in 2020 when Kenya cancelled its primary and secondary-leaving exams, resulting in students having to repeat the grades they left when schools reopened.
However, if academics are to meet the challenge of improving how we address intersecting inequalities in an environment of obstacles, such as finding ways to aid learners not in possession of a laptop, webcam, and internet services, then we have to take a different approach that complements their existing technology tools.
Keeping this in mind and understanding that the adoption of online learning systems during the Covid-19 pandemic varied depending on the particular management systems of individual institutions, challenges were being faced in how to facilitate and simultaneously protect the academic integrity of online assessments.