**5.3 Examination management during COVID-19 pandemic**

In primary and secondary educational levels examinations was prioritized to examination classes where COVID 19 health protocols must be followed to minimize the spread of the disease [26]. In the case of universities, open book case studies were conducted online with limited time frames of between 4 hours to six hours of exams specifically in South Africa [27]. The author went on to reveal that there was no difference in performance when students wrote examinations under tight control conditions and coursework marks that were considered in the year 2020. Time allocation, student cheating, Internet connectivity and ICT department support were challenges in conducting and managing exams online [25]. The possibility of students writing exams in a group and submitting same scripts were more often common and aggravated with poor internet connectivity and time allocations [25]. Online examination authenticity proved flawed and suggestions such as the use of biometrics and remote proctoring software in the form of an Invigilator App to monitor and maintain integrity of the online examination is strategical future remedy [25]. ICT infrastructure

*Education Innovations during COVID-19 Pandemic: "A Case of Zimbabwe and South Africa… DOI: http://dx.doi.org/10.5772/intechopen.109066*

and poor connectivity also posed challenges to both the lectures and student during online examinations [28]. In addition, students demonstrated changed examination structure that was composed of difficult questioning regardless of open book nature [28]. Application of concepts and theory was highly demanded, and past exams papers could not match the new demands. In Zimbabwe online examination were not successful because of the following reasons; non-availability of data (students and lecturers), poor internet connectivity, lack of ICT support and lack of personal electronic gadget [29].
