The 2026 West African Senior School Certificate Examination (WASSCE) results should serve as more than an annual academic scorecard. They should be a wake-up call for The Gambia to confront the persistent weaknesses in its education system and urgently invest in improving learning outcomes.
According to the West African Examinations Council (WAEC), only 1,556 candidates, representing 7.94 percent of those assessed, obtained credit passes in five subjects including English Language and Mathematics. Out of 19,605 candidates assessed, this means that more than nine out of every 10 candidates did not achieve this benchmark.
These figures are deeply concerning, particularly because English and Mathematics are fundamental to further education, employment and participation in the modern economy. A country cannot aspire to build a competitive workforce while such a small proportion of its young people demonstrate proficiency in these essential subjects.
The results also raise questions about the quality of teaching, the availability of learning materials, classroom conditions, teacher preparation and the level of support provided to students, particularly those from disadvantaged backgrounds. While examinations measure student performance, they also provide important signals about the effectiveness of the wider education system.
The government, schools, parents and communities must therefore resist the temptation to blame students alone. Poor examination performance is rarely the product of one factor. It is often the result of accumulated challenges that begin long before students enter the examination hall.
At the same time, the results should not be used to undermine the achievements of the many students who performed well. The 722 candidates who obtained nine credits, alongside those who secured eight, seven and six credits, deserve recognition. Their success demonstrates that Gambian students can excel when provided with the right environment and support.
The gender figures also deserve closer examination. Although females constituted 63.42 percent of registered candidates, they accounted for 907 of those obtaining five or more credits including English and Mathematics, compared with 649 males. This suggests that girls continue to make significant gains in academic achievement and that efforts to keep girls in school can produce tangible results.
The withholding of 98 candidates’ results over suspected examination malpractice is another matter requiring attention. Academic success must be built on integrity, and examination malpractice should be addressed firmly while ensuring due process for affected candidates.
The 2026 WASSCE results should therefore trigger a comprehensive national review of learning outcomes. The Gambia needs stronger teacher training, better learning resources, targeted support for struggling students and regular assessment of teaching quality.
Education is not merely an expenditure; it is an investment in the country’s future. If the majority of our young people are leaving senior secondary school without mastering basic competencies, the consequences will extend far beyond examination statistics.
The time for simply announcing results and moving on is over. These figures demand action, accountability and a sustained national commitment to ensuring that every Gambian child receives an education capable of preparing them for the future.