Rédaction Africa Links 24 with Alex Ashaba,Longino Muhindo
Published on 2024-01-28 07:16:08
School leaders in Ntoroko and Bundibugyo districts have expressed concern over the poor performance of their candidates in the recently released Primary Leaving Examinations (PLE). Candidates from the two districts, which are situated in hard-to-reach mountainous areas, faced significant challenges due to last year’s floods in the area.
Specifically, in Ntoroko District, schools in the sub-counties of Kanara, Butungama, and parts of Rwebisengo were severely affected by floods. In November last year, these schools had to temporarily close due to the floods, which still make their reopening, set for February 5, uncertain. Masojo Primary School, one of the adversely affected schools, reported that out of the 32 students who sat for PLE, only one candidate passed in Division One with Aggregate 12. Mr Alex Kigenge, the school head teacher, attributed the poor results to the impact of the floods on the school, explaining that learners sometimes missed classes in the lead up to exams.
At Rwangara Primary School, which served as the examination centre for four schools with a total of 56 candidates, only three of them passed in Division One. Mr Paul Asiimwe, the head teacher of Rwangara School, emphasised the challenges posed by floods, which he said disrupted the learning process. He called for a permanent solution to address these issues, highlighting the potential for a better performance if the persistent flood-related disruptions were mitigated.
In Bundibugyo District, Burambagira Primary School in Ngamba Sub-county, a government-aided school, demonstrated exceptional performance with 66 first grades, 69 second grades, and only one absentee out of a total enrollment of 136 learners. Mr Benson Bwambale, the school head teacher, attributed this impressive achievement to the collaborative efforts of teachers, parents, and pupils.
Similarly, at Kabango Primary School, another hard-to-reach area in Bundibugyo District, the school secured 12 first grades and 29 second grades out of a total of 41 registered candidates. Ms Medrine Kabiira, the head teacher, reported that this accomplishment reflects the dedication of both educators and students in overcoming challenges posed by the school’s geographical location. These results shed light on the disparities in performance among schools in different geographical and environmental contexts and emphasize the need for targeted support to address the specific challenges faced by schools in hard-to-reach areas.
