THE recently announced Form Four national examination results by the National Examination Council of Tanzania (NECTA) have ignited both celebration and debate across the nation.

With a remarkable overall pass rate of 92.37 percent, up from 89.36 percent in 2023, this year's results are a milestone in Tanzania’s educational progress. Of the 516,695 candidates who sat for the exams, 477,262 passed with grades ranging from Division I to IV. 

NECTA’s Executive Secretary, Dr. Said Mohammed, attributed this success to concerted efforts in improving the education system, highlighting an increase in the number of students achieving Division I to III grades, which rose by 5.54% compared to the previous year. 

While the numbers tell a story of progress, they also raise critical questions about equity, access, and the true meaning of academic success. Among the schools making headlines are Saint Francis Girls in Mbeya and Feza Boys in Dar es Salaam, celebrated for their extraordinary results. 

These institutions produced numerous students who scored Division I with the coveted 7 points, cementing their reputations as academic powerhouses. Yet, their success has not escaped scrutiny. Critics argue that such schools often admit only the best-performing students from primary school, creating an uneven playing field. 

Some skeptics even question whether such stellar results are purely a product of rigorous teaching or if other factors, including unfair practices, might be at play.

Despite these debates, the achievements of these students are undeniable, serving as an inspiration to their peers and a testament to the potential of Tanzania’s education system when resources are utilized effectively.

For those students who excelled with Division I scores, the future looks promising. Opportunities for scholarships, admissions to competitive university programs, and pathways to careers in fields like medicine, engineering, and law are within reach. Their achievements reflect not just academic ability but also discipline and determination. 

Amina Ndambo, a former student of Saint Francis Girls who scored 7 points in 2023, described her journey as one of resilience. 

“Excellence isn’t just about exams; it’s about persistence, curiosity, and the willingness to work hard even when it’s tough. Schools like ours prepare you for life, not just for the next test,” she said.

However, not all students share such bright prospects. Those who barely passed Division IV or failed outright face a different reality, one often marked by limited opportunities and uncertainty.

 Educators have long called for reforms to address these disparities, advocating for vocational training programs and mentorship initiatives to support struggling students. 

“Exams should never be seen as the final judgment of a student’s potential,” said Charles Mwakalinga, an educator in Arusha. “We need to ensure that even those who don’t excel academically have pathways to success. Education should uplift everyone, not just the top scorers.”

The disparity between urban and rural schools further underscores the challenges facing Tanzania’s education system. Schools in urban areas often have access to better infrastructure, qualified teachers, and resources like laboratories and libraries, giving their students a significant advantage.

In contrast, rural schools struggle with overcrowded classrooms, undertrained teachers, and inadequate facilities.

 Rehema Mwampamba, a teacher in Shinyanga, lamented the inequalities that persist. “How can we expect students to compete equally when some study under trees while others have state-of-the-art classrooms? 

The playing field isn’t level, and it’s our responsibility to change that,” she said. Targeted interventions, including better funding and teacher training, are essential to bridge this gap and ensure that all students, regardless of their background, have an equal chance to succeed.

The role of educators in shaping these outcomes cannot be overstated. Fairness, consistency, and open-mindedness in teaching and grading are critical to fostering trust and encouraging learning. 

Prof Paul A. Iji, an education expert and Dean at Fiji National University, has written extensively about the importance of fair grading practices. According to him, grading should reflect both academic rigor and creativity while maintaining transparency and equity. 

“The process of grading is not just about assigning numbers—it’s about recognizing effort, creativity, and potential. Fairness is key, as students are now seen as fee-paying clients who expect value for their investment in education,” he noted. 

Prof Iji also emphasized the importance of avoiding extremes in grading, cautioning against awarding perfect scores or zeros except in exceptional circumstances. 

“Exams are not military exercises where only the strongest survive. They are tools to measure understanding and guide improvement. If all students fail or all excel, something is wrong—either with the teaching or the assessment itself,” he added.

Professor Iji’s insights align with the growing push for the use of rubrics and standardized grading systems. While some educators view rubrics as restrictive, others see them as tools for consistency and fairness. 

“Rubrics help ensure that students are evaluated on clear criteria, reducing subjectivity and bias,” said Dr. Japhet Mwembe, a lecturer in Dar es Salaam. 

However, he also warned against rigidly adhering to rubrics at the expense of recognizing creativity and critical thinking. “A good rubric leaves room for students to think outside the box. It’s a balance between structure and flexibility,” he explained.

The challenges of marking and assessment are compounded by the diversity of students’ backgrounds and abilities. Universities and schools are increasingly recognizing the need for professional development programs to equip educators with the skills to navigate these complexities. 

“Marking isn’t just a skill; it’s an art,” said Professor Iji. “It requires experience, empathy, and an understanding of the unique context of each student. Training young lecturers in these areas are essential for maintaining the integrity of our education system.”

Despite the challenges, the 2024 results are a testament to the resilience of Tanzania’s students and educators. Schools like Feza Boys and Saint Francis Girls attribute their success to holistic approaches that prioritize not just academics but also personal development.

“Our goal is to produce individuals who are not only academically competent but also socially responsible and emotionally intelligent,” said the principal of Feza Boys. This philosophy resonates with students and parents alike, reinforcing the importance of education as a tool for personal and societal growth.

As the nation celebrates these achievements, it is crucial to remember the work that remains. The focus must be on creating an inclusive education system that uplifts every student, from the top achievers to those struggling to keep up. 

Addressing disparities, investing in teacher training, and expanding access to resources are key steps toward this goal. The 2024 results are not just a reflection of progress—they are a call to action for all stakeholders to continue building a system that leaves no one behind.

The ongoing debates surrounding these results highlight the complexities of academic success. While schools like Saint Francis and Feza Boys continue to set high standards, the broader focus must remain on ensuring quality education for all. 

As Mwampamba aptly put it, “We must celebrate the victories, but we must also remember those left behind. Education is not a privilege for the few—it’s a right for everyone.” These words echo the heart of what education must stand for: a bridge to opportunity that no one is too far behind to cross. 

While the stellar results from top-performing schools deserve recognition, they should also challenge the nation to address the systemic issues holding others back.

Behind every statistic is a story—a student with potential, a teacher striving against odds, a parent sacrificing for a better tomorrow. Education’s true power lies in its ability to transform not just individual lives but entire communities.

The journey forward is not just about celebrating success; it’s about ensuring that no child is left without the tools to dream, achieve, and contribute to a thriving Tanzania. This is the responsibility of a nation that values not just results but the promise of equity, fairness, and hope for all.