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EDUCATION MEASUREMENT, ASSESSMENT AND PUBLIC EXAMINATIONS PUNTLAND NATIONAL EXAMINATIONS REPORT FOR PRIMARY AND SECONDARY SCHOOLS 2011 “TRULY THE BEST OF MEN FOR THEE TO EMPLOY IS THE (MAN) WHO IS STRONG AND TRUSTY, 28:26 Quran

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Page 1: PUNTLAND PUBLIC EXAMINATIONS · and public examinations puntland national examinations report for primary and secondary schools 2011 ... the national examination board (pneb)

EDUCATION MEASUREMENT,

ASSESSMENT AND PUBLIC EXAMINATIONS

PUNTLAND

NATIONAL EXAMINATIONS REPORT

FOR PRIMARY AND SECONDARY SCHOOLS

2011

“TRULY THE BEST OF MEN FOR

THEE TO EMPLOY IS THE (MAN) WHO IS STRONG AND TRUSTY, 28:26 Quran”

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Table of Contents 1. FORWARD BY THE MINISTER ........................................................................................................... 2

2. INTRODUCATION ............................................................................................................................... 7

3. ACKNOWLEDGEMENT ...................................................................................................................... 8

4. EXAMINATION CERTIFICATION FOR PRIMARY AND SECONDARY ................................................ 9

4.1 MAGNITUDE AND SIZE OF THE EXAMINTION ........................................................................................................................... 9

4.2 REGISTRATION OF EXAM CENTERS ........................................................................................................................................ 14

4.3 REGISTRATION OF CANDIDATES ............................................................................................................................................. 14

4.4 EXAMINATION SETTING ............................................................................................................................................................. 17

4.5 INTERNAL MODERATIONS OF QUESTIONS ............................................................................................................................ 17

4.6 PRINTING, PACKAGING AND STORING OF THE EXAM PAPERS ......................................................................................... 18

4.7 THE CONDUCT OF 2011 NATIONAL EXAMINATION ............................................................................................................... 18

4.8 PROCESSING OF MARKS AND RESULTS ................................................................................................................................ 19

5. ANALYSIS OF 2011 NATIONAL CERTIFICATION EXAMINATION (NCE) RESULTS ........................ 20

5.1 RESULTS OF FORM FOUR EXAMINATION ............................................................................................................................... 20

5.2 WORTH TO MEMTION ................................................................................................................................................................. 29

5.3 RESULTS OF GRADE EIGHT EXAMINATION............................................................................................................................ 29

5.4 WORTH TO MENTION .................................................................................................................................................................. 35

6. ACHIEVEMENTS..................................................................................................................................... 36

7. CHALLENGES ........................................................................................................................................ 36

8. RECOMMENDATIONS .............................................................................................................................. 37

List of charts and tables

List of Tables

Table 1. comparison of the candidates from 2010 – 2011

Table 2. Form four candidates enrolled for the examination grouped by Gender

Table 3. Candidates for grade 8th National examination by gender and region

Table 4. Distribution of the schools for IV and grade 8 to the regions

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Table5. Comparison of the grade 8 and F4 candidates for NCE from 201 - 2011

Table 6. Distribution of form four and grade 8 exam centers in 2011

Table 7. Examination centers by region

Table 8. Candidates enrolled for the NCE from 2010 to 2011 by region

Table 9. National exam supervisors

Table 10. Distribution of Form four candidates disaggregated by region and gender

Table 11. Overall performance of candidates in the 2011 NCE by region

Table 12. Summarizes student’s performance in terms of gender and grade

Table 13. Demonstrates students performance in Mathematics, English and Science

subjects by gender (M = male, F = female)

Table 14. shows the number of candidates achieved above 50% in the above subjects

Table 14. Grade distribution among the schools in 2011 examination

Table 16. Names of the brightest students in 2011 examination

Table 17. Comparison of 2010 and 2011 grade 8 candidates

Table 18. Comparison of pass/fail candidates in grade 8 exams 2011 by Region

List of charts

Chart 1. Displays form four candidates disaggregated by region and gender

Chart 2. Displays grade 8 candidates by gender and region

Chart 3. Comparison of 2010 and 2011 exam candidates, for NFE, G8 and F IV

Chart 4: Difference between form four candidates in 2010 and 2011 by region

Chart 5: comparison of regional candidates for grade 8 NCE in 2010 and 2011 by region

Chart 6. Form four candidates disaggregated by gender in 2011 examination

Chart 7. Displays form four performance in terms of gender and grade .

Chart 8. Performance in Mathematics, English and Science subjects

Chart 9. Seriously failed students

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Chart 10 & 11. Top 6 schools that achieved the highest grades

Chart 12 Candidates of grade 8 examination 2011 by gender and regions

Chart 13. Distribution of girls and boys in grade 8 examination 2011

Chart 14. Displays the above information by Region

Chart 15. The overall performance of grade 8 candidates in 2011 examination

Chart 16. Comparison of achieved/ not achieved boys in the examination by region

Chart 17. Comparison of achieved/not achieved girls in the examination by region

Chart 18. Overall performance in grade 8 examination disaggregated by gender

Acronyms

AET African Education Trust

UNICEF United Nations International Children Education Fund

CfBT Centre for British Teachers

PNEB Puntland National Examinations Board

CAT Continuous Assessment Test

NEC National Examination Committee

NCE National certificate examinations

NFE Non Formal Education

MOE Ministry of Education

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1. FORWARD BY THE MINISTER

It is my pleasure to release this annual report on the state wide

certificate examinations for Puntland State of Somalia both at the

primary and secondary levels. This report is a significant

milestone in our education, because it does not only sum up the

schooling over the past 8 and 12 years respectively, but it serves

as yardstick to measure the performance of the education

system as a whole.

This report is a concrete evidence of achievements of the collective efforts of the public

and private sectors, parents, students, government and the development partners, and

it is a turning point in the history of our education system. I am convinced that 2011

examinations administration and results will be of added value to our successive

achievements over the previous years.

The result of 2011 examinations reveals the maturity and competence the education

system in Puntland has accomplished. It is very clear that our confidence in the

curriculum, teachers, educational managers, and other education related issues has

picked up. This confidence is what we have been building on for the last few years, and

should act as a stepping stone for all our initiatives and aspirations in the future.

I am really happy to announce that the results of 2011 were extremely fascinating as it

appears at a glance. The total number of candidates wrote the 2011 form four

examination were 1518, out of which 1387 (91.3%) have successfully passed the

examination and 131 (8.6%) failed. In addition the number of form four candidates

increased by 15.7% this year. Likewise, the number of primary school examination

candidates was 4310 out of which 82% passed successfully while 17% failed. These

results have demonstrated that through dedication, hard work and commitment, our

education system can be improved further and the ministerial goals and objectives

achieved.

At this point, I wish to take these opportunity to thank our development partners AET,

UNICEF, and CfBT whose involvement and worthy contributions was the major driving

force behind our success. I also thank all the parents, principles/headteachers,

teachers, students and other education managers who were actively involved in the

examination process. Special thanks go to the staff and members of Puntland National

Examinations Board (PNEB) who made it possible for this national event to take place

without any hindrance and living up to the expectations of our people.

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Finally, for those who never made the cut-off and were short of their expectations, I urge

you to shrug off the disappointment and resume the education journey with new

determination, vim; vigor and energy, for life never ends there.

Hon. Abdi Farah Said Minister of Education PUNTLAND

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2. INTRODUCATION

The centralized form four and grade eight examinations were adopted as the most

important indicator of performance of the cohorts of the learners who are leaving these

two grades. The National Examination Board (PNEB) has been guarding the integrity

and credibility of the all the examination processes up to the announcement of the

results by the Minister of Education.

The 2011 examination was a significant point, since it was the second year of the

implementation of state wide examinations to measure the effectiveness and efficiency

of the teaching learning process in Puntland State of Somalia. The examination board

has taken cognizance of the comments related to standard and quality of the previous

examinations and incorporated these inputs in the 2011 examination.

In fact, a sense of improvement has been felt; many schools have adopted Continuous

Assessment Test (CAT) which became added value for the schools based exams,

question papers in 2011 have enjoyed high degree of acceptance among all

stakeholders of education, and it is certainly a sign of maturing national examination

and assessment system and the examinations are bearing fruit and the whole

education system in Puntland is under transformation process.

This report focuses on the administration of the examinations and presentation of the

examination data. It reflects performance at national, regional, district and at school

levels, and students achievements. The first part of the report highlights the measures

adopted in the examination to ensure the credibility and integrity of the examination, and

in second part deals purely with technical matters including analysis.

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3. ACKNOWLEDGEMENT

It is worth to mention here that 2011 examinations were exceptional in nature, and

different from the previous examinations in terms of the magnitude, administration and

timing.

As the chairman of National Examination Board, I would like to extend my gratitude and

appreciation to all those persons who were actively involved in the painstaking

examination process specially the headteachers, teachers, students, examinations

supervisors, invigilators, markers and each and every one who had made positive

contributions towards the smooth running of 2011 examinations.

Special thanks goes to all members of the National Examination Committee (NEC) the

think-tank’s of the Ministry of Education – whose vigorous and tireless commitment

made it possible for the examinations process to end successfully. My fathomless

thanks goes to:-

1.Abdulkadir Yusuf Nuh ----------------------- Acting director General, 2.Abdullahi Nur Salad ----------------------- Director Secondary education Unit, 3.Mohamed Ali Waberi. ---------------------- Senior Education Officer Examination (AET) 4.Dr. Mohamed Ali Farah --------------------- Chairman of Private Education Networks 5.Abshir Said Farah ------------------------- Member of Private Education Networks 6.Ahmed Abdirahman Isse. ------------------- Member of Private Education Networks 7. Jama Hassan Genney --------------------- Preparations of the report

It is also worth to mention Ali Maalim Hasan for his support in reviewing, and editing of

this report until the last minute.

Last but not least I will wish to thank all those persons/institutions who in one way or

another made the conduct of these examinations a success for their valuable

contributions.

Ahmed Mohamud Warsame Chairman Puntland National

Examination Board

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4. EXAMINATION CERTIFICATION FOR PRIMARY AND SECONDARY

4.1 MAGNITUDE AND SIZE OF THE EXAMINTIONS

The number of candidates who sat for the national examinations has increased over the

last years, in 2010 candidates sat for primary and secondary examinations were 5000

while in 2011 that number has soared to nearly 6500 candidates. The table below

summarizes the number of candidates who enrolled for the national certificate

examinations (NCE) in the last two years 2010 and 2011. From the data provided, it is

evident that in all regions there is an increase in the number of candidates enrolled for

the 2010, compared to 2011.

Table 1. comparison of the candidates from 2010 - 2011

Region Number of Candidates Total

2010 2011

Primary Secondary NFE Primary Secondary NFE

Bari 918 642 NC 1192 664 120 3536

Sanag 301 68 NC 361 71 60 861

Karkaar 294 110 NC 404 93 70 971

Sool 77 18 NC 150 28 136 409

Nugal 794 263 NC 1060 243 86 2446

Mudug 1008 226 NC 1017 399 146 2796

Ayn 129 20 NC 126 26 N/A 301

Total 3521 1347 NC 4310 1524 618 11,320

Table 2. Form four candidates enrolled for the examination grouped by Gender

S/n Region

Number of students

Boys Girls Total

Bari 496 168 664

Sanag 42 29 71

Karkar 69 24 93

Nugal 177 66 243

Sool 22 6 28

Ayn 25 1 26

Mudug 307 92 399

Total 1138 386 1524

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Chart 1. Displays form four candidates disaggregated by region and gender

Table 3. Candidates for grade 8th National examination by gender and region

S/n Region

Number of students

Boys Girls Total

1. Bari 879 313 1192

2. Sanag 256 105 361

3. Karkar 262 142 404

4. Nugal 694 366 1060

5. Sool 116 34 150

6. Ayn 87 39 126

7. Mudug 666 351 1017

TOTALS 2960 1350 4310

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Chart 2. Displays grade 8 candidates by gender and region

Table 4. Distribution of the schools for IV and grade 8 to the regions

Region Form four Grade 8th Total

1. Bari 8 23 31

2. Sanag 4 12 16

3. Karkar 3 12 15

4. Nugal 5 18 23

5. Sool 2 6 8

6. Ayn 1 5 6

7. Mudug 6 26 32

TOTAL 29 102 131

Table5. Comparison of the grade 8 and F4 candidates for NCE from 201 - 2011

Region Number of candidates enrolled

2010 2011

Bari 1560 1976

Sanag 369 492

Karkaar 404 567

Sool 95 314

Nugal 1057 1389

Mudug 1234 1562

Ayn 149 152

Total 4868 6452

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Overall in the country, the number of candidates for the NCE in 2011 has increased by

24% comparing to 2010. This can be attributed to the increasing number of schools

joining the centralized examination and NFE candidates.

Table 6. Distribution of form four and grade 8 exam centers in 2011

S/n Region Grade 8 centers Form four centers Total

1. Bari 9 3 12

2. Sanag 4 4 8

3. Karkaar 4 1 5

4. Sool 8 2 10

5. Nugal 3 2 5

6. Mudug 1 1 2

7. Ayn 8 2 10

8. Wadar 37 15 52

4.2 THE EXAMINATIONS CYCLE

The examinations cycle includes series of critical steps undertaken to ensure that

credible examinations are conveyed to the candidates. The process commences with

the registration of exams centers and ends up with the certification of the graduates.

All of the examinations processes are conducted in accordance with the guidelines and

instructions of the National Examination Committee (NEC) appointed by the Minister of

education every year.

NEC is comprised of number of MoE Directors, private education sector and the

chairman of examination board. It is the responsibility of this committee to ensure that

The regulations and rules of standard examinations are adapted from the first step to the end.

To come up with budgeting plan in both financial and human resource needed in the examinations.

To reach reliable decisions on selecting examinations centers and candidates registration.

To scrutinize carefully the proposed exams supervisors and select those who have the requirements of exams supervision.

NEC members, who are experienced and qualified teachers, nominate teachers who set exams, moderators and examiners, ,who mark the scripts in a transparent manner..

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Following diagram is demonstrating these critical stages.

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4.3 REGISTRATION OF EXAMINATIONS CENTERS

The selection of the examinations centers was critical for the successful administration

of examinations. The selected centers must satisfy fully the conditions and requirements

of the Examination Board. To avoid repeat of Examinations irregularities, the

Examination Board had put improvements strategies in 2011. A number of new

examinations centers were created, while some existing centers retained and some

dropped. The NEC have undertaken a series of sessions to identify suitable examinations centers

in 2011, and settled for 69 centers throughout the seven regions of Puntland.

Table 7. Examination centers by region

Region Examination center Total

Primary NFE1 Secondary

Bari 9 1 3 13

Sanag 7 1 4 12

Karkaar 4 1 1 2

Sool 5 4 2 11

Nugal 8 3 2 13

Mudug 8 1 2 11

Ayn 2 - 1 3

Total 43 11 15 69

4.4 REGISTRATION OF CANDIDATES

Registration of candidates for the NCE is a critical stage in the examination process

both at the Primary and secondary levels. Candidates’ registrations were first conducted

in the schools by headmasters, registration forms called “student’s profile” were filled

and examinations fees collected and submitted to the Examinations Board. Any fault or

mistake that happened at this stage is corrected before the examinations season.

1 . NFE examination was not conducted last year 2010 as a public examination, but need for

certifying those who complete these stages in NFE program is becoming apparent to every one

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Table 8. Candidates enrolled for the NCE from 2010 to 2011 by region

Region Number of Candidates Total

2010 2011

Primary Secondary NFE Primary Secondary NFE

Bari 918 642 NC 1192 664 120 3536

Sanag 301 68 NC 361 71 60 861

Karkaar 294 110 NC 404 93 70 971

Sool 77 18 NC 150 28 136 409

Nugal 794 263 NC 1060 243 86 2446

Mudug 1008 226 NC 1017 399 146 2796

Ayn 129 20 NC 126 26 N/A 301

Total 3521 1347 NC 4310 1524 618 11,320

The table above indicates the wide difference between the candidates of year 2010 and

2011. The total number of candidates in 2011 rose by 24% in comparison to 2010. The

increase in the numbers is attributed to the new schools that enrolled fo the public

examinations in 2011.

Chart 3. Comparison of 2010 and 2011 exam candidates, for NFE, G8 and F IV

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Chart 4: Difference between form four candidates in 2010 and 2011 by region

Form four candidates: 2010 – 2011

Chart 5: comparison of regional candidates for grade 8 NCE in 2010 and 2011 by region

Grade 8 candidates: 2010 – 2011

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4.5 EXAMINATIONS SETTING

Questions for the NCE were set by a panel of national panel of examiners consisting of

3 examiners and a panel leader whose duty is to moderate the questions after

submitting them. The panel of examiners and moderators are experienced and qualified

subject specialists, teachers and university lecturers. Forty four examiners and twenty

internal moderators were involved in the setting and moderation of grade 8 and form

four national examinations. The setting and moderation process commenced in January

2011, and was concluded in March 30.

To ensure and improve the quality of the examinations, feedback on the 2010

examinations from all stakeholders – teachers and subject advisors - was carefully

considered during the setting workshop. Each panel of examiners carefully studied and

considered these comments and provided valuable guidelines for 2011 examinations

setting process.

The validity and reliability of the questions took center stage during the setting and

moderation process. Special attention was given to the weightings in terms of

assessment standards, skills and marks allocations to ensure that no candidate would

be disadvantaged. To ensure that, each exam setter was told to develop the questions

and submit with a note showing the spread in terms of types of questions, marks

allocations, learning outcomes, and cognitive levels.

4.6 INTERNAL MODERATIONS OF QUESTIONS

Once the panel of examiners completed setting the examinations papers, marking

guidelines, and table of specification, the questions was submitted to the internal

moderators whose responsibility is to review the questions according to the syllabus

and standardization of questions. The moderator considers the following from the

exams papers.

1) Content coverage 2) Adherence to assessment methods 3) Cognitive skills 4) Making allocation 5) Marking scheme 6) Language

After scrutinizing carefully the moderator comes up with restructured and moderated

questions that becomes the last question paper and submits to the examinations board.

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4.7 PRINTING, PACKAGING AND STORING OF THE EXAM PAPERS

After the moderation process is finalized and all questions are submitted to

examinations board, to begin the printing process as early as April. Printing and

packaging process continues until the 15th May 2011. Security of the question papers is

a key in the national examination process. High security measures are applied in the

printing, packaging and storing sections to safeguard from possibility of leakage. All

other services are halted during the production and packing days, and zero entry policy

is applied on the whole examinations buildings.

4.8 THE CONDUCT OF 2011 NATIONAL EXAMINATIONS

The writing of the examination started successfully on 21st May, and ended on 28th May

2011. To ensure that examinations were conducted across the 69 examination centers,

there was an extensive network and monitoring of the conduct of the examination

across the state. Every manager in the system which includes national, regional and

districts were delegated roles and responsibilities in the monitoring of the examinations.

A total of 80 exams centers supervisors and 323 invigilators participated in the

administration of the examinations. 180 security officers were deployed to keep vigil in

the conduct of the examinations and, to ensure the safety and wellbeing of the

examinations and those involved in its administration.

In order to co-ordinate the management of the examinations, A special team of national

exams supervisors from the national head-quarters, lead by the Hon. Minister, vice

Ministers and directors of the various departments monitored all the examination

centers in all the seven regions of the state throughout the examination period.

The following were the national supervisors from the Ministry headquarters.

Table 9. National exam supervisors

Person Title Region

1. Abdi Farah Said Hon. Minister Karkar and Nugal

2. Mohamud Mohamed Idiris Vice minister Bari and Sanag

3. Abdurahman Dirie Arab Vice Minister Ayn

4. Abdulkadir Yusuf Nuh Inspector General All regions

5. Mohamed Ismail Director of Formal education Sool

Besides these, the staff of the National Examinations Board was coordinating and

communicating with all centers on an hourly basis to bridge the centers, and regions to

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the headquarters. This mechanism of having different layers of supervision made it

possible to have the updated information of the examinations as whole and from the

centers supervisor in particular.

In all regions, one day workshop was conducted for the invigilators on the basis of

yearly examinations function held by the exams supervisors in the exam centers. The

training of the invigilators ensured that:

Invigilators are reminded of the procedures to be followed prior to the conduct of the examination.

Correct procedures followed when examinations irregularities are detected.

Ethics and norms of public exams invigilation and way of dealing with the examinees.

Methods of counting, call rolling the candidates and reporting to exams supervisors.

4.9 PROCESSING OF MARKS AND RESULTS

Marking is an intellectual process of making judgment on candidates’ performance

requires a great deal of responsibility in the selection of the exams markers. The

appointment of competent and qualified markers is crucial; a laissez faire attitude in this

stage will extremely have negative impact on the whole examinations marking process.

On the whole, 110 competent and skilled exams markers were appointed by NEC and

started their work on June 11th, and ended on 18th June2011 for secondary, and on 9th

July for primary and NFE and ended 15th July 2011.

To ensure the credibility of this examinations function, great deal of importance was

attached to the examiners and moderators. A one day workshop was conducted prior to

the start of the marking process. , This workshop dealt with skills, and techniques

required for a national examiner.. Feedback from 2010 examination marking

experiences was shared with markers who in turn added valuable contributions.

In the workshop following were the activities covered:-

Skills and techniques required for an exams marker and further responsibilities on the markers and moderators.

Feedback from 2010 exams marking processes.

Dummy exams papers provided for each examiner for further practice before starting marking process.

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5. ANALYSIS OF 2011 NATIONAL CERTIFICATION EXAMINATION (NCE)

RESULTS

5.1 RESULTS OF FORM FOUR EXAMINATIONS

For the first time in Puntland education history, students are struggling hard to pursue

high grades in the examinations; it become something normal to see groups of students

gathered in a common place for revision and reading. Schools started to provide special

shifts for form four and grade 8 students to upgrade or improve them, tuition fees in the

home teaching gashed sky high. Public places such as mosques, libraries, and open

places were swamped by students, parents are becoming even more committed to the

extra costs of the education, School Assessment Based (SAB) exams improved and is

taken on monthly bases, some of the schools even went far and started weekly based

test for form four and grade 8 candidates.

The overall results of 2011 NCE was extremely impressive as shown by the following

tables and charts. The centralized examinations brought a sound competition among

the students, schools and even the regions, and despite insufficient learning materials,

such as textbooks, labs, libraries, and other educational facilities, students managed to

struggle with their bare hands to achieve high examinations grades. The examinations

have become the yardstick to measure the outcome of the teaching and learning

outcomes in Puntland.

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5.2. Examination Pictorials

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Table 10. Distribution of Form four candidates disaggregated by region and gender

S/n Region

Number of students

Boys Girls Total

Bari 496 168 664

Sanag 42 29 71

Karkar 69 24 93

Nugal 177 66 243

Sool 22 6 28

Ayn 25 1 26

Mudug 307 92 399

TOTALS 1138 386 1524

Chart 6. Form four candidates disaggregated by gender in 2011 examination

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Table 11. Overall performance of candidates in the 2011 NCE by region

S/no Region No. of Passed No. of Failed TOTAL

1. Bari 596 68 661

2. Sanag 57 13 70

3. Karkaar 88 5 93

4. Nugal 228 15 242

5. Sool 27 1 28

6. Ayn 12 15 26

7. Mudug 379 14 392

Totals 1387 131 1518

Chart 7. Form four candidates disaggregated by gender in 2011 examination

The total number of candidates who wrote the NCE in 2011 were 1518, however, 131 or

(8.6%) of the candidates failed and 1387 (91.3%) have successfully passed in the

examinations.

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Table 12. Summarizes student’s performance in terms of gender and grade

A B C D E Absent Totals

Boys 157 266 417 211 87 1138

Girls 26 75 125 110 44 380

Total 183 341 542 321 131 11 1529

Chart 8. Displays form four performances in terms of gender and grade.

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Table 13. Demonstrates students performance in Mathematics, English and Science

subjects by gender (M = male, F = female)

SUBJECTS

A B C D E

M F M F M F M F M F

Math 108 15 115 29 139 33 234 109 518 197

Phy 82 9 104 20 160 35 286 118 314 163

Chem 132 21 133 19 131 52 199 93 353 145

Bio 129 17 178 37 181 67 167 66 399 177

Eng 64 15 185 33 230 53 425 138 219 145

Total 515 77 715 138 841 240 1311 524 1803 827

Table 14. shows the number of candidates achieved above 50% in the above subjects

Subject # candidates registered in

the exam # Candidates achieved

above 50 %

Math 1497 248

English 1507 326

Physics 1291 254

Chemistry 1278 338

Biology 1418 415

Chart 9. Performance in Mathematics, English and Science subjects

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Chart 10. Seriously failed students

The above chart is extrankated from the previous chart to explain clearly how bad the

students performed in these important subjects, and draws the attention of the

education stakeholders. As shown, students seriously failed in Mathamatics, Biology,

and Chemistry with almost 48%, 40%,and 38% of the candidates failling respectively

while it was even worse for physics and English language.

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Table 14. Grade distribution among the schools in 2011 examinations

S/n School A B C D E

1 Alfurkan 9 17 6 4 1

2 Alwaha 3 22 11 4 0

3 Aynu Shams 0 0 14 8 3

4 Bosaso Sec 8 22 66 71 17

5 Burar 0 3 6 1

6 Burtinle 0 1 4 17 2

7 Eyl sec. 0 0 1 1 6

8 Galdogob 4 3 3 2 0

9 Gambol 17 32 58 30 0

10 Garissa 0 0 4 9 15

11 H. Ali Bixi 12 22 11 6 1

12 Hadaftimo 0 1 1 4 7

13 Hamdan 9 38 36 19 6

14 Hawd Sec. 0 0 4 8 14

15 Hingalol 0 0 1 4 2

16 Hudun 0 0 8 7 1

17 Imam Shafici 23 31 34 12 5

18 Jarriiban 0 0 0 0 8

19 Mubarak 1 1 4 4 3

20 Muntada 13 14 1 1 1

21 Najah 13 16 24 18 4

22 Nawawi Bos 21 37 37 10 2

23 Nawawi Gar 3 6 12 6 6

24 Nawawi Qar 3 2 10 9 4

25 Omar Abdiaziz 0 2 6 4 2

26 Omar Samantar 41 60 152 32 0

27 Sheikh Osman 2 5 16 12 0

28 Taleh sec. 0 0 1 8 3

29 White Tower 1 4 5 13 14

TOTAL 183 339 536 323 128

PERCENTAGE 12.% 22.5% 35.6% 21% 8.5%

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Chart 11 & 12. Top 6 schools that achieved the highest grades

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5.2 WORTH TO MENTION

In the examinations students obtained varying grades some were weak, some

satisfactory, some good and number of the students had excellent performance.

Following are the names of the students who got the highest marks in the examinations.

Table 16. Names of the brightest students in 2011 examinations

S/N Name School District

Private

Mohamed Abdirahman Hasan Alfrukan Badhan

Mariam Abdiaziz Jama Mohamed

Imam Nawawi Bosaso

Public

Mahad Abdi Husein Dirie Omar Samantar

Galkaio

Nasteexo Muuse Gelle Omar Samantar

Galkaio

5.3 RESULTS OF GRADE EIGHT EXAMINATIONS

The process of grade 8 examinations was not different from, form four examinations,

the two exams started on the same day and time. It was the first time in the examination

board history to have the two examinations concurrently starting one time. The two

examinations used to be conducted separately on different occasion and used to cost

the Examination Board enormous resources, but this approach spared a lot of efforts

and resources for the board, the timing of the two examinations was extremely

appropriate and gained the satisfaction of the whole community.

The following table shows comparison between number of candidates for the two years

of 2010 and 2011..The number of candidates increased by 16%, and this is enough

evidence that there is great need for the PNEB to come with a strategic plan for the

coming years.

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Table 17. Comparison of 2010 and 2011 grade 8 candidates

Region 2010 2011 New Enrollment

Mudug 1016 1017 1

Karkaar 291 404 113

Sool 79 150 71

Sanag 297 361 64

Ayn 155 126 -29

Nugal 788 1062 274

Bari 996 1193 197

3622 4313 691

Chart 13. Candidates of grade 8 examination 2011 by gender and regions

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Chart 14. Distribution of girls and boys in grade 8 examination 2011

Table 18. Comparison of pass/fail candidates in grade 8 exams 2011 by Region

Region Pass Fail Absents Total

Mudug 869 130 18 1017

Karkaar 302 99 3 404

Sool 146 3 1 150

Sanag 332 27 2 361

Ayn 124 2 0 126

Nugal 914 142 6 1062

Bari 891 284 18 1193

Totals 3578 687 48 4313

% 83% 16% 1% 100%

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Chart 15. Displays the above information by Region

Chart 16. The overall performance of grade 8 candidates in 2011 examination

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Chart 17. Comparison of achieved/ not achieved boys in the examination by region

Chart 18. Comparison of achieved/not achieved girls in the examination by region

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Chart 19. Overall performance in grade 8 examination disaggregated by gender

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5.4 WORTH TO MENTION

Grade 8 top ten students in 2011 Examination

s/n Region

/Distric

School R/number Name of the student Gender Total avg

1. Galkaio H. Ali

Bihi

P0110802 Mohamed Abdiaziz

Husein Yusuf

Male 653 93.3

2. Garowe Al-waha P0113028 Abdirahman Abdullahi

Yusuf

Male 641 91.6

3. Bosaso Darul Bir P0113585 Mohamed Farah

Mohamud

male 641 91.6

4. Garowe Darwish P0112831 Mohamed Abdi Mohamed

Jama

Male 638 91.1

5. Galkio H. Ali

Bihi

P0110756 Abdirashid Abdirisak Ali

Awil

Male 634 90.6

6. Burtinle Burtinle P0112201 Mohamud Adan Ahmed Male 630 90.0

7. Galkio Iftin P0110114 Hersi Abullahi Hashi

Hussein

Male 620 89.7

8. Galkaio Salama P0110619 Jama Abdi Husein Male 620 89.7

9. Galkaio H. Ali

Bihi

P0110881 Mohamud Jama Nuur

Egal

Male 618 89.0

10. Galkaio Salama P0110595 Fadumo Abdisatar

Abdullahi Adan

Female 612 89.0

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6. ACHIEVEMENTS

1. The examinations were conducted as planned and timely

2. No cases of irregularities was reported

3. There was marked coordination and administration of the conduct of the

examinations at all levels contrary to the previous year.

4. Supervisions carried out by the panel from the Ministry headquarters made great

impact on the examinations and boosted the confidence of students and community

in the process.

5. All examinations officials and handlers acted with integrity

6. The results of the examinations were widely accepted by the parents, schools,

teachers and stakeholders alike.

7. CHALLENGES

1. The production period of the examinations was short and thus lead to creation of

pressure on staff and hastened the parking of examinations which should been

carried under no pressure situation.

2. Students’ registration and submission of pupils profile took far longer than expected

thus causing tedious and endless registration activities falling over to examinations

period

3. Un-harmonized curriculum at the primary schools level brought about many

countless complication. For instant, a single school wishing to sit three different

curricula at once. This led to disorder and confusion to the examinations staff in the

production and packaging period.

4. Its challenging for English curriculum based schools to do the national exams as

they required translation of examination papers so as to be able to do the

examinations.

5. Inadequate printing and binding machine caused delay in production of

examinations papers in good time

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8. RECOMMENDATIONS

1. There is an urgent need to harmonize the curriculum for all primary schools,

2. Periodic training and capacity building for examinations staff to handle such national

event with knowledge and skills required.

3. Staffs dealing with sensitive matters like examinations can easily be susceptible to

exams theft if their remuneration is poor; there is a need to review their salary to a

level that can win their hearts and minds to keep examinations secrets. Moreover, it

is always good to give them incentives during national examinations period, so that

they can carry out their workload effectively.

4. Examination deadlines and submission of student information material should be

observed as they always come late which puts burden on the shoulders of the staff.

5. Proper allocation of examinations timing and planning is put in place and schedule

and programs released well in advance.

6. The examination equipment requirement must be addressed as urgent and provided

in time, such as binding machine pins.

7. The department needs interactive website that coordinates all activities of the

Examinations Board. i.e. the release of the final examinations results,

announcements, examinations schedules, students’ requirements, past

examinations papers and even more a mirror of what is taking place in the

Examinations Board.