The Ministry of Education, Sport, Arts and Culture has been provided with an analysis of the November 2009 ZIMSEC examination results. The results were presented to Cabinet which has debated them. Given its national importance and the large amount of interest in the subject by the public, it is necessary that the public be appraised of the results.
1.0 NATIONAL GRADE 7 EXAMINATION RESULTS ANALYSIS
It should be noted that the Grade 7 examination is not a terminal examination like `O’ and `A’ level examinations.
Candidates are examined in four subject areas where their scores are graded on a scale that stretches from Grade 1 (the best) to Grade 9 (the least).
While the concept of passing or failing does not apply at this level, performance is judged on the basis of units a candidate scores. An aggregate of up to 24 units from all the four subjects (four subjects x 6) is regarded as qualitative performance. Quality of performance is also indicated by the number of subjects in which a candidate obtains a grading of 1 to 6 unit. While Ministry has tended to use the former, ZIMSEC has been using the latter.
The performance of candidates from 2005 to 2009 is as shown in the tables below:-
1.2. COMPARATIVE PERFORMANCE FROM 2005 TO 2009 USING UP TO 24 UNITS
The table below shows the trend in pass rates from 2005 to 2009 as shown by candidates obtaining 4 to 24 units as analysed by the Ministry.
| Province | 2005 | 2006 | 2007 | 2008 | 2009 |
|---|---|---|---|---|---|
| BULAWAYO | 82.82 | 85.03 | 87.82 | 79.00 | 72.00 |
| HARARE | 83.34 | 81.70 | 84.57 | 74.56 | 72.00 |
| MANICALAND | 52.67 | 54.78 | 69.33 | 44.88 | 34.77 |
| MASHONALAND CENTRAL | 59.67 | 44.16 | 67.85 | 65.00 | 24.80 |
| MASHONALAND EAST | 59.05 | 53.39 | 61.34 | 47.67 | 31.10 |
| MASHONALAND WEST | 60.82 | 61.15 | 57.02 | 38.80 | 28.00 |
| MASVINGO | 67.45 | 67.70 | 47.81 | 47.65 | 37.97 |
| MATABELELAND NORTH | 49.93 | 32.16 | 53.16 | 34.84 | 23.05 |
| MATABELELAND SOUTH | 66.55 | 49.54 | 61.61 | 32.73 | 29.92 |
| MIDLANDS | 69.99 | 64.71 | 74.98 | 50.70 | 39.40 |
| NATIONAL | 62.42 | 68.03 | 70.45 | 51.50 | 39.30 |
From the table above, it can be observed that the performance of candidates maintained an upward trend from 2005 to 2007, it plummeted for the years 2008 to 2009. These are the years associated with the economic meltdown challenges of the country with teachers opting out of the teaching and also engaging in industrial actions resulting in learners being severely prejudiced. The extreme shortage of textbooks in primary schools has also undoubtedly contributed to this problem. Cabinet is reminded that the current programme initiated by the Education Transition Fund and the Ministry will result in the production of some 13 million primary school textbooks and the achievement of a 1 : 1 pupil/textbook ratio by September, 2010
1.3 COMPARATIVE PERFORMANCE FROM 2006 TO 2009 BASED ON ATTAINMENT OF 1 TO 6 UNITS IN EACH OF THE FOUR SUBJECT AREAS
As indicated before, ZIMSEC has analysed performance at this level using units 1 to 6 in each of the four subject areas written by candidates. The following table shows the trends in performance from 2006 to 2009 using this indicator:-
| YEAR | GENDER | NO. OF ENTERED CANDIDATES FOR THE EXAM | NO. OF CANDIDATES SCORING 1 TO 6 POINTS IN EACH OF THE FOUR SUBJECTS | NATIONAL % PASS RATE |
|---|---|---|---|---|
| 2009 | Female Male Total |
137 136 135 137 272 273 |
29 539 25 217 54 756 |
21.54 18.66 20.11 (22.70%) |
| 2008 | Female Male Total |
132 205 126 779 258 984 |
42 218 35 093 78 311 |
32.69 27.68 30.24 (51.5%) |
| 2007 | Female Male Total |
141 508 136 985 278 493 |
42 722 54 603 97 237 |
30.19 39.86 34.95 (45.21%) |
| 2006 | Female Male Total |
137 733 135 401 273 134 |
57 449 47 716 105 165 |
41.71 35.24 38.50 (47.00%) |
From the table above, it can be observed that the ZIMSEC average pass rate differs from the Ministry calculated figure in brackets. This is due to the fact that the Ministry’s number excludes the private/non-formal candidates included by ZIMSEC.
From the two tables above, performance as indicated by 4 to 24 units, which the Ministry has been using, appears to give a better picture than performance using 1 to 6 points in the four subject areas. In this regard, secondary schools tend to select candidates for Form 1 using the 4 to 24 units approach. Thus a candidate with 1 in English, 1 in Maths, 3 in Shona/Ndebele and 9 in General Paper (14 points) is considered a better performer than 1 who scores 1 in English, 4 in Maths, 5 in Shona/Ndebele and 6 in General Paper (16 points).
From the second table above, performance had taken a downward trend from the year 2006 reaching its lowest peak of 20.11% (22.70%) in 2009.
It is hoped that with the improved economic environment and anticipated provision of teaching and learning materials, performance will begin to take an upward trend again.
2.0 `O’ LEVEL NATIONAL PASS RATES BY GENDER 2007 TO 2009
The pass rates for the period under review show an upward trend after a serious decline in 2007.
| YEAR | GENDER | NO. OF ENTERED CANDIDATES ENTERED | NO. OF CANDIDATES WHO PASSED 5 OR MORE SUBJECTS | NATIONAL % PASS RATE |
|---|---|---|---|---|
| 2009 | Female Male TOTAL |
44.209 42,992 87,201 |
7,472 9,381 16,853 |
16.90 21.82 19.33 |
| 2008 | Female Male TOTAL |
71,450 71,390 142,840 |
8,910 11,722 20,632 |
12.47 16.42 14.44 |
| 2007 | Female Male TOTAL |
85,291 93,983 179,274 |
10,354 15,319 25,673 |
12.14 16.30 14.32 |
| 2006 | Female Male TOTAL |
74,363 79,866 154,229 |
12,902 18,345 31,247 |
17.35 22.95 20.16 |
The above table shows that the `O’ level pass rate has improved in 2009. During the same period, the total number of candidates taking the examination decreased from 179 274 in 2007 to only 87.201 in 2009 – a drop of nearly 90,000 candidates. Among other factors, the improvement in the pass rate could be due to the fact that several candidates who were not satisfied with their preparedness did not register for the examinations. This is not to underrate the effort of teachers who worked hard during vacations to prepare their learners for the examinations. Several parents/guardians went all out to find resources and ensure that their children accessed extra tuition. Of course of major concern is the dramatic decline in number of children sitting in the examinations which one hopes will be addressed when BEAM is extended to payment of examination fees or orphans and vulnerable children.
3.0 `A’ LEVEL NATIONAL PASS RATES BY GENDER 2007 TO 2009
The pass rates for the period under review show a decline in 2008 then an upward trend in 2009
| YEAR | GENDER | NO. OF ENTERED CANDIDATES ENTERED | NO. OF CANDIDATES WHO PASSED 5 OR MORE SUBJECTS | NATIONAL % PASS RATE |
|---|---|---|---|---|
| 2009 | Female Male TOTAL |
9,694 13.908 23,596 |
7,567 10,574 18,141 |
78.06 76.06 76.88 |
| 2008 | Female Male TOTAL |
13,079 19,526 32,605 |
9,012 12,973 21,985 |
68.90 66.44 67.43 |
| 2007 | Female Male TOTAL |
13,014 21,112 34,126 |
10,151 15,686 25,837 |
78.00 74.30 75.71 |
The above table shows that the pass rate dropped to 67.43% in 2008 then increased to 76.88% in 2009. During the same period, the total annual number of candidates who registered for the examination dropped by nearly 10 000 from 34,126 in 2007 to 23,596 in 2009. A number of candidates who were unsure of their preparedness did not register for the examination, thus reducing the number of unsuccessful candidates.
4.0 OBSERVATIONS
- The noted steady decline in performance in Grade 7 examinations may be attributed to tender age of the pupils who were most seriously affected by disruptions in the learning programmes.
- The more mature ‘O’ and ‘A’ level students were able to manage their time even without the direct services of teachers.
- It is also noted that ‘O’ and ‘A’ level students who doubted their preparedness opted out of the examinations and thus reduced the failure rate.
- At all levels, the effort by teachers, especially in rural areas to adequately prepare their learners for the examinations should be noted and appreciated.
- Parents also went all out to ensure that their children accessed extra tuition during vacations and times when the school system faced disruptions.
5.0 CONCLUSION
While the pass rates for ‘O’ and ‘A’ level examinations show an upward trend, the nation should be mindful of the fact that the harsh economic environment and the brain drain experienced in 2007, 2008 and 2009 had a serious and dramatic knock on effect on the education delivery system. A particular worry is the decline in the Grade 7 pass rate and the related lowering of literacy and numeracy rates. There is a grave danger that the nation will suffer from a lost generation if this crisis is not taken seriously. Inadequate resources have been allocated to Education for many years and the appalling grade 7 results are a direct result of this policy.
Urgent steps need to be taken to rectify some of the obvious problems, such as the scarcity of teaching and learning materials, inadequacy of physical infrastructure and the no-longer attractive working conditions of teachers. It is hoped that the positive trend in high school students’ performance will be maintained, as the macro-economic environment continues to improve. This can only be done if a higher proportion of the national budget and resources are allocated to Education and if the International Community is mobilized to provide even greater resources to resuscitate Zimbabwe’s education system which is obviously in a critical state.
SENATOR DAVID COLTART
MINISTER OF EDUCATION, SPORT, ARTS AND CULTURE
Harare
29th April 2010