Author: Michael Daniel | Published: December 22, 2024
Hon. Awut Deng, Minister of General Education, and NBG Governor Simon Ober Mawut during the release of the 2024 Teacher Assessment results for Northern Bahr el Ghazal on Saturday, December 21, 2024. – Courtesy of the Office of the Governor, NBG
The National Ministry of General Education’s 2024 assessment of primary and secondary teachers in Northern Bahr el Ghazal revealed poor performance, with the majority failing the exams.
On Saturday, December 21, the Ministry of General Education officially released the results of the Teachers’ Qualifications Assessment, conducted in Aweil, which aimed to evaluate the competency of primary and secondary school teachers.
The report shows that only 53 out of 383 teachers passed the Teachers’ Qualifications Assessment conducted in May 2024 while only 3,007 out of 8,845 teachers passed the Primary School Teachers’ Assessment conducted in June 2024 across five counties and Aweil.
The report also highlights the underrepresentation of female teachers and notes that approximately 200 teachers suffer from partial or total vision loss, which is affecting their performance.
The assessment results revealed alarmingly low pass rates, gender disparities, and health-related issues affecting educators.
The results highlight the urgent need for reforms and investments in teacher education and welfare to address systemic weaknesses and ensure a quality education system in Northern Bahr el Ghazal State.
In a statement shared on the Northern Bahr el Ghazal governor’s page, several key challenges were highlighted, including the fact that a majority of teachers in both categories failed the assessments, raising concerns about the quality of education.
Female teachers remain underrepresented, with Aweil South County notably reporting no female secondary school teachers.
The report also revealed that 200 teachers had partial or total vision loss, significantly impacting their performance.
The Ministry put forward several recommendations to address these challenges.
This includes proactive recruitment campaigns to attract more women into the teaching profession, targeted training and professional development for teachers who did not pass the examinations.
It also called for expediting the licensing and deployment of successful candidates to their assigned stations to address staffing shortages.
