Ohangwena improves Grade 12 results

The Ohangwena region recorded an overall improvement in its 2025 Grade 11 and 12 exam results, with several schools placing in the national top 10.

Ohangwena education director Isak Hamatwi says the directorate is proud of the improved performance, despite a slight drop in the region’s national ranking.

“Even though we have gone down by one rank nationally, it does not mean that we went down in performance.

We have improved by 3%, from 34 to 36.7%, in terms of the number of pupils graded and eligible to obtain 25 points,” he says.

Hamatwi says the directorate’s greatest source of pride is the strong showing by individual schools in both Grade 11 and Grade 12.

For Grade 11, Oshikunde Combined School placed seven nationally, while for Grade 12, Eengedjo Secondary School and Oshela Secondary School ranked third and sixth, respectively.

Over 1 000 pupils in the region qualified for the Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) level.
The region has 15 schools offering Grade 12, with two additional schools to be introduced this year.
Hamatwi says principals and teachers across the region have expressed renewed commitment and positive energy to further improve pupil performance.

Oshela Secondary School principal Simon Shilongo describes the results as a major breakthrough.

“We are indeed very happy with our 2025 NSSCAS results. This is a clear improvement from last year when we led the region but did not make it into the national top 10.

To achieve a national ranking of number six is truly encouraging,” Shilongo says.

He credits the result to teachers who worked beyond normal duties, including teaching on weekends, afternoons and evenings to ensure full syllabus coverage.

“We deliberately intensified assessment activities so that pupils could practise consistently, identify gaps early and receive timely remediation.

These efforts ensured that our pupils entered the examinations well prepared and confident,” he says.

“Discipline and academic performance go hand in hand.

Regular communication with parents helped us create a stable and supportive environment for our pupils.” He said the school also boosted pupil motivation by inviting external stakeholders, including the Office of the First Gentleman, to speak to pupils.

Internal initiatives, such as award ceremonies for pupils and teachers, were held without sponsors and limited to certificates.

“Our success is rooted in a conducive working environment built on mutual respect, teamwork and self-discipline.

When pupils take ownership of their learning and teachers support one another, positive results follow,” Shilongo says.

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