The Minister of Child Welfare and Basic Education, Nono Kgafela-Mokoka, presented the 2024 Primary School Leaving Examination (PSLE) provisional results to Parliament, highlighting both achievements and challenges in the education sector. The results, approved by the Botswana Examinations Council (BEC) on December 10, 2024, were officially shared with the Minister two days later.
Kgafela-Mokoka emphasized the diagnostic nature of the PSLE, designed to assess cognitive achievement across various dimensions within each syllabus. The results, graded on a scale from A to E, offer feedback aimed at improving teaching and learning processes in schools. Grades that fall below the minimum threshold are marked as “U” for unclassified, urging schools to address such underperformance.
In 2024, a total of 53,044 candidates sat for the PSLE, representing a 1.5% increase from the 52,266 candidates in 2023. The rise was observed in both government and private school enrolments, although there was a decline in Out of School Education and Training (OSET) centres. Despite minor instances of maladministration at a few centres, the examinations were conducted smoothly overall.
The results reveal several noteworthy trends. The percentage of candidates achieving Grade E or better remained steady at 99.80%, while those attaining Grade D or better decreased slightly by 0.2%, from 91.90% in 2023 to 91.70% in 2024. On a positive note, the percentage of candidates securing Grade C or better rose by 1.3% to 73.30%. Similarly, those achieving Grade B or better increased by 2.2%, reaching 40.30%. The proportion of candidates obtaining Grade A also climbed by 0.8%, standing at 21.10%.
The Minister noted the results were made available on December 13, 2024, through various platforms. Centres with internet connectivity accessed the results via the Malepa system, while hard copies were delivered to those without connectivity. Regional offices received digital summaries, and individual candidates accessed their results through the Botswana Examinations Council website or SMS. Plans are underway to enhance digitization, enabling broader access and reducing printing costs for future examinations.
Despite the improvements, Kgafela-Mokoka identified critical issues hampering progress in the education system. These include dilapidated school infrastructure, low teacher morale, long distances traveled by students to reach schools, and an inadequate school feeding menu. The Minister outlined a comprehensive plan to address these challenges. This includes refurbishing infrastructure, improving teacher working conditions, expanding pre-primary education through infrastructure development, providing school transport in areas where students walk long distances, and revamping the feeding program to offer two nutritious meals per day.
In setting a target for the coming year, Kgafela-Mokoka challenged stakeholders to achieve a 5% improvement in overall performance. She acknowledged the 1.3% gain in candidates achieving Grades A to C but stressed the need for greater efforts to ensure a more equitable and high-quality education for all students.
The Minister closed her statement by reiterating the government’s commitment to addressing systemic issues and fostering an environment conducive to learning. She concluded with a determined tone for the year ahead.
