (UNISA, 2007:11).
Therefore, in this study, the researcher observed the UNISA policy on ethics.
Therefore, ethical clearance to conduct the study was accorded by UNISA CLAW
Ethics Review Committee, through ethical clearance. The Ethical Clearance
Certificates is attached as Annexure A. According to the UNISA research ethics
policy, ethical clearance should be in place before proceeding with the planned
research. In this regard, the researcher applied for ethical clearance timeously to
begin the research process. Participants signed a consent form indicating their
voluntary participation in the study (consent form attached as Annexure D) and
semi-structured interviews (semi-structured-interview schedule form attached as
Annexure C). The consent form assured participants that their identities would be
protected using pseudonyms, that they could discontinue their participation
whenever they wished to do so and withdrawal from the study would not affect them
in any way. Lastly, there was no risk involved for any participant. In terms of ethics,
neither children nor animals were used in the study.

26
2.8.1 Confidentiality

The author signed a confidentiality agreement to guarantee that the privacy of

participants was respected by ensuring that their identities and responses are not
revealed and that the data records of participants and firms are confidential (Babbie,
2016:89). Further, participants were given an anonymous user ID that was used for
group identification during the focus group and interview processes. Access to any
proprietary, intellectual property and copyright aspects of documents was organised
through the owner-manager.

The proposer used pseudonyms for participants as well as the institutions involved.
As a rule, no third party that expressed an interest in analysing data obtained by the
researcher was allowed access to the data, unless this was known before the data
were collected and participants were expressly asked to consent to such use of
data. The researcher ensured that written permission, usually after the aim of such
analysis, was made known by employing a proposal. Creswell (2017:96) suggests
that raw data be kept for a period of five to ten years in a safe environment, such as
a locked room or safe. Confidentiality was deemed to be significant for the current
study and therefore was carefully respected.

2.8.2 Non-maleficence

This means “to not harm”, whether done intentionally or unintentionally. It denotes
an awareness of any potential harm participants may suffer during the study
(Hardwick & Worsely, 2011:30). To ensure no harm to participants, the author was
guided by Babbie’s (2016:62) guidelines. This included a general agreement
between the researcher and participants about the appropriate and inappropriate
conduct in the research process, e.g., participants were not paid for any time and
effort they gave for answering questions. In addition, the researchers conducted a
thorough investigation of the nature and scope of risks and benefits inherent to the
study. This enabled the author to make the judgement as to whether any risks to
participants were minimised and justifiable, as well as to provide participants with
the information they need to decide whether to take part in the study.

27
2.8.3 Beneficence

The researcher ensured that participants in this study were treated ethically by
having their decisions respected, being protected from harm, and having their well-
being ensured (Creswell, 2017:60).

2.8.4 Voluntary participation

Participants were advised that their participation in the interview was entirely
voluntary and that they may withdraw at any time. The researcher abided by good
ethical research practices, and participants were not coerced to take part. The
principle of reasonable expectation was observed by the author (Babbie, 2016:62).
“This requires consideration of what information can reasonably be expected from
a person in research participation” (Babbie, 2016:63).

2.8.5 Transparency

The aim, purpose and objective of the study were transparent to the participants,
with no misleading/misrepresentation of facts by the researcher (Padgett, 2017:79).
The researcher explained the aims and objectives of the research to the participants
before the commencement of the interview, and if they were not comfortable in
answering any questions during the interview, they did not need to answer the
question.

2.9 Limitations of the study

There were several limitations to the present study. Key limitations were the
dependence on purposive and snowballing sampling. One of the limitations was
access to participants who postponed the dates. Participants had other
commitments and could not adhere to the appointments. The researcher waited for
the participants to complete their daily schedules to avoid rescheduling. Time
constraints were also a limitation in that some of the participants did not show up as
scheduled. The researcher had to reschedule the meeting many times before being
successful. Future research could include conducting more in-depth interviews that
focus primarily on researchers in other fields. These suggestions for future research
can advance the understanding of examination theft research and further
demonstrate the power and consequences of sharing personal experiences. The

28
last limitation was that some participants did not respond to all the questions, while
others did, making it difficult for the researcher to draw accurate conclusions about
the various features.

2.10 Summary

This chapter included research methods, information validity and dependability, the
importance of this study, ethical issues, and the study's limits. It was essential that
the researcher and the participants maintained the secrecy of the data they had
obtained. The UNISA code of ethics was respected. Participants who had taken part
in the research were given the chance to engage voluntarily without being coerced.
Interviews were carried out skilfully and, as a result, participants expressed
satisfaction when the interview was over. In this study, achieving the study's
objectives was the researcher's main objective. The theoretical framework and
literature review are covered in the next chapter.

29
CHAPTER 3: THEORETICAL FRAMEWORK AND LITERATURE
REVIEW

3.1 Introduction

The previous chapter dealt with research design and research approach which
paved the way for the literature review on examination malpractices and
examination question paper leakage. Exploring theories and proponents thereof, an
overview of risks and vulnerabilities, understanding the concept of examination, the
problems associated with examination leakage, and how it manifests beyond the
borders of South Africa were explored. Finding solutions to examination leakage
required extensive research into the problem. The literature study contributed to
finding such solutions.

It then conceptualises examination question papers and considers examination

question papers leaks from an African viewpoint in order to make comparisons with
the perspectives of the BRICS countries. The impact of examination question
papers leaks in South Africa was described. Discussions also included the purpose
of exams, and the effects of examination question papers leaks in South Africa.
Finally, it dealt with the sanctions for exam paper leaks.

3.2 Theories and the proponent of the theories as a basis for the manifestation
of examination leakages

Robert Merton’s anomie theory has seen many interpretations and adaptations over
more than 70 years of its existence. The strain theories found the anomy theory
beneficial to explain crime in a criminological context (Agnew, 2001:38).

Theory is defined as a set of interrelated constructs, concepts, definitions, and

propositions that present a systematic view of phenomena by specifying relations
among variables. This is used to explain and predict the phenomena and provide a
common set of principles and standards that future researchers may build on to
guide their professional and scientific work. This definition refers to three (3)
assumptions, namely:

• A theory is a set of propositions consisting of defined and interrelated

constructs;

30
 • It sets out the interrelations among a set of variables (constructs) and, in so
doing, presents a systematic view of the phenomena described by the
variables; and

• A theory explains phenomena by specifying which variables are related to

other variables and how they are related, thus enabling the researcher to
predict variables from other variables (Kivunja, 2018:44).

As explained by Jaccard and Jacoby (2010:45), each theory, its assumptions,

tenets, assertions, propositions, and predictions,

“comprise a common frame of reference that can be used by researchers

in a particular discipline relating to what is understood to be true or a
basis for searching for meaning and truth in our lived experiences and a
well-grounded guide for research within the field”.

Alvesson and Gabriel (2013:56) opine that a theoretical framework is a structure

which holds or strengthens a hypothesis/research problem and illuminates the
reasons for carrying out the research. Examples of teacher/examination official-
related methods of cheating include school authorities colluding with examination
officials to assist students and the leaking of examination papers. In addition,
Imenda (2014:43) describes a theoretical framework as a theory researchers
choose to guide their research. Thus, a theoretical framework is the application of
a theory, or a set of concepts drawn from the same theory, to explain an event, or
shed some light on a phenomenon or research problem.

Nevertheless, for the rationale of this research, three theories that could be followed
by the Department of Education in Mpumalanga Province in order to lessen the
leakage of Grade 12 examination question papers at in Mbombela municipality
Mpumalanga Province South Africa were followed. The three hypotheses are as
follows:

• Institutional Anomie Theory (IAT).

• Agnew’s general strain theory.

• Deterrence theory.

31
3.2.1 Institutional Anomie Theory (IAT)

The Institutional-Anomie Theory (IAT) of Messner and Rosenfeld, and Agnew’s

general strain theory, which were both derived from the anomy theory, are
discussed as they relate to the examination leakage phenomenon. Miller, Agnich,
Posick and Gould (2014) argue that the impact that social structures have on human
behaviour facilitates cheating across various contexts. Because the focus of strain
theories is directed at the disjuncture between opportunity structures and the desire
to achieve, they Miller et al (2014), concur with Merton that “frustration and thwarted
aspirations lead to the search for avenues of escape from a culturally induced
intolerable situation: or unrelieved ambition may eventuate in illicit attempts to
acquire the dominant values”. Thus, people will engage in criminal conduct (or cheat
the system) if they are unable to achieve economic success through legitimate
means.

Miller et al (2014), explain that variations in cheating across different contexts are
related to the effects of social structures on human behaviour. Messner and
Rosenfeld’s “Crime and the American Dream” (1994 cited in Miller et al, 2014), an
extension of Merton’s anomie theory, argues that the American obsession with
economic success leads to high levels of criminogenic anomie. Messner and
Rosenfeld (2001 cited in Miller et al, 2014) postulate that, when economic
deprivation is combined with weak non-economic institutions, criminogenic
conditions are prevalent. Muftic (2006 cited in Miller et al, 2014) found that American
born students, with higher adherence to the cultural values of universalism and a
fetish of money, were more likely to cheat. Gordon (1975 cited in Miller et al, 2014)
adds that the IAT also applies to the school environment, as pressure to achieve
creates stress for students which causes them to behave more aggressively.

Social controls in schools are being undermined by the global rise of standardised
testing. Teachers and administrators are therefore less able to effectively control
their students’ behaviour as a result of the education system focusing on economic
concerns and neglecting to educate the “whole student” (Miller et al, 2014). As the
IAT applies equally to the education environment, pressure to achieve causes
stress and the obsession with economic success leads to high levels of criminogenic
anomie that includes cheating by students.

32
Building on Merton's Strain Theory, Institutional Anomie Theory emphasises the role
that societal institutions and their values play in the rise in crime. Institutional
Anomie Theory suggests that the drive to succeed, including students' desires to
pass exams, can push them to commit crimes, such as question paper theft,
particularly in countries where material success is greatly prized. Because people
in these countries may resort to illegal means of achieving economic success, this
leads to a rise in crime rates and the undermining of social institutions (Kellegan &
Greeney, 2020:229).

Baijnath and Singh (2019:3), contend that students’ obsession with performance,
pressures and incentives motivate them to cheat during examinations. This includes
the pursuance of; academic accolades; scholarships or admission to postgraduate
programmes; expectations of success by family and social circle; and competitive
job environments. It also may be due to personal greed, dishonesty, and an
underdeveloped moral compass.

The foremost reason for cheating is when examination results are used for
competitive purposes that could have a profound impact on the course of an
individuals’ life, especially for future prospects. Economic circumstances dominate
the reason for cheating, but they also include the potentially low risk of getting
caught, high expectations of parents and family members, and the pressure to get
into competitive areas of tertiary qualifications, such as the medical profession, law
and engineering (Kellegan & Greeney, 2020:224).

Miller et al (2014), report that “principals of schools with high numbers of

economically disadvantaged students also report higher levels of cheating, which
indicates that economic disadvantage may strain schools’ abilities” to effectively
combat cheating.

3.2.2 Agnew’s general strain theory

Agnew’s general strain theory is a criminological explanation that can be logically

applied to cheating behaviour in pursuance of academic excellence. Smith,
Langenbacher, Kudlac and Fera (2013) and Robert Agnew (1985, 1992) furthered
Merton’s anomy theory to exceed the traditional disjuncture between economic
aspirations and expectations by stretching the concept of strain to encompass

33
additional sources of stress or frustration. Deviance is prompted by an inability to
cope, in accordance with lawful means, with negatively perceived events that
produce negative emotions, such as anger.

Smith et al (2013), analysed Agnew’s general strain theory which identified the
following three (3) deviance producing sources of strain:

Strain is produced from a failure to achieve positively valued goals

In support of his deviance producing pathway, Agnew describes three (3) strain-
producing subtypes:

(a) Keeping true to the traditional view of the strain concept, he postulates that,
when a wide gulf exists between an individual’s aspirations and expectations, it
may give rise to stress.

(b) Expanding on the classic view of strain, the focus on idealistic goals would
include more imminent goals. These goals are not necessarily aimed at
achieving monetary success.

(c) Personal goals not achieved because of blocked opportunities or personal

inadequacies. Poor study habits or a learning disability could be contributing
factors.

Second, strain can be produced when a wide gap occurs between

expectations and actual achievements

Realistic goals should be set to eliminate frustration, anger, and disappointment

when a person fails to achieve a goal that they realistically expected to accomplish.
A student, who reasonably expects to pass a test but fails, may be driven to cheat
on future tests.

Strain occurs when an individual perceives an outcome to be unjust or unfair.

A person may compare themselves unfavourably to others in the same situation

and believe that their outcome was unequal to their effort. Strain is also produced
by the removal of positively or negatively valued stimuli. Individual responses to
traumatic or toxic situations may be very different.

34
Baijnath and Singh (2019:2) report on the Vyapam scam, one of the biggest
education scams in the history of Indian education. The scam involved test-fixing of
the admission examination for certain medical schools and administrative positions
in the state. The cause of this scam may have been the wide gulf between individual
candidates’ aspirations and expectations that gave rise to stress and resulted in
cheating behaviour.

According to Smith et al (2013), the hypothesis highlights how emotional reactions

to stress, such as rage and frustration, can cause people to commit criminal acts as
a coping technique. The Institutional Anomie Theory focuses on a wider variety of
strains and unique reactions to them, extending Merton's Strain Theory. According
to this theory, people suffer from stress if they cannot accomplish important tasks,
such as passing their Grade 12 final examination. This stress causes Grade 12
learners unpleasant feelings, such as rage or frustration, which can make them
cheat during final examinations or buy final examination question papers from
corrupt exam officials to accomplish their objectives. This connects feelings of
stress and unfavourable emotions with criminal activity. People who are under a lot
of stress and do not have healthy coping strategies may turn to crime as a way to
deal with their emotions. In addition, when students believe they are taking part in
an unjust exam system where cheating is rampant, this can lead them to cheat in
subsequent exams or get involved in examination related misconduct.

Some students experience strain when they feel that they are participating in an
unfair examination system where cheating is endemic. In this situation, they might
believe that their outcome was not equal to their effort and be prompted to cheat in
future examinations.

3.2.3 Deterrence theory

Deterrence theory suggests that a specific punishment for cheating will deter
offenders and others from committing future crimes. In a legal context, deterrence
refers to a situation in which a person considers committing criminal conduct “but
decides against it or limits it because he or she perceives a risk of legal punishment
and is afraid of the consequences” (Gibbs, 1986:45). This means that the harsher
the punishment, the more likely a rational person will refrain from unlawful conduct.

35
Deterrence theory was revived when criminologists began to speculate about the
topic again, not only as an explanation for why people commit crime, but also as a
solution to crime. The principal assumptions made by the theory include a message
relayed to a target group, secondly, the message the target group receives and
perceives it as a threat, and lastly, the group makes rational choices based on the
information received. The conjecture is made that everyone will be threatened by
the sanction for the crime. But, for some people, crime is a way of life and they
become used to coming in and out of jail. In addition, people who are addicted to
drugs or alcohol may not make rational choices.

It must be noted that deterrence theory is both micro and macro level-based theory.
It proposes that individuals who commit crime and are caught and punished will be
deterred from future criminal activities. It also proposes that “the population will be
deterred from offending when they are aware of others being apprehended and
punished” (Tomlinson, 2016:33).

According to the deterrence theory, increasing the severity of punishments is the

most effective approach to preventing crime (Tomlinson, 2016:36). It explains how
harsh punishments work to discourage criminal activity. The three elements that
make up the deterrence theory of punishment are as follows:

• Certainty: The victim must be aware that punishment will be meted out.
Therefore, in this context, Grade 12 learners must be made aware that, should
they be caught involved in question paper scandals, they will be punished should
they be found guilty.

• Celerity: In order to prevent the repercussions, the penalty needs to be applied

as soon as possible. In this study context, disciplinary processes for learners
and exam officials caught in examination scandals should be processed within
a specific period and should be treated as matter of urgency with penalties
attached to perpetrators in order to serve as a deterrent.

• Severity: The penalty needs to be harsh enough to discourage future offenders

from committing the same offence. In the context of this study, the theory implies
that harsh sanctions should be imposed on learners (for example, suspension
of learners from sitting for Grade 12 examinations for a particular period) and

36
 officials (who should be dismissed from employment and be given jail
sentences). These sanctions will discourage future offenders from partaking in
Grade 12 examination question paper scandals.

The likelihood that a criminal will be apprehended, which determines the certainty
of punishment, is often the weakest component of deterrence. The chance of
punishment rises with an increase in this element, strengthening the deterrent effect
of crime. This result is corroborated by empirical observation. As a result, policies
that boost police presence during the Grade 12 examination processes should be
expected to reduce crimes, such as the theft of Grade 12 examination papers,
because of the increased likelihood of detection and apprehension. In some
circumstances, the deterrent may be harsh to lower the rate of offences. Laws that
harshly punish people who steal Grade 12 examination question papers will lower
the rate of these offences. Similarly, shorter lead times to facilitate speedier trials of
examination question paper crimes will reduce the commission of these crimes
(Crump, 2018).

In this context, learners will be deterred from stealing question papers once they
realise that there will be a serious punishment or sanction like being suspended at
school or sent to jail. The fear of attending courts and long trials will deter the
students from stealing the question papers.

3.3 The vulnerabilities and risks of the leaking of examination papers

Examination malpractices and the leaking of examination papers, in particular, hold

certain vulnerabilities and risks. Kennasecurity (2021) distinguishes between risk,
threat, and vulnerability. Risk is the potential for loss, damage or destruction of
assets or data caused by a threat. Threat is a process that magnifies the likelihood
of a negative event, such as the exploitation of vulnerability. Vulnerabilities, on the
other hand, are weak spots within an environment and assets that are exposed to
potential threats and increased risks. A risk-based approach to vulnerability
management isolates an organization’s top risks for particular attention.

Vulnerabilities or weak spots in the context of examination leakages could be

found in system defects, poor management of examination processes, people in
the education system or institution, and students cheating.

37
Risk, as defined by ISO 31000, is the “effect of uncertainty on objectives” and an
effect is a positive or negative deviation from what is expected. The traditional
definition of risk combines three (3) elements: a potential event and then a
combination of its probability with its potential severity (Praxiom, 2018). Airmic
(2010), mentions that the definition set out in ISO Guide 73 is that risk is the “effect
of uncertainty on objectives”. Placing it in context means that an effect may be
positive, negative or a deviation from the expected. Risks can also be described by
an event, a change in circumstance or a consequence. In the context of this
research, the risk would be examination question papers leakage.

Crossman (cited in Baijnath & Singh, 2019:4), classifies the risk of examination
cheating as an international issue which demands an international response, and
Baijnath and Singh (2019:5) ask the question: “How many institutions of higher
learning have identified examination cheating as a risk on their Strategic Institutional
Risk Registers?” All institutions of higher education should scrutinise the integrity
and credibility of institutional examination processes and create an organisational
awareness of the risks of cheating, fed by technology, human greed and student
creativity. The management of the Wollongong University in Australia pointed at the
risks brought about by technology in examination cheating, saying that the digital
age brought about more opportunities for cheating (Baijnath & Singh, 2019:2).

Kellegan and Greeney (2020:232) believe that tackling real and potential security
breaches require technical expertise and budget. Although funding technology
experts may be expensive, it can prevent potential damage caused by the
questioning of the credibility and qualifications of an institution. Baijnath and Singh
(2019:3) caution that institutions of learning will have to establish appropriate
treatment plans and resource risk mitigation strategies. The Makhere University
degree fraud of 2015 set a precedent of what happens when risk assessment
initiatives are not in place. In a risk mitigation initiative for examination fraud, the
University of Maastricht developed a number of multiple-choice examination papers.

3.4 Conceptualising examination question papers

The concepts of examination, examination leakage and examination malpractice

are defined below.

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3.4.1 Definition of examination

Suleman, Gul, Ambrin and Kamran (2015:166) defines examination in the context
of scrutiny, inspection, inquiry, investigation, and measurement. Nnekwu and
Odochukwu (2016:48) outline examination as a “process of testing and judging by
standard”. This means that the learner’s level of competence of the subject is tested.
Nnam and Inah (2015:52), maintain that examination is a yardstick against which
students’ competence and progress are formally measured and appraised in the
education sector. Tawiah, Alberta, Bosman and Ata (2015:145) state that
examination is a procedure of assessing the amount of learning an individual has
achieved over a certain period.

Examination is a tool used around the education systems (Akaranga & Ongong,
2013:88). Sadiq and Saeed (2017:102), concur that effective examination is the key
to quality education. It is an exercise in academia to determine the level of students’
understanding of particular concepts encountered during the learning process
(Funso, 2016:624). However, Mashanyare and Chinamasa (2014:47) indicate that
an examination is used as a tool for objective evaluation and assessment of
“students’ learning outcomes, ability to demonstrate knowledge, understanding and
potential for other employment skills”. An examination is a practical way of
determining the extent at which a student has achieved instructional objectives in a
particular course of study, according to the planned standards (Suleman et al,
2015:166). Bhirangi and Bhor (2016:28) express the view that examinations prepare
learners in their quest for knowledge.

Njoku and Njoku (2016:161) explain that “examination is one of the major means to
assess and evaluate student’s skills, knowledge and attitude in both general and
specific areas of studies” and Dabone, Graham, Fabea and Dabone (2015:145)
describe an examination as an authentic process used to ascertain the degree to
which learning targets have been inbred by students so that they can be offered
some assistance in their future studies. Examination is a formal test given to
students to evaluate their knowledge in a given subject (Kemunto, 2016:11).

Munachonga (2014:3) indicates that examination is when a student is tested on a

certain subject in order to establish the extent of their understanding and knowledge

39
of a subject. An examination is also a measuring instrument designed to verify both
a candidate’s value and the value of the teaching outcomes (Suleman et al,
2015:167). Anzene (2014:2), mentions that examinations consist of a formal test of
one’s knowledge or ability in a particular subject especially by means of answering
questions or oral exercises. The regulations of the Department of Basic Education
(DBE, 2014:3) define examination as “the National Senior Certificate examination
conducted at the end of the year”.

For the purpose of this study, examination means the formal instrument measuring
the mastering of a subject. In the context of this study, examination is a tool used
by high schools in Mpumalanga Province South Africa to test the knowledge and
understanding of learners on what has been taught over the academic year.

3.4.2 Examination leakage

The leakage of examination question papers manifests in many ways and for
various reasons. Makaula (2018:54, 59) and Muchai (2014:10), state that question
paper leakage occurs when learners have prior knowledge of the questions that
they will answer in an examination. It involves getting examination questions illegally
before the start of the examination.

Mashanyare and Chinamasa (2014:47) define question paper leakage as “illegal

infiltration of an examination question paper from its system or accessing of the
examination question paper by a learner before the paper is officially opened in the
examination room.” Gbagolo (2011:3), states that examination leakage is when
question papers are seen by learners before the commencement of the
examination. Examination paper leakage occurs when a learner or any
unauthorised person gets unauthorised access to the contents of a question paper
before writing the examination (Kobiowu & Alao, 2005:44; Muhammad, 2015:28).

Kobiowu and Alao (2005:44), explain that the sources of leaking question papers in
public examinations include: the examiners, who set the questions; officers of the
examination body, who process the question papers, handle the printing
arrangements and transport; the printers of the question papers; the custodians who
keep the question papers; and the supervisors. When the content of an examination
or part of it is disclosed prior to taking the examination, this is regarded as

40
examination leakage (Maheka, 2015:16; Ushie & Ishanga, 2016:60). Muhammad
(2015:29) believes that examination leakage occurs when learners access the
contents of the question paper before the initial examination period. Examination
leakage is a proven case of prior knowledge of the content of examination questions
(Ufuoma, 2015:63).

The DBE (2014:1) describes cheating as dishonest acts carried out by candidates
“that are identified before the commencement of the examination, while the
examination question paper is being written or after the examination is written”.
These acts include knowingly making a false statement in respect of the authenticity
of a particular component of the internal assessment in a subject, or the internal
assessment for the subject as a whole.

3.4.3 Examination malpractice

Mohlala (2005) reported that 61 educators were found to have been involved in
matric examination cheating practices in Mpumalanga. They were from state as well
as private independent schools across Mpumalanga Province.

Examination malpractice is a deliberate attempt to offer candidates an unfair

advantage in an examination (Andafu, K’Odhiambo & Gunga, 2019:3). The term
“examination malpractice” has been defined by Ituma, Nnandi and Nche (2014:2)
as “any act of cheating or dishonesty in or outside examination halls aimed at
gaining an advantage”. Examination malpractice is also defined as any form of
cheating, like copying from one another, bringing in prepared answers, collaboration
with the invigilator/lecturer, impersonation, illegal removal of answer scripts,
manipulation of registration forms, the purchase or sale of certificates, as well as
bribing and soliciting for help during and after an examination (Ituma et al, 2014:2).
In addition, an “examination irregularity” means “any error, act or omission, or any
alleged event, act or omission, which may undermine or threaten to undermine the
integrity, credibility, security or the fairness of the examination process” (DBE,
2014:3).

Mthethwa, Govender, Shoba and Nombeme (2015) reported on matric examination

malpractices in South Africa and found that examination cheating in certain schools
in KwaZulu-Natal has been going on for years. Cheating included teachers and

41
invigilators providing answers to the learners. However, Ushie and Ishanga
(2016:59) describe examination malpractice as a deliberate act of wrongdoing,
contrary to the rules of an examination, designed to give a candidate an undue
advantage.

The former Gauteng Education MEC, Panyaza Lesufi, mentioned that since the
inception of COVID-19, learners have been using new methods to cheat during the
examinations. Examples of these are: hiding answers in their masks, smart
watches, and even on their medical certificates. During the November 2020 matric
examinations, learners were caught cheating using their cell phones and crib notes
(Seleka, 2020).

Examination malpractice is any illegal act performed by a candidate alone or in

collaboration with others, such as “fellow students, parents, teachers, supervisors,
invigilators, printers and anybody or group of people, before, during or after
examinations in order to achieve illegal and unfair marks or grades” (Suleman et al,
2015:167). Nnam and Inah (2015:53) are of the view that examination malpractice
is the direct or indirect use of illegitimate means to pass an examination/test to
obtain grades or certificate(s) and the unlawful assistance rendered to students or
candidates to attain an unmerited advantage before, during or after a knowledge
competency testing exercise or competition.

Govender (2015) reports that aspects of malpractice, such as “group copying”, and
collusion between teachers and their students, were uncovered in seven of the
provinces of south Africa during the 2014 matric examinations. Mail & Guardian
(2005), states that almost 900 Mpumalanga matric pupils, who had their 2004 exam
results nullified for allegedly cheating, would get a second chance. This follows a
finding that the learners were assisted by teachers and invigilators.

Examination malpractice is an improper or dishonest act in an examination to secure

an unmerited advantage (Dada, 2014:21). Phiri and Nakamba (2015:325), contend
that examination malpractices are illegal acts committed single-handedly, or in
collaboration with others, such as fellow students, parents, teachers, supervisors,
invigilators or other groups of people before or after examinations in order to obtain
undeserved marks or grades. The discussion that follows puts examination leakage,

42
and the people facilitating these acts, into context.

3.4.4 Security risk factor and security measures

Amundrud, Aven and Flage (2017:286) define security risk factor as “the
relationship between threats towards a given asset and these assets vulnerable to
the specified threat”. In this context, are those risk factors that give rise to the
leakage of the Grade 12 exam questions paper such as, deployment of same
security guards over and over, poor infrastructure, lack of vetting for officials
involved in handling of the question papers, temptation to sell question papers and
lack of training on handling of question papers, bribery, corruption, theft, poor
safeguarding of question papers, too many persons handling question papers and
making copies of question papers.

Alshboul (2010:2) defines a security measure as an “intention of implementing

controls and policies to guard information security objectives and information
assets. Security control reduces the impact of security threats and vulnerabilities to
a level acceptable to the organisation. In this context, the aim of implementing
security risk control measures is to prevent examination question paper leakage.

3.5 Examination leakage perspective in Africa

The study discussed the manifestations of examination leakage at university level

in African countries, such as Nigeria, Zambia, Kenya and Ghana, because there is
a dearth of information about examination leakage at matric level. Beneath this sub-
heading, the researcher discussed the African perspective of leakage of
examination at schools. The following are four African countries, namely: Nigeria,
Zambia, Kenya and Ghana were used in this study to ascertain the perspective of
examination leakage in Africa.

3.5.1 Nigerian perspective on examination leakage

Nigeria has experienced examination leakage for decades. It is common knowledge

that, in the last two (2) decades, Nigeria has witnessed a shocking rate of increase
in incidents of examination misconduct (Nnekwu & Odochukwu, 2016:48).
Examination leakage is a problem which has devalued the quality of the Nigerian

43
educational system, from primary school levels to tertiary institutions of learning
(Dada, 2014:20). Gbagolo (2011:1), conquer that examination leakages have
reached a stage where it has become a threat to the credibility of the educational
system.

Nwadike and Adimonyemma (2015:15) indicate that examination malpractice has

become a rampant global phenomenon which includes the Nigerian educational
system. Muhammad (2015:3) believes that examination leakage in Nigeria is a
concern not only for teachers and school administrators, but also other citizens,
parents, employers, and even international organizations.

Ifeakor and Anekwe (2010:357) maintain that examination leakage is endemic to

the Nigerian education system led by the unethical values of students (Nwadike &
Adimonyemma, 2015:17). Dada (2014:20) argues that examination leakage is a
norm at all levels of the Nigerian education sector. This diminishes the quality of
education in Nigeria as the education sector does not have the capacity to
effectively deal with the problem of examination leakage (Raji & Okunlola, 2017:4).

Njoku and Njoku (2016:164) explain that examination leakages defeat the goals of
education. Despite the importance attached to examinations in schools, and the
stringent rules and regulations governing the conduct of examination processes and
procedures, leakages are very prevalent in Nigeria (Nwadike & Adimonyemma,
2015:16).

The education sector in Nigeria has been tarnished through examination

malpractice, resulting in qualifications losing their integrity, and undermining the
education system. Learners who cheat obtain qualifications through any means
rather than through the fair demonstration of skills, knowledge and understanding
of the subject. This type of attitude has a negative impact on the education sector,
employers, the labour force, and eventually the economic status of the country
(Ushie & Ishanga, 2016:59).

3.5.2 Zambian perspective of examination leakage

Zambia has, over the years, experienced an increase in examination leakage (Phiri
& Nakamba, 2015:327). Maheka (2015:7) states that in 2012, the Examination

44
Council of Zambia (ECZ) recorded five hundred and forty-two (542) cases of
examination leakages. Seven (7) of these cases were reported at grade seven, two
hundred and twenty (220) at grade nine, and three hundred and fifteen (315) at
grade twelve. Maheka (2015:6) remarks that new and ingenious methods of
cheating come to light every examination season. Although the schooling system in
Zambia does not experience the same levels of examination leakage as Nigeria, it
is evident from the sources studied that Zambia is experiencing worrisome levels of
examination leakages.

Munachonga (2014:10) reveals that parents in Zambia who want good grades for
their children go to the extent of bribing their way through the system, the teachers,
and the administration for unearned grades. Teachers have to deal with learners
who do not work but want to be praised and receive undeserved grades.

Maheka (2015:3) maintains that some teachers are involved in examination

leakages because of the financial benefits gained from such illegal transactions.
More role-players motivated by financial or other personal gain are getting involved
in examination leakages. These include parents, teachers, invigilators, and school
principals. Teachers who are lazy are also more likely to get involved in examination
leakage, since a good examination pass rate would be to their credit.

3.5.3 Kenya’s perspective on examination leakage

Owenga, Raburu and Aloka (2018:245) argue that “there has been a significant
increase in examination cheating among students in public schools in Kenya,
especially in Kisumu City”. However, little has been done to curb this practice
(Owenga et al, 2018:245). Apart from it being illegal, cheating in examinations has
a negative effect on academic standards at both institutional and individual student
level (Shibo & Gori, 2017:404).

Examination leakage in Kenya is a continuing problem that has prompted the

national examinations body in the country, i.e., Kenya National Examination Council
(KNEC), to institute a series of measures to combat it (Andafu et al, 2019:2). Despite
all the efforts that have been made in the past to limit the spread of this problem, its
prevalence has devastating effects on the Kenyan educational system (Permenus,
2015:18). Kenya, like Nigeria, does not seem to be gaining ground in the fight

45
against those involved in examination leakages.

Madara and Namango (2016:71) explain that cheating in Kenya is on the increase
among students in secondary schools, colleges and universities, and the situation
seems to be deteriorating to the extent where examination leakage has become the
norm in Kenya. Nyamoita and Otieno (2016:3883), contend that examination
malpractice constitutes one of the most disturbing problems facing secondary
schools in Kenya. The phenomenon is reported every year when examination
results are released. In Kenya, examination leakage occurs at all levels of
education, from secondary school level to institutions of higher learning.

As for most developed countries, the high stakes placed on examinations in Kenya
influences the prevalence of examination irregularities (Kagete, 2008:4).
Examination leakages are clear indications of the competitiveness of the
examinations, which cause anxieties in candidates, declining ethical standards, and
an erosion of confidence among examinees and other guardians (Kagete, 2008:2).
Madara and Namango (2016:72) explain that “students who are caught cheating
face embarrassment and shame”. They may be banned from the university for a
year; may be denied the right to take examinations at other universities; and may
even be expelled. Thus, the risks associated with cheating are very real (Madara &
Namango, 2016:72).

The education department in Kenya is not successful in eradicating examination

leakages which amounts to corruption. The quality and credibility of qualifications
are being questioned. Learners, parents, teaching staff, and administrators are all
involved. The reason for the malpractice ranges from learners desperately wanting
the qualification to teachers and schools needing the success rate to look good.

3.5.4 Ghana’s perspectives on examination leakages

Thompson and Ansoglenang (2019:8) state that any form of examination leakage
is unacceptable, fraudulent, and implies an act of academic dishonesty with
significant punitive consequences. Folson and Awuah (2014:14) report that, since
the establishment of the West African Examination Council (WAEC) in 1952, it has
been in charge of almost all terminal examinations conducted in Ghana. Although
Ghana experiences examination malpractices, there is a dearth of research on the

46
issue in Ghana.

Since lecturers require learners to repeat the learning material almost verbatim in
the exams, students under pressure to memorise the work revert to examination
malpractices such as paraphrasing lecture notes during exams. Knowledge gained
in this fashion is forgotten soon after the exams (Tawiah et al, 2015:145). In other
words, examination malpractice is encouraged by the fact that teachers expect their
learners to reproduce what they have learnt and not to write on their own
understanding.

3.6 Examination leakages in BRICS countries

Brazil, Russia, India, China and South Africa (BRICS) are all signatories to a
convention to promote peace, security, development and cooperation (South Africa,
2021). The problem of examination leakages and measures taken to manage the
phenomenon within the BRICS conglomerate was briefly discussed below.

Baijnath and Singh (2019:2) report on efforts by the Rajiv Gandhi University of
Health Sciences, and the Jawaharlal Institute of Post Graduate Medical Education
and Research in India to mitigate the opportunities of examination cheating using
technology. These measures include the use of technology jammers to prevent
information sharing, and metal detectors to identify students carrying devices into
examination venues. Wrist watches are banned, and students' earrings are
inspected for hidden Bluetooth devices. Bangalore University and Rajiv Gandhi
University have also considered installing CCTV cameras in the examination
venues.

In South Africa, most of the big universities either prohibit students from wearing
smart watches or require them to be switched off upon entering the examination
venue; universities in China have introduced drones to observe the examinations,
and scan for any suspicious radio signals from hidden earpieces (Baijnath & Singh,
2019:3).

Hernandez (2016 cited in Kellegan & Greeney, 2020:225, 229) reports that the
Chinese government has taken measures to combat examination cheating by
deploying other state bodies, including the military and police, to provide support.

47
Eight police officers were deployed to each of the 96 examination centres in Beijing
to monitor cheating in 2016. Other drastic measures include a new law that provides
for a jail sentence of up to seven years and a ban from taking a national examination
for three years for candidates found guilty of examination malpractices.

Denisova-Schmidt and Leontyeva (2014 cited in Kellegan & Greeney, 2020:224)

report that Russia also experiences examination malpractices, citing a study in the
far east of the Russian Federation where 31 percent of respondents had observed
some examination cheating during the Unified State Examination. Russia faces the
problem of students writing the same examination over different time zones, so
those, who had already written the exam in Asia, leaked the questions via the
internet to those who still had to write the examination. The solution was to write the
examination at the same Greenwich Mean Time worldwide (Artemev, 2014 cited in
Kellegan & Greeney, 2020:228).

An Indian board, in partnership with Microsoft, has piloted a technique of encrypted

question papers. Examination centres are required to print the examination papers
only half an hour before the exam starts (Kellegan & Greeney, 2020:227).

Information on examination leakages in South America and Brazil, in particular, are

not readily available. It was however reported by the Brazilian news that eleven
individuals were arrested during 2016 for using electronic devices during the high-
profile National High School Examination – Exame Nacional do Ensino Médio
(ENEM) (Security Worldmarket, 2017). Researchers from Brazilian’s public
universities and schools indicate that cheating in Brazilian universities is extremely
common (Cavalcanti, Pires, Cavalcanti & Pires, 2012).

The Brazilian Minister of Education announced that their goal was to combat the
electronic points that were still used in high-profile exams such as ENEM. A
statement by the Brazilian Federal Police said that they were actively involved in
repressing examination fraud. They added that, as organised crime increased, they
would introduce new security solutions to address the increase in organised crime
(Security Worldmarket, 2017). In an effort to address use of technology to facilitate
examination cheating in Brazil, the Advanced Near-field Detection Receiver
(ANDRE), a hand-held broadband receiver that detects nearby Radio Frequency

48
(RF) and other types of hidden transmitters, including mobile phones, has been
introduced to detect and prevent examination fraud in Brazil (Security World Market,
2017).

In an effort to mitigate the damage caused to the education system by examination

leakages, the South African DBE has issued government regulations to manage
and regulate “the conduct, administration and management of the National Senior
Certificate examination process” (DBE, 2014). It has also involved the most senior
law enforcement investigative department, the Directorate for Priority Crime
Investigations (DPCI), to investigate examination leakages (DBE, 2020:1).

3.6.1 Crime statistics in Mpumalanga Province

Table 3.1: Crime statistics in Mpumalanga Province

Crime 2018–2019 2019–2020 2020–2021 2021–22

Other Theft 16 858 15 884 13 447 13 359

Source: (SAPS, 2018/2019–2021/2022)

The table above represents the number of other thefts, such as theft of stationery
including examination materials, in Mpumalanga Province reported annually by the
South African Police Service (SAPS) for the past four (4) years. The table depicts a
gradual decrease on this crime in the Mpumalanga Province. However, Kole (2010)
argues that, although crime may decrease in terms of statistics, it increases in terms
of the impact. This is corroborated by the fact that leakage of examination question
papers has a significant impact in the Education sector.

Examination leakage in the BRICS countries manifests in other countries all over
the world. Apart from India and South Africa, none of the other partners had
introduced strategies at national government level to specifically address
examination leakages. Merely introducing and applying legislation to combat the
problem, but not using a multidisciplinary focused strategic approach, may not be
sufficient to solve the problem.

49
3.7 The purpose of examination

Munachonga (2014:7) and Leonard, Alhaji and Linus (2019:44), mention that
education systems around the world use examinations to evaluate and assess the
learning outcomes and the ability of students to demonstrate knowledge and
understanding of what they have learnt. The key reason for holding examinations is
to determine students’ level of understanding after taking a course (Thompson &
Ansoglenang, 2019:8). Permenus (2015:17), indicates that examination is central
to the teaching-learning process. Chaminuka and Ndudzo (2014:79) believe that
examinations test learners’ mastery of the subjects and thus increase their chances
of employment. The employment sector requires people with competitive skills who
can contribute to the economy and to the prosperity of the country.

Wanini (2018:2) mentions that an examination has the tendency to create anxiety,
apprehension and uneasiness in some students. Permenus (2015:1), believe that
examinations in schools are used to measure learners’ understanding of the content
taught to them. If this process is interrupted by examination malpractice, the
purpose of examinations is derailed.

Examinations at schools are regarded as authentic means used to determine the

extent to which learning targets have been achieved by students so that they can
be offered assistance in their future studies (Tawiah et al, 2015:145). Chaminuka
and Ndudzo (2014:79) note that an examination is an indicator of the success or
failure of the education system. Examinations remain the best tool to objectively
gauge what the learner has achieved after attending sessions, writing assignments,
and performing other scholarly tasks. This is because examinations can objectively
evaluate and assess learners’ ability to demonstrate knowledge, understanding and
potential for employment skills development (Mashanyare & Chinamasa, 2014:47).
During examinations, some learners will pass, and some will fail. Examination
failure indicates a lack of understanding of the subject. This could be an indication
that the subject was not well presented to the proper understanding of the learners.

Learners are taught from the beginning of the year and thus at the end are tested if
they understood such subject. However, learners are not encouraged to reproduce
what they have being taught from the textbook, should be encouraged to write in
their own words as a way to illustrate skills, knowledge and understanding of the

50
subject. The purpose of examinations is to test the progress of learners for the
parents and policy makers (Ossai, Ethe, Okwiedei & Edougha, 2014:38). Ndifon
and Cornelius-Ukpepi (2014:118) and Permenus (2015:17) state that examinations
are a means of getting feedback and also serve as a yardstick for assessing and
evaluating the effectiveness of instructional delivery.

Learning is only considered to have been achieved if it meets the requirements of

the examination. Learners are awarded with certificates or reports detailing the
marks obtained for an examination. Those who fail should be provided with the
necessary support by the teachers in order to help them understand the subject and
able to pass it at the end of the year. Examination malpractices can cause the
education system to fail. Hardworking, dedicated learners deserve their accolades,
and their success should not be clouded by the actions of irresponsible people with
ulterior motives.

3.8 Effects and impacts of examination leakages.

Nwadike and Adimonyemma (2015:17) concur that examination leakage “has

serious implications for the educational system, teachers, parents and the schools”,
and particularly on students who cheat during examinations (Onuka & Durowoju,
2013:343). Ushie and Ishanga (2016:59) postulate that examination leakage has
done a lot of harm to students since they have become accustomed to passing
previous examinations. Examination leakages destroy the foundation and fabric of
any educational system (Ifijeh, Onuoha, Ilogho & Osinulu, 2015:120).

Qualifications obtained in Nigeria are perceived to have been obtained through

malpractice. Anzene (2014:6) indicates that examination malpractice has severe
consequences for individuals and institutions of higher learning. Mulongo, Kimosop
and Njoka (2019:2) mention that examination leakages have adverse effects.
People who graduate tend to extent the vice to the workplace, because they had
learnt to get undeserved benefits. Examination leakage means that examinations
have lost their integrity and thus the qualification is devalued.

The negative effects of examination dishonesty affect individuals, examination

bodies and the society at large (Wanini, 2018:6). Examination malpractice disrupts
the purpose of an examination which is to assess students’ abilities in a specific

51
discipline (Ashiagbot, 2019:2). Munachonga (2014:19) state that Examination
leakage also affects the education sector and the employment sector as employers
are faced with a situation where they recruit qualified, but unskilled employees.

Examination leakages are clear indicators “of the competitiveness of the

examinations, which induce high anxieties in candidates, declining ethical
standards, and erosion of self-efficacy and confidence among examinees and other
guardians” (Kagete, 2008:2). Permenus (2015:18) argues that examination
malpractice is an unacceptable behaviour that is continually undermining the
educational system. When examination malpractice occurs in a specific school, it
also affects those who are not involved in the misconduct and diminishes their
achievements.

Among the consequences of examination leakage is that the examination loses its
value since people perceive students who pass as those who have cheated (Wanini,
2018:9). Munachonga (2014:1) argues that examination malpractices threaten the
integrity of examinations and the authority of those responsible for conducting them.
It decreases confidence in the educational system (Ushie & Ishanga, 2016:64).

Dambhare, Dahare, Namdagwali, Banait and Wanjari (2018:123) indicate that

“question papers are one of the main issues for the students who suffer from the
postponement or cancellation of the examination” and Sirisha and Syalamala
(2018:841) confirm that the postponement/cancellation of the exam due to question
paper leakage is announced every year. Leakage of question papers occurs in
every institution of learning which negatively affects the academic performance of
honest learners (Phiri & Nakamba, 2015:330). James, Olantona and Samuel
(2015:22) argue that “leakage of examination question papers gives a learner an
undue advantage of having a prior knowledge of the examination questions usually
obtained through memorisation, copying and stealing of printed copies.”

Andafu et al (2019:4), mention that any examination irregularity attracts attention

from the stakeholders as it may compromise the examination’s credibility and the
teachers’ integrity. Nyamoita and Otieno (2016:3884) indicate that examination
malpractices impact adversely on the standard of an educational system. They
affect the integrity of the learning process, the individual’s long-term behaviour, and

52
the ability of academic institutions to achieve stated objectives (Nyamoita & Otieno,
2016:3884). Examination malpractices tarnish the image and standard of education.
This means that examinations have lost their integrity.

Following the leakage of the Mathematics and Physical Sciences examination

papers during November 2020, the Minister for Basic Education, Angie Motshega,
said:

“It is unfortunate that people continue to be involved in something

like this even though the consequences can be dire. We condemn
in the strongest terms the conduct of persons who undermine the
integrity of the examination because it causes untold stress on the
learners who are looking forward to exiting the schooling system
with a pass from an honest examination, not one associated with
cheating” (DBE, 2020:1).

Examination leakage may render formal assessments unreliable (Ifijeh et al,

2015:120). Examination malpractices lead to potentially corrupt and incompetent
future workers (Munachonga, 2014:2). The negative impact of qualifications
obtained corruptly may result in the employer suffering from the incompetence of
his/her employees which may affect the employer’s production. This means that
past conduct could affect the future workforce. Thompson and Ansoglenang
(2019:14), state that the danger of examination malpractice is that perpetrators who
get jobs because they have high scores and were selected over their counterparts,
fail to perform on the jobs and are unable to deliver at the workplace.

Due to examination leakage, certification has lost credibility (Maheka, 2015:6). To

some learners, having a certificate is the key, irrespective of whether there were
transfer of skills, knowledge and understanding of the subject. Qualifications
obtained by hardworking and dedicated learners may be treated with
circumspection since employers do not know if they were obtained legally. Social
and economic pressures may be contributing factors for students to cheat in the
examination. Being dishonest is a conscious decision to a self-serving end, focusing
only on obtaining “the piece of paper”. The question remains: Do those cheating in
exams ever consider the full impact, seriousness and risk to others of entering a job

53
or profession without the requisite skills and competence? (Baijnath & Singh,
2019:3–4). The impact of examination leakage has a detrimental effect on learners,
the educational system, the image and credibility of qualifications, productivity and
achievement of the workforce, the success of companies and businesses, and most
of all the economic prosperity of the country.

3.9 Punishment for examination leakage

Madara and Namango (2016:72) mention that students who are caught cheating
face embarrassment and shame; they may be banned from the university for a
period, may be denied the right to take the exam at other universities, and possibly,
expulsion. Thus, the risks associated with cheating are very real (Madara &
Namango, 2016:72). The punishment for examination leakage differs from country
to country. Considering the drastic sanctions by China, it is evident that it views
examination malpractice in a serious light. The death penalty, as sanction for
examinees and examiners, should they be found guilty of cheating, are reportedly
imposed as preventative measure (Munachonga, 2014:8).

Mohlala (2005) indicates that Umalusi, the certification body for the matric exams,
and the Mpumalanga Education Department nullified the results of 843 (eight
hundred and forty-three) candidates after they were found guilty of compromising
the integrity of the matric exams. Teachers involved in cheating, who were found
guilty of misconduct during disciplinary hearings, received fines of R3 000 (three
thousand rands) and written warnings.

Nigeria has introduced the Examination Malpractice Act 33 of 1999 in the

Constitution of the Federal Republic of Nigeria (Udim, Abubakar & Essien,
2018:210). As per the Act, cheating at examinations, stealing of question papers,
impersonation, obstruction of supervisors, forgery of results and conspiracy, among
others, constitutes examination misconduct (Ajelabi, 2018:1258). The Act provides
for penalties ranging from imprisonment, a fine or both for persons and bodies found
guilty of involvement in aiding, abetting, negligence or dereliction in the conduct of
examinations (Ossai et al, 2014:38). To date, little or nothing has been heard
regarding the implementation of this decree (Ajelabi, 2018:1258). Ossai et al
(2014:38), mention that the purpose of this Act is to ensure credibility in

54
examinations in Nigeria.

In South Africa, there is no form of legislation that deals with examination leakages.
Regulations issued by the DBE provide directions on dealing with learners who
transgress. Investigation into the transgression is done, and sanction may, for
example, include that the learner be barred from writing examinations for a minimum
of one and a maximum of three subsequent examinations, excluding the
supplementary examinations, suspension from further participation during that
academic year, or a re-examination (DBE, 2014:153–167). Teachers, invigilators,
administrators and other perpetrators will be dealt with in accordance with
legislation relevant to their misconduct. Minister Motshekga, in a press release
announcing the leak of the Physics 2, and Mathematics examination papers,
revealed that the Department had asked the Directorate for Priority Crime
Investigations, The Hawks, to investigate theft and fraud cases (DBE, 2020:1).

In Kenya, candidates who copy other candidates’ work, communicate with others
with intent to assist another candidate, answer an exam question or be in
possession of a textbook, electronic device or material in the exam room without
lawful authority shall be disqualified from taking the entire exam (Permenus,
2015:23). The punishment for those involved in examination malpractice in Kenya
is not as harsh as those in China and Nigeria. Kemunto (2016:38) reports that the
Kenya National Examinations Council Act 2012 provides rules and regulations
governing national examinations conducted in Kenya. Some of the penalties laid
down include a jail term not exceeding ten (10) years or two million Kenya shillings
or both for accessing examination materials and revealing their contents knowingly.

A learner caught cheating may be suspended from taking the examination during
that period, or their examination results nullified. Other role players transgressing is
being treated more harshly, which included criminal charges with sanctions as harsh
as jail sentences. Some countries impose harsher sentences as cheating is
regarded as a criminal offence. In South Africa, specialist law enforcement, like the
DPCI (Hawks), are called upon to deal with transgressors. Most of the countries do
not have examination leakage legislation.

55
3.10 Literature review

The researcher decided on the topic of an assessment of vulnerabilities to mitigate

the leakage of Grade 12 examination question papers in Mbombela municipality in
Mpumalanga Province at Mbombela municipality, due to the limited research on a
similar matter. As a result, the study would provide a comprehensive picture on how
to reduce and mitigate question paper leaks. A variety of literature sources,
including government gazettes, journals, books, essays, and websites, were studied
by the researcher in order to gather information for this study.

In order to obtain a worldwide perspective on question paper leakage, the

researcher examined literature from a variety of countries, including Brazil, Russia,
India, China, and South Africa, as well as Kenya, Nigeria, Ghana, and Zambia. The
purpose of doing literature is to find published or unpublished information like
articles, books, online publications, reports and the like, related to the conceptual
focus of the research problem (Du Plooy, 2009: 60). Literature review is the pivotal
element of a research project. It connects planned work to previous work, and it
connects specific topic to a wider subject area, and it also connects specific findings
to the findings of others (Adams, Khan, Raeside & White, 2007:53). Literature
review helps to determine whether the topic is worth studying and it provides insight
into ways in which the researcher can limit the scope to a needed area of inquiry
(Creswell, 2009:23).

According to Walliman (2011:52) one of the first steps in doing a literature review;
is to trawl through all the available information sources in order to track down the
latest knowledge and to assess it for relevance, quality, controversy and gaps. The
researcher views the concept of literature review as it explores the research
available on an issue that is been researched and/or writing about.

3.11 Summary

The purpose of this chapter was to conceptualise examination question papers

leakage, the impact of examination question paper leakage, examination
malpractices, and the effects of examination leakage, with the focus on Africa,
BRICS countries, and South Africa, in particular. The risks and vulnerabilities, and
impact of leakage of examination question papers, punishment for examination

56
leakage and possible solutions to curb examination leakage were researched to find
solutions. The next chapter discusses presentation of data analysis, explanations
and conclusion.

57
CHAPTER 4: PRESENTATION OF DATA ANALYSIS,
EXPLANATION AND CONCLUSIONS

4.1 Introduction

This section covers the data analysis, interpretation, and conclusions drawn from
the study. The researcher looked over the qualitative information obtained from
observations and interviews. We conducted fifteen (15) individuals in semi-
structured interviews. The one-on-one interviews were recorded using a voice
recorder, and the notes were taken in a diary. During the observation process, a
checklist was used to record security procedures and exam centre management
strategies. The researcher coded the data after transcribing all of the data. The
information was categorized by categories and separated into digestible chunks.
Following data interpretation, the researcher came to some conclusions. This
chapter presents statistics using pie charts.

4.2 Data analysis and administration

The underpinning dissertation study was: “An assessment of vulnerabilities to

mitigate leakage of grade question papers: Case study of Mbombela Municipality in
Mpumalanga Province South Africa”. The problem of examination cheating
behaviours poses a grave threat to education standards and credibility in Mbombela
Municipality in Mpumalanga Province, South Africa. To maintain confidentiality and
privacy of the participants, the researcher used the letters A1 up to O15 to represent
the study participants on the transcripts and research log. For example, the first
participant was coded A1, while the second and third participants were coded B2
and C3 respectively until the last participant. These unique pseudo identifiers
assured the study participants that their identities were protected. The data
analysed from the interviews was then shown by the researcher using a pie chart
graphic, along with conclusions and interpretations. As a result, information gleaned
from the observations was examined, analysed, and conclusions were drawn. The
researcher was the only person who had access to all raw data collection files
containing the interview recordings, transcripts, and notes.

A total of 15 interviews were conducted. In the analysis, these are referred to in

shortened form. The researcher used the interview schedule during the interviews

58
with each participant.

4.3 Section A: Biographical details

The researcher discusses the findings of an examination of biographical data below.

4.3.1 Participants

Fifteen (15) participants took part in the study.

4.3.1.1 Gender of participants

According to Annenbaum, Greaves and Graham (2016:145), the rationale for

routinely considering gender in research implementation is multi-fold. Gender is
important in decision-making, communication, stakeholder engagement and
preferences for the uptake of interventions. Gender roles, gender identity, gender
relations, and institutionalised gender influence the way in which an implementation
strategy works.

Mabitsela (2022:59) states that women face different challenges and are
disadvantaged in a myriad of ways. A key reason for this is that there is a perception
that women are ill-equipped to function in a masculine working environment.
Generally, there is a perception that women in the education sector occupy
supportive and administration roles rather than the actual printing of question
papers because it involves intensive labour.

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Figure 4.1: Gender of participants

Eighty-five percent (n=10) of the 15 participants who contributed to the study were
males and 15 percent (n=5) of the 15 participants were females. Figure 4.1 above
illustrates the gender distribution of the sample. As a result, the purpose of the
participant's gender inquiry was to ascertain how well each gender was represented
in the study. The study showed that female participants were underrepresented
while male participants were overrepresented as alluded to by Mabitsela in
paragraph 4.3.1.1 above.

4.3.1.2 Age of participants

Figure 4.2 below shows the ages of the participants.

60
Figure 4.2: Age of participants.

Nichols, Timothy, Rogers, Fisk and West (2001:260) state that human factors
researchers are dedicated to providing data to be used for designing safe, efficient,
usable products and systems for human users. It is paramount that researchers
understand their user population in terms of relevant variables. One of critical
variables is age because age-related cognitive changes are less overt than
accompanying physiological changes. Human factors researchers who work with
populations of variable ages should be concerned with accurately accounting for
related cognitive differences in their participant sample. In this case, the researcher
preferred to work with participants of different age groups to gather a diverse range
of variables regarding the working environment at the printing facility.

The participants’ ages were categorised into four (4) groups of 25–29, 30–39, 40–
49 and 50–55 years. Figure 4.2 above shows that there were no participants from
the age group of 18–24 years and 56+. The age group of 25–29 years was
represented by 55 percent (n=6) of the 15 participants. The age group of 30–39
years was represented by 25 percent (n=4) of the 15 participants. The age group of
40–49 years was represented by 13 percent (n=3) of the 15 participants. The age
group 50–55 years was represented by 7 percent (n=2) of the 15 participants.

61
4.3.1.3 Marital status of participants

The researcher also wanted to know each participant's marital status:

Figure 4.3: Marital status of participants

The relationship between women’s employment and the risk of divorce is both
complex and controversial. The role specialisation or interdependence view of
marriage argues that the gains for marriage for both partners decrease when both
are in the labour market and hence women’s employment destabilises marriage. In
contrast, the economic opportunity hypothesis asserts that a female labour force
participation does not intrinsically weaken marriage but gives women resources that
they can use to leave unsatisfactory marriages (Schoen, Astone, Kim, Rothert &
Standish, 2002:643) In this context, the data show that the majority of the
participants were either single or divorced.

Figure 4.3 above shows that the participants’ marital status was divided into four
categories. Furthermore, the table shows that 45 percent (n=6) of the 15
participants, which is the majority of the participants in the study, were single. The
table also shows that 30 percent (n=4) of the 15 participants were married. Fifteen
percent (15%) (n=3) of the 15 participants were divorced, whilst 10 percent (n=2) of
the 15 participants in the study were widowed.

62
4.3.1.4 Educational qualifications of participants

Figure 4.4: Educational qualifications of participants.

The participants’ educational qualifications, as shown above in Figure 4.4 above,

were divided into six (6) categories. Figure 4.4 above shows that 4 percent (n=1) of
the 15 participants have a PHD degree. The diagram further indicates that 36
percent (n=4) of the 15 participants who participated in the study have degree
qualifications, whilst 8 percent (n=2) of the 15 participants have diplomas and 40
percent (n=5) of the participants have certificates. Participants with Grade 12
certificates represent 8 percent (n=2) and participants with grade 10 certificates
represent 4 percent (n=1) of the study.

Massing and Schneider (2017:6) state that educational qualifications and literacy
skills are highly related. This is not surprising as it is an aim of educational systems
to equip individuals with competencies necessary to take part in society. Because
of this relationship, educational qualifications are often used as a proxy for human
capital. It is clear that participants' educational backgrounds may have an impact on
their contributions to the study.

63
4.4 Section B: Vulnerabilities associated with leakage of Grade 12
examination question papers

4.4.1 What is your understanding of the concept of “leakage of Grade 12

examination question papers”? (See Annexure “C” Question 6)

The researcher posed the above question to provide participants with a chance to
elaborate on their experiences. These are the verbatim responses of the
participants below:

• Participant A1: “when the students receive the question papers before they
can write that examination”.

• Participant B2: “when question papers are circulated before they can be
written”.

• Participants C3 and D4: mentioned that it is “when students get the question
papers before the scheduled date according to their timetable”.

• Participants E5 and F6: said “when learners have access to the question
paper before the writing date”.

• Participant G7: “when students get the question papers before the date of
the exam”.

• Participant H8: “when question papers reach the students before the actual
date of the examination”.

• Participant J9: “leakage of question paper refers to accessibility of the

question paper by wrong person prior to the exam date and time as
prescribed by the timetable for the writing of the paper”.

• Participants I10, K12 and N14: “refers to the question papers being accessed
by wrong person prior to the date on the timetable”.

• Participant L11: “when some of the learners get the question papers before
the actual time, i.e. before their date on the timetable”.

• Participant M13: “when question papers are released unscrupulously, and

other learners receive the question papers before the actual time of writing”.

• Participant O15: “when a group of learners receive the question papers

before the actual time of writing the examination”.

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The purpose of this question was to establish whether the participants in this study
were familiar with the definition of the leakage of question papers. It is evident that
100% percent (n=15) of the 15 participants in this study indicated that they
understand the definition.

Interpretation

It is clear that each of the 15 participants in this study acknowledged their

understanding of the idea of question paper leaks for the grade 12 exam. Exam
leakage is the term used to describe someone who is taking the same exam but
previously obtained an exam question paper illegally (Mashanyare & Chinamasa,
2014:47).

4.4.2 What is your understanding of the concept ‘vulnerabilities’ regarding

leakage of Grade 12 examination question papers? (See Annexure “C”
Question 7)
• Participant A1: “this means lack of security to the examination question
papers”.

• Participant B2: “when question papers are exposed to risks like being stolen
and eventually leaked to the students”.

• Participant C3: “when good systems are not in place to ensure that all the
weaknesses regarding the safe keeping of question papers are monitored
and managed”.

• Participant D4: “when the measures in place are not good enough to sustain
the protection of question papers and ultimately, they are lost”.

• Participant E5: “is the exposure of a question paper to a possible leakage”.

• Participant F6: “when there is a possibility that a question paper can be

released unlawfully without authorisation”.

• Participant G7: “when there is a likelihood or possibility that question papers

can reach the students before the scheduled time of writing”.

• Participant H8: “means lack of security measures to safeguard the

examination question papers”.

65
 • Participant J9 and I10: mentioned that “vulnerabilities relate to factors which
may lead to the leakage of Grade 12 question paper”.

• Participant L11: “when security systems are not in place to guard against the
leakage of question papers or there is poor management and control of
question papers”.

• Participant K12: “when there is a possibility and weaknesses that question

papers can be released without the authorisation and received by learners”.

• Participant M13: “the exposure of question papers which result in leakage”.

• Participant N14: “talks to factors which can lead to the leakage of question
papers”.

• Participant O15: “means any factors like inadequate security measures

which may lead or result into the leakage of a Grade 12 question papers”.

The purpose of this question was to establish whether the participants understand
the concept of vulnerabilities regarding leakage of Grade 12 examination question
papers in the study. It is evident that 90 percent (n=14) of the 15 participants in this
study are familiar with the concept whilst 10 percent (n=1) of the 15 participants are
not familiar with the concept of vulnerabilities as it relates to leakage of question
papers.

Interpretation

Evidently, most of the individuals involved in this research are aware of the notion
of vulnerabilities in relation to exam leaks. Not a single person said they were
unfamiliar with the idea. The definition of vulnerability, according to Paul (2013:3),
is "an internal risk factor of the subject or a system that is exposed to hazard and
corresponds to its intrinsic tendency to be affected or susceptible to damage."

4.4.3 Which vulnerabilities to your knowledge contribute to the leakage of

Grade 12 examination question papers? (See Annexure “C” Question 8)
• Participant A1: “lack of CCTV cameras and fingerprints access and poor
training of security guards contribute to the leakage of question papers”.

• Participant B2: “can be due to lack of examination security policy and

66
 procedures which should direct the staff on how they should conduct
themselves when dealing with question papers”.

• C3: “they are so many I can think of like lack of infrastructure particularly at
the rural areas”.

• Participant D4: “lack of protection for the question papers like deploying one
group who print question papers instead of rotating them”.

• Participants E5, G7, H8 and K12: stated that “lack of proper maintenance
plan to security systems contribute to the leakage of question papers”.

• Participant F6: “lack of screening of the officials who handle the question
papers”.

• Participant J9: “not following the norms and standards of handling question
papers contribute to the leakage of question papers”.

• Participants I10 & L11: mentioned “bulk printing of question papers and lack
of monitoring at the printing facility contribute to the leakage of question
papers”.

• Participant M13: “lack of access control to the printing facility and lack of
proper relations with stakeholders contribute to the leakage of question
papers”.

• Participant N14: “lack of proper question papers controls particularly during

loading contribute to the leakage of question papers”.

• Participant O15: “Printing of different question papers at the same day using
the same machine contribute to the leakage of question papers”.

The purpose of this question was to establish vulnerabilities which contribute to the
leakage of Grade 12 examination question papers in the study. It is evident that 100
percent (n=15) of the 15 participants in this study are familiar with vulnerabilities
which contribute to the leakage of question papers. They mentioned the following
risk factors: deployment of same security guards over and over; poor infrastructure;
lack of training on handling of question papers: poor safeguarding of question
papers; too many persons handling question papers; and using the same printing
machine contribute to the leakage of question papers.

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Interpretation

Based on the inputs provided above, it is clear that every one of the 15 research
participants is aware of the vulnerabilities that lead to question paper leaks. The
following risk factors were mentioned by participants: Question papers leak due to
repeated use of the same security guards, inadequate infrastructure, inadequate
training for managing them, inadequate safeguarding, excessive personnel
handling them, and sharing a printing device. "Security risk factor" is defined by
Amundrud et al. (2017:286) as the connection between threats to a specific asset
and the fact that these assets are susceptible to the danger in question.

4.4.4 What are some of the vulnerabilities associated with the handling of
Grade 12 examination question papers? (See Annexure “C” Question 9)
• Participants A1, B2, C3, D4, F6, G7, J9, I10, N14 and O15: mentioned that
“too many people are handling the question papers, and this cause a problem
because of the long chain”.

• Participants E05 and M13: mentioned “the negligent handling of examination

and assessment material, officials with devious intentions and compromised
security of the storage points”.

• Participants L11 and K12: mentioned “the unvetted officials as a problem”.

Participants A1, B2, C3, D4, E5, F6, G7, J9, I10, N14 and O15 who represent 70%
(n=10) of the 15 participants in this study, mentioned that too many people are
handling the question papers. Other participants, which represent 30% (n=5),
indicated other factors like unvetted officials and negligence from the officials.

Interpretation

This question was designed to determine whether there are any printing-related
vulnerabilities that could be contributing to the leakage. A little over 70% of the
study's participants said that too many persons are handling the question papers.
Merely thirty percent of the respondents cited elements such as officials'
carelessness and lack of screening. The assertion afore was concurred to by
Makaula (2018:45), who postulate that incorrect handling of exam questions

68
happens during the printing and distribution of the papers to the testing locations.

4.4.5 What are some of the vulnerabilities associated with the printing of the
Grade 12 examination question papers? (See Annexure “C” Question 10)
• Participants A1, B2, C3, D4, E5, G7, L11, M13 and N14: mentioned that
“printing too many question papers at the same time and printing same
papers, i.e. paper 1 and 2 of Mathematics at the same time causes confusion
and mixed up”.

• Participants F6 and K12: indicated that “lack of access control at the printing
facility and allowing staff members to bring the gadgets at the printing facility”.

• Participant H08: “during lunch time the printing facility doesn’t close all
together. You will find that there are few people inside the facility with lot of
question papers lying down”.

• Participants J09 and I10: indicated that “poor handling of soft copy (memory
stick) received from National Head Office, and not flushing out the printing
machines before introducing a new job”.

• Participant O15: “poor monitoring of shredded material and lack of inspection

for the cuttings from the machines which are thrown in the waste containers”.

The purpose of this question was to establish vulnerabilities associated with the
printing of examination question papers which contribute to the leakage.
Participants A1, B2, C3, D4, E5, G7, L11, M13 and N14, which represent 60% (n=9)
of the 15 participants in this study, mentioned that printing too many question papers
at the same time contributes to the leakage during printing. Participants F6 and
K12, which represent 15% (n=2), indicated other factors like a lack of access control
at the printing facility and allowing staff members to bring the gadgets into the
printing facility. Participants J9 and I10 which represent 15% (n=2) of the study
mentioned “poor handling of the memory stick and not flushing off the printing
machines before introducing a new job”. Participants J08 and O15, which represent
10% (2) of the study, indicated that, during lunch time, the printing facility does not
close and there are a few people in the printing facility with question papers lying
around.

69
Interpretation

The majority of participants stated that printing an excessive number of question

papers concurrently causes printing leaks. Other participants mentioned other
concerns, such as "poor handling of the memory stick and not flushing off the
printing machines before introducing a new job" and staff members being allowed
to bring gadgets into the printing facility. Question paper leaks can frequently be
linked to the question paper printing process, according to Gbagolo (2011:3).

4.4.6 What are some of the vulnerabilities associated with the delivery of the
Grade 12 examination question papers? (See Annexure “C” Question 11)
• Participant A1: “accidents in the road can make the question papers to be
vulnerable to theft”.

• Participant B2: “drivers who are not being vetted and use their cellphone
while they are on the road delivering question papers makes them
vulnerable”.

• Participant C3: “vehicles delivering question papers should not be branded

to avoid been targeted by the criminals”.

• Participants D4, E5, H8, L11, M13 and N14: mentioned that “community
protest is one of the vulnerabilities as angry mob can hijack the vehicle
ferrying the question papers”.

• Participant F6, G7 and K12: mentioned using “the same drivers to deliver
question papers and drivers using the same routes to deliver every day”.

• Participant J9 and I10: mentioned that “allowing one person or only the driver
to deliver the question papers from point A to point B and poor sealing of
containers carrying the question papers”.

• Participant O15: “lack of recording of exam materials being transported”.

The researcher wanted to ascertain the vulnerabilities associated with the delivery
of examination question papers. Participants A1, B2 and C3, which represent 18%
percent (n=3) of the 15 participants in this study, mentioned that road accidents,
drivers who are not vetted, and branded delivery vehicles are some of the
vulnerabilities associated with the leakage of question papers.

70
Participants D4, E5, H8, L11, M13 and N14, which represent 52% (n=6), mentioned
that community protest is one of the vulnerabilities as an angry mob can hijack the
vehicle ferrying the question papers. Participants F6, G7 and K12, which represent
16% (n=3) of the study, mentioned that drivers who prefer the same destination
every day make the delivery of question papers vulnerable. Participants J09 and
I10, which represent 10% (2) of the study, indicated that allowing only the driver to
deliver the question papers from point A to point B and poor sealing of containers
carrying the question papers make the delivery vulnerable, while participant O15,
which represents 4% (1) of the study, blamed poor recording of question papers
during the dispatch.

Interpretation

The purpose of this question was to help the researcher identify any weaknesses in
the way the exam question papers are delivered. Four (4) of the aforementioned
participants brought out the existence of vulnerabilities such as unvetted drivers,
delivery cars with branded names, and traffic accidents. One of the risks, according
to about eleven (11) study participants, is community protests, as enraged crowds
have the potential to hijack the car transporting the exam papers. Exam leakage
can also be caused by the method of transportation used to send exam question
papers, claim Mashanyare and Chinamasa (2014:50).

4.4.7 What are some of the vulnerabilities associated with the storage of the
Grade 12 examination question papers? (See Annexure “C” Question 12)
• Participant A1: “question papers should not be stored for too long at the
storage areas”.

• Participants B2 and L11: mentioned that “question papers are stored in the
storages without burglar proofs and security guards”.

• Participant C3: “same staff members work over and over without rotation,
and this create a problem to those that are side-lined”.

• Participant D4: “fire damage, rainfall can compromise the security of the
question papers at the storages”.

• Participants E05, F6, G7, N12 and M13: mentioned that “break-ins and theft

71
 are some of the vulnerabilities at the storages”.

• Participants H8 and I10: mentioned that “poor maintenance of the

infrastructure can lead to the leakage of question papers as doors are not
locking properly most of the time”.

• Participants J09 and N14: mentioned that “not using a double locking system
can compromise the question as one person is responsible for the keys”.

• Participant O15: “lack of strong rooms and CCTV cameras are some of the
vulnerabilities in the storage areas”.

The researcher wanted to find out the vulnerabilities associated with the storage of
the question papers. Participants A1, B2, C3 and D4, which represent 30% percent
(n=4) of the 15 participants in this study, mentioned different factors that contribute
to the leakage at the storages such as the absence of security guards and question
papers that are stored for a very long time at the storage facilities. Participants E05,
F6, G7, N12 and M13, which represent 36% (n=5), indicated that burglary and theft
were some of the vulnerabilities at the storages. Participants H8, I10, J9 and N14,
which represent 30% (n=4) of the study, mentioned infrastructure issues at the
storages as some of the vulnerabilities. Participant O15, which represents 4% (1) of
the study mentioned the absence of strong rooms as some of the vulnerabilities.

Interpretation

Respondents highlighted a variety of concerns, including the lack of security guards

and question papers that are kept in storage facilities for extended periods of time,
as contributing to the vulnerabilities related to question paper storage. Some
individuals brought up the topics of theft and break-ins as potential weaknesses at
the storage facilities. According to Njoku and Njoku (2016:16), there are multiple
sources from which examination question papers leak. These include personnel at
the production site who print the questions, those who package the materials, and
those who transport the questions from the storage to the centres.

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4.5 Section C: Security risk factors associated with the leakage of Grade 12
examination question papers.

4.5.1 What is your understanding of the concept ‘security risk factors’

associated with the leakage of Grade 12 examination question papers? (See
Annexure “C” Question 13)
• Participants A1, B2 and E5: said “security risk factors can be things which, if
overlooked, can cause the question papers to leak”.

• Participants F6 and M13: mentioned that “risk factors are security

weaknesses that can lead to the question papers being stolen like in a form
of bribery and theft”.

• Participant D4: “factors such as a community protest where a vehicle

delivering question papers can be hijacked and question papers stolen in the
process”.

• Participants G07, H8 and I10 indicated that “there are issues which relates
to security that needs attention like malfunctioning of cameras”.

• Participant J9: refers to “any possibilities which may lead to a leakage of the
Grade 12 examination question paper”.

• Participant L11: “security weaknesses which can lead to theft of question

papers”.

• Participant N12: “when there are security weaknesses in the management of

question papers and related material at the printing, storage and delivery”.

• Participants N14 and O15: mentioned that “security measures which are not
effective and can’t achieve the objective of protecting the examination
question papers”.

Interpretation

This question was asked by the researcher to see if the participants grasped the
idea of security risk factors. Most participants demonstrated an understanding of
the idea of security risk factors. They added that in order to prevent security lapses
that could lead to question paper leaks, these risks needed to be evaluated and
reduced. Security risk factors are defined by Amundrud et al. (2017:286) as the

73
connection between threats to a specific asset and the likelihood that these assets
will be vulnerable to the identified threat.

4.5.2 What types of security risk factors to your knowledge are associated
with the leakage of Grade 12 examination question papers? (See Annexure
“C” Question 14)
• Participants A1, B2, E5, G7, H8, J9, K12 and N14: mentioned that “lack of
maintenance of security systems”.

• Participants C3 and D4: mentioned that “staff members work over and over
without rotation, and this create a problem to those that are side-lined. There
should be a rotation so that everyone gets equal opportunity to work
overtime”.

• Participant F06: “Allowing staff members to bring the gadgets at the printing
facility and storing printed question papers at the storage facility for a long
time”.

• Participants I10 and L11: mentioned that “lack of monitoring at the printing
facilities and poor packaging of question papers”.

• Participants M13 and O15: indicated that “printing of different question

papers at the same time using same machine also contributes to the
leakages of the question papers”.

Participants A1, B2, E5, G7, H8, J9, K12 and N14, which represent 60% (n=8) of
the 15 participants in this study, mentioned that the lack of a preventative
maintenance plan is one of the main issues as the security systems do not always
function. Participants C3 and D4, which represent 4% (n=2) of the 15 participants,
mentioned that staff work overtime without rotation. Participants F06, I10, L11, M13
and 015, which represent 36% (n=5), mentioned various issues, such as unlawful
gadgets in the printing room and printing of more question papers at the same time,
as major contributions to question paper leakages.

Interpretation

The researcher asked this question in order to identify the kinds of security risk
variables connected to the leakage of Grade 12 exam questions. While the security

74
systems aren't always working, eight (8) participants stated that one of the biggest
problems isn't having a preventative maintenance plan. Employees are working
overtime without taking breaks, according to two (2) participants. Five (5)
participants identified a variety of problems as having a significant role in question
paper leaks, including the use of illegal devices in the printing area and the
simultaneous printing of more question papers.

4.5.3 How many people are involved in the handling of Grade 12 examination
question papers in Mpumalanga Province? (See Annexure “C” Question 15)
• Participant A1: “they are too many hands handling the question papers
because they go through a long route before, they arrive at school”. This
confirms that question papers are handled by a lot of people before they are
delivered to the schools.

• Participant D4: “that may be more than ten (10) officials because question
papers are being handled at the different layers. Like through collection from
Pretoria, printing, storage and delivery”.

• Participant E5: “At Head office is about twenty (20) officials (that include
departmental staff, printing company staff and security personnel) at the
printing facility. At the district offices, is about six (06) and circuit offices is
about two (02)”.

• Participant F6 “there is a quite a huge number, because it starts from the HQ

to the school levels. So, it can be approximately 15–20 staff members who
handle the question papers”.

• Participant H8 “more than 15 people do handle question papers”.

• Participants J9 and O15: mentioned that “two (02) senior officials in the sub-
directorate called Item Development and Question Papers”.

• Participant I10: “more than five (5) people do handle question papers”.

• Participant L11: “more than ten staff members in different areas i.e. Head
Office, Districts, Circuits and schools”.

• Participant K12: “approximately 10 to 15 people”.

• Participant M13: “district offices is about six people and two at the nodal

75
 point”.
• Participants N14: “more than 16 people”.

Interpretation

According to the participants feedback above, the Grade 12 examination question

papers are handled by a large number of personnel, which makes the chain too long
and challenging. The participants disclosed that the question papers are handled
by about twenty (20) staff personnel. In order to minimise the chain of possession
while handling the question papers, the Mpumalanga Department of Education must
take into account that this is one of the contributing elements to the leaks. According
to Maheka (2015:30), because there are numerous individuals involved in the
question paper handling procedure, examination leakage also happens throughout
the question setting process.

4.5.4 Who are the different persons responsible for the handling of the Grade
12 examination question papers in Mpumalanga Province? (See Annexure
“C” Question 16)
• A Participants 1, B2, C3 and G7: mentioned that “they are collected by the
management from HQ in Pretoria, then printed at the Provincial Office, then
they go the district and then to circuits”.

• Participants D4, E5, F6, H8, I10, M13 and N14 revealed that “management
from HQ, printing officials, drivers, officials at the districts, circuits and chief
invigilators”.

• Participants J09, L11 and O15: revealed that “senior officials are involved in
the process”.

• Participant K12: “the printing manager from the private company and printing
staff”.

Participants D4, E5, F6, H8, I10 and N14, which represent 48% percent (n=6) of the
15 participants in this study, concurred that the question papers are mainly handled
by the management and other junior officials up to the school level. Participants
A1, B2, C3 and G7, which represent 38% (n=4) of the study, also indicated that
management is mainly responsible for handling the question papers. Participants

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J09, L11, O15 and K12, which represent 14% percent (n=4) of the 15 participants,
mentioned that the senior officials and printing manager are responsible for the
handling of question papers.

Interpretation

The researcher wanted to learn more about the various layers of individuals that
manage the question papers. Six (6) individuals agreed that management and other
lower-level staff handle the question papers most of the time. According to four (4)
participants, management is mostly in charge of handling the question papers. Four
(4) more participants hinted that senior officials and printing manager are
responsible for handling the question papers. The aforementioned data
demonstrate that different individuals at different stages handle the question papers.

4.5.5 Who is responsible for the delivery of the Grade 12 examination question
papers? (See Annexure “C” Question 17)
• Participants A1 to O15 indicated that “question papers are delivered by the
same drivers every year to the same area”.

Interpretation

The researcher asked this question to determine who is in charge of distributing the
question papers. The departmental drivers are in charge of delivering the question
papers, according to every participant. The participants brought up the fact that
question papers are susceptible to leaking since the same drivers distribute the
question papers year after year without doing a rotation with other staff.

4.5.6 What happens if a delivery vehicle is involved in an accident while

delivering the Grade 12 examination question papers to schools in the
province? (See Annexure “C” Question 18)
• Participant A1: “vehicles are escorted by the Police and if they are involved
in an accident, the police will cordon off the scene until departmental officials
arrive. The Police are not allowed to touch any examination materials”.

• Participants B2 and I10: said they “don’t know what should be done if
accident happens”.

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 • Participant C3: “Police will assist because sometimes they escort the
question papers”.

• Participant D4: “Police must be informed immediately to cordon-off the crime

scene”.

• Participant E5: “the matter must be reported to the nearest police station to
ensure that the accident scene is secured to avoid leakage of question
papers”.

• Participant F6: Did not answer the question.

• Participant G7: “drivers must leave the accident scene until the police arrive
or management arrive at the scene”.

• Participant H8: “there is a plan whereby Head of Security will liaise with the
Police for assistance. This means the police must be notified in time once
there is a breakdown”.

• Participant J9: “It never happened, but if it does, another vehicle should be
dispatched to the scene to take the question papers from the vehicle in an
accident”.

• Participant L11: “police will be summoned because they are on standby

during the delivery of question papers”.

• Participant K12: “nearest police station will be informed to take over the
situation”.

• Participant M13: “swift report to the nearest police station to ensure that the
accident scene is secured to avoid a leakage of a question paper”.

• Participants N14 and O15: said “SAPS is on standby”.

Participants A1, C3, D4, G7, L11, K12, M13, N14 and O15, which represent 84%
percent (n=9) of the 15 participants in this study, indicated that the delivery vehicles
are escorted by the Police and, in case of an accident, they will take over.
Participants B2 and I10 which represent 10% (n=2) of the study, mentioned that
they do not know while participant F6 which represents 6% percent of the 15
participants, did not answer the question.

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Interpretation

In the event that an accident occurs when the delivery vehicle is transporting the
question papers, the researcher was interested in learning about the backup plan.
Nine (09) participants said that the police escort the delivery cars and will take
charge in the event of an accident. One (1) participant did not respond to the
question, while four (4) participants stated that they were unsure. The
aforementioned findings demonstrate that there is a backup in case of an accident.

4.5.7 Are the Grade 12 examination question papers printed by private or

government printers? (See Annexure “C” Question 19)
• A1 to O15: indicated that “question papers are printed by a private printing
company contracted by the Department of Education”.

Interpretation

When posing this question, the researcher's goal was to find out who prints the
department's question papers. Every respondent stated that the printing company,
which has a contract with the Mpumalanga Department of Education, prints the
exam papers. Although it was evident that a private service provider was hired to
handle the services, it was unclear who will be held accountable in the event that a
question paper leaks.

4.5.8 Who is involved in the printing of the Grade 12 examination question

papers? (See Annexure “C” Question 20)
• Participants A1, B2, C3, E5, F6, G7, H8, J9, I10, L11, K12, N14 and O15:
alluded that “question papers are printed by Department of Education’s
officials, printing company’s staff and private security officers who are
monitoring the process”.

• Participant D4: “not sure who is involved in printing, but it could be staff from
the Department of Education”.

• Participant M13: “it is Chief Educational Specialist, Security Manager, Senior

Admin Officer, Admin Clerks, Printing manager (from the outsourced printing
company) and 08 staff members from the printing company”.

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Interpretation

The feedback provided by the aforesaid participants indicate that the process of
printing question papers is vulnerable due to the involvement of multiple parties.
Thirteen (13) participants hinted that the Department of Education's officials, the
employees of the printing company, and private security guards are overseeing the
process of printing the question papers. One participant expressed uncertainty
about the identity of those involved in printing, while another mentioned a
department official. The Department needs to figure out how to cut back on the
number of printing officials, especially those employed by commercial service
provider.

4.5.9 What procedures are followed during the printing of the Grade 12
examination question papers? (See Annexure “C” Question 21)
• According to participants A1, B2, C3, G7, I10, K12 and O15: “the question
papers are collected from National Head Office and stored in a strong room.
Two (2) senior officials will collect the question papers and submit them to
printing area”.

• Participants D4, H8 and J9 indicated that “hard copies of question papers

and memory stick are retrieved from the strong room and brought into the
printing area and officials from printing company start printing”.

• As stated by participants E5, F6, L11 and N14, “senior officials collect master
copies of question papers from the Department of Basic education in Pretoria
and store them in the strong room for printing”.

• Participant M13: “One (1) paper is printed at a time then checked; if all is in
order, printing continues”.

The feedback from participants A1, B2, C3, G7, I10, K12 and O15, which represent
76% percent (n=7) of the 15 participants in this study, suggests that question papers
are collected from Head Office in Pretoria and stored in the strong room for printing
Participants D4, H8 and J9, which represent 8% (n=3) of the study, mentioned that
hard copies are retrieved from the strong room before printing starts. Meanwhile,
participants E5, F6, L11 and N14, which represent 16% percent (n=4), agree that
master copies are collected from Pretoria and stored in a strong room for printing.

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Interpretation

The researcher was interested in learning about the processes used in question
paper printing. The majority of participants mentioned that question papers are
gathered from the central location and kept in the strong room for printing purposes.
A few participants brought up the fact that hard copies are taken out of the strong
room prior to printing. The aforementioned findings indicate that most participants
are aware of the processes involved in the printing of question papers.

4.5.10 What facilities are used for the storage of the Grade 12 examination
question papers? (See Annexure “C” Question 22)
• Participants A1, B2, C3, D4, E5, F6, G7, J9, I10, and L11: said “the strong
room is used as a storage”.

• Participant K12: “question papers are stored in the classrooms”.

• Participants M13 and O15: said “question papers are stored in storages and
staffrooms at the schools”.

• Participant N14: “most of the time, question papers at HQ are stored in a

strong room, but the problem starts once they arrive at the schools because
most of the schools don’t have a good infrastructure”.

The study showed that 85 percent of the 15 participants indicated that question
papers are stored in the strong room while 15 percent of the participants mentioned
that classrooms and staff rooms are also used as the storage areas at the schools.

Interpretation

Question papers are kept in the strong room, according to twelve participants.
However, three (3) of the participants brought up the fact that staff rooms and
classrooms are also utilised as storage spaces in schools. This demonstrates that
the Department lacks appropriate policies for the storage of exam papers at various
locations. To protect the exam papers, more secure storage facilities need to be
established, and their security features need to be improved (Adeyemi, 2019).

81
4.5.11 How secure is the storage facility against theft and unlawful breaking
and entering? (See Annexure “C” Question 23)
• Participants A1, G7, H8 and L11: mentioned that “storage facilities are
secured because most of them have CCTV cameras”.

• Participants B2 and E5: mentioned that “most of the storage facilities are not
secured because of poor infrastructure”.

• Participants C3 and I10: mentioned that “they never visited the storage
facilities”.

• Participants D4 and O15: mentioned that “they look secured only at Head
office, but once the question papers are at schools, it is easy for break-ins to
happen”.

• Participant F6: did not answer the question.

• Participant J9: “the question papers are stored in classrooms at the schools,
and it is not safe”.

• Participant K12: “most of the storages have physical guarding, but this
doesn’t mean they are secured as guards can collude with the officials”.

• Participant M13: “don’t know”.

• Participant N14: “they are not secured because security guards sleep during
the night”.

Interpretation

According to the participants’ responses above, the majority of storage facilities are
not safe or suitable for keeping the question papers. Even at the school level, the
Department of Education ought to think about constructing study rooms to prevent
theft and break-ins. According to the study, exam papers are still susceptible to
being stolen at storage facilities. According to Liebenberg (2020:16), theft is the
unlawful appropriation with intent to steal something with the intention of stealing
something that can be stolen. The basic definition of theft, with regard to its intent
and function, was the covert removal of property from its owner's custody and
control.

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4.5.12 For how long is the Grade 12 examination question papers stored in
the storage facilities until they are delivered to the schools? (See Annexure
“C” Question 24)
• Participants A1 and H8: indicated that they “are not sure”.

• Participants B2, D4, F6 and G7: indicated that they “are stored for a period
of more than five days”.

• Participants C3, I10 and N14: indicated that they “don’t know”.

• Participants E5 and L11: mentioned that “the district offices question papers
are stored for a week”.

• Participant J9: “at Head Office they are stored for approximately two (2)
weeks. The consignment is then delivered to districts and stored for a week.
Districts deliver to circuits where they are stored for one night”.

• Participant K12: did not answer the question.

• Participant M13: “they are stored for three (3) days at Provincial Head Office
before they are dispatched to the schools”.

• Participant O15: “they are stored for one (1) week at Head Office. Then
delivered to districts and stored for a period of three (3) days. Then delivered
to circuit offices where they are stored for one (1) day”.

Interpretation

The purpose of the question was to ascertain how long the test papers are stored
in the facility. It is clear that before being supplied to the examination sites, the
question papers are kept in storage facilities for more than two (2) weeks. This is
risky because there is a greater chance of burglary during the extended stay at the
storage facilities. Exam papers should be printed and given to centres daily,
according to Simui, Chibale, and Namangala (2017:299), to ensure fairness in the
examination writing process and to prevent students from spending a day in class
before the exam. Unauthorised access may be possible due to weaknesses in
certain places. According to Kitainge (2019), question paper leaks are more likely
when there are insufficient security measures in place at storage facilities and during
transportation.

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4.6 Section D: Security measures to mitigate leakage of Grade 12 examination
question papers.

4.6.1 What security measures are in place to prevent the leakage of Grade 12
examination question papers? (See Annexure “C” question 25)
• Participants A1, B2, E5, G7, H08, I10, L11 and O15: indicated that “there are
CCTV cameras, access control system and security guards”.

• Participants C3, K12 and M3: indicated that “there are boom gates and alarm
systems”.

• Participants D4 and N14: indicated that they “are not sure of any measures
in place but there are security guards patrolling”.

• Participant F6: “cellphones of employees and guards are restricted in the

printing area to avoid taking pictures of the question papers”.

• Participant J9: “security personnel ensure that access control register is

signed, body searches are also conducted to ensure that no unnecessary
devices like cell phones are not allowed in the area”.

Interpretation

This question was intended to evaluate the security protocols in place to reduce the
risk of question paper leaks. The participants enumerated a number of procedures
put in place to lessen the possibility of question paper leaks, including physical
guarding, access restriction, and CCTV cameras. These measures are inadequate,
as evidenced by the ongoing leakage of question papers. According to Alshboul
(2010:2), a security measure is the plan to put controls and guidelines in place to
protect assets and information security. Security control lessens security threats'
and vulnerabilities' effects to an extent that the organisation can tolerate.

4.6.2 Explain the effectiveness of these security measures. (See Annexure “C”
Question 26)
• Participants A1 and E5: mentioned that “security measures are effective, but
you know that there is always a way of breaching the measures by bribing
the security guards”.

• Participants B2 and L11: mentioned that they “are not so effective because

84
 we still rely on human intervention”.

• Participant C3: mentioned that “there is no 100 percent security. Each

measure is strong until it is tested”.

• Participants D4, G7 and M13: mentioned that “we can only confirm
effectiveness if there was no human intervention because we can’t trust
guards as they are human beings”.

• Participants F6 and H8: mentioned that “security measures are not effective
due to lack of maintenance on the security systems”.

• Participants J9 and O15: mentioned that they “don’t know”.

• Participants I10 and K12: mentioned that they “are not so effective because
the CCTV cameras are only monitored during the day”.

• Participant N14: mentioned that “they are not effective because there is no
uninterrupted power supply (UPS). If the electrical distribution box (DB) is
tampered with, it means all the security systems will be down”.

The researcher wanted to find out if the security measures in place are effective.
The study showed that 60% percent (n=8) of the 15 participants indicated that the
measures in place are not very effective due to the human intervention.
Furthermore, 40% percent (n=7) of the participants indicated that cameras are only
monitored during the day. This shows that security guards cannot be entrusted with
the responsibility to monitor the question papers.

Interpretation

According to the study, eight (8) of the participants said that the human interaction
makes the measures in place less effective. Seven (7) more participants agreed
with the previous assertion that the security personnel are untrustworthy and only
keep an eye on the CCTV cameras during the day. It is clear that the Department
has to bolster some of its security protocols in order to protect the exam papers.
Exam administrators and security personnel are also accountable for exam question
paper leaks, according to Furo (2015:6). There are times when certain law
enforcement officers stationed at schools are bribed (Akintunde & Musa, 2016:112).

85
4.6.3 Do all personnel handling the Grade 12 examination question papers
(officials, printing, delivering, storing guarding) undergo background checks
and screening? (See Annexure “C” Question 27)
• Participants A1, B2, D4, E5, F6, G7, H8, J9, L11, K12, N14 and O15: said
“no, not everyone handling the question papers underwent background
checks and screening”.

• Participants B3 and M13: said they “are not sure if all personnel have done
a background check as they didn’t do it themselves”.

Participants’ responses to the question show that most of the departmental staff
were not vetted or screened. The study further revealed that the majority of the
participants, which is 88 percent (n=12) of the 15 participants, indicated that not
everyone had gone through the process of background check, while 12 percent
(n=3) of the 15 participants indicated that they were “not sure

Interpretation

Most participants admitted that not all of the staff had gone through the screening
and background checks. Of the fifteen participants, three (3) said they were "not
sure." To preserve the integrity of the exam papers in this instance, the staff
handling the question papers had to go through a screening procedure. According
to Mdluli (2011:3), vetting is the practice of carefully or critically examining a
candidate before hiring them or conducting an examination and evaluation. In
general, vetting refers to running a background check on a candidate before hiring
them or bestowing an honour upon them. To preserve the integrity of the
examination paper in this situation, staff handling exam question sheets must go
through a screening procedure. It is imperative, according to (Nyaga, 2017), that all
staff members participating in the examination process receive training regarding
the significance of upholding the integrity of examination papers.

4.6.4 What are the measures that are put in place during the delivery of
examination question papers? (See Annexure “C” Question 28)
• Participants A1, D4, I10 and O15: said they “are not sure as this information
is treated as confidential”.

• Participants B2, H8, L11 and N14: said “drivers are not allowed to use their

86
 cellphones while on the way to deliver question papers”.

• Participants C3 and K12: said “drivers are not allowed to drive at a speed of
more than 100km per hour to reduce the chances of accidents”.

• Participants E5, F6 and M13: “All the delivery vehicles are escorted by the
police and security guards”.

• Participants G7 and J9: said “question papers are packaged inside the bins
with seal numbers. If one (1) bin is opened, it will be difficult to seal the bins
again”.

The researcher was interested in learning about the safety precautions taken when
distributing the questions papers. Participants A1, D4, I10 and O15 which represent
16 percent (n=4) of the 15 participants, mentioned they were not sure as the
information is confidential. The majority of participants, which represent 84%
percent (n=11) of the 15 participants, mentioned that various measures are in place,
such as a police escort, drivers not allowed to use their cellphones en route and the
use of bins to load the question papers.

Interpretation

Concerning the safety precautions taken in question paper distribution, the

researcher was interested in learning more. Four (4) individuals indicated in the
comments above that they were unsure since the Department keeps the information
private. A police escort, the prohibition on drivers using cellphones while driving,
and the usage of bins to load question papers are only few of the measures that
most participants cited. Exam leakage is also influenced by the method of
transportation used to carry question papers, according to Mashanyare and
Chinamasa (2014:50).

4.6.5 What is the contingency plan if vehicles delivering Grade 12 question

papers are hijacked? (See Annexure “C” Question 29)
• Participants A1, D4, I10, L11 and O15: said that they “are not sure as the
information is confidential and not divulged to anyone”.

• Participants B2, C3, G7, H8 and J9: said that “the drivers should call police”.

87
• Participants E5, F6 and M13: said “it is unlikely that the vehicles can be
hijacked because they are being escorted by the police”.

• Participants K12 and N14: said they “see the possibility of hijacking as they
delivery is done during quiet times”.

88
Interpretation

The researcher was interested in learning what would happen in the event that a
car carrying exam papers was hijacked. A total of four participants mentioned that
they are not sure as the information is kept confidential, while five participants
indicated that the drivers should call the police. Five of the fifteen participants stated
that it is improbable that someone would hijack a delivery vehicle because the police
would be escorting them. The inputs above show that not all the participants knew
the contingency plan in the event of vehicle hijacking while delivering question
papers.

4.6.6 Is the strong room register in place to record the movement of the Grade
12 examination question papers when in the storage area? (See Annexure “C”
Question 30)
• Participants A1, B2, C3, D4, F6, H8, J9, I10, K12, M13, N14 and O15: said
“yes, there is a strongroom register”.

• Participants E5 and G7: said “yes, there are strong room register, officials
who access the strong room fill in the strong register”.

• Participant L11: “not sure because he never accessed the strongroom”.

Interpretation

If a strongroom register is in place to monitor the movement of the question papers

and the staff, that is what the researcher needed to know. Most of the attendees
attested to the fact that question paper movement is tracked by strongroom
registers. The only participant who expressed uncertainty about the register's
existence was one (1).

4.6.7 Does the strong room have a locking door mechanism? (See Annexure
“C” Question 31)
• Participants A1, B2, C3, D4, E5, F6, G7 H8, J9, I10, K12, M13, N14 and O15
said “yes, the strong room has a locking door mechanism”.

• Participant L11: “not sure because he never accessed the strongroom”.

89
Interpretation

In response to the question above which asked participants to indicate if the strong
room has a locking mechanism. Fourteen (14) participants mentioned yes, while
only one (1) participant said he is not sure. The deduction above confirms that the
strong room has the locking mechanism and this augment other security measures
in place.

4.6.8 What security measures are taken to prevent cell phones and laptops
from being brought into a printing facility, where the Grade 12 examination
question papers are printed? (See Annexure “C” Question 32)
• Participants A1, B2, C3, E5 and H8: said “officials are being subjected to the
body searches”.

• Participants D4 and K12: said “everyone who goes into the printing facility is
being searched, but sometimes you find only males security guards and can’t
search female staff”.

• Participants F6 and M13: said “access into the printing facility is controlled,
searches are conducted by the security guards”.

• Participants G7 and I10: said “there is a register where everybody should

declare their phones”.

• J Participants 9: “security personnel have a designated area at the entrance

where all unnecessary equipment is registered and stored for the individual
entering the printing area”.

• Participants L11: “not sure because he never accessed the printing area”.

• Participants N14: “searches are conducted at the door and but sometimes
you find that there is no security at the door”.

• Participants O15: “not sure as this information is confidential and the print
room is at the basement”.

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Interpretation

The researcher intended to find out if any procedures were in place to keep
electronics out of the printing area. The preponderance of respondents indicated
that protocols are in place to guarantee that mobile phones and laptops are not
introduced into the printing establishment. A small percentage of participants said
that they were unsure of the existence of the measures. This suggests that security
mechanisms are in place to prevent cellphones from accessing the printing area.
But given that a few individuals expressed uncertainty, it raises some questions.
This demonstrates that, despite the existence of certain safeguards, their complete
implementation is hindered because some personnel are unaware of them.
Technology can spread exam question leaks through emails, cell phones, and other
electronic devices, according to Mashanyare and Chinamasa (2014:50).

4.6.9 Are officials being subjected to body searches upon entering the
printing facility? (See Annexure “C” Question 33)
• Participants A1, B2, C3, E5, F6, G7, H8, J9, I10, M13, N14 and O15: said
“yes searches are conducted”.

• Participant L11: “not sure because he never accessed the printing area”.

• Participants D4 and K12: said “everyone who goes into the printing facility is
being searched, but sometimes you find only males security guards and can’t
search female staff”.

• Participant O15: said he is “not sure as this information is confidential and

the print room is at the basement”.

Interpretation

The researcher was interested in learning whether searches take place before
authorities in the printing room are given access. Since the information is mostly
kept confidential, most participants stated that searches are done before entering
the printing facility, and only a small number stated that they have never visited the
location. The researcher can infer that, despite searches being done, there are
instances where there is just a male or female guard at the door, making it
challenging to search the other gender. This gives rise to certain concerns because

91
it could be a time for opportunist crime.

4.6.10 What are the ideal security systems that can be put in place to prevent
examination paper leakage? (See Annexure “C” Question 34)
• Participants A1, D4, J9 and N14: said “the Department of Education must
install CCTV cameras and fingerprint biometric readers”.

• Participant B2: “security awareness workshops should be conducted every

time there is an exam”.

• Participants C3, I10 and O15: said “bins carrying question papers should be
installed with a tracker monitoring”.

• Participant E5: “the department should rotate security guards who are
deployed to monitor the printing and storage facilities”.

• Participant F6: “the department must not print and package different subjects
at the same time”.

• Participant G7: “the department should not print and package different
subjects at the same time”.

• Participant H8: “the department should vet all examination staff during
recruitment stage and after five (5) years”.

• Participant L11: “printing machines must be inspected or flushed off after

each print work”.

• Participant K12: “drivers must not deliver the question papers to the same
destination every day”.

• Participant M13: “the Department should build and install double locking
strong rooms at the schools”.

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Interpretation

In order to find out what participants believed should be done to strengthen security
measures that can stop question papers from leaking, the researcher posed this
question. The vast majority of participants recommended that the department
should build strong rooms at the schools and install CCTV cameras.The participants
also made it apparent that there are numerous security measures that may be put
in place to secure the exam papers, thus the Department of Education will need to
take these suggestions into consideration. According to Udim et al. (2018:206),
another reason for examination leakage is the inadequate infrastructure in storage
locations.

4.6.11 Are the norms and standard of handling Grade 12 examination question
papers adhered to? (See Annexure “C” Question 35)
• Participants A1 and G7: said “the norms and standards indicate that all
question papers should be stored in a strong room. But in other areas, they
are stored in classes and staff rooms”.

• Participants B2 and E5: said they “are not being followed because of lack of
awareness workshops”.

• Participants C3, D4 and F6: said not, “because sometimes more than one
question papers are printed at the same time”.

• Participants H8 and O15: said they “are not sure if they are followed”.

• Participants J9 and N14: said “yes, although when there is a pressure, it is

difficult to comply with them”.

• Participants I10 and K12: said “yes, but printing question papers is a very
strenuous job as there is too much pressure”.

• Participants L11 and M13: said they are “not sure”.

Interpretation

The researcher aimed to ascertain whether the norms and standards for managing
question papers are followed when asking this question. According to the study, two
(2) of the 15 participants stated that norms and standards are observed, while the

93
other participants claimed that they are not followed. This indicates that the
guidelines established by the Norms and Standards are not followed when handling
the question papers. According to (Zungu, 2020), the policies and regulations that
regulate the examinations are crucial and include Norms and Standards.

4.7 Section E: General

4.7.1 Is there anything further you would like to add?

The study indicated that the majority, 76% percent (n=9), of the participants
answered this question and 24 percent (n=6) of the 15 participants did not answer
this question. Therefore, in terms of anything that participants wanted to add to
assist further with this study, 76 percent (n=9) of the participants mentioned that the
Mpumalanga Department of Education should install the advance security systems
and avoid printing bulk question papers at the same time. (Smith, 2021) indicate
that utilizing advanced encryption techniques for digital examination papers and
secure distribution channels will protect against hacking and unauthorized access
of the question papers.

By examining the supplementary data above, which was supplied by the nine (09)
participants, it is evident that the department needs to improve the infrastructure in
exam premises by building strongrooms, installing CCTV cameras, biometrics
systems, alarm systems, deploying physical guarding in all exam centres and
printing one question paper at the time.

4.8 Observation (See Annexure “B”)

The researcher visited two examination centres where the question papers were
distributed and stored from 22 to 25 April 2019 (refer to Annexure B). The
researcher visited the examination centres during office hours on the designated
days to examine the security measures that were in place to secure the distribution
and storage of question papers. The researcher's observation checklist was divided
into four categories: physical guarding, delivery trucks, perimeter fence and CCTV
cameras. Most of the security procedures were not followed during these visits and,
according to the researcher, this compromised the confidentiality of the question
papers.

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The most common security measures which were used to ensure the safety and
security of the question papers were CCTV cameras, boom gates, perimeter fences
and deployment of security guards. Furthermore, the researcher discovered that the
exam centres had the following security measures in place during the observations
the researcher made from April 22 to 25, 2019:

• Security personnel: All main entrances of the exam centres had guards who
were conducting access control.

• CCTV cameras: Cameras were installed in strategic areas such as the front,
back and side elevations of the premises but the cameras were not monitored
for 24 hours.

• Perimeter fence: One exam centre perimeter was surrounded by a Clearview

fence, and the other centre (exam centre B) had a cracked security wall. It
was not clear as to why exam centres were using different types of fences as
opposed to a specific fence as a standard measure.

• Delivery trucks: The trucks were not escorted by the Police but only the
armed security guards who were using the Department of Education’s
vehicles. The trucks were not recorded and searched at the main gate and
the guards mentioned that they knew the drivers as they come often to the
centres for the delivery.

4.9 Summary

Exam question papers leakages for Grade 12 students were one of the study's
objectives, which included evaluating vulnerabilities. A literature study, in-person
interviews with 15 staff members, and observation were all carried out by the
researcher using a qualitative technique. Participants from both sexes participated
in the study. The data was reviewed by the researcher once data collection was
complete. Analysis, interpretation, and conclusion were drawn with respect to the
study's goals based on data from the semi-structured interviews and observation
checklist. The researcher's conclusions - which will be discussed in the next chapter
along with findings and recommendations were influenced by the study's results.

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 CHAPTER 5: FINDINGS AND RECOMMENDATIONS

5.1 Introduction

The research findings and recommendations are shown in this chapter. The
researcher's analysis and interpretation of the data the researcher gathered for the
study led to the conclusions. Recommendations were developed in light of the
findings. In Mbombela Municipality in Mpumalanga Province, South Africa, Grade
12 examination question papers are known to leak. The purpose of this study was
to assess the current vulnerabilities and pinpoint specific risk factors to reduce this
leakage. Additionally, where necessary, appropriate security measures were
established to ensure that Grade 12 examination question papers are adequately
protected from leakage. A literature review, one-on-one interviews, and
observations were used in this study's data collection process. After that, Chapter
4's analysis and interpretation of the data led to the conclusions and
recommendations that were given in this chapter.

5.2 A summary of the research

The Mpumalanga Department of Education gave the researcher permission (see

attached Annexure B) to do research in its district offices as the case study for this
study. Fifteen (15) officials in total, out of 30 officials, made up the study's sample.
The officials included Chief Education Specialists, Deputy Education Specialists
and Senior Administration Officers in charge of item development and question
paper printing, examiners responsible for setting question papers, the examination
security manager responsible for security services of question papers, circuit
managers responsible for receiving and dispatching of question papers, drivers
responsible for delivering question papers to the circuit offices, print room managers
and printing machine operators responsible for printing question papers and
physical guarding at the print room. The researcher then conducted a qualitative
analysis and interpretation of the data.

To mitigate the leakage of Grade 12 examination question papers in Mbombela

Municipality in Mpumalanga Province, South Africa, the goal of this study was to
conduct an assessment on the current vulnerabilities and identify specific risk
factors by interviewing 15 officials in the Mbombela Municipality in Mpumalanga

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Department of Education, South Africa who are in charge of administering
examination question papers. This allowed for the improvement of security
measures to ensure that Grade 12 examination paper leakage will be prevented
and managed at all costs. The recommendations for the education departments in
Mbombela Municipality in the province of Mpumalanga, South Africa were derived
from the study's findings. With the intention of assembling findings and
recommendations, the study's justification, research problem, research questions,
aim, and research objectives were assessed.

5.3 Findings related to the research questions

From the data the researcher collected through one-on-one interviews, the following
inferences were made. Biographical details about the participants are covered in
Section A; security risk factors associated with the leakage of Grade 12 exam
question papers in Mbombela Municipality in Mpumalanga Province, South Africa,
are covered in Section C; vulnerabilities related to the Grade 12 exam question
papers in Mbombela Municipality in Mpumalanga Province, South Africa, are
covered in Section B; and general additional information from the participants is
covered in Section E.

Ten males and five females made up the study's fifteen participants. The majority
of the participants were in the age range of 25 to 29. The majority of participants,
according to the report, were single in terms of marital status. The majority of
participants, according to the study, held certificate credentials as their greatest
educational achievement.

5.3.1 Findings of research question 1

The following research question was posed in order to identify the vulnerabilities
connected to the question paper leakage:

Research question 1: Which vulnerabilities are presently associated with

the leakage of Grade 12 examination question papers in Mbombela
Municipality in Mpumalanga Province, South Africa?

Based on this question, the data showed that printing and packaging are the main

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causes of examination question paper leaks. The simultaneous production and
packaging of multiple question papers, as well as a lack of personnel supervision,
are the causes of this. A portion of the leaks occur when the question papers are
being transferred to the districts, where two question papers - one to be written in
the morning and one in the afternoon - are transported simultaneously. This implies
that since the question papers are delivered by the same drivers each year, the
afternoon paper could be jeopardized. Another reason for question paper leaks is
the usage of the same security guards year after year without any rotation or
security clearances performed on staff members. Due to inadequate infrastructure,
particularly in remote areas where it is challenging to keep question papers safe,
some leaks happen at schools. A few participants have hinted that the examination
question paper leaks may have been caused by unmonitored staff movement in and
out of the strongroom. Employees eat lunch at the same time every day without any
set schedule, leaving the printing firm officials alone.

According to the researcher, these vulnerabilities might be used by people or

organizations looking to obtain unauthorized access to test questions. The effects
of these leaks may be dire, since they may jeopardize the integrity of the testing
process and inflict much anxiety on students hoping to graduate from college with
a pass from a fair examination rather than one linked to cheating. Organizing the
printing, packaging, and delivery of examination questions is a laborious process
that many examination bodies find challenging when it comes to administering
exams. This includes scheduling the exam, keeping an eye on candidates while
they write it, administering it in several sites, making sure the question papers aren't
tampered with, and managing the entire process from beginning to end to maintain
the exam's integrity. To combat this threat and preserve the integrity of the
examination process, a high level of security is required; if attained, this could be
expensive but advantageous.

Nnam and Out (2015:65) claim that a wide range of people are closely connected
to the misbehaviour, including parents, teachers, exam authorities, and even
security officers. Lack of shelving, lack of awareness among officials, and lack of
quality inspections are the causes of the mixed-up question papers. Exam paper
leaks can originate from the distribution point in some cases. The disclosure of exam

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question papers is the fault of both security personnel and exam officials (Furo,
2015:6). According to Suleman, Gul, Ambrin, and Kamran (2015:168), there is also
another reason for examination leakage when there is no security guard present.
According to Leonard, Alhaji, and Linus (2019:49), changing out the supervisors of
examination centres and installing CCTV cameras in every exam hall to monitor
malpractices were all suggested as creative ways to reduce exam insecurity.

Biometrics, according to Sabhanayangam et al. (2018:2276), is the term used to

describe particular physiological or behavioural traits that are specifically linked to
an individual. By giving their children money to buy leaked exam papers, parents
can help their children play a part (Dada, 2014: 22). Exam leakage at the printing
site occurs frequently (Raji & Okunlola, 2017:6). According to Kobiowu and Alao
(2005:44), the question paper printer is usually the source of leaks. Certain leaks
happen when question papers are printed and packaged (James et al., 2015:22).
Exam paper storage and transportation are major areas of vulnerability.
Unauthorized access may be possible due to weaknesses in certain places.
Research shows that insufficient security precautions taken at storage facilities and
during transit raise the possibility of leaks (Kitainge, 2019).

It is acknowledged by Gbagolo (2011:3) that question paper leaks happen when the
papers are printed by individuals who are in charge of them. The majority of leaks
happen during the production and packaging of question papers, according to
Kobiowu and Alao (2005:44). Ifeakor and Anekwe (2010:361) state that one factor
contributing to question paper leakage is incorrect management of examination
question papers during printing.

5.3.2 Findings of research question 2

In order to establish the security risk factors associated with the leakage of question
papers, the following research question was asked:

Research question 2: What security risk factors are associated with the
leakage of Grade 12 examination question papers Mbombela Municipality in
Mpumalanga Province, South Africa?

According to the study, an unscreened and unvetted workforce - including security

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guards and staff that handles question papers is a major contributor to leaks. In an
effort to raise their pass rates, several schools experience leaks. Working with
examination question papers exposes some staff members to the temptation of
question paper theft for financial gain. Some students bring devices into the test
room that the monitors and invigilators fail to notice, which is another risk concern.

After considering the aforementioned discussion, the researcher believes that

everybody who handles sensitive material should undergo screening, including
security guards who handle examination papers. It is required that anyone handling
exam materials go through screening, complete a declaration of secrecy form, and
disclose if they have family members who are writing the exam they are reviewing.
It is recommended that only officials with the necessary security clearance be
permitted to handle examination papers in order to enhance their security.

Some parents even purchase question papers for their children, according to
Permenus (2015:21), which gives the idea that the goal always justifies the means.
When exams are administered by unreliable individuals, it encourages parents or
students to bribe those individuals in order to give a student the chance to cheat on
the examination. Most parents want their children to be thought of as geniuses who
should be able to attend prestigious universities and succeed there. According to
Thompson and Ansoglenang (2019:10), there is evidence indicating that students,
parents, and school authorities have collaborated to commit malpractices.

Because examination papers can leak, Phiri and Nakamba (2015:327) suggest that
all officials who work with question papers utilize and complete a statement of
confidentiality.

5.3.3 Findings of research question 3

Research question 3: How should the vulnerabilities be eliminated to

mitigate the leakage of the Grade 12 examination question papers in
Mbombela in Mpumalanga Province, South Africa?

Based on the research question, the findings showed that before being delivered,
question papers are put in bins and sealed with plastic cable ties. The study also
revealed that it is simple to tamper with these cable ties by cutting them off and

100
replacing them with fresh ones that are the same colour. The study also discovered
that several examination question papers are inadvertently packed with examination
question papers from other subjects when they are printed simultaneously. Because
they work in the question papers section permanently, the staff members who
handle the papers are also susceptible to bribery because of their familiar
surroundings. It was also discovered that while they are accustomed to exam
procedures, they do not receive any training on managing exam papers.

Additionally, the research found that exam centre monitors can be local residents.
They could feel conflicted if they know people who are taking examinations at those
locations. The security of the question papers is compromised by employees who
are not allocated to the examination question papers division having easy access
to the printing area facility. Simui et al. (2017:299) state that in order to maintain
exam fairness and prevent exam papers from being in schools ahead of time, exam
papers should be printed and sent to centres daily.

5.4 Recommendations

Drawing from the research questions, the following recommendations are put
forward:

5.4.1 Recommendations based on the findings research question 1:

Based on the research findings of research question 1, the following

recommendations are made:

• The Department should avoid printing different question papers at the same
time.

• Question papers should be packaged separately without mixing the question

papers, for instance, Mathematics paper 1 and 2.

• All staff members printing question papers should be monitored by CCTV

cameras for the entire day.

• Drivers, employees, security and police officers should be rotated every

examination period. This should be preceded by the awareness workshops
where the roles and responsibilities of all the stakeholders are clearly

101
 defined.

• Question papers should be delivered twice a day just before the

examinations start.

• Infrastructure at rural schools should be improved especially where

examination question papers are kept overnight.

Inadequate classroom, laboratory, and test centre furnishings, including desks,

seats, and working tables, might lead to cheating, claims Kagete (2008:19).

5.4.2 Recommendations based on the findings of research question 2:

Based on the research findings of question 2, the following recommendations are

made:

• All the employees, security guards, teachers, principals and police officials
handling the question papers should be subjected to vetting and undergo
polygraph tests annually.

• Everyone, including teachers and examiners, should complete a declaration

of confidentiality form every examination cycle.

• Learners should not be allowed to bring gadgets, such as cellphones and

smart watches, into the examination rooms.

5.4.3 Recommendations based on the findings of research question 3:

Based on the research findings of research question 3, the following

recommendations are made:

• The Department should adhere to the printing plan and refrain from printing
question papers in bulk for different subjects.

• Bins should be sealed off with the unique digital seals and not cable ties. The
seal numbers should then be recorded during dispatch. This will make it
difficult for the drivers to tamper with the seals en route to the exam centres.

• The department should deploy exam monitors who are not from the same
area where the exam is written. Their primary duties will be to monitor the
exam centres during the examination.

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 • All the employees, security guards and the police should be trained on the
management and handling of examination papers.

• Biometric fingerprints and attendance registers should be used to ensure that

only authorised personnel have access to the printing area. Every checkpoint
should have security personnel stationed to make sure no one enters the
printing area illegally.

Exam leakage can be prevented by switching test centres and supervisors,

according to Shaibu, Yakubu, and Igoche (2019:49). CCTV surveillance cameras
can be installed in all exam halls to monitor for malpractices.

5.5 Recommendations for additional research

The researcher suggests conducting additional research in the following fields:

• Find out how and by whom scribblers are destroyed after Grade 12 question
papers are set by the examiners.
• Examine the management and control of emergency question papers, which
are provided at exam centres along with the majority of question papers.
• Determine whether students are likely to use smart watches to save
information during tests in order to cheat.

5.6 Conclusion

The present security procedures implemented by the Department of Education to

safeguard exam materials at printing rooms, distribution centres, and exam centres
were judged to be partially effective in the study. Annually, examination question
papers leaks occur in spite of these security precautions. Hence, whether they are
being moved or are being stored, question papers need to be protected at all times.
In order to secure examination questions papers and preserve the integrity of the
examination procedures, it is the responsibility of the Department of Education to
guarantee that all security measures are completely engaged. The researcher took
into account participant responses, observations, and a review of the literature to
ensure the validity and trustworthiness of the study's conclusions and
recommendations. This chapter's recommendations could assist the Department of

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Education in enhancing the security and safety of the exam question papers.

104
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ANNEXURE A: Ethical clearance certificate

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123
ANNEXURE B: Department of Education permission letter

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 ANNEXURE C: Semi-structured interview schedule

INTERVIEW SCHEDULE

TITLE: AN ASSESSMENT OF VULNERABILITIES TO MITIGATE THE LEAKAGE

OF GRADE 12 EXAMINATION QUESTION PAPERS: CASE STUDY OF
MBOMBELA MUNICIPALITY IN MPUMALANGA PROVINCE, SOUTH AFRICA

Dear Prospective Participant:

I am Mr Foletsi Jan Molepo, and I am conducting research for my master’s degree

in security management. My supervisor is Mr. Mahambane MA, from the
Department: Criminology and Security Science at the University of South Africa. We
are inviting you to participate in a study entitled, “TITLE: AN ASSESSMENT OF
VULNERABILITIES TO MITIGATE THE LEAKAGE OF GRADE 12
EXAMINATION QUESTION PAPERS: CASE STUDY OF MBOMBELA
MUNICIPALITY IN MPUMALANGA PROVINCE, SOUTH AFRICA”
The interview has been designed to mitigate the leakage of Grade 12 Examination
Question Papers in Mpumalanga Province. You were selected to participate in this
interview because you are directly/indirectly involved in the management of
question papers. To participate in this interview, you must be at least 18 years old
and employed. By participating in this interview, you agree that the information you
provide may be used for research purposes, including dissemination through peer-
reviewed publications and conference proceedings.
It is anticipated that the information I gain from this interview will help me improve
the security of question papers. However, you are under no obligation to participate
in the interview, and you can withdraw from the study before completing the
interview. The interviewee will be anonymous, meaning that I will have no way of
connecting the information that you provide to you personally. You may withdraw
from the interview at any time. If you choose to participate in this interview, it will
take up no more than 30 minutes of your time. You will not benefit from your
participation as an individual; however, it is envisioned that the findings of this study
will help the Department of Basic Education to improve the way they currently
handle the question papers. We do not foresee that you will experience any negative
consequences by participating in the interview. The researcher undertakes to keep
any information provided herein confidential, not to let it out of my possession and
to report on the findings from the perspective of the participating group and not from
the perspective of an individual.
The records will be kept for five years for audit purposes whereafter they will be
deleted permanently from the hard drives of the researchers’ computers. You will
not be reimbursed or receive any incentives for your participation in the interview.
The research was reviewed and approved by the CLAW Ethics Review Committee
(ERC). You can contact me, Foletsi Jan Molepo, the primary researcher, during
office hours at 012 568 3700. Should you have ethical concerns about how the
research has been conducted, you may contact the research ethics chairperson of

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the University Research Ethics Review Committee (URERC), Dr Retha Visagie at
visagrg@unisa.ac.za. Alternatively, you can report any serious unethical behaviour
at the University’s Toll-Free Hotline 0800 86 96 93.
Please decide whether or not to participate in this interview choosing the appropriate
option below.
Do you agree to participate in this interview? Yes1 No2

SECTION A

Biographical Details

1. Gender

Female 1

Male 2

2. Age range

18-35 1

36-45 2

46- and above 3

3. Educational qualification

Below Grade 12 1

Grade 12 2

National Higher Certificate (2 years) 3

Diploma 4

Undergraduate Degree 5

Post Graduate Diploma/ degree 6

4. Who is your present employer?

………………………………………………………………………………………………
How long have you been working for your current company /employer?

………………………………………………………………………………………………

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…

SECTION B

Vulnerabilities associated with the leakage of Grade 12 examination question

papers in Mpumalanga Province, South Africa.

5. What is your understanding of the concept ‘leakage of Grade 12

examination question papers’?

6. ………………………………………………………………………………………
What is your understanding of the concept ‘vulnerabilities’ regarding
leakage of Grade 12 examination question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………

7. Which vulnerabilities to your knowledge contribute to the leakage of

Grade 12 examination question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………

8. What are some of the vulnerabilities associated with the handling of

Grade 12 examination question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………
What are some of the vulnerabilities associated with the printing of the Grade
12 examination question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………
What are some of the vulnerabilities associated with the delivery of the Grade
12 examination question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………
What are some of the vulnerabilities associated with the storage of the Grade
12 examination question papers?

………………………………………………………………………………………………

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………………………………………………………………………………………………

SECTION C

Security risk factors associated with the leakage of Grade 12 examination question
papers in Mpumalanga Province, South Africa.

9. What is your understanding of the concept ‘security risk factors’ associated

with the leakage of Grade 12 examination question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………
What types of security risk factors to your knowledge are associated with the
leakage of Grade 12 examination question papers?

..……………………………………………………………………………………………
………………………………………………………………………………………………

10. How many people are involved in the handling of Grade 12 examination
question papers in Mpumalanga Province?

……………………………………………………………………………………………

……………………………………………………………………………………………

11. Who are the different persons responsible for the handling of the Grade 12
examination question papers in Mpumalanga Province?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

12. Who is responsible for the delivery of the Grade 12 examination question
papers?

………………………………………………………………………………………………
………………………………………………………………………………………………
What happens if a delivery vehicle is involved in an accident while delivering the
Grade 12 examination question papers to Schools in the Province?

………………………………………………………………………………………………
………………………………………………………………………………………………
Are the Grade 12 examination question papers printed by private or government

128
printers?

………………………………………………………………………………………………
………………………………………………………………………………………………
Who is involved in the printing of the Grade 12 examination question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………
What procedures are followed during the printing of the Grade 12 examination
question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………

13. What facilities are used for the storage of the Grade 12 examination question
papers?

………………………………………………………………………………………………
………………………………………………………………………………………………

14. How secure is the storage facility against theft and unlawful breaking and
entering?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

15. For how long is the Grade 12 examination question papers stored in the
storage facilities until they are delivered to the schools?

………………………………………………………………………………………………
………………………………………………………………………………………………

SECTION D

Security measures to mitigate the leakage of the Grade 12 examination question

paper in Mpumalanga Province, South Africa.

16. What security measures are in place to prevent the leakage of Grade 12
examination question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………

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 17. Explain the effectiveness of these security measures.

………………………………………………………………………………………………
………………………………………………………………………………………………

18. Do all personnel handling the Grade 12 examination question papers

(officials, printing, delivering, storing guarding) undergo background checks
and screening?

………………………………………………………………………………………………
………………………………………………………………………………………………

19. What are the measures that are put in place during the delivery of
examination question papers?

………………………………………………………………………………………………
………………………………………………………………………………………………

20. What is the contingency plan if vehicles delivering Grade 12 question papers
are hijacked?

………………………………………………………………………………………………
………………………………………………………………………………………………

21. Is the strong room register in place to record the movement of the Grade 12
examination question papers when in the storage area?

………………………………………………………………………………………………
………………………………………………………………………………………………

22. Does the strong room have a locking door mechanism?

………………………………………………………………………………………………
………………………………………………………………………………………………

23. What security measures are taken to prevent cell phones and laptops from
being brought into a printing facility, where the Grade 12 examination
question papers are printed?

………………………………………………………………………………………………
………………………………………………………………………………………………

24. Are officials being subjected to body searches upon entering the printing

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 facility?

………………………………………………………………………………………………
………………………………………………………………………………………………

25. What are the ideal security systems that can be put in place to prevent
examination paper leakage?

………………………………………………………………………………………………
………………………………………………………………………………………………

26. Are the norms and standard of handling Grade 12 examination question
papers adhered to?

………………………………………………………………………………………………

………………………………………………………………………………………………

SECTION E: GENERAL

Is there anything further you would like to add?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

Date:

Time:

Place:

Number of Interview:

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ANNEXURE D: Informed consent letter to conduct interviews

TITLE: AN ASSESSMENT OF VULNERABILITIES TO MITIGATE THE LEAKAGE

OF GRADE 12 EXAMINATION QUESTION PAPERS: CASE STUDY OF
MBOMBELA MUNICIPALITY IN MPUMALANGA PROVINCE, SOUTH AFRICA

Purpose of the research study:

This study aims to determine the risks linked to question paper leaks and assess
the efficacy of the security mechanisms currently in place at the printing facility in
Mpumalanga Province in order to recommend new security measures.

Your participation will assist in determining the following:

• Which vulnerabilities are presently associated with the leakage of Grade 12

examination question papers in Mpumalanga Province, South Africa?

• What security risk factors are associated with the leakage of Grade 12
examination question papers in Mpumalanga Province, South Africa?

• How should the vulnerabilities be eliminated to mitigate the leakage of the Grade
12 examination question paper in Mpumalanga Province, South Africa?

You'll be asked a number of questions by the researcher. It is entirely voluntary for

you to take part in this study. You have the option to accept, or reject being
interviewed. Also, you have the option to leave the research study at any moment
before the results are released. We will maintain the privacy of the information you
submit. The raw interview data will only be accessible to the researcher and Mr.
Abel Mahambane, the supervisor. Nothing on any other document will have your
name or any other identifying information printed on it. Should you choose to take
part in the study, there will be no payment.

You are welcome to contact the researcher on cellphone number. 082 9500 904
should you have any enquiries.

I hereby consent and grant permission to be interviewed for the research study as
described above on behalf of....................................................... (Name and
Surname). I've been told what the research's goal is. I acknowledge that

132
participation in the interview is entirely optional and that I may end it at any moment
(up until the point of publishing). I am aware that neither the study nor its publication
will disclose my identify. I agree to the following because I have read and
comprehended the material above and all of my questions have been addressed.

1. Participate in the interview: Yes/No

2. Be audio taped: Yes/No

3. Agree that the information I provide might be used in the research report: Yes/No

Signature of Participant………………. Date……………... Place…………………….

Signature of Researcher………………. Date……………... Place……………………

133
 ANNEXURE E: Observation checklist

OBSERVATION CHECKLIST

TITLE: AN ASSESSMENT OF VULNERABILITIES TO MITIGATE THE LEAKAGE

OF GRADE 12 EXAMINATION QUESTION PAPERS: CASE STUDY OF
MBOMBELA MUNICIPALITY IN MPUMALANGA PROVINCE, SOUTH AFRICA

Research questions
The researcher tested the following research question during the observation:
What security measures are currently being implemented at the exam centres
during the delivery of question papers in Mpumalanga Province?

CHECKLIST- EXAM CENTRE:

DATE OF SURVEY:

ASPECTS OBSERVED:
A. PHYSICAL GUARDING Yes No Comments

1. Is there any physical guarding at the exam centre?

2. Are searches conducted at the main entrances?

3. Are question papers recorded before dispatch?

4. Are security personnel in a position of two-way radio?

5. Are security guards patrolling the exam centres

regularly?

6. Are patrols recorder in the occurrence book?

Any Comment:
B. CCTV CAMERAS Yes No Comments

7. Are CCTV cameras installed at the exam centres?

8. Are CCTV cameras functional and recording?

9. Are CCTV cameras serviced and maintained monthly?

10. Are CCTV monitored for 24 hours by security guards?

11. Are video footages reviewed daily?

134
12. How many cameras are installed at the exam centre?

Any Comment:

C. Perimeter fence Yes No Comments

13. Is the perimeter fence installed at the exam centre? •

14. Is the fence 2.4. m high? •

15. Is the security wall in good condition or cracked? •

16. Is the perimeter fence installed with the electric fence? •

17. Is the electric fence monitored by the armed response? •

18. Are the patrols conducted alongside the fence by the •

guards?

Any comment:
C. Delivery trucks Yes No Comments

19. Are the delivery trucks escorted by the Police? •

20. Are the trucks recorded and searched at the exam •

centres upon entry at the exam centres?

21. Are the trucks monitored when the question papers are •
offloaded?

22. Are the trucks recorded and searched upon exit at the
exam centres?

135
ANNEXURE F: Letter requesting permission to conduct research in the
Department of Education

136
 ANNEXURE G: Confirmation of language editing

Barbara Shaw
Editing/proofreading services
18 Balvicar Road, Blairgowrie, 2194
Cell: 072 1233 881
Email: barbarashaw16@gmail.com
Full member of The Professional Editors’ Guild

To whom it may concern

This letter serves to inform you that I have done formatting, language editing and
reference checking on the thesis.

AN ASSESSMENT OF VULNERABILITIES TO MITIGATE THE LEAKAGE OF

GRADE 12 EXAMINATION QUESTION PAPERS: CASE STUDY OF
MBOMBELA MUNICIPALITY IN MPUMALANGA PROVINCE, SOUTH AFRICA

by Foletsi Jan Molepo

I am not responsible for changes made after the edit.

Barbara Shaw

19/02/2024

137
ANNEXURE H: Turnitin report

138