The Ministry of Education and Human Resources Development has released the 2025 national examinations performance by students and schools.
When signing the release of the 2025 national examinations placements earlier this month, Supervising Minister for Education and Minister for Police, National Security and Correctional Services, Hon. Jimson Tanangada noted that the 2025 examination outcomes show an encouraging improvement in access to secondary education.
Tanangada said there is a great number of students progressing through the system compared to previous years which reflects the country’s continued support for student learning.
In year 9, the progression rate to year 10 was 84.1 percent, representing an increase of 27 percent compared to 2024.
This reflects a significant improvement in access to senior secondary education nationwide, with female students accounting for 53 percent of those who progressed.
In year 11, the transition rate is 44.7 percent, representing an increase of 3.4 percent compared to 2024. Female participation was higher, with 3,438 female students sitting the year 11 examinations compared to 3,234 male students.
In year 12, there is a marginal improvement in student access, increasing from 17.1 percent in 2024 to 19 percent in 2025, representing a 2 percent gain.
The Ministry acknowledged that access to secondary education remains a challenge and will require the collective efforts of all stakeholders to ensure greater opportunities for children to complete secondary education.
For the 2025 cohort, the national pass rate for year 12 stands at 53.8 percent, year 9 at 52.9 percent, and year 11 at 65 percent. The pass rates indicate the national percentage of students who have passed all their national examinations, achieving more than 50 in their final scores.
For year 12, the strongest performance was recorded in Computer Studies, with 90.3 percent of candidates achieving at or above the average score of 50. This was followed by Design Technology at 78.7 percent and Physics at 77.1 percent.
At the year 9 level, performance in Mathematics and Science remains a significant concern, with only 40 percent and 37 percent of students, respectively, achieving at or above the expected proficiency levels. These results highlight the urgent need for continued and targeted interventions to strengthen foundational learning outcomes.
Encouragingly, improved results were observed in Social Studies and English, where 74.3 percent and 64.3 percent of the 2025 cohort achieved at or above the expected proficiency levels.
For year 11, the highest proportions of candidates achieving above the national mean score of 50 were recorded in Home Economics at 67.6 percent, Industrial Arts at 67.6 percent, Agriculture at 65.3 percent, Science at 61.8 percent, Business Studies at 58.2 percent, New Testament at 58.0 percent, Mathematics at 58.0 percent, Social Studies at 57.7 percent, and English at 57.7 percent.
Analysis of the results shows differences in performance by gender.
Female students and male students both showed strong performance in different subjects at the year 9 level, while at year 12, male students performed better across most subjects, especially in the sciences and accounting.
For year 9, male students showed better performance in mathematics and sciences, while the female counterparts were better in the social sciences, including English. For Year 11 female students performed better in most subjects.
The male students dominated the highest aggregate scores across levels. In Year 9, the top-performing male student from Chung Wah Secondary School achieved a score of 377 out of 400, while in Year 12, a male student from King George VI School attained 439 out of 500. For year 11, a male and female student from King George VI School scored the highest of 533 out of 600.
At the year 12 level, strong performance was recorded in several subjects.
The highest proportion of students achieving at or above proficiency levels were in computer studies at 90.3 percent, accounting at 62 percent, physics at 58.3 percent and design technology at 58 percent.
National means per subject have improved also for the year 12 cohort in 2025. Compared to the national mean of 50, students’ performance showed the following trends; computer studies at 67.5, physics at 56.2, biology at 54.6, agriculture at 52.9 and chemistry at 54.2.
For the Arts, students’ performance showed the following trends; accounting at 57.3 and development studies at 50.8. These subjects continue to receive high enrolments.
Improved students’ performance was in year 9 social studies and English, with national means of 62.2 and 58.04, respectively.
Students’ performance in mathematics and science continue to remain below expected levels.
In year 11, all subjects\’ performance achieved national means above 50. However, only 22.1 percent of the cohort achieved at and above expected levels for mathematics.
More than 77 percent are still performing at emerging or critical levels. Mathematics appears to be a challenging subject for students at year 11.
Meanwhile, the top 10 Secondary Schools in the 2025 National Examinations were;
- KGVI Secondary School
- St Joseph Catholic Secondary School
- Betikama Adventist College
- Selwyn College
- Su’u Secondary School
- Aligegeo Secondary School
- Chung Wah Secondary
- Goldie College
- Bishop Epalle Secondary School
- Townend SDA CHS
The Ministry acknowledged that access to secondary education has improved, particularly at the senior secondary education level where demand continues to exceed available spaces.
Around 1592 year 9 students were not placed into year 10, while 3,703 year 12 students would require support to engage in further studies in 2026.
The government remains committed to ensuring that students who are unable to secure immediate placement are provided with alternative opportunities where possible, including expanded TVET pathways, community high schools, and other education and training options.
The results from the National Examinations should enable students to take the next step in their educational journey and assist families, schools, and education providers in planning for the 2026 academic year.
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MEHRD statement
