While the stellar results from top-performing schools deserve recognition, they should also challenge the nation to address the systemic issues holding others back. Photo: Courtesy
By Adonis Byemelwa
Education holds the power to transform lives, fostering skilled individuals who can propel economic growth and solve real societal challenges.
Students are expected to dedicate themselves to learning, emerging as graduates with promising academic results and a vision for the future.
Yet, a disconnect remains between the number of enrolled students and those successfully graduating. The rise in readmissions reflects the struggles many face academically.
What’s more, educational analysts in Tanzania are increasingly raising concerns. Each year, the nation celebrates improved examination results, yet the stark reality of shrinking job opportunities for graduates looms large. This paradox has led many to question the true value of the education system. Where do these top-performing students end up? What innovations and contributions do they make? And how does their academic success translate into meaningful lives?
Dr Gratian Rwekaza, a lecturer at Moshi Cooperative University’s Shinyanga campus, didn’t mince words. “It’s challenging to see the brilliance of students who scored First Division in secondary school once they get to university,” he said. “The system at higher levels isn’t one of spoon-feeding.
A student who is used to being handed everything and scoring seven points in secondary school struggles when they have to seek knowledge independently at university. Without adapting, they’re bound to falter and can appear as though they brought nothing of value.”
Dr Rwekaza urged students to embrace the digital age to enrich their learning and rely less on teachers. “Education today is online, and students must use these platforms to deepen their knowledge and skills. It’s not enough to depend solely on educators anymore,” he added.
In the past, education leaders faced dismissal for poor examination results. Today, the dilemma is different. Are glowing results truly reflective of a system that prepares students for the real world?
This question has taken center stage following the announcement of the latest national Form Four results by the National Examinations Council of Tanzania (Necta).
With a pass rate of 92.37%, up from 89.36% the previous year, the results are undeniably impressive. Out of 516,695 candidates, 477,262 passed with grades ranging from First to Fourth Division.
Necta Executive Secretary Dr Said Mohammed attributed this achievement to collective efforts to enhance the education system. He also highlighted the 5.54% increase in students achieving First to Third Divisions compared to the previous year.
These statistics, while encouraging, spark critical questions about equity, opportunity, and what academic success truly means.
Among the schools celebrated were Saint Francis Girls in Mbeya and Feza Boys in Dar es Salaam, both producing numerous students with seven-point First Divisions.
These institutions have cemented their reputations as centers of excellence. However, their success hasn’t escaped criticism. Educational analysts argue that such schools often admit students who already excelled in primary school, creating an uneven playing field and sidelining those with average performance.
Questions also linger about whether these stellar results stem solely from exceptional teaching or if other factors, including questionable methods or even political influences, come into play. Critics caution that such achievements could be leveraged by politicians, especially with elections on the horizon, to showcase progress in education as a rallying point for voters.
Yet, the accomplishments of these students cannot be denied. Their success serves as a beacon of hope, inspiring peers and demonstrating the potential of Tanzania’s education system when resources and strategic planning align.
For those who scored First Divisions, the future appears bright, with opportunities for scholarships, entry into competitive university programs, and pathways to esteemed professions like medicine, law, and engineering.
Amina Ndambo, a former student of Saint Francis Girls who achieved seven points in 2023, described her journey as one of perseverance. “Excellence isn’t just about exams; it’s about resilience, curiosity, and the determination to push through challenges. Our school prepares you not just for the next test but for life itself,” she said.
However, not all students share this hopeful outlook. Those who scraped by with Fourth Divisions—or failed—often face bleak prospects. Many find themselves without viable options, leading to disillusionment.
As one community elder, Edward Mwita, lamented, “There are young people here who scored Fourth Division and can’t even get jobs as primary school teachers. They’ve tried for military recruitment, but there’s no chance. Division Four now feels like nothing. Some have given up entirely, spending their days in coffee shops or gambling dens.”
Teachers have long called for reforms to bridge this gap. Proposals include vocational training programs and entrepreneurship initiatives to help those left behind find their footing.
Charles Mwakalinga, a secondary school teacher in Arusha, stressed, “Exams should not be seen as the ultimate verdict on a student’s potential. Education should lift everyone, not just the top achievers.”
Disparities between urban and rural schools also reveal persistent challenges. Urban schools often benefit from better infrastructure, well-trained teachers, and resources like laboratories and libraries. In contrast, rural schools face overcrowded classrooms, poorly trained educators, and a lack of basic facilities.
Rehema Mwampamba, a teacher in Shinyanga, voiced her frustration: “How can we expect students to compete equally when some are learning under trees while others are in modern classrooms? The playing field isn’t level, and we must change that.”
Efforts to address these issues require investment and innovation. Teachers play a crucial role in shaping outcomes, but they need support and fair systems.
Dr Japhet Mwembe, a lecturer in Dar es Salaam, noted, “Grading systems should reflect effort, creativity, and ability. Integrity is vital because students are now seen as clients who expect value for their investment in education.”
Despite these challenges, the 2024 results are a testament to the resilience of Tanzania’s students and teachers. As Mwampamba aptly put it, “We must celebrate the victories but not forget those left behind. Education should be a bridge of opportunity for all, not a privilege for the few.”
