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
36
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.
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