Examination Results

• Junior Secondary Certificate

• JSC Results For Full-Time And Part-Time Candidates

• JSC Results Per Namcol Region

• International General Certificate for Secondary Education [IGCSE]

• IGCSE Results For Full-Time And Part-Time Candidates

• IGCSE Results Per Namcol Region

• 'Drop Out’ among NAMCOL Learners

• Assignments from Learners

• Certificate In Education For Development (CED) And The National Higher Diploma In Adult Basic Education And Training (NHDABET)

• Commonwealth Youth Development Programme (CYP)

The examination results are used to assess the success of both individual candidates and educational institutions. Therefore, this section presents and discusses aspects of the 2004 examination results for NAMCOL learners.

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Junior Secondary Certificate

The JSC represents the terminal examination for the junior secondary cycle (Grades 8 - 10). The learners who succeed in this part of the cycle proceed to the senior secondary cycle (IGCSE), whether it is part-time with NAMCOL or full-time in formal schools.

A total of 12,051 part-time candidates wrote the JSC examination in 2004. Figure 3.1 is a graphical presentation of the JSC examination results for part-time candidates. It clearly shows that the number of subject entries increased remarkably since 1995. However, the number of un-graded entries has been less stable although it has been declining.

 Figure 3.1: JSC Examination Results for Part-Time Candidates, 1995 – 2004

See Table III for detailed information on the comparison of JSC examination results by subject.

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JSC Results For Full-Time And Part-Time Candidates

Table 3.1 compares the JSC examination results for full-time and part-time candidates for the 2003 and 2004 academic years. During the 2004 academic year, pass rates of 91.5% and 88.2% for full-time and part-time candidates, respectively, were recorded. It is notable that the pass rate for part-time candidates increased by 4.9 percentage points, while an increase of 1.1 percentage points was recorded for full-time candidates. NAMCOL candidates recorded a pass rate of 88.3%, a little higher than the pass rate of all Part-Time candidates.

Table 3.1: Comparison of JSC Examination Results for Full-time and Part-time Candidates, 2003-2004

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JSC Results Per Namcol Region

Figure 3.2, below, gives the examination results for each NAMCOL region. All NAMCOL regions achieved pass rates of more than 80%. The Northern region had the highest pass rate of 91.9%, while the lowest pass rate was recorded in the Central region (80.4%). The highest percentage of ungraded subject entries was recorded in the Central region (19.6%) and the Southern region (16.9%).

Figure 3.2 - Comparison of JSC Examination Results per NAMCOL Region, 2004

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International General Certificate of Secondary Education [IGCSE]

The IGCSE is the terminal examination for most senior secondary learners in Namibia and access to institutions of higher learning depends on this examination. Examinations are offered in May/June and October/November.

A total of 24,991 candidates entered for the October/November examination sitting in 2004, of which 11,521 (46.1%) were part-time candidates. However, part-time candidates only accounts for 21.5% of subject entries, as part-time learners mostly sit for three or less subjects, while full-time candidates mostly write six subjects. The results of part-time IGCSE candidates over the last eight years are shown in Figure 3.3. below.

Figure 3.3: IGCSE Examination Results for Part-Time Candidates, 1997 – 2004

Prior to 1999, separate figures for absentees/incomplete entries were not provided for out-of-school learners; therefore no numbers are presented for 1997 and 1998. Pass rates have been rising since 2000 (72.6%) to 2004 (77.5%).

See Table IV and Table V, for detailed information on the comparison of IGCSE October/November and May/June examination results by subject.
 

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IGCSE Results For Full-Time And Part-Time Candidates

Table 3.2, below, compares the IGCSE examination results for full-time and part-time candidates for the 2003 and 2004 academic years. A pass rate of 91.3% was recorded for full-time candidates and 77.5% for part-time candidates at the end of 2004. Note that the pass rate for part-time candidates increased with 1.9 percentage points, while a marginal increase of 0.5 percentage points was recorded for full-time candidates. NAMCOL candidates recorded a pass rate of 76.7% - this figure was 0.8 percentage points below the pass rate of all Part-Time Candidates.

Table 3.2 - Comparison of IGCSE Examination Results (October/November Sitting) for Full-Time and Part-Time Candidates, 2003 – 2004.

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IGCSE Results Per Namcol Region

Figure 3.4, below, shows the examination results for each NAMCOL educational region. All NAMCOL regions achieved a pass rate of more than 70%. The Northern region had the highest pass rate of 79.4%, while the lowest pass rate was recorded in the North-eastern region (71.9%). Likewise, the highest percentage of ungraded entries was recorded in the North-Eastern region (28.1%) and the Central region (26.9%).

Figure 3.4 - Comparison of IGCSE Examination Results per NAMCOL Region, 2004

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'Drop Out’ among NAMCOL Learners

In any education programme, some learners are likely to terminate their studies before completing the entire programme, and NAMCOL programmes are no exception. A study was carried out in 2004 to determine the factors that contribute to learners dropping-out of the ASE programme, and it was established that the following are some of the contributing factors: long distances to the tutorial centres, alcohol abuse, lack of parental/ self motivation, lack of financial support to pay for examination/ transport and difficulty to cope with part-time studies. NAMCOL, unfortunately, has little or no control over most of these factors.

However, NAMCOL strives to address learner difficulties by providing them with “learner friendly” study materials, in order to prevent withdrawals as far as possible. NAMCOL monitors drop-out rates annually and data on the drop-out of learners is presented in Table 3.3 and Table 3.4.
 

Table 3.3: ‘Drop-Out’ Among NAMCOL JSC Learners, 2003 – 2004

The table above shows that 12.2% of NAMCOL subject enrolments was not entered for examinations in 2004, as learners failed to register for examinations, mainly due o financial reasons. A decrease of 1.1 percentage points has been recorded in 2004, compared to the 13.3% of exam non-registrations recorded 2003. In addition, 7.2% of the subject entries were marked ‘Incomplete’ in 2004, which brings the total drop-out rate to 18.6%. The 2004 total drop-out rate of 2.1 percentage points lower than the 20.7% recorded in 2003.

Table 3.4: ‘Drop-Out’ Among NAMCOL IGCSE Learners, 2003-2004

A total of 6.2% of NAMCOL IGCSE subject enrolments did not enter for examinations in 2004, compared to 1.3% the previous year. In fact, the total number of subject drop-out is much higher in 2004 compared to the previous year.

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Assignments from Learners

Three assignments per subject are marked, and then recorded for each JSC learner and averaged to provide a continuous assessment (CA) mark for the whole academic year. Assignments at IGCSE level do not contribute to the final mark. Nevertheless, learners at IGCSE level are also encouraged to complete all assignments in order to assess their progress.

One possible explanation for the large number of JSC subject entries marked ‘Incomplete’ relates to the failure by learners to submit assignments timeously for marking.

Table 3.5, below, summarises the number of assignments marked and returned in 2004. At IGCSE level, where completion of assignments is optional, a total of 62.7% assignments were submitted by learners; a 2.6% increase compared to 2003. At JSC level, where assignment marks contribute to the candidate’s final results, an increase of 10% was recorded in 2004, compared to 2003. In 2004 a total of 87.9% of the assignments were marked and returned to JSC learners.

Table 3.5: Assignments Submitted by Learners for Marking by Subject and Level, 2004

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Certificate In Education For Development (CED) & The National Higher Diploma In Adult Basic Education & Training (NHDABET)

The CED is a two-year study programme offered through a combination of distance and face-to-face modes of study. The CED is designed to meet the professional development needs of adult educators, extension agents and community development workers.

A total of 17 students completed the CED in 2004. The performance of students in 2004 has been better in all five modules compared to 2003. An overall pass rate of 69.8% was recorded in 2004, an increase of 17%, if compared to the 2003 results.

Although assessment of the CED is based on a simple pass-or-fail system, the results are categorised as ‘pending’ if the student has yet to submit all of the assignments in order to qualify to sit for the examination, or if the student was absent during the examination or if the student was granted a second chance to sit for a supplementary examination. Detailed information on the CED results is in Table VI.

In 2004, NAMCOL introduced the NHDABET, in collaboration with UNISA, for learners that had successfully completed the CED programme. CED graduates are required to complete an additional year of study through UNISA in order to receive the three-year NHDABET.

The assessment of the NHDABET is based on a simple pass-or-fail system (see Table 3.6. below). Results are categorised as ‘Passed‘ if the student has qualified to graduate or ‘Failed’ if the student has failed and has to repeat some modules in order to graduate. Those students who did quit the programme are regarded as drop-outs.
 

Table 3.6: Examination Results for NHDABET Candidates, 2004

A total of 33 students completed the National Higher Diploma in Adult Basic Education and Training (NHDABET) in 2004 with the pass rate of 54.1%, while the 12 learners’ results are still pending due to supplementary examinations.

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Commonwealth Youth Development Programme (CYP)

The CYP programme was launched in January 2002 and targets youth development workers. This programme was offered in partnership with the Zimbabwe Open University (ZOU) to Namibian learners until December 2004. In the meantime, NAMCOL has been accredited by the Commonwealth Youth Secretariat as a Partner Institution and will, therefore, offer the programme on its own as from 2005.

The assessment of the CYP is based on a simple pass-or-fail system (see Table 3.7. below). Results are categorised as ‘Completed‘ if the student has qualified to graduate or ‘Not completed’ if the student has failed and has to repeat some modules in order to graduate. Dropped-out are those students who did not complete the programme.

A total of 14 students completed the Commonwealth Diploma in Youth in Development in 2004. An overall pass rate of 50% was recorded (see Table 3.7 below).

Table 3.7: Examination Results for CYP Candidates, 2004

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