Etyang comes from a religious family and has no intention of developing the habit of cheating in

exams. However, he has constantly been found to emulate some of his friends by carrying unwanted
material into the exam room though he never uses them. As a teacher

a) What moral evaluation will you take when Etyang is finally presented as having

been found using these materials to copy in an exam and pleads for forgiveness? (2 Marks)

As a teacher faced with this situation, it is important to approach it in a fair and principled manner.
Recognize that Etyang has consistently carried unwanted materials into the exam room but has not used
them to cheat. This suggests that he may have been influenced by his friends’ behavior but has not yet
engaged in active dishonesty. Consider his previous behavior and intentions when evaluating his plea for
forgiveness.

b) Discuss four life skills that Etyang lacks (8 Marks)

1. Decision-Making Skills: Etyang’s tendency to emulate his friends by carrying unwanted materials
into the exam room suggests a lack of strong decision-making skills. He may struggle to make
independent choices based on his own values and principles, instead being influenced by
external factors. Developing decision-making skills involves critical thinking, considering
consequences, and aligning actions with personal values.
2. Assertiveness: Etyang’s difficulty in resisting the influence of his friends and their behavior
indicates a lack of assertiveness. Assertiveness involves expressing one’s needs, opinions, and
values in a respectful manner, while also being able to resist negative peer pressure. Developing
assertiveness skills can help Etyang make independent choices and stand up for what he believes
is right.
3. Self-Reflection and Self-Awareness: Etyang’s repeated actions of carrying unwanted materials
into the exam room without using them suggest a lack of self-reflection and self-awareness.
These skills involve the ability to introspect, understand one’s own motivations, strengths,
weaknesses, and values. By cultivating self-reflection and self-awareness, Etyang can gain better
insight into his behavior and make conscious decisions aligned with his personal values.
4. Ethical Decision-Making: Etyang’s actions of carrying unwanted materials into the exam room,
even if he does not use them, raise questions about his ethical decision-making skills. Ethical
decision-making involves considering moral principles and values when faced with choices.
Etyang may benefit from developing a stronger moral compass, understanding the importance of
honesty and integrity, and making ethical decisions even when faced with peer influence or
temptation.

2) As a class-teacher you decided without any hesitation to gives Mary a fee bursary having been
convinced that she comes from the poorest family and her home community cannot support her
education. Later, it turns out that there exists 3 poorer girls in your class whom you did not know
about. What components and competencies of community service can you engage to secure the
education of the three students? (10Marks)

1. Needs Assessment: Conduct a comprehensive needs assessment to identify the specific

challenges faced by these three students and their families. This assessment should encompass
 their financial situation, access to resources, and any other barriers they may encounter in
pursuing their education.
2. Collaboration: Engage with various stakeholders within the community, such as local government
officials, community leaders, NGOs, and charitable organizations. Collaborating with these
entities can help mobilize resources, leverage existing support systems, and identify potential
funding opportunities to secure the education of the three students.
3. Fundraising: Organize fundraising activities within the community, such as charity events,
donation drives, and crowdfunding campaigns. Engage local businesses, philanthropic
individuals, and community members to contribute towards the education fund for the three
students. This can help generate financial support and raise awareness about their situation.
4. Networking: Establish connections with individuals or organizations that specialize in providing
educational support to underprivileged students. This may include educational foundations,
scholarship programs, or mentorship initiatives. By networking with these entities, you can
explore potential scholarships, grants, or sponsorship opportunities for the three students.
5. Mentorship and Guidance: Connect the three students with mentors or role models from the
community who can provide guidance and support. Mentors can offer valuable advice,
motivation, and assistance in navigating educational challenges. This mentorship can help the
students develop resilience, confidence, and necessary skills to overcome obstacles and succeed
academically.
6. Empowerment Programs: Implement empowerment programs that focus on building the
students’ skills, knowledge, and self-esteem. These programs may include tutoring, life skills
training, career counseling, or vocational training, depending on the specific needs and interests
of the students. By equipping them with relevant skills, you can enhance their educational
prospects and empower them for a better future.

3) A first year students has approached a lecturer and wants to have sexual relationship with the
lecturer, at the same time the student is in a sexual relationship with a fourth year student.

a) Should the lecturer agree or not? (briefly support your response) (2 Marks)

No, the lecturer should not agree to enter into a sexual relationship with the first-year student. Here’s a
brief explanation supporting this response:

1. Maintaining Professionalism: Lecturers are expected to uphold professional standards and

maintain a respectful and supportive learning environment. Engaging in a sexual relationship
with a student can compromise professionalism, erode trust, and damage the lecturer’s
reputation.
2. University Policies and Codes of Conduct: Most educational institutions have policies and codes
of conduct that explicitly prohibit or strongly discourage romantic or sexual relationships
between faculty members and students. These policies are in place to protect the rights and
well-being of students and to maintain the integrity of the educational institution.

b) Explain five values and skills the lecturer needs to demonstrate to overcome the
challenge (10 Marks)

To overcome the challenge of a student approaching them for a sexual relationship, the lecturer should
demonstrate the following values and skills:
1. Professionalism: The lecturer should uphold professionalism by maintaining appropriate
boundaries and adhering to ethical guidelines. They should prioritize the academic and personal
well-being of the student and act in a manner that promotes a safe and respectful learning
environment.
2. Empathy and Compassion: It is important for the lecturer to demonstrate empathy and
compassion towards the student. They should understand the potential vulnerability of the
student and approach the situation with sensitivity, while still maintaining professional
boundaries.
3. Clear Communication: The lecturer should possess effective communication skills to clearly and
assertively communicate their boundaries and the reasons why engaging in a sexual relationship
with a student is not appropriate. They should be able to express their concerns and provide
guidance without causing harm or distress to the student.
4. Ethical Decision-Making: The lecturer should have a strong ethical foundation and the ability to
make decisions that prioritize the well-being and best interests of the student, as well as
maintain the integrity of the educational institution. They should consider the potential
consequences of their actions and the impact on both parties involved.
5. Confidentiality and Trustworthiness: The lecturer should respect the student’s privacy and
maintain confidentiality throughout the interaction. They should handle the situation discreetly
and ensure that the student’s personal information and the nature of the conversation are kept
confidential. This helps build trust and ensures the student feels safe and supported.

c) Discuss the moral weakness of the student (8 Marks)

1. Lack of Respect for Boundaries: Respecting boundaries is an essential aspect of moral behavior.
In the scenario, the student’s proposition of a sexual relationship with their lecturer disregards
the professional boundaries that exist between students and educators. This lack of respect for
boundaries can be seen as a moral weakness because it disregards the importance of
maintaining appropriate relationships and power dynamics within academic settings.
2. Questionable Decision-Making: Moral weaknesses can manifest through poor decision-making.
The student’s choice to pursue a sexual relationship with their lecturer raises concerns about
their ability to make sound judgments. Engaging in such a relationship can have significant
consequences for both the student and the lecturer, potentially compromising the student’s
academic experience and the lecturer’s professional standing.
3. Disregard for Ethical Guidelines: Moral weaknesses can also be reflected in a disregard for
established ethical guidelines and principles. Educational institutions often have codes of
conduct that explicitly prohibit or strongly discourage romantic or sexual relationships between
students and faculty members. By disregarding these guidelines, the student demonstrates a
potential moral weakness by failing to recognize and adhere to the ethical standards set by the
institution.
4. Potential Manipulation: Manipulation involves using deceit, coercion, or other means to
influence someone’s actions for personal gain. Although not explicitly stated in the scenario,
there is a possibility that the student may attempt to manipulate the lecturer into a relationship.
If this were the case, it would signify a moral weakness in the student’s character, as
manipulation is generally considered unethical and morally problematic.
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