The Tanzania Examinations Council (NECTA) has officially released the results of the 2024 Certificate of Secondary Education Examination (CSEE).
The announcement was made during the 164th meeting held on January 22, 2025. The statement highlighted various aspects, including student registration, attendance, performance analysis, and subject-wise success rates.
This article provides a comprehensive breakdown of the results, comparing them with the previous year’s performance to help students, parents, and educators understand the trends and implications.
Candidate Registration and Attendance
Overall Registration
A total of 557,796 candidates registered for the 2024 CSEE exams. Among them:
- Girls: 296,051 (53.88%)
- Boys: 261,745 (46.92%)
- School Candidates: 529,329
- Private Candidates: 28,467
School Candidates’ Attendance
Out of the 529,329 registered school candidates, 517,460 (97.76%) sat for the exam. Gender-wise attendance:
- Girls: 271,918 (97.54%)
- Boys: 245,542 (98.00%)
Unfortunately, 11,869 candidates (2.24%) did not appear for the examination.
Private Candidates’ Attendance
Among the 28,467 private candidates:
- 25,151 (88.35%) attended the exam.
- 3,316 (11.65%) did not take the exam.
Overall Performance in 2024 CSEE
The results show a positive increase in the overall pass rate compared to 2023.
School Candidates’ Performance
Out of 516,695 school candidates who received results, 477,262 (92.37%) passed with Grades I-IV, showing an increase from 471,427 (89.36%) in 2023. The pass rate improved by 3.01%.
Gender-wise breakdown:
- Girls: 249,078 (91.72%)
- Boys: 228,184 (93.08%)
Private Candidates’ Performance
Out of 25,120 private candidates, 15,703 (62.51%) passed, marking a 10.07% increase from 2023.
Gender-wise breakdown:
- Girls: 9,605 (62.06%)
- Boys: 6,098 (63.24%)
Quality of Performance (Grades I-III)
One of the key indicators of educational progress is the number of students achieving top grades (I-III). The data shows a 5.54% improvement in quality performance in 2024.
- Total Grade I-III Candidates (2024): 221,953 (42.96%)
- Total Grade I-III Candidates (2023): 197,426 (37.42%)
Performance by Gender
- Boys: 119,869 (48.90%)
- Girls: 102,084 (37.59%)
This indicates that boys continue to outperform girls in higher grades.
School Performance Categories
The ranking of schools based on their overall results also showed improvements.
- Schools with A-C average: increased from 1,997 (37.38%) in 2023 to 2,494 (44.83%) in 2024.
- Schools with A-D average: 5,552 schools (99.80%) maintained a passable grade distribution.
- Failing Schools (Grade F Average): Decreased to just 11 schools (0.20%).
Subject-Wise Performance Trends
Social Sciences
The performance in social science subjects such as civics, history, and geography showed remarkable improvement.
- Pass rates ranged between 70.34% and 73.36%.
- History showed the highest increase in performance (+10.16%).
- Geography followed with a +7.59% increase.
Science and Mathematics
The trend in science and mathematics remains a concern, as scores in physics, chemistry, and mathematics continue to lag behind other subjects.
However, performance in biology showed improvement, with more students scoring higher grades compared to 2023.
Key Takeaways
- Improved Overall Pass Rate: The pass rate for school candidates increased by 3.01% compared to 2023.
- Better Performance in Top Grades (I-III): The number of students achieving these grades increased by 5.54%.
- Boys Outperforming Girls: Boys continue to lead in higher grades, though the gender gap is narrowing.
- More Schools Achieving Higher Ranks: Schools performing at A-C level increased significantly.
- Strong Performance in Social Sciences: History and Geography saw the highest improvement in results.
Conclusion
The 2024 Form Four results showcase significant progress in Tanzania’s education system, particularly in the quality of performance and the increased pass rate.
However, challenges remain, especially in science and mathematics subjects. Education stakeholders, including the Ministry of Education, teachers, and parents, must continue working on enhancing learning conditions and supporting students in weaker areas.
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