This paper comprehensively examines academic malpractices and assessment dishonesty in higher education institutions (HEIs) in Africa. The study highlights the urgent need for comprehensive assessment and examination systems reform. It proposes a six-stage change framework which comprises revising pedagogical and assessment strategies, fostering a shift in the assessment philosophy, and enhancing ethical awareness for a system-wide change. Utilizing a qualitative case analysis, the study explored academic staff readiness for reforming the assessment and examination systems through structured interviews of academic staff in a Ghanaian higher education institution. The outcome revealed mixed perceptions regarding the current examination system but showed overall support for staff engagement and autonomy in managing the exam system to reduce assessment malpractices. By implementing this comprehensive strategy, African universities can ensure that graduates are equipped with genuine skills needed for effective contributions to industry and society, ultimately boosting national development goals.