2020 PLE released, UNEB registers improvement in performance as compared to 2019

Posted: 2021-07-16T11:18:39Z
2020 PLE released, UNEB registers improvement in performance as compared to 2019

The Minister of Education and Sports Janet Kataha Museveni has Friday released the 2020 Primary Leaving Examination results, indicating that proportionally, males performed better than the females and recorded a lower failure rate. 


44,877 male candidates passed in Division 1 representing 12.9%, compared to their female counterparts who got only 36,987 first grades, representing 9.5%.


However, the females performed better than the males in English, but the reverse is true for the other three subjects; Social Studies & Religious Education, Integrated Science, and Mathematics. 


In 2020, more candidates obtained Division 1 than in 2019. The overall pass levels are comparable between the two years. In terms of numbers, 659,910 candidates passed the PLE compared to 617,150 the previous year.  Overall, therefore, more pupils qualify to join the post-primary institutions than the previous year. 
 
A candidate is deemed to have passed if he/she obtains Divisional grades of 1, 2, 3 or 4.  Such candidates will qualify to register for any post primary examination conducted by UNEB. This Division U (Ungraded) is awarded to candidates who have failed to reach the minimum level of performance that can be awarded at least a Division 4. Such candidates are advised to repeat. 


At Uganda Government Upper Prison School, Luzira, 58 candidates who registered, but only 53 candidates sat the examination. Of these, 5 passed in Division 1, 23 obtained Division 2, 11 obtained Division 3, 11 obtained Division 4, and only three were ungraded. 


According to UNEB Executive Secretary Dan N Odongo, Non UPE candidates performed better than the UPE candidates and most of these Non UPE candidates, are from schools located in urban areas. 


He added that studies conducted by UNEB through National Assessment of Progress in Education (NAPE), have consistently shown that learners in schools located in urban areas achieve at higher levels of proficiency than their peers in schools located in rural areas. 


Reasons for this include the fact that teachers in the urban schools tend to spend more time on task, there is a higher level of parental involvement in the learning process, better access to facilities that supplement classroom teaching, etc.