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ACSEE Test Centers 2024: A Closer Look at Division O Results in Dar es Salaam

Dar es SalaamAt least 78 students in Dar es Salaam region scored Division O in the recently released Advanced Certificate of Secondary Education Examination (ACSEE) results for 2024, barring them from admission to higher education institutions.

This is despite the National Examinations Council of Tanzania (NECTA) showing a marked improvement in overall performance across the country.

An analysis carried out by The citizen A study conducted at several examination centres in Dar es Salaam revealed that some centres, which brought together students from multiple schools for examinations, had a significant number of failed students.

This analysis highlights the schools with the highest number of Division O scores, painting a complex picture of the city’s educational landscape.

Mbezi Beach Secondary School emerged as the leader, with 28 candidates achieving the highest O Division score among the schools surveyed.

Despite this, the center also had notable successes, with 4 students earning Division I, 40 earning Division II, 118 earning Division III, and 40 earning Division IV.

Pugu Secondary School had 17 students who scored in Division O. However, it also had its fair share of high-achieving students, with 6 candidates scoring in Division I, 36 scoring in Division II, 73 scoring in Division III and 34 scoring in Division IV.

Azania Secondary School had 8 students in Division O and no candidates in Division I. The results were skewed toward the lower divisions, with 1 student in Division II, 10 in Division III, and 15 in Division IV.

Other notable schools included Makongo Secondary School, which had 6 students in Division O, 13 in Division IV, 24 in Division III, 9 in Division II and 1 in Division I.

Mbezi Secondary School had 6 students at Division O, 7 at Division IV, 27 at Division III, 16 at Division II and 2 at Division I. Temeke Teacher Resource Centre had 5 students at Division O, 3 at Division II, 7 at Division III and 3 at Division IV, with no students achieving Division I.

Kigamboni Secondary School had 2 students with Division O, 6 with Division IV, 6 with Division III, 5 with Division II and 1 with Division I. Jangwani Secondary School had 2 students with Division O, 1 with Division IV, 52 with Division III, 45 with Division II and 13 with Division I.

Kibasila Secondary School produced 2 students with Division O, 2 with Division IV, 83 with Division III, 145 with Division II and 64 with Division I. Kinondoni Secondary School produced 2 students with Division O, 1 with Division IV, 5 with Division III, 2 with Division II and 1 with Division I.

The mixed results have sparked a debate among stakeholders in the education sector. One education analyst, Mr Ibrahimu Msofe, is calling for greater transparency in the examination process.

“Performance has improved overall, but transparency needs to be restored. The government should reinstate the practice of making school results public to foster competition and accountability,” he said. The citizen.

However, another education expert, Dr Thomas Jabir, disagrees: “Ranking schools and students creates social divisions. Some private schools have turned this into a business, increasing cheating in exams. We should not go back to that practice,” he said.

Dr Jabir stressed the need for students who obtain a Division O qualification to have alternatives. “Students with a Division O qualification should not lose hope. In some schools, there are conditions that make it difficult to perform well in national examinations. These students should consider attending vocational schools to continue their education, especially in terms of skills training,” he advised.

NECTA’s decision to stop ranking schools and students is based on equity. “It is unfair to single out one student from many schools compared to another who did not study in similar environments,” NECTA officials said.

The ACSEE 2024 results reveal both the successes and challenges of Dar es Salaam’s education system. While many students have excelled, the significant number of Division O scores cannot be ignored.

Stakeholders continue to debate the best ways to address these disparities and ensure that all students have opportunities to succeed.

The debate highlights the complexity of educational outcomes and the need for nuanced solutions that consider the diverse environments in which students learn.