Education experts demand probe into causes of WASSCE mass failure

Two leading education analysts want a thorough interrogation of the Chief Examiner’s Report to uncover the real factors behind this year’s widespread failure in this year’s West African Senior School Certificate Examination (WASSCE) results.

Dr Peter Anti Partey of the University of Cape Coast and Executive Director of IFEST, Ghana, and Africa Education Watch’s Executive Director, Kofi Asare, told the Daily Graphic that the report must serve as the foundation for meaningful reform, targeted interventions and improved preparation of final-year students.

This year’s results show serious weaknesses across the core subjects. In English Language, 289,673 candidates representing 60 per cent scored A1–C6. Another 37,712 secured D7, 39,091 obtained E8 and 54,294 scored F9.

Core Mathematics recorded A1–C6 for 209,068 candidates, representing 48.73 per cent, while 114,872, making up 26.77 per cent, failed with F9. Integrated Science saw 220,806 candidates achieving A1–C6, with 61,243, representing 16.05 per cent, recording F9. Social Studies produced 248,538 passes within the A1–C6 band, while 122,449 candidates, representing 27.50 per cent, scored F9.

Dr Partey said the analysis must go beyond national averages to identify schools performing far below expected levels.

“If we really want to know what went wrong, we need to go to individual schools and see those that did not perform well,” he said.

He explained that some schools consistently deliver better results than others, making it necessary to investigate institutions that recorded pass rates as low as 20 per cent or less.

He stressed that weaknesses in teaching and instructional quality, especially in Core Mathematics, must be examined. Once these gaps are identified, he said, the Ministry of Education can design interventions tailored to schools where teachers need additional support.

“These targeted interventions would enable these schools that are not performing well to get the needed attention,” he noted.

Dr Partey also argued that reforms must include clear performance outputs for the Minister of Education, backed by transparent reporting on why certain schools posted extremely low pass rates. “When we go by that approach, we are helping the children and not a politician who wants to score political points,” he said.

For his part, Mr Asare said the performance in Mathematics and Social Studies was worrying, even though English Language and Integrated Science remained within normal patterns. He said the Chief Examiner’s Report would be crucial in determining the specific challenges candidates faced. “Once it is ready, we can do a diagnosis of what the gaps are and based on that, the Ghana Education Service could use that to do its interventions,” he said.

Beyond academic weaknesses, Mr Asare urged increased public education to promote integrity and reduce examination malpractice, noting that behavioural change among students remains essential for long-term improvement.