It develops people’s ability to live meaningful, productive lives. It drives sustainable development. It builds social cohesion and national resilience.
That is why the 2026 WASSCE results released last week by the Ministry of Basic and Secondary Education cannot be dismissed as just another set of statistics. They are a warning.
Figures released by the West African Examinations Council (WAEC) show that 1,556 candidates, representing 7.94 percent, achieved five credits or more including English and Mathematics.
This represents an improvement from 2025, when 961 candidates, or 5.11 percent, met the same benchmark, reflecting a 2.83 percentage-point increase.
A total of 20,610 candidates from 170 senior secondary schools registered for the 2026 examination, compared with 20,248 candidates in 2025.
Of the candidates registered, 19,605 had complete records when WAEC compiled the current statistics, while 994 incomplete records were still being processed. WAEC said the final figures could therefore change.
Female candidates accounted for the majority of both the overall candidature and those meeting the five-credit benchmark.
Of the 20,610 candidates registered, 13,070 were female, representing 63.42 percent, while 7,540 were male.
Among the 1,556 candidates who obtained five or more credits including English and Mathematics, 907 were female, accounting for 58.29 percent, compared with 649 males, or 41.71 percent.
The figures highlight the continued strong participation of girls in senior secondary education, while also raising questions about the relatively lower participation of boys.
WAEC’s detailed results show that 722 candidates obtained credits in all nine subjects, while 831 obtained eight credits, 923 secured seven and 969 obtained six credits.
However, 1,647 candidates obtained three credits, 2,072 obtained two credits and 2,964 secured only one credit.
The figures underline the continuing challenge of ensuring that students leave senior secondary school with the academic qualifications needed to progress to tertiary education and compete in the labour market.
Meanwhile, WAEC has withheld the results of 98 candidates from 13 schools over suspected examination malpractice.
The Council said the results will remain withheld pending consideration of the cases by its appropriate committee.
The issue highlights the importance of maintaining the integrity of the examination system while addressing the pressures that students face to achieve good grades.
Although the increase from 5.11 percent to 7.94 percent is encouraging, the overall performance remains a concern for the education sector.
If these figures are anything to go by government need to invest more in the country’s education sector. These figures are not just a matter of concern. It is a national emergency. A country cannot develop without quality education. And you cannot build quality at the top when the foundation is weak.
The problem did not start in Senior Secondary School. It starts in basic education. Yet that is precisely where investment has been most neglected. We cannot skip the foundation and expect good results later. That is not how learning works.
What must be done now? First, the Ministry must launch an immediate, independent review into the quality of teaching and learning in public schools. We need to know why the gap between private and public schools is this wide, and what resources, training, and support are missing.
Second, prioritize teachers. Professional support, continuous training, better welfare, and accountability must become central. No reform will work without motivated, well-equipped teachers in every classroom.
Third, redirect investment to basic education. Early-grade reading, numeracy, science, and technical skills must be the priority. That is where the return on investment is highest.
Fourth, learn from what works. The success of schools like Mansa-Colley Bojang and the strong performance in technical subjects show that with the right focus, Gambian students can excel. Government must study and replicate those models in public schools.
The 2026 results show marginal progress, but progress is not the same as success. The students passed rate English and Math is not a pass mark for a nation.
Government has committed to education in the Recovery-Focused National Development Plan. Now is the time to match policy with action, and funding with results.
The time for an overhaul is now. Not next year. Not after the next exam. Now!