Just In!! UNEB Releases List Of Worst Performing Districts
The Uganda National Examination Board (UNEB) convened on Thursday to release the results of the 2023 Primary Leaving Examination (PLE). The statistics disclosed the performance of 749,254 candidates from 15,859 schools, revealing a decline from the previous year. Among the candidates, 501,602 were Universal Primary Education (UPE) beneficiaries, while 247,652 were non-UPE candidates.
Gender distribution showcased a notable trend, with 52.25% of candidates being girls, surpassing boys who constituted 47.75%. This consistent trend over seven years reflects a positive trajectory in girls’ completion of the Primary Education cycle.
The Board also reported a noteworthy increase of 8.7% in learners with Special Needs (SNE), totaling 2,652 candidates. Among them, 1,261 were females, and 1,391 were males. The examination support for 995 candidates included specialized assistance such as braille, sign language interpreters, transcribers, and physical support.
Subject performance analysis over two years (2023 and 2022) indicated slight improvements in English, Integrated Science, and Mathematics. However, Social Studies and Religious Education (SST) performance remained consistent with the previous year.
Further breakdown by gender revealed varying cumulative percentages at each pass level, highlighting the imperative need for ongoing efforts to address disparities and ensure equitable educational outcomes.
Notably, the results disclosed that 13% of males outperformed their female counterparts, scoring in the top Division compared to 9% of females. Concerns arose with a significant number of candidates in Division U (88,269 or 10.4%), particularly in districts like Kibuku, Madi Okollo, Dokolo, Kween, and Namisindwa. This raised concerns about potential school dropouts, prompting authorities to investigate and address underlying causes.
The release of the 2023 PLE results draws attention to gender dynamics, achievements in Special Needs representation, and challenges such as concerns over Division U. As education stakeholders absorb the outcomes, the focus shifts to strategic interventions aimed at fostering inclusivity and improving educational outcomes nationwide.