In open letter to GCE Board: IT expert proposes gradual transition to technology-driven examination system.

This letter, therefore, is not intended to condemn or criticize the Board. Rather, it is a humble proposal for an innovative way forward for this important educational institution.

Established by Presidential Decree on July 1, 1993, the Cameroon GCE Board has now existed for 33 years. During this period, it has played a critical role in the country's educational system and has produced tremendous results.

However, as with every institution, times are changing, and our approach to doing things must evolve with them. A system that worked effectively 10 or 20 years ago may not necessarily be the most efficient system for today's world.

The current examination process

Like other examination bodies in Cameroon, the GCE Board has largely maintained the same traditional process for administering examinations over the past 33 years.

The process generally involves:

-Examination questions are submitted by qualified teachers from across the country, from which official examination questions are selected and printed.

-The examination papers are securely packaged and transported from the GCE Board's headquarters to the 10 regions of Cameroon, where they are kept until the examination dates.

-After students complete their examinations, the answer scripts are collected and transported to regional headquarters for marking.

-During the marking process, scripts are coded to conceal students' identities before being distributed to examiners.

-After marking, another round of verification and cross-checking is conducted.

-Students' scores are then recorded using their assigned codes.

-Final scores and percentages are compiled for students and examination centers across the country.

-Finally, the examination results are published.

The concern is that a significant portion of this process is still carried out manually.

My concerns about the manual process

While the system has served the country for decades, I believe it is increasingly vulnerable to several challenges:

1. Human error

Because humans are not infallible, a highly manual process creates greater opportunities for errors at various stages, including examination preparation, coding, marking, recording, and compilation of results.

2. Transportation and security risks

The transportation of sensitive examination materials over long distances creates additional security risks and opportunities for compromise.

3. Examination leakage

The more people who physically handle examination papers before the examination date, the greater the risk of unauthorised access or leakage. The recent examination crisis that resulted in the postponement of an examination should encourage us to seriously reconsider the current system.

4. Pressure on examiners

Giving examiners tight deadlines to complete the marking process can increase the risk of mistakes and compromise the quality of assessment.

5. Per-unit payment and rushed marking

When examiners are compensated based on the number of scripts they mark, there may be an unintended incentive to prioritize speed and volume. In some cases, this could come at the expense of careful assessment and accuracy.

6. Reliance on temporary or less-experienced personnel

Using temporary or less-experienced workers for sensitive examination-related tasks, such as coding scripts and handling examination materials, may increase the possibility of human error.

My humble proposal: Embrace technology

We are living in an age of rapid technological advancement. Across the world, many processes that were once done manually are now being automated to improve efficiency, accuracy, security, and transparency.

I believe it is time for the Cameroon GCE Board to seriously consider a gradual transition toward a computerized examination system.

For example:

1. Computer-assisted question selection

Technology could be used to create a secure, centralized question bank from which examination questions are selected through a highly controlled and randomized system. 

This could reduce human interference and minimize the risk of examination questions being compromised.

2. Computer-based examinations

Where appropriate and feasible, examination centers could gradually transition to computer-based testing. Students would take their examinations on secure computers under the supervision of invigilators.

This transition could begin with selected subjects and gradually expand to other subjects as the necessary infrastructure and systems are developed.

3. Automated marking

For subjects and examination components that are suitable for objective assessment, such as multiple-choice questions, computer systems could automatically mark answer scripts. This would significantly reduce human errors in marking and result compilation.

For subjects that require essays, practical work, or subjective assessment, human examiners could continue to play an important role, supported by secure digital systems.

4. Digital recording and compilation of results

Students' scores could be securely recorded and processed electronically, reducing the need for repeated manual data entry and minimizing errors during the compilation of results.

The way forward

I am not suggesting that the Cameroon GCE Board should abandon its current system overnight. Rather, I propose that the Board begin a phased transition toward a modern, technology-driven examination system.

The funds currently spent on the logistics of printing, transporting, securing, coding, marking, and processing examination papers could be gradually redirected toward investing in the necessary technology and infrastructure.

Affordable devices such as Chromebooks or other secure examination computers could be procured and deployed strategically for examination purposes. 

Over time, these investments could potentially reduce operational costs while improving examination security, efficiency, accuracy, and transparency.

The Cameroon GCE Board has served our nation for 33 years and has played a tremendous role in shaping generations. My humble appeal is that it now leads the way into the next generation of educational assessment.

The question is not whether technology will transform examinations. It is when—and how prepared—we will be to embrace that transformation.

How long must we continue doing things the same way simply because they have always been done that way?

This is my humble proposal to this prestigious institution. I offer it not as criticism, but as a call for innovation, reflection, and progress.

By Gilbert Samba: He is holder of MBA – IT Project Manager, based in Dallas, Texas, USA

This article was first published in The Guardian Post Edition No:3862 of Wednesday July 29, 2026