2006 Grade 12 Results In Perspective

AS we know Grade 12 learners can enroll for subjects on the ordinary level (IGCSE) or the higher level (HIGCSE).

If we look at all the candidates (full-time and part-time) who sat for the Grade 12 examination by the end of 2006, it is clear that very few students write the higher (HIGCSE) level. Table 1: IGCSE-versus HIGCSE – Candidates (2006) Subject HIGCSE IGCSE Total Candidates Accounting 10% 90% 3 415 Biology 6% 94% 13 107 Business Studies 5% 95% 5 829 English 7% 93% 19 954 Mathematics 5% 95% 11 331 Physical Science 7% 93% 8 639 From the table above it is clear that typically less than 10% of learners enrol for subjects on the higher level.So let us look at the IGCSE results of 2006 to put the performance of our learners in perspective.The question that we should try to answer is “How many learners pass Grade 12?”.The Ministry of Education is using the number of candidates who are graded in a subject as a performance indicator.If we take this approach as a measure of performance, then the results of 2006 is quite impressive.Table 2: IGCSE-Graded candidates per subject Subject Graded candidates Total candidates Full-time Part-time Full-time Part-time Accounting 95% 76% 2 473 596 Biology 85% 67% 9 114 3 192 Business Studies 97% 82% 3 989 1 554 English 93% 83% 12 947 5 432 Mathematics 89% 75% 9 106 1 697 Physical Science 96% 84% 6 521 1 531 As can be seen from the table above more than 85% of full-time students receives a grade for each of these subjects above and for part-time students the percentage is 75% or more (except for Biology).So if we see the achievement of a Grade as a pass in a subject, then we can conclude that our learners performed well in 2006! On the other hand if we realize that an achievement of as little as 20% in a subject is graded, a different picture emerge.So only students who score less than 20% in a subject do not receive a grade for the subject.At university level we have a sub-minimum examination mark of 40% in a subject.In other words any score below 40% in the final examination is seen as a failure.In the IGCSE examination a D-symbol is equivalent to 40%.In other words a student who scores less than a D-symbol has a score below 40% for that subject.Using this as a measure of passing or failing a subject, we see a totally different picture for the IGCSE results of 2006.Table 3: IGCSE results (less than D-symbol) Subject Less than D-symbol Full-time Part-time Accounting 50% 77% Biology 62% 81% Business Studies 60% 85% English 65% 86% Mathematics 63% 75% Physical Science 60% 76% Except for Accounting, 60% or more full-time candidates have now “failed” these subjects above.For part-time students it is even worse, and 75% or more have “failed” these subjects.Most of these part-time students wrote these subjects for the second time! Let us use the same measurement to compare the performance of the educational regions.Below is the performance of full-time candidates in two key subjects, Mathematics and Physical Science.Table 4: IGCSE Mathematics & Science – Regional Comparison Region Less than D-symbol Total candidates Mathematics Science Mathematics Science Karas 80% 73% 262 158 Hardap 71% 80% 409 251 Khomas 57% 56% 1 848 1 177 Omaheke 57% 63% 74 85 Erongo 65% 63% 650 434 Otjozondjupa 72% 53% 425 215 Kunene 80% 79% 114 96 Omusati 75% 66% 1 667 1 345 Oshana 60% 59% 1 374 979 Ohangwena 49% 49% 705 605 Oshikoto 39% 41% 679 552 Kavango 61% 56% 450 384 Caprivi 77% 58% 449 240 National 63% 60% 9 106 6 521 If we would like at least 50% of our learners in each region to “pass” (achieve a D-symbol or better), then only Oshikoto and Ohangwena performed well in Mathematics and Physical Science.In regions like Kunene, Karas and Hardap more than 70% of learners have “failed” both subjects! From the results above it is clear that our learners are not performing well.The ETSIP-initiative introduced by the Ministry of Education to reform education is therefore of utmost importance.The Ministry should ensure that these initiatives make a difference at the classroom level.In the process we must empower our teachers, because a competent and committed teacher in the classroom is one of the key ingredients for improving the performance of learners.Table 1: IGCSE-versus HIGCSE – Candidates (2006) Subject HIGCSE IGCSE Total Candidates Accounting 10% 90% 3 415 Biology 6% 94% 13 107 Business Studies 5% 95% 5 829 English 7% 93% 19 954 Mathematics 5% 95% 11 331 Physical Science 7% 93% 8 639 From the table above it is clear that typically less than 10% of learners enrol for subjects on the higher level.So let us look at the IGCSE results of 2006 to put the performance of our learners in perspective.The question that we should try to answer is “How many learners pass Grade 12?”.The Ministry of Education is using the number of candidates who are graded in a subject as a performance indicator.If we take this approach as a measure of performance, then the results of 2006 is quite impressive.Table 2: IGCSE-Graded candidates per subject Subject Graded candidates Total candidates Full-time Part-time Full-time Part-time Accounting 95% 76% 2 473 596 Biology 85% 67% 9 114 3 192 Business Studies 97% 82% 3 989 1 554 English 93% 83% 12 947 5 432 Mathematics 89% 75% 9 106 1 697 Physical Science 96% 84% 6 521 1 531 As can be seen from the table above more than 85% of full-time students receives a grade for each of these subjects above and for part-time students the percentage is 75% or more (except for Biology).So if we see the achievement of a Grade as a pass in a subject, then we can conclude that our learners performed well in 2006! On the other hand if we realize that an achievement of as little as 20% in a subject is graded, a different picture emerge.So only students who score less than 20% in a subject do not receive a grade for the subject.At university level we have a sub-minimum examination mark of 40% in a subject.In other words any score below 40% in the final examination is seen as a failure.In the IGCSE examination a D-symbol is equivalent to 40%.In other words a student who scores less than a D-symbol has a score below 40% for that subject.Using this as a measure of passing or failing a subject, we see a totally different picture for the IGCSE results of 2006.Table 3: IGCSE results (less than D-symbol) Subject Less than D-symbol Full-time Part-time Accounting 50% 77% Biology 62% 81% Business Studies 60% 85% English 65% 86% Mathematics 63% 75% Physical Science 60% 76% Except for Accounting, 60% or more full-time candidates have now “failed” these subjects above.For part-time students it is even worse, and 75% or more have “failed” these subjects.Most of these part-time students wrote these subjects for the second time! Let us use the same measurement to compare the performance of the educational regions.Below is the performance of full-time candidates in two key subjects, Mathematics and Physical Science.Table 4: IGCSE Mathematics & Science – Regional Comparison Region Less than D-symbol Total candidates Mathematics Science Mathematics Science Karas 80% 73% 262 158 Hardap 71% 80% 409 251 Khomas 57% 56% 1 848 1 177 Omaheke 57% 63% 74 85 Erongo 65% 63% 650 434 Otjozondjupa 72% 53% 425 215 Kunene 80% 79% 114 96 Omusati 75% 66% 1 667 1 345 Oshana 60% 59% 1 374 979 Ohangwena 49% 49% 705 605 Oshikoto 39% 41% 679 552 Kavango 61% 56% 450 384 Caprivi 77% 58% 449 240 National 63% 60% 9 106 6 521 If we would like at least 50% of our learners in each region to “pass” (achieve a D-symbol or better), then only Oshikoto and Ohangwena performed well in Mathematics and Physical Science.In regions like Kunene, Karas and Hardap more than 70% of learners have “failed” both subjects! From the results above it is clear that our learners are not performing well.The ETSIP-initiative introduced by the Ministry of Education to reform education is therefore of utmost importance.The Ministry should ensure that these initiatives make a difference at the classroom level.In the process we must empower our teachers, because a competent and committed teacher in the classroom is one of the key ingredients for improving the perf
ormance of learners.