Woefully low pass rateMore than 18 000 fail Grade 10 The performance of full-time candidates has slightly dropped in all grades when compared to the Class of 2016.
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An analysis of the 2017 Grade 10 examination results reflects a worrying trend that has been recorded over the years.
There has been no significant improvement in the pass rate of Grade 10 full-time candidates over several years, while more than 18 000 candidates failed to qualify for Grade 11 in 2018.
Only 22 462 or 55.3% of the 40 599 Grade 10 full-time candidates qualified for admission to Grade 11 next year, the ministry of education announced yesterday.
However, the ministry consoled itself with the fact that over 1 000 candidates more will be heading to Grade 11 compared to the total of 21 291 last year.
However, comparing the results to last year there were only 38 240 full-time candidates that sat for the Grade 10 exams in 2016 and the pass rate stood at 55.7%.
Last year close to 17 000 full-time candidates failed and in 2015, the failure rate was slightly higher at 17 123.
The 2015 pass rate stood at 54.3%.
According to the education ministry, a total of 53 332 candidates this year sat for the Grade 10 national examinations, of whom 40 599 were full-time candidates and 12 733 part-time.
“The high number of candidates not meeting the admission requirement for Grade 11 remains a grave concern to the ministry and I would like to encourage these candidates not to despair but to explore further academic aspirations,” said Katrina Hanse-Himarwa.
She added that this year 3 270 candidates were allowed to repeat Grade 10, of whom 2 246 qualified for admission to Grade 11 next year.
Hanse-Himarwa also said that the number of candidates qualifying for admission to Grade 11 in 2018 might increase to approximately 25 462 due to part-time candidates who have built up subject credits over a couple of years.
Nine out of 46 hearing and visually impaired candidates who sat for the exams were able to score 19 points and above for admission to Grade 11.
According to the ministry, the performance of the full-time candidates has slightly dropped in all grades when compared to the Class of 2016. The results showed a similar performance of candidates in 2016 at B and C grades and a slight improvement at A with 0.5%.
There was, however, a worrying trend at the lower grades F and G, which showed that most of the candidates obtained lower grades compared to last year.
The overall performance of the candidates dropped by 0.7% in average over the A to G grades when compared to last year and the percentage of ungraded candidates slightly increased from 2.45% in 2016 to 3.1% this year.
Poor results recorded in accounting, computer studies, physical sciences and design technology were also highlighted.
“While we note the persistent poor performance in accounting we have recorded an improvement from 20.8% in 2016 to 16% this year representing a 4.8% reduction in ungraded entries.
“This remains, however, an area of concern and therefore regional education directorates and all stakeholders are urged to put more efforts in improving learner performance in this subject in the coming academic year,” said Hanse-Himarwa.
With regard to part-time candidates, in total 12 733 learners were registered this year compared to 11 735 last year. This represents an increase of 998 or 8.5%.
A total of 12 044 candidates were enrolled with the Namibian College of Open Learning (Namcol) while 289 part-time candidates were enrolled with various distance-education institutions registered with the ministry.
A comparison of cumulative percentages since 2013 indicates that the performance of the 2017 candidates is much better at higher grades A and B, while slightly poorer at intermediate lower grades.
“It can therefore be assumed that more of the part-time candidates might qualify for admission to Grade 11 next year,” the minister said.
No national ranking
The minister also announced that the traditional national ranking of regions has been done away with.
According to Hanse-Himarwa, the ministry traditionally ranked regions according to performance, which from an objective perspective was challenged by various role players.
She said the ministry was exploring different ways of presenting national rankings that would present the results in such a way that the regions can learn best practices from each other.
“There is nothing like dominance of one region. The traditional method was not reflecting the real outcome. A region could be performing well in one subject and poorly in another subject.”
The ministry this year analysed the performance of regions in compulsory subjects and ranked it according to the national average in certain subjects in order to gauge the performance of learners per region.
From this analysis Oshikoto was ranked first, followed by Omusati, while St Boniface College remained the top-performing school.
This year the top ten performing schools were balanced, with five private schools and five public schools.
Hanse-Himarwa added that the academic year was full of challenges that required doubling of efforts, innovating thinking and bold leadership to get the job done.
She reminded learners who did not manage to meet the requirements for Grade 11 that there are always other options.
“The ideal situation is for children to study and pass the first time and parents must ensure and support children through their schooling. You cannot begin to learn when exams are around the corner. Every test counts.”
She further stressed that there was no space in schools. “If you are 18 you are out. We do not have space for children who fail and are occupying the seat of another child.”
ELLANIE SMIT