Rukonga Vision School rises to the occasion
Ministry celebrates small gains
The education ministry has observed that, in some subjects, topics are not taught at some centers, even though they are prescribed in the syllabuses
Nine learners from Rukonga Vision School form part of the top 20 for Ordinary Level, following the announcement of the provisional results of the NSSC Ordinary and Advanced Subsidiary Levels full-time and part-time examinations for 2023 yesterday.
Rukonga (Kavango East Region) also retained the top spot in the top 10 public schools in the NSSC Ordinary Level, followed by Rev Juuso Shikongo Secondary School, Oshikoto Region and Onawa Secondary School in the Omusati Region.
Oshigambo High School in the Oshikoto Region tops the top 10 list of private schools in the NSSC Ordinary Level, followed by Canisianum RC School (Omusati Region) and Elcin Nkurenkuru High School (Kavango West).
Results announced
Education minister Anna Nghipondoka revealed that 10 261 candidates, representing 25.2% of the candidates, qualify to proceed to the AS level in 2024, compared to 8 133 or 21.4%, who qualified in 2022. An increase of 3.8% is observed in this regard.
At the NSSCO full-time level, 11 970 (29.4%) candidates obtained 25 points or above in five subjects, compared to 5 812 (15.3%) candidates in 2022.
This is an improvement of 14.1%.
In addition, at the NSSCO full-time level, 19 854 (48.8%) candidates obtained 20 points or above in at least five subjects and could qualify at institutions of higher learning for degree and diploma courses, compared to 17 349 (45.6%) candidates in 2022.
This is an improvement of 3.2%.
Plan properly
During her speech, Nghipondoka called on teacher training institutions to give attention to the teaching of higher-order thinking skills.
“It is imperative that the teaching and internal assessment be based on the full syllabus because the candidates are assessed on the full syllabus at the national level. Properly planned lessons and effective delivery thereof, time on task, and grade-appropriate formative assessment during the lessons across the syllabuses must be prioritised,” she said.
Khomas dominates
The Khomas Region has the highest number of full-time candidates (1 610 learners) who qualify for the 2024 Advanced Subsidiary Level with a C-symbol or better in three or more subjects, followed by the Omusati Region (1 361 learners) and Ohangwena Region (1 210 learners). The region with the lowest qualifying number is the Kunene Region, with 159 learners.
“I hereby instruct that school principals, education officers and inspectors of education should analyse the results thoroughly, and identify schools, subjects and teachers teaching subjects that are poorly performed in, and have performance dialogues, followed by signed agreements with clearly stipulated subject targets to be met," the minister said.
"Regional support, senior education officers, in particular, must focus on giving in-service training to these specific teachers, starting from the correct interpretation of the syllabus to the prescribed assessment objectives and the purpose of specimen papers,” the minister added.
She further urged all teachers and parents alike to “invest in the future of learners by providing education of high quality. To teach and facilitate learning for effective attainment of the approved curriculum and to assist in developing the learners to become responsible and productive citizens of this country in the future.”
Continued development
Nghipondoka further announced that the ministry facilitated several teacher continuing professionals development (CPD) activities geared towards improving teaching and learning.
“Teachers and education officers also received training on examiner reports facilitated by the Directorate of National Examinations and Assessment (DNEA). Furthermore, content knowledge upgrading training took place in mathematics and many other subjects at national and regional levels,” she said.
According to Nghipondoka, the marking sessions indicate that more still needs to be done to upgrade the subject-content knowledge and how to teach higher-order thinking skills.
“The above finding is confirmed with the observation that in some subjects, some topics are not taught at all at some centres, while prescribed in the syllabuses.”
Rukonga (Kavango East Region) also retained the top spot in the top 10 public schools in the NSSC Ordinary Level, followed by Rev Juuso Shikongo Secondary School, Oshikoto Region and Onawa Secondary School in the Omusati Region.
Oshigambo High School in the Oshikoto Region tops the top 10 list of private schools in the NSSC Ordinary Level, followed by Canisianum RC School (Omusati Region) and Elcin Nkurenkuru High School (Kavango West).
Results announced
Education minister Anna Nghipondoka revealed that 10 261 candidates, representing 25.2% of the candidates, qualify to proceed to the AS level in 2024, compared to 8 133 or 21.4%, who qualified in 2022. An increase of 3.8% is observed in this regard.
At the NSSCO full-time level, 11 970 (29.4%) candidates obtained 25 points or above in five subjects, compared to 5 812 (15.3%) candidates in 2022.
This is an improvement of 14.1%.
In addition, at the NSSCO full-time level, 19 854 (48.8%) candidates obtained 20 points or above in at least five subjects and could qualify at institutions of higher learning for degree and diploma courses, compared to 17 349 (45.6%) candidates in 2022.
This is an improvement of 3.2%.
Plan properly
During her speech, Nghipondoka called on teacher training institutions to give attention to the teaching of higher-order thinking skills.
“It is imperative that the teaching and internal assessment be based on the full syllabus because the candidates are assessed on the full syllabus at the national level. Properly planned lessons and effective delivery thereof, time on task, and grade-appropriate formative assessment during the lessons across the syllabuses must be prioritised,” she said.
Khomas dominates
The Khomas Region has the highest number of full-time candidates (1 610 learners) who qualify for the 2024 Advanced Subsidiary Level with a C-symbol or better in three or more subjects, followed by the Omusati Region (1 361 learners) and Ohangwena Region (1 210 learners). The region with the lowest qualifying number is the Kunene Region, with 159 learners.
“I hereby instruct that school principals, education officers and inspectors of education should analyse the results thoroughly, and identify schools, subjects and teachers teaching subjects that are poorly performed in, and have performance dialogues, followed by signed agreements with clearly stipulated subject targets to be met," the minister said.
"Regional support, senior education officers, in particular, must focus on giving in-service training to these specific teachers, starting from the correct interpretation of the syllabus to the prescribed assessment objectives and the purpose of specimen papers,” the minister added.
She further urged all teachers and parents alike to “invest in the future of learners by providing education of high quality. To teach and facilitate learning for effective attainment of the approved curriculum and to assist in developing the learners to become responsible and productive citizens of this country in the future.”
Continued development
Nghipondoka further announced that the ministry facilitated several teacher continuing professionals development (CPD) activities geared towards improving teaching and learning.
“Teachers and education officers also received training on examiner reports facilitated by the Directorate of National Examinations and Assessment (DNEA). Furthermore, content knowledge upgrading training took place in mathematics and many other subjects at national and regional levels,” she said.
According to Nghipondoka, the marking sessions indicate that more still needs to be done to upgrade the subject-content knowledge and how to teach higher-order thinking skills.
“The above finding is confirmed with the observation that in some subjects, some topics are not taught at all at some centres, while prescribed in the syllabuses.”
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