2023 JCE Provisional Results Report

Contents

PART I ADMINISTRATION REPORT ........................................................................................... 2

1.0 Introduction ....................................................................................................................... 2

1.1 Administration of The 2023 Junior Certificate Examination ............................................... 2

1.2 Compliance to Examination Regulations .................................................................................... 3

1.3 Maladministration and Malpractice Cases ......................................................................... 5
1.4 Moderation of Coursework & Practical Examinations ........................................................ 7
1.5 Marking of Candidates’ Scripts ......................................................................................... 7
1.6 Access Arrangements and Special Consideration .................................................................... 7
1.7 Applications by Special Needs Type and Access Arrangement Type.................................... 8
1.8 Applications for Special Consideration ........................................................................................ 9
PART II TECHNICAL REPORT ................................................................................................... 12

2.1 Technical Quality of Question Papers ............................................................................. 13

2.2 Coursework Assessment ................................................................................................ 14
2.3 Technical Quality of Practical Components ..................................................................... 16
2.4 Technical Quality Of Constructed Response Papers....................................................... 16

2.5 The Grading Process ...................................................................................................... 17

2.6 Validation of Prospective Results ............................................................................... 18
2.7 Outcomes of Grading ...................................................................................................... 19
2.8 Performance at Qualification Level ............................................................................. 23
PART III RESULTS ANALYSIS ................................................................................................... 25

3.0 CANDIDATURE ............................................................................................................. 25

3.1 Overall Performance ....................................................................................................... 26

3.2 Performance by Subject: All Candidates ........................................................................ 30
3.3 Performance by Gender .................................................................................................. 33
3.4 Performance by Educational Region ............................................................................... 39
3.5 Centres Performing at 50% or More ................................................................................ 41
3.6 REPORT SUMMARY ..................................................................................................... 43

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 2023 JCE Provisional Results Report

PART I ADMINISTRATION REPORT

1.0 Introduction

The Junior Certificate Examination (JCE) is a standards-based assessment intended to provide

information on the achievement of candidates after three years of Junior Secondary Education, the
results of which are used mainly for selection into Senior Secondary Education and Vocational &
Technical Education as well as the world of work. The assessment of the 2023 cohort was carried
out on seventeen (17) syllabuses with a total of forty-six (46) components as published in the JCE
timetable. The examinations were conducted from 16 October 2023 to 03 November 2023.

The 2023 cohort comprised of candidates from public schools, private schools, Botswana Open
University and individual candidates who registered directly with BEC.

The administration report is intended to provide a background to the environment under which the
2023 examinations were conducted. Generally, the administration went well however, this year there
were more cases of maladministration recorded and new cases of malpractice that were investigated.

1.1 Administration of the 2023 Junior Certificate Examination

1.1.1 Registration

Registration was conducted through the Malepa web application, and all centres registered online.
The main challenge as with all the years was that some centres particularly Government Centres
failed to meet the deadlines for submission of their registration entries as well as syllabus
amendments. The BEC has applied penalties to nine centres that failed to meet the registration
deadlines. This is important since failure to meet registration dates has implications on the ordering
of examinations material, which should be sufficient for examinations. It is hoped that centres will
eventually adhere to registration deadlines which will improve the overall efficiency of the
administration of examinations.

1.1.2 Registration of Centres

In this cycle a total of 256 centres registered candidates compared to 261 in 2022. Of the 256 centres;
209 were Government school centres, 19 were BEC private centres, 16 were private school centres,
11 were BOU centres while one was a private examination centre. It can be observed that the number
of centres declined by five (5) across all the centre types except for Government centres. There were
no new centres registered in 2023.

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1.1.3 Candidature

Table 1.1 below shows the number of candidates who sat the Junior Certificate Examination from
2019 to 2023. A total of 44,750 candidates sat for the 2023 JEC examination. A decrease of 4.45 %
has been recorded in the candidature for 2023 when compared to candidature in 2022. The decline
in candidature was experienced across all centre types with Government Centre category having
registered 3.75% less in 2023 compared to the 2022 candidature. The decline in candidature for
other Centre types was not as pronounced as for that of Government Centre Category. A survey to
determine the factors leading to the decline in candidature in 2023 would be carried out in the 2024
examination cycle and the findings would be used to inform the registration of the subsequent years.

Table 1.1: Candidature for the Years 2019 to 2023

Year Government Private BOU Centre BEC Total
School School Candidates Centre Number
Centre Centre Candidates
Candidates Candidates
2023 41,309 232 1,071 2,138 44,750
2022 42, 917 397 1, 122 2, 399 46, 835
2021 42, 407 721 1, 694 1, 445 46, 267
2020 40, 619 657 1, 551 1, 120 43, 947
2019 38, 608 619 962 862 41, 051

1.2 Compliance to Examination Regulations

1.2.1 Training of Chief Invigilators

To ensure compliance to examination regulations, the JCE Chief Invigilators were trained virtually
using ‘Microsoft Teams Platform’ from 23 to 29 August 2023. In 2023, a total of 199 out of 256 Centres
compared to 196 in 2022, were able to log on to the virtual training platform and those that had
difficulties to log in had their training material sent to them and were guided on the expectations. Prior
to that, coursework and practical examinations preparatory meeting was held on 15 June 2023 to
emphasise on expectations regarding preparatory work before submission of coursework marks and
for practical examination preparations. Both trainings are conducted annually as they are critical in
ensuring that examinations personnel is equipped to conduct examinations in accordance with set
standards. As a standard, the trained Chief Invigilators were also required to train centre personnel
before engaging them in invigilation services and to keep a record of the attendance.

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1.2.2 ‘Live Examination’ Centre Inspections

For the public as well as centres and candidates to have greater confidence in the BEC examinations
and assessment system, the conduct and administration of examination at centres should adhere to
the BEC standards. To achieve this, in 2023, the BEC engaged outsourced inspectors referred to as
Regional Examinations Administrators (REAs) to monitor the conduct of examinations at JCE. This
was meant to augment the monitoring which is normally carried out by the BEC personnel to ensure
adherence to standards by centres. The REAs also enhanced visibility as well as provision of
immediate assistance to the centres in addition to serving as a link between BEC and Chief
Invigilators.

A total of 140 (55%) JCE centres were sampled for inspections during the examinations. Findings
from the monitoring of conduct of examinations revealed that most centres ranged from those that
showed an excellent understanding of the requirements for proper administration of the examinations
to those where there was cause for concern and may require remedial action in the next examination
cycle. The ratings for the centres were categorised as completely satisfactory, satisfactory with minor
points, cause for concern and those with serious deficiencies as shown in Table 1.2.

Table 1.2: JCE Centre Inspections Ratings

Rating for centres for quality % of JCE BEC action

assurance centres
covered
Completely satisfactory 55% May sample for spot checks & write
commendation letters.

Satisfactory with minor points 31% Include during spot checks to ensure
maintenance of standards.
Cause for concern 12% Caution centres and conduct pre-exam
inspection visits in 2024.
Serious deficiencies 2% Caution centres and conduct pre-exam
inspection visits in 2024. May lead to
withdrawal of centre status if inspections
reveal that there has been no corrective
action.

It should be noted that the ratings concentrated mainly on “secure storage of examinations material,
invigilation training, adherence to assessment administration procedures and regulations governing
conduct of examinations”.

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1.3 Maladministration and Malpractice Cases

A total of eleven (11) incidents of maladministration cases were reported and four (4) malpractice
cases during the conduct of the 2023 JCE. Investigations were conducted so that sanctions and
penalties could be applied to ensure no candidate or centre had an unfair advantage over their
counterparts.

1.3.1 Maladministration cases

Cases of maladministration involving eleven (11) centres were recorded and investigated during the
conduct of the 2023 JCE compared to seven (7) in 2022 and the outcomes reported in Table 1.3
below;

Table 1.3: 2023 JCE Maladministration Cases

Incident type No. of BEC Immediate Response Action taken

Centres

Opening of wrong question 3 In all the instances, the Centres The BEC security officers
paper packets for components: were advised to follow the and REAs visited the
General Science Paper 43/2 procedure to secure the affected Centres to
instead of English Paper 12/3, question papers and ensure that investigate the matter.
Art 33/1 instead of Setswana candidates sign off after the
11/1, and Commerce & packets have been re-sealed. Centres cautioned in
Accounting Paper 26/2 instead writing.
Paper 26/4.

Editing, translation and 4 The audio verifiers engaged by Any work that was not the
explanation of questions for BEC were able to authenticate original submission of the
candidates with special needs the work of the candidates and candidate was not
established during verification of that is what was presented for considered.
submitted oral recording against marking.
written scripts Centres cautioned in
writing.

General negligence to use of 4 Centres were investigated to Centres cautioned in

guidelines for conduct of establish extent and possible writing.
examinations and use of compromise to security and
obsolete documents. integrity of the examination

1.3.2 Malpractice Cases

In 2023, there were four centres that were investigated, compared to none in 2022. The malpractice
incidents were confirmed involving two components: Agriculture 16/1 and Art 33/2. This is a worrisome
development which threatens the integrity of the examinations. A review will be conducted to enhance
training as well as increase pre-exam and live exam centre inspections to ensure compliance and
elimination of incidents of malpractice.

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Table 1.3.2: Cases of Malpractice Reported at JCE

Component: Agriculture 16/1

Number of Candidates: 06

Description of incident Findings of the Investigation Action Taken

A whistle blower reported Investigations revealed that generally Application of penalties for
that there was reason to the centre did not adhere to implicated candidates.
suspect that examination examination regulations. Interviews
was not conducted well conducted revealed that the invigilator Warning letter to the centre.
at the centre. neglected their duty as candidates
admitted to exchanging the agriculture
multiple choice paper 1 during the
writing of the paper.

Component: Art 33/2

Number of candidates: 130

Description of incident Findings of the Investigation Action Taken

During marking of the During investigations, candidates Application of penalties
component, the examiners confirmed that teachers handed them for implicated
reported that some of the complete pieces. Further to this, the candidates.
pieces submitted did not teachers interviewed at the centres
seem to be the original revealed that that there was a general Warning letter to the
work of the candidates. practice of assisting candidates and or centres
providing them with pre-worked pieces
during the exam. It was established that
the candidates that were normally
assisted, would submit more than one
piece and in certain instances there
would be photocopies of work stamped
and submitted as original work.

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1.4 Moderation of Coursework & Practical Examinations

The JCE coursework marks were moderated statistically in 2023 as in previous years. However, for
moderation to continue, centres were required to capture marks in the Malepa as per the dates
published in the timetable and shared with centres. At the time of results processing, there was
submission rate of over 90% across syllabuses which was a positive development. This was after
repeated follow ups and engagements were made with the centres. Only six (6) centres reported that
the candidates did not do coursework at all. Partial submissions were observed at some Centres.

1.5 Marking of Candidates’ Scripts

A total of 2, 136 examining personnel were engaged to mark the 2023 JCE written papers compared
to 1, 953 in 2022. This was an improvement in the number of examiners which serves to improve
efficiency in marking and reduce fatigue on the examiners as well as adherence to the marking dates.
Five hundred and eighteen checkers were also engaged in 2023, compared to three hundred and
eighty-seven (387) engaged in 2022. The numbers were increased to improve turnaround times in
marking.

The JCE marking was conducted in two phases in December 2023, with phase 1 components marked
from 04 – 20 December 2023 at Philip Moshotle Primary School and phase 2 components marked
from 11 – 23 December 2023 at Mogoditshane Senior Secondary School. The marking was in two
phases as senior schools that normally host the marking for JCE were still administering examinations
for BGCSE. The JCE marking went on well, except for a few challenges including ‘stress’ on the
school infrastructure of Mogoditshane SSS which hosted large number of personnel using facilities
such as ablution which were over stretched to capacity.

1.6.1 Access Arrangements and Special Consideration

1.6.1 Applications for Access Arrangements

A total of 2, 351 applications were received in 2023 compared to 2, 061 in 2022 as shown in Table
1.6. Out of the 2,351 applications 1,631 (69%) candidates provided supporting evidence and 720
(31%) candidates did not. There was a notable increase (14%) in the applications received in 2023
compared to applications in 2022.

Table 1.6: Status of Provision of Supporting Evidence

Status Number of Candidates

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 2023 JCE Provisional Results Report

2019 2020 2021 2022 2023

Provided 1, 070 1, 104 1, 211 1, 804 1, 631

Outstanding 181 321 145 257 720

Total 1, 251 1, 425 1, 356 2 ,061 2, 351

Applications from candidates who applied for access arrangements and met the criteria were
approved. For those that had not provided the evidence, the approval was subject to provision of
supporting evidence that met the criteria.

1.6.2 Observations from analysis of the applications

1.6.2.1 Even though the deadline for applications is communicated as the 30 June every year
through various platforms, several centres submitted their applications after the deadline with
some requests received until the sitting of examinations. This included known special needs
centres which were followed up to submit their applications.

1.6.2.2 Provisions were not made for candidates with hearing impairment to respond using sign
language in some centres even though BEC provides for such.

1.6.2.3 Some of the diagnostic reports that were received from private specialists lacked
differentiation for all candidates assessed and there were also inconsistencies with the
findings and recommendations. Affected centres were informed and requested to refer
candidates for re-assessment and to further provide individual candidate tracking data to
support the applications.

1.6.2.4 Some of the requests for Reader, Scribe/writer and Oral Response were not approved due
to the inconsistencies in the supporting evidence provided. Centres were given feedback
and given an option to apply for alternative arrangements.

1.7 Applications by Special Needs Type and Access Arrangement Type

The applications received this year were more of the same special needs type as those received in
previous years, however, there was an increase in number of requests for most access arrangements.

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Table 1.7 shows the types of access arrangements that candidates applied for. There was an
increase in most applications except for Modified question papers, Enlarged Print, Practical Assistant,
and Assistive Technology Devices while requests for coloured paper stayed the same. All the JCE
centres specified the access arrangements requested.

Table 1.7: Access Arrangement Types and Number of Candidates per Request

Access Arrangements Number of Candidates

2019 2020 2021 2022 2023

Modified Papers (LD & Extra-time) 452 679 489 450 327

Modified Papers (Hearing Impairment) 31 18 14 24 21

Extra-time 763 1, 025 932 1,998 2, 129

Enlarged Print 56 47 52 48 43

Reader 629 797 672 1,039 1, 118

Scribe/Oral Response 690 863 583 958 1, 024

Braille 11 3 7 6 13

Assistive Technology Devices 1 6 7 6 0

Rest Breaks 49 156 74 103 116

Exemptions from Setswana 31 18 14 24 21

Preferential Sitting 0 58 32 60 33

Coloured Paper 0 1 1 1 1

Exemption from English Listening 31 18 14 24 24

Comprehension for Hard of Hearing and
Deaf Candidates

Practical Assistant 64 43 45 72 25

1.8 Applications for Special Consideration

A total of fifty (50) applications were received in 2023 compared to sixty-five (65) received in 2022. Of
the 50 applications received, thirty-six (36) were submitted with supporting evidence while fourteen
(14) had no supporting evidence. From the total that applied, forty-five (45) were deemed to have met

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the criteria and thus granted special consideration while five (5) were not eligible and therefore not
successful.

Table 1.8: Applications by Special Consideration Type

Special Consideration Type Number of Number of

Candidates with Candidates without
supporting evidence supporting evidence
Ill Health during examination at the 27 13
centre or hospitalised
Bereavement (immediate member of 2 1
the family of the candidate)
Social problem (Assault, Trauma, 3 0
Psychological problem)
Other (already catered for Access 4 0
Arrangements)

TOTAL 36 14

1.9 Processing of the JCE Data

All forms both answer sheets and mark sheets were scanned using the new image scanners while
data cleaning was done using the data validation application. This development was initiated in 2022
and significantly improved the processing of answer sheets and the overall efficiency of the capturing,
processing and maintenance of data integrity.

1.9.1 Scanning of Data

The scanning of the 2023 JCE data was completed 08 January 2024. The use of the new image
scanners has proven to be more efficient in data capturing as there were no validations done at
scanner level.

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1.9.1 Online Data Capturing

Online data capturing of marks for senior examining personnel was planned to be done at the two
marking venues: Phillip Moshotle Primary and Mogoditshane Senior Secondary School from 06 to 23
December 2023 after commencement of marking. Forty-four (44) Data Capturers were engaged in
the different marking venues to capture the marks as the marking progressed. However, the capturing
was not concluded as planned and had to be extended to January 2024. This was due to the
redevelopment of the data cleaning application which ran into some challenges and has caused
significant delay in the processing of answer sheet thus affecting the schedules.

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 2023 JCE Provisional Results Report

PART II TECHNICAL REPORT

2.0 Introduction

The report presents the outcomes of the 2023 Junior Certificate Examination (JCE). It focuses on
outcomes for the Government centre population only, which is considered stable, therefore enabling
reliable comparisons across years.

This year, the total number of syllabuses graded for the examination remained at 17 as in the previous
year. Among these 17 syllabuses, French is the only Outcome Based Education (OBE) syllabus and
was assessed for the first time in 2023. All these syllabuses constitute a total of 46 components which
encompass 11 Multiple-Choice, 23 Constructed Responses, 4 practical and 8 coursework. It is worth
noting that out of the 46 components, the 2 components for General Science are only available to
private candidates. Just like in the previous year, candidates taking Agriculture, Commerce &
Accounting and Commerce & Office Procedures in Government centres were assessed through an
alternative paper to coursework.

Candidates at JCE are graded at component level and the component scores are weighted to obtain
a syllabus grade. The syllabus grades are then aggregated following specified criteria to obtain a
qualification grade. The grades available at syllabus level are on a scale of A to E, where Grade A
represents the highest level of performance and Grade E the lowest level. At qualification level the
grades available are Merit, A, B, C, D and E. Candidates failing to meet the minimum requirements
for the lowest grade (E) at both syllabus and qualification levels are unclassified and assigned letter
‘U’. In contrast, candidates who did not meet the requirements for grading at component level are
assigned letter ’X’ at syllabus or qualification level.

In preparation for grading, the standard setting exercise was conducted by Examiners during marking
followed by pre-grading meetings by Subject Officers (SO) which were held from the 21st to 22nd of
January 2024. All the processes leading to the grading of the syllabuses were executed well as per
procedures. It is worth noting that JCE is a selection examination for senior secondary schooling
therefore, fairness to all candidates is of paramount importance. The BEC upholds fairness in the
assessment of JCE so as to ensure credibility of the qualification.

During the 2023 examination series, the candidates were provided with an opportunity to show what
they know and what they can do, and to the same level of demand as in previous years. This cohort
was impacted by Covid-19 at the commencement of their secondary schooling however, unlike their
predecessors, evidence of the impact of the pandemic was less pronounced. Nonetheless, where the
impact was evident, a post-examination adjustment was applied at national level.

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All 5 coursework components met the 90% submission threshold by the extended submission
deadline. However, BEC continues to experience challenges related to the submission of marks from
coursework assessment. It is worth noting that coursework assessment is a powerful tool for imparting
knowledge and skills to learners therefore, as a system, there is need to intensify monitoring of its
implementation to maximise the benefits.

2.1 Technical Quality of Question Papers

This section will present characteristics of Multiple-Choice, Coursework, Practical and Constructed
Response papers.

2.1.1 Technical Quality of Multiple Choice Papers

There were 11 Multiple-Choice question papers, one of which was General Science which was
available to private candidates only and therefore will not be covered here. Table 2.1 presents the
statistical parameters of the Multiple-Choice question papers for 2023 against those of 2022.

Table 2.1: Statistical Parameters of the Multiple-Choice Papers

2022 2023
Subject
Mean SD Mean SD
Mean P Alpha Mean P Alpha
(%) (%) (%) (%)

Setswana 53 13 .53 .71 45 10 .44 .56

English 63 18 .62 .88 62 20 .61 .89

Mathematics 42 17 .41 .82 40 17 .40 .82

Science 43 15 .43 .78 45 14 .44 .74

Social Stu. 47 16 .47 .80 52 15 .51 .80

Agriculture 53 13 .53 .74 54 14 .54 .77

Design &
53 14 .52 .74 54 14 .52 .74
Technology
Religious
65 17 .65 .86 62 18 .63 .86
Education
Art 53 15 .53 .78 55 17 .55 .84

Moral Educ. 66 21 .65 .91 68 22 .68 .92

ACCEPTABLE STATISTICAL PARAMETER VALUE RANGES

Mean P – Difficulty level .4 - .6

Reliability (Alpha) .7 – 1.0

Standard Deviation – dispersion/spread 12% - 20%

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Difficulty level (mean p)

Almost all the question papers were of moderate difficulty as indicated by mean p values ranging from
.4 to .6, which is the desired level of difficulty except for Moral Education which was slightly on the
easier side.

Spread (SD)

The Standard Deviation reflected that almost all the question papers except Moral Education and
Setswana separated candidates very well in terms of their ability. In Setswana, candidates were
clustered around the mean score while in Moral Education they were widely spread.

Reliability (alpha)

This year, all question papers with the exception of Setswana presented a very good reliability index
ranging from .74 to .92. This means that if the question papers were to be administered again to the
same cohort, they would yield similar outcomes.

Generally, the instruments worked well in measuring the abilities of the candidates and all identified
deficiencies were mitigated at the point of grading. Nonetheless, more effort will be directed towards
further improvement of the instruments.

2.2 Coursework Assessment

There are 8 syllabuses with a coursework component. Out of these, 3 were assessed through
alternative to coursework papers. The remaining 5 were marked by Centres and quality assured by
BEC. What is worth noting is that unlike in the previous year, all coursework components were
considered in grading the 2023 cohort.

2.2.1 Validation of Coursework Components

A team of subject specialists composed of retired teachers, serving Education Officers and BGCSE
teachers were engaged to validate the coursework scores in November 2023. Five syllabuses were
validated to confirm the authenticity of the scores using statistical moderation is used as opposed to
moderation by inspection. The validation exercise was carried out in two stages, starting with spot
checks at Centres and later validation of marks against documented evidence of work. The spot
checks were intended to check if the coursework products at Centres were conforming to the
expectations of the assessment syllabus and whether marks were awarded in adherence to the
prescribed marking criteria.

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Most Centres marked according to the set marking standards. However, validators found that in some
instances there were inconsistencies in marking suggesting that the internal standardisation was not
conducted prior to marking. In cases where there was evidence that Centres inflated marks and did
not comply with the marking criteria, the moderation procedure was applied.

This year, it is only in Design & Technology where non-submission affecting the whole centre was
observed. A total of 6 Centres did not present any evidence candidates work in coursework nor
candidates’ marks. Some two Centres had partial submissions in D&T and Music. Worth noting is that
the grading of syllabuses with coursework was executed as per the requirements of the grading
procedure.

2.2.2 Technical Quality of Coursework Components

Table 2.2 shows the statistical parameters of Coursework components. These are 3 alternatives to
coursework components and 5 components that were statistically moderated.

Table 2.2: Statistical parameters for Coursework Components in 2022 and 2023.

2023
maximum 2022
Syllabus Name
Raw Score
Mean Mark (%) SD (%) Mean Mark (%) SD (%)

Art 100 64 15 65 15

Commerce & Accounting 40 25 15 16 14

Commerce & Office
40 21 12 14 12
Procedures
Agriculture 40 48 22 41 21

Home Economics 60 75 9 75 9

Design & Technology 80 * * 58 17

Music 70 * * 53 19

Physical Education 180 * * 59 10

*The components were not used for grading in 2022

The parameters in Table 2 .2 show that the alternative to coursework components have low mean
marks which is an indication that candidates may have not acquired adequate practical skills. Art,
Home Economics, Design & Technology, and Physical Education have high mean scores, a situation
which is common with Centre marked components. The spread for Home Economics and Physical
Education are narrow and the scores are clustered towards high scores indicating the inadequacy of
coursework to differentiate candidates in terms of ability.

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2.3 Technical Quality of Practical Components

Table 2.3 shows the statistical parameters of Practical Components.

Table 2.3: Statistical parameters of Practical components for 2022 and 2023.

2022 2023
Maximum
Syllabus Name Component Mean Mark SD Mean Mark SD
Raw Score
(%) (%) (%) (%)
Home Economics 2 70 64 20 70 18

Art 2 60 51 15 51 15

Music 3 50 59 26 57 28

French 3 40 N/A N/A 61 24

The mean scores for Practical components continue to be above 50% indicating that the candidates
do well in practical skills. All the Practical papers discriminated candidates very well according to their
abilities.

2.4 Technical Quality of Constructed Response Papers

Table 2.4 shows statistical parameters for 22 Constructed Response question papers.

Table 2.4: Statistical Parameters for Constructed Response Components in 2022 and 2023.

2022 2023
Maximum
Syllabus Name Component Mean Mark SD Mean Mark SD
Raw Score
(%) (%) (%) (%)
2 50 35 16 38 16
Setswana
3 45 47 17 43 15

2 60 45 22 46 23

English 3 45 24 18 24 17

4 30 52 21 45 22

Mathematics 2 100 34 24 26 17

Science 2 80 31 18 25 16

Social Studies 2 80 33 19 32 17

Agriculture 2 60 28 16 26 16
Design and
2 60 41 19 33 18
Technology
Moral Education 2 60 33 22 42 24

Home Economics 1 50 42 21 39 21

1 50 22 14 24 18

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 2023 JCE Provisional Results Report

2022 2023
Maximum
Syllabus Name Component Mean Mark SD Mean Mark SD
Raw Score
(%) (%) (%) (%)
Commerce and
2 50 29 19 31 19
Office Procedures

Commerce and 1 50 30 18 31 22
Accounting 2 50 25 23 36 24

1 50 24 18 43 15
French
2 45 32 19 33 24

1 35 28 14 20 14
Music
2 50 21 15 22 16

Physical Education 1 60 33 19 47 24
Religious
2 60 35 21 36 22
Education

It can be noted from Table 2.4 that most of the Constructed Response components recorded mean
values way below 50% with the exception of Setswana, English, Moral Education, French and
Physical Education which have at least 1 component with a mean score above 40%. This is an
indication that candidates are challenged when expected to showcase high order thinking skills. The
Standard Deviation reflected that most of the question papers separated candidates very well in terms
of their ability. However, the spread for 7 syllabuses, 2 of which are core syllabuses indicates that
candidates score very low and very high marks.

2.5 The Grading Process

Grading decisions at JCE are based on a combination of professional judgment and statistical
evidence. The professional judgement is made by marking teams led by Principal Examiners (PE)
and the statistical evidence is interpreted by grading committees.

2.5.1 Standard Setting by Examiners

Standard setting as usual started at the stage of script selection in November through to December
2023 whereby Examiners analysed the 2023 examination papers against the previous year’s papers
for comparability of difficulty level. The exercise resulted in the determination and recommendations
of cut-off scores by the component teams.

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2.5.1.1 Pre-grading

The pre-grading meetings for the 2023 JCE took place from 21st January 2024. Just like in the
previous year, PEs did not join the Subject Officers for presentation to the Grading Advisory
Committee (GAC). The process entailed the interpretation of statistical evidence by SOs in relation
to the PE's professional judgement. The SOs ultimately recommended cut-off scores which were
presented to the Grading Advisory Committee (GAC).

2.5.1.2 Grading and Awarding

The meeting of Grading Advisory Committee took place from 23rd to 25th January 2024. The GAC had
representation from within BEC, comprising of Management from Directorates of Assessment Design
and Assessment Administration. Assessment Compliance was also in attendance for quality
assurance of the grading process. External stakeholder representation comprised of two Officers from
the Ministry of Education and Skills Development; one from the Department of Educational Planning
& Research Services and one from the Department of Curriculum Development & Evaluation as well
as an Officer from Botswana Open University.

The SOs presented both the PE’s and the syllabus reports to GAC. The recommendations from both
reports were interrogated and well-informed decisions on cut-off scores to be applied for the 2023
examination were reached.

2.6 Validation of Prospective Results

The prospective results were validated from 27 to 28 January 2024 as per best practice after the
application of the GAC approved cut-off scores. The validation process involved the interrogation of
Examination Administration incidents Log and Centres with drastic changes in performances.

2.6.1 Examination Administration Incidents Log

The 2023 Examination administration incidents log registered 15 Centres with the potential of
compromising the integrity of the examination. Of these centres, 11 were cases of maladministration
while 4 were cases of malpractice.

2.6.1.1 Maladministration

The performance of all centres with cases of maladministration were interrogated for any anomalous
trends, however, no evidence of abnormal performance was established.

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 2023 JCE Provisional Results Report

2.6.1.2 Malpractice

There are 4 centres with reported cases of malpractice in Agriculture and Art.

(a) Agriculture Paper 1

A case of malpractice has been established at one centre involving 6 candidates.

(b) Art Paper 2

Cases of malpractice have been established at three (3) Centres involving a total of 130 candidates.

Administrative investigations have been concluded and the technical investigations of the impact on
performance are ongoing. These will be concluded within the 6-weeks enquiries about results period.
This being the case, the results of the concerned candidates will be withheld to allow conclusion of
technical considerations.

2.6.2 Drastic changes in performance

Another validation step involved checking both positive and negative changes in the percentage of
candidates obtaining Grade C or better across Centres. The results for all Centres with drastic
changes were interrogated and no evidence of anomalous performance was observed.

2.7 Outcomes of Grading

This section will report on outcomes at syllabus and qualification level for Government Centres.

2.7.1 Performance at Syllabus Level

2.7.1.1 Quantitative description

Table 2.7 presents performance of the 2022 and 2023 cohorts as reflected by cumulative percentage
of candidates at each grade across 16 syllabuses as well as differences in cumulative percentages
between the two years. Generally, performance across syllabuses has remained more or less the
same between 2022 and 2023.

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 2023 JCE Provisional Results Report

Table 2.7 : Cumulative Percentages at Syllabus Grade for 2022 and 2023 with Differences

Cumulative % at grade
Syllabus
Year A B C D E U X
2023 0.21 4.59 23.87 71.05 89.47 99.94 100
Setswana 2022 0.56 5.49 22.58 65.15 89.99 99.95 100
Diff. -0.35 -0.90 1.29 5.9 -0.52 -0.01 0
2023 1.16 12.49 37.66 64.04 80.66 99.86 100
English 2022 0.78 11.47 35.12 62.38 81.46 99.93 100
Diff. 0.38 1.02 2.54 1.66 -0.80 -0.07 0
2023 4.74 12.00 23.59 44.04 74.17 99.94 100
Mathematics 2022 5.38 12.08 21.91 43.45 74.83 99.97 100
Diff. -0.64 -0.08 1.68 0.49 -0.66 -0.03 0
2023 1.85 7.48 18.50 47.31 85.87 99.90 100
Science 2022 2.12 8.24 18.24 47.82 83.37 99.97 100
Diff. -0.27 -0.76 0.26 -0.51 2.50 -0.07 0
2023 0.27 6.24 29.26 55.71 80.06 99.91 100
Social
2022 0.40 6.79 27.54 54.62 78.31 99.95 100
Studies
Diff. -0.13 -0.55 1.72 1.09 1.75 -0.04 0
2023 0.75 13.01 46.06 73.95 92.26 99.90 100
Agriculture 2022 0.56 12.40 46.21 76.04 92.30 99.92 100
Diff. 0.19 0.61 -0.15 -2.19 -0.04 0.02 0
2023 1.76 7.59 18.11 56.09 82.25 98.71 100
Design and
2022 1.09 4.97 16.12 54.28 82.51 99.97 100
Technology
Diff. 0.67 2.62 1.99 2.98 -0.26 -1.26 0
2023 0.04 4.92 23.91 67.85 90.36 99.79 100
Home
2022 0.04 5.38 28.24 71.17 90.67 99.93 100
Economics
Diff. 0.00 -0.46 -4.33 -3.32 -0.31 -0.04 0
2023 0.07 2.01 9.46 33.21 63.69 99.84 100
Commerce
and Office 2022 0.09 1.29 7.73 32.05 68.24 99.90 100
Procedures
Diff. -0.02 0.72 1.73 1.16 -4.55 -0.06 0
2023 1.15 9.27 23.92 41.39 62.71 99.79 100
Commerce
and 2022 1.00 9.63 24.82 42.41 66.63 99.78 100
Accounting
Diff. 0.15 -0.36 -0.90 -1.02 -3.92 0.01 0

Religious 2023 4.16 18.60 38.51 66.39 86.80 99.83 100

Education 2022 3.17 16.82 37.36 66.37 87.80 99.96 100

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 2023 JCE Provisional Results Report

Cumulative % at grade
Syllabus
Year A B C D E U X

Diff. 0.99 1.78 1.15 0.02 -1.00 -0.13 0

2023 2.07 20.33 61.09 92.65 98.81 99.63 100
Art 2022 1.99 22.22 62.31 94.45 98.94 99.98 100
Diff. 0.08 -1.89 -1.22 -1.81 -0.13 -0.35 0
2023 2.81 15.71 35.06 60.24 76.10 99.88 100
Moral
2022 3.15 15.74 35.83 59.75 77.91 99.96 100
Education
Diff. -0.34 -0.03 -0.77 0.49 -1.81 -0.08 0
2023 8.61 21.36 35.65 59.25 82.72 99.87 100
French 2022
0
2023 1.02 6.82 23.01 60.04 82.41 98.22 100
Music 2022 0.65 7.57 28.42 65.47 84.56 100 100
Diff. 0.37 -0.75 -5.41 -5.47 -2.15 -1.78 0
2023 6.81 15.57 24.34 54.46 75.12 99.57 100
Physical
2022 2.94 10.08 21.17 49.44 77.52 99.94 100
Education
Diff. 3.87 5.49 3.17 5.02 -2.4 -0.37 0
Key Grades Significant: Increase Decline

2.7.1.1.1 Pass grades at syllabus level (Grade E or better)

The proportion of candidates who satisfy the requirements for the award of a syllabus grade remains
lower than 90% for almost all the syllabuses with the exception of Agriculture, Home Economics and
Art. This indicates that, in most of the syllabuses, more than 10% of the candidates and as high as
37% for Commerce & Accounting are not awarded a syllabus grade and therefore assigned letter U.

2.7.1.1.2 Credit grades at syllabus level (Grade C or better)

It has been observed that it is still only in the Art syllabus where at least 50% of candidates are
awarded credit grades, that is Grade C or better. Commerce & Office Procedures syllabus continues
to be the lowest with about 09% of candidates awarded Grade C or better. This indicates that very
few candidates gained any useful knowledge and skills from the syllabus. BEC will continue to engage
with the relevant stakeholders regarding this performance.

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 2023 JCE Provisional Results Report

2.7.1.1.3 Changes in performance

This year, the proportion of candidates satisfying the requirements for the award of a key syllabus
grade remained more or less the same as that of last year for 8 syllabuses and only changed
significantly in 7 syllabuses. It is worth noting that 3 syllabuses have a positive change with 5
syllabuses having significant changes in the negative. The syllabuses showing a positive significant
change in performance at one of the key grades are English, Science and Physical Education.

A significant decline in the cumulative percentage of candidates at one of the key grades is observed
mostly in small entry optional syllabuses with a coursework component. Of these syllabuses, 3
recorded a significant decline in cumulative percentages at Grade E or better. It is worth noting that
unlike the previous year, none of the core syllabuses recorded a significant decline in any of the key
grades.

2.7.2 Qualitative description

The description is meant to give a synopsis on the quality of candidates work for the syllabuses
showing a significant change in performance in at least one of the key grades. A detailed report
describing performance across components of a syllabus will be provided in due course to
stakeholders.

English: The 2023 cohort displayed an improvement as compared to the previous cohort. Candidates
demonstrated a slight improvement in the use of language mechanics and vocabulary. Candidates
also used the correct format of presentation.

Science: The 2023 cohort recorded an improvement in the use of basic concepts and principles of
science. The candidates managed to translate information from one form to another better than the
previous cohort.

Commerce and Accounting: The 2023 cohort fell short of showing an understanding of tasks as some
provided concepts not required by the items. The majority of the candidates were limited in explaining
concepts as in most cases they would just state instead of providing explanations. For questions
which required simple calculations, most candidates partially answered the questions. The majority
fell short in selecting and classifying simple business information as they just copied the information
provided.

Commerce and Office Procedures: The candidates were limited in demonstrating basic business
knowledge. Most of them had insufficient understanding of business concepts. This was evident in
questions which required simple recall. Instead of defining the concepts asked, they defined related
concepts not addressed by the questions. For explanations of business concepts, most candidates

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 2023 JCE Provisional Results Report

simply stated a point without supporting it. They were challenged to relate business concepts logically.
Simple business calculations were also a challenge.

Music: The 2023 cohort displayed weaker skills and competencies in performing practical tasks as
compared to the previous cohort. They struggled to demonstrate an understanding of musical
abbreviations, dynamics and rhythmic interpretations in the musical pieces as well as general melody
analysis. Their mastery of music vocabulary for providing definitions of musical terms and musical
concepts remained weak, further demonstrating their challenges to effectively deal with tasks on
music notation and analysis.

Home Economics: This year’s cohort was challenged in knowledge and understanding of concepts.
The candidates demonstrated limitation in the interpretation of information as well as the logical use
of available information to address the given tasks. In addition, candidates were challenged in
executing tasks related to meal planning and food preparation. They were even challenged by the
use of correct tools and equipment. They fell short in identifying, presenting and handling information
from different sources during meal planning. Candidates were limited in problem-solving skills.

Art: The 2023 cohort was weaker as compared to the previous year. The candidates were drawing
from secondary sources under observational study instead of using direct sources. Some candidates
were limited in the use of art elements and principles.

What is evident is that this year, candidates were a lot more challenged in skill-based syllabuses. This
could be suggestive of the fact that they had not acquired the requisite knowledge and skills.

2.8 Performance at Qualification Level

The overall performance of the 2023 cohort has remained more or less the same as that of the 2022
cohort except at Grade E where there is a decline.

Table 2.8 shows the number of candidates at each qualification grade, percentage at grade,
cumulative percentage at grade and the difference in cumulative percentages at a grade between
2022 and 2023.

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 2023 JCE Provisional Results Report

Table 2.8: Performance at Qualification Level: Government Centres

Year
Merit A B C D E U X
Frequency
No.at
5 434 4323 10491 13740 5128 6783 405
grade
% at
2023 grade 0.00 1.10 10.50 25.40 33.30 12.40 16.40 1.00

Cum.
0.00 1.10 11.60 37.00 70.30 82.70 99.10 100
%
No.at
8 488 4152 10639 14696 5694 5819 1420
grade
% at
2022 0.00 1.20 10.00 25.60 35.40 13.70 14.00 3.31
grade
Cum.
0.00 1.20 11.20 36.80 72.30 86.00 96.70 100
%
Diff. in cum.
0.00 -0.10 0.40 0.20 -2.00 -3.30 2.40 0
%

In 2023 37.00% of candidates obtained Grade C or better compared to 36.80% in 2022 showing an
improvement of 0.20%. Candidates obtaining Grade B or better increased from 11.20 in 2022 to 11.60
in 2023. The candidates obtaining Grade E or better stand at 82.70% compared to 86.00% in 2022,
showing a decline of 3.30%.

Further to note is that 16.40% of candidates compared to 14.00% of the previous year did not meet the
minimum requirements for the award of Grade E and were assigned letter ‘U’, an increase of 2.4%.

2.8.1 Outstanding Performance

The attainment of a Merit is classified as outstanding performance. The requirement for a Merit, is to
obtain at least 7 grade A’s at syllabus level following prescribed criteria. In this series, 5 candidates
from 4 different Centres qualify for the award of a Merit compared to 8 candidates from 8 different
Centres in the previous year. Of the 5 candidates qualifying for the award of a Merit, only one
candidate obtained Grade A in all their 9 syllabuses compared to 4 candidates in the previous year.

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 2023 JCE Provisional Results Report

PART III RESULTS ANALYSIS

Part III of the 2023 JCE Summary Results Report is structured as follows: -

• Candidature
• Overall Performance
• Performance by Subject
• Performance by Gender
• Performance by Education Region
• Centres obtaining at least 50% pass for grades A-C
• Report Summary

3.0 Candidature

The total candidature in 2023 was 44 750, which is a decline of 4.45% from 2022 total candidature of
46 835. The distribution of candidature by gender shows that among 44 750 who sat for the 2023
examinations, 22 462 (50.2%) were females and 22 288 (49.8%) were males.

The general trend shown in Table 3.1 is that female candidates outnumber their male counterparts in
all subjects across the years except for Design and Technology, Art and Physical Education.
However, the difference in the number of males and female is consistent from year 2021 to 2023.

Table 3.1: Candidature by Subjects, Gender and Year of Examination (2021 – 2023)

SUBJECTS 2021 2022 2023

All Male Female All Male Female All Male Female

Setswana 45097 22074 23023 45578 22451 23127 43409 21673 21736

English 45852 22448 23404 46378 22831 23547 44209 22051 22158

Mathematics 46022 22492 23530 46635 22887 23748 44586 22199 22387

General Science 3650 1728 1922 3739 1768 1971 3274 1607 1667

Integrated Science 42373 20747 21626 42917 21127 21790 41309 20581 20728

Social Studies 45173 22091 23082 45614 22419 23195 43329 21602 21727

Design & Technology 12114 10152 1962 12244 10368 1876 12193 10230 1963

Agriculture 44658 21834 22824 44905 22104 22801 42964 21392 21572

Home Economics 12343 2827 9516 12389 2781 9608 12110 2705 9405

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 2023 JCE Provisional Results Report

Commerce and Office 8754 3765 4989 8565 3652 4913 7246 3229 4017
Procedure

Commerce and 9501 4002 5499 9799 4167 5632 9647 4262 5385
Accounting

Religious Education 17024 5374 11650 16906 5274 11632 15886 5049 10837

Art 12096 8547 3549 12246 8745 3501 11879 8331 3548
Moral Education 45069 22034 23034 45459 22339 23120 43228 21547 21681

French 1670 590 1080 1699 618 1081 1573 567 1006

Music 1681 794 887 1703 806 897 1569 727 842

Physical Education 12827 6900 5927 12883 6998 5885 12372 6901 5471
TOTAL 46232 22603 23629 46835 22998 23837 44750 22288 22462
CANDIDATURE

3.1 Overall Performance

The analysis in this section is based on all candidates who sat for examinations in all types of Centres
in year 2021, 2022 and 2023: Government or Public School Centres, Private School centers and
Private Centre Candidates (BOU Centres and BEC Centres).

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 2023 JCE Provisional Results Report

Table 3.2: National summary of overall grades from 2021 to 2023

2021 2022 2023

Grade Count % Cum% Count % Cum% Count % Cum%

Merit 14 0.03 0.03 7 0.01 0.01 5 0.01 0.01

A 543 1.17 1.20 488 1.04 1.05 438 0.97 0.98

B 4176 9.03 10.23 4152 8.87 9.92 4344 9.68 10.66

C 10322 22.33 32.56 10681 22.81 32.73 10563 23.58 34.24

D 15367 33.24 65.80 15234 32.53 65.26 14158 31.64 65.88

E 6112 13.22 79.02 6014 12.84 78.10 5318 11.91 77.79

U 6744 14.59 93.61 7368 15.73 93.83 6875 15.38 93.17

X 2955 6.39 100.00 2891 6.17 100.00 3049 6.83 100.00

Total 46232 46835 44750

Note: X denotes failure to meet grading requirements for the award of a qualification
U denotes failure to meet minimum requirements at grade E

Table 3.2 shows the count, percentage at Grade and cumulative percentages of candidates awarded
overall grades Merit, A, B, C, D and E. The table also shows the statistics for candidates who failed
to meet the requirements of Grade E, therefore assigned U as well as those who did not meet grading
requirements denoted by ‘X’. The credit pass rate (Grade C or better) is 34.24% in 2023 compared to
32.73% in 2022, showing an improvement of 1.51%. The overall pass rate (Grade E or better), stood
at 77.79% in 2023 compared to 78.10% in 2022 which signify same level of performance with a slight
difference of 0.31% from 2022. On the other hand, five (5) candidates displayed an outstanding
performance, as they were awarded Merit. However, this is a drop from eight (8) candidates who were
awarded a Merit Grade in 2022. The proportion of candidates who failed to meet the requirements for
an award of a grade decreased by 0.66% which is an improvement, which shows that more candidates
met the requirements for an award of a grade.

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 2023 JCE Provisional Results Report

3.1.1 Performance by Special Needs Candidates

Table 3.3: Categories of Special Needs

SPECIAL NEEDS TYPE NUMBER OF CANDIDATES PERCENTAGE

Learning Disability 1927 89.09

Physical Disability 15 0.69

Hearing Impairment 33 1.53

Visual Impairment 68 3.14

Medical Condition 71 3.28

Multiple Disabilities 43 1.99

Other 6 0.28

Total 2163 100,00

Table 3.3 shows the type of special needs by candidates in the 2023 examination cycle. The major
disability is Learning Disability at 89.09% while the rest are below 5%. The Learning Disability
category is varied containing learners with dyslexia, dysgraphia, intellectually challenged etc.

Figure 3.1: Overall Performance of Candidates with Special Needs

40

35

30
Percentage

25

20

15

10

0
A B C D E U X
2020 0.64 4.92 17.87 34.73 16.96 23.99 1.09
2021 1.34 5.36 19.12 34.75 15.77 20.98 2.68
2022 0.95 6.38 22.54 36.24 14.88 15.38 3.64
2023 0.79 6.24 21.59 39.48 15.07 16.23 0.60

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 2023 JCE Provisional Results Report

Figure 3.1 presents overall performance of candidates with special needs for the years 2020, 2021,
2022 and 2023. There is an indication of a minor decline for Grades A-C, and some improvements at
Grades D-E. The candidates’ modal grade is D followed by unclassified U for the four years. However,
the overall pass rate (A-E) has been increasing for the past four years with 2023 recording a pass
rate of 83.17% which is an increase of 2.18% from 2022 (80.99%). The Credit pass (A-C) declined
from 29.87% in 2022 to 28.62% in 2023 by 1.25%.

Figure 3.2: Performance by Special Need Type

50
45
40
35
Percentage

30
25
20
15
10
5
0
Learning Physical Hearing Visual Medical Multiple Other
Disability Disability Impairment Impairment Condition Disabilities
A 0.83 0.00 0.00 1.47 0.00 0.00 0.00
B 5.71 6.67 6.06 7.35 15.49 13.95 0.00
C 21.12 40.00 30.30 19.12 30.99 16.28 33.33
D 40.06 33.33 30.30 42.65 32.39 34.88 0.00
E 15.20 0.00 18.18 14.71 11.27 13.95 50.00
U 16.45 20.00 15.15 14.71 8.45 20.93 16.67
X 0.62 0.00 0.00 0.00 1.41 0.00 0.00

Figure 3.2 presents performance of candidates by type of special need. The graph shows that only
Learning Disability and Visual Impairment candidates managed to obtain Grade A at 0.83% and
1.47%, respectively. Candidates with Medical Condition and those with Multiple Disabilities have
higher proportions at Grade B with 15.49% and 13.95%, respectively. Almost all special need types
managed to obtain A-C percentage pass of 30% or more, except Learning Disability and Visual
Impairment. However, most have Grade D as their modal grade.

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 2023 JCE Provisional Results Report

3.2 Performance by Subject: All Candidates

Table 3.4 shows cumulative percentages of candidates awarded Grade C or better and Grade E or
better across subjects in 2021, 2022 and 2023. In Table 3.4, it is evident that performance in Art had
been higher than 60% across years in grade category of C or better. It is also evident that the changes
in performance within subjects at Grade C or better had been small in most of the subjects across
years. The small changes around 2% shows that the cohort of candidates had been comparable
across years which is highly expected owing to the large number of populations taking the
examination every year. However, it is worth noting that some subjects like Home Economics,
experienced a larger negative difference above 2% in Grade category C or better, which signify a
drop in performance between 2022 and 2023. In category E or better a large negative difference in
performance between 2022 and 2023 was observed in Commerce and Office Procedure, Commerce
and Accounting and Physical Education. The large positive change in both categories was observed
in French which should be compared with caution since the syllabus changed in 2023.

Table 3.4: Percentages of All candidates awarded Grade E or better and C or better by subject in 2021, 2022
and 2023

Grade C or better Grade E or better

2021 2022 2023 (%) % Difference 2021 2022 2023 % Difference

(%) (%) (2022/2023) (%) (%) (%) (2022/2023)
SETSWANA 20.28 21.35 23.00 1.65 88.89 89.14 89.09 0.05
ENGLISH 31.12 33.00 35.86 2.86 79.04 80.80 80.57 -0.23
MATHEMATICS 21.91 20.66 22.49 1.83 78.26 73.89 73.80 -0.09
INTEGRATED SCIENCE 16.61 18.25 18.50 0.25 82.27 83.38 85.87 2.49
SOCIAL STUDIES 23.29 26.06 28.12 2.06 79.23 77.73 79.90 2.17
AGRICULTURE 45.32 44.72 45.05 0.33 94.77 91.60 91.92 0.32
DESIGN & TECHNOLOGY 16.25 16.13 18.11 1.98 83.48 82.52 82.25 -0.27
HOME ECONOMICS 26.87 28.24 23.91 -4.33 90.71 90.67 90.35 -0.32
COMMERCE & OFFICE 8.01 7.12 8.94 71.58 66.59 62.53
1.82 -4.06
PROCEDURES
COMMERCE & 22.38 24.02 23.45 72.39 65.38 62.21
-0.57 -3.17
ACCOUNTING
RELIGIOUS EDUCATION 32.99 34.84 36.59 1.75 82.82 86.70 85.81 -0.89
ART 60.79 62.31 60.74 -1.57 98.82 98.93 98.82 -0.11
GENERAL SCIENCE 2.77 2.56 6.23 3.67 57.32 60.54 71.44 10.90
MORAL EDUCATION 33.64 34.33 33.94 -0.39 76.89 77.48 75.96 -1.52
FRENCH 35.54* 82.44*
MUSIC 35.81 28.43 23.01 -5.42 86.68 84.56 82.41 -2.15
PHYSICAL EDUCATION 24.18 21.16 24.34 3.18 79.90 77.48 75.11 -2.37
*French introduced an OBE syllabus different from Previous years

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 2023 JCE Provisional Results Report

3.2.1 Performance in Core Subjects

Figure 3.3: Percentage of Candidates at Each Grade in Core Subjects

60.00

50.00

40.00

30.00
%

20.00

10.00

0.00
Mathematic Integrated Social Moral
Setswana English Agriculture
s Science Studies Education
Grade A 0.20 1.08 4.42 1.85 0.26 0.72 1.76
Grade B 4.17 10.62 6.85 5.63 5.71 11.80 5.83
Grade C 18.63 24.16 11.22 11.02 22.16 32.53 10.52
Grade D 47.65 27.26 20.51 28.81 26.64 28.52 37.98
Grade E 18.44 17.45 30.80 38.56 25.13 18.35 26.16
Grade U 10.24 18.65 25.38 14.03 19.48 7.56 16.46

Figure 3.3 presents proportion of candidates at each grade across core subjects. Mathematics has
the highest proportion of candidates at Grade A (4.42%) compared to other subjects while Setswana
has the least with 0.20% compared to other subjects. Moral Education has the highest proportion of
candidates at Grade B of 12.38% and Agriculture has the highest proportion at Grade C (32.53%)
while Setswana has the highest proportion at Grade D (47.65%). On the other hand, Integrated
Science has the highest proportion at Grade E of 38.55%. Most subjects have Grade D as the modal
grade, apart from Mathematics and Integrated Science with the mode at Grade E. The performance
distribution depicted at each level indicate that large proportion of candidates obtain lower grades.

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 2023 JCE Provisional Results Report

3.2.2 Performance in Practical Subjects

Fig. 3.2 2020 JCE Percentages of Candidates at Each in Practical Subjects

50.00
45.00
40.00
35.00
30.00
25.00
%

20.00
15.00
10.00
5.00
0.00
Agriculture D&T HE COP COA Art Music PE
Grade A 0.72 0.04 0.07 1.12 2.05 1.02 6.81 1.92
Grade B 11.80 4.88 1.84 7.93 18.13 5.80 8.75 6.60
Grade C 32.53 18.99 7.04 14.40 40.55 16.19 8.77 13.23
Grade D 28.52 43.94 22.80 17.21 31.84 37.03 30.12 30.89
Grade E 18.35 22.50 30.78 21.55 6.25 22.37 20.66 27.21
Grade U 7.56 9.44 36.53 37.31 0.81 15.81 24.45 20.03

Figure 3.4 represents proportions of candidates at each grade for practical subjects. The distribution
of candidates across grades has varying peak across subjects. Only Art and Agriculture have more
candidates awarded Grade C compared to other grades. Several subjects have their modal
performance at Grade D: Design &Technology, Home Economic, Music and Physical Education.
Commerce and Office Procedure, and Commerce and Account have modal performance at grade U.

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 2023 JCE Provisional Results Report

3.3 Performance by Gender

Fig:3.5: Percentages of Candidates at each Grade by Gender

Fig. 3.6. Percentages of Candidates at Each Grade by Gender

35.00

30.00

25.00

20.00
%

15.00

10.00

5.00

0.00
Merit Grade A Grade B Grade C Grade D Grade E Grade U X
Female 0.01 1.35 12.26 27.60 32.35 10.21 9.80 6.42
Male 0.01 0.58 7.07 19.52 30.94 13.63 21.01 7.25
Overall 0.01 0.97 9.68 23.58 31.64 11.91 15.38 6.83

Figure 3.5 shows percentage of candidates at each overall grade by gender. Gender differentials are
more evident at Grades A, B and C, where females out-perform their male counterparts. In fact,
Grades B and C present bigger margins between females and males. For instance, 12.26% of females
obtained Grade B compared to 7.07% for males, while for Grade C females are at 27.60% compared
to 19.52% of males, some differences of 5.19% and 8.08% for Grades B and C, respectively. The
performance at Grade D is almost similar with just 1.41% difference in favour of females. The males
have a greater proportion of candidates’ awarded Grade E and U compared to females.

33
Table 3.5: Percentage of Female candidates at each grade by subject in 2021, 2022 and 2023

A B C D E U

2021 2022 2023 2021 2022 2023 2021 2022 2023 2021 2022 2023 2021 2022 2023 2021 2022 2023

Setswana 0.47 0.85 0.32 6.88 7.26 6.53 20.83 22.69 26.09 49.57 45.94 50.10 16.28 17.80 11.87 4.78 4.58 4.45

English 1.53 1.09 1.64 13.35 13.97 15.05 25.70 27.38 28.96 29.04 29.09 27.88 17.56 17.00 14.90 11.44 10.41 10.83

Mathematics 4.78 5.90 4.94 8.09 7.45 7.77 12.47 10.96 12.82 24.38 24.15 22.59 33.96 32.29 31.64 15.00 18.16 19.44

Integrated Science 2.60 2.28 1.95 5.88 7.12 6.28 9.52 11.22 12.13 30.86 33.01 30.92 38.62 35.82 39.16 12.49 10.53 9.50

Social Studies 0.52 0.49 0.37 6.59 7.74 7.12 19.97 23.43 25.62 31.77 29.22 28.54 26.14 24.14 24.61 13.90 14.15 13.14

Agriculture 1.18 0.69 0.93 16.01 13.83 14.59 32.57 35.82 35.83 33.89 30.67 28.68 13.08 14.10 15.33 2.17 4.18 4.11

Design and Technology 1.43 0.85 1.73 3.52 3.36 6.57 9.17 9.70 11.26 41.08 41.42 43.35 32.21 32.46 23.38 12.39 12.21 12.38

Home Economics 0.05 0.05 0.05 4.56 6.41 5.88 26.60 26.17 21.83 43.61 45.46 46.41 19.98 16.65 20.01 5.01 5.20 5.66

Commerce and Office Procedures 0.10 0.10 0.10 1.62 1.49 2.49 8.76 7.67 8.89 33.49 26.54 27.61 36.84 38.18 31.34 16.80 24.49 28.93

Commerce and Accounting 0.07 1.03 1.52 5.36 10.32 9.81 21.08 16.96 17.14 25.86 19.28 19.31 28.46 25.50 23.14 17.82 26.26 28.71

Religious Education 4.74 3.43 4.74 13.27 14.70 15.95 20.33 21.35 21.17 28.77 30.01 29.31 20.51 21.31 19.47 10.55 8.17 8.49

Art 2.28 2.20 2.71 22.43 24.48 21.36 42.63 43.36 43.83 28.32 26.48 27.76 3.63 3.14 3.75 0.45 0.34 0.37

General Science 0.26 0.00 0.00 0.10 0.30 0.42 1.56 1.37 3.84 11.13 11.92 23.10 40.89 43.78 41.51 25.81 25.77 17.52

Moral Education 4.69 4.12 4.03 15.29 16.38 16.52 21.05 23.52 22.73 24.50 24.68 26.55 19.00 16.94 14.75 14.40 13.59 14.83

French 4.54 3.70 11.33 6.57 7.40 15.01 9.81 8.33 17.89 23.89 25.99 24.85 33.61 32.19 22.56 21.02 22.29 8.05

Music 1.92 0.89 1.43 14.99 9.25 7.13 27.85 26.76 21.26 33.37 38.35 40.62 15.56 17.39 18.65 5.41 7.36 8.67

Physical Education 3.78 3.04 7.77 7.76 8.11 10.02 14.48 12.29 9.87 29.39 30.98 32.54 28.68 29.72 21.22 15.83 15.84 18.22

36
Table 3.5 depicts performance of females over a three-year period (2021 – 2023). Across the
three years, the proportions at each grade have been somewhat consistent. It is evident from
the table that most female candidates were awarded Grade C or Grade D in all years across
subjects. Proportions of candidates awarded Grade C and Grade D ranges from around 20%
to above 40% in most subjects. The general picture between 2022 and 2023 shows an
insignificant decline in performance across grades and within subjects. English has depicted
an upward trajectory in performance for Grade A, B, C and D but downward trajectory for
Grade E and U. Most subjects show some fluctuating trajectory within 3 years being
compared.

37
 Table 3.6: Percentage of Male candidates at each grade by subject in 2021, 2022 and 2023

A B E U
Subject C D
2021 2022 2023 2021 2022 2023 2021 2022 2023 2021 2022 2023 2021 2022 2023 2021 2022 2023

Setswana 0.10 0.20 0.07 2.22 1.89 1.80 9.72 9.54 11.15 41.21 38.92 45.19 29.18 33.05 25.02 16.31 15.41 16.05

English 0.36 0.35 0.51 5.35 5.81 6.13 15.56 17.10 19.39 26.27 26.43 26.67 23.04 23.14 20.02 28.01 26.04 26.49

Mathematics 3.33 4.02 3.89 5.52 5.07 5.93 9.47 7.79 9.61 20.52 18.35 18.41 33.75 31.56 29.95 26.07 32.08 31.37

Integrated Science 2.62 1.95 1.75 5.05 5.09 4.97 7.49 8.76 9.93 25.06 26.04 26.68 36.62 35.27 37.93 23.06 22.86 18.61

Social Studies 0.27 0.26 0.14 3.98 4.24 4.28 15.06 15.75 18.67 27.55 24.29 24.73 26.33 25.62 25.65 25.03 28.98 25.85

Agriculture 0.91 0.38 0.51 12.29 8.75 8.98 27.48 29.80 29.21 32.15 30.20 28.36 19.88 18.84 21.39 6.32 11.20 11.04

Design and Technology 1.72 1.13 2.13 4.73 3.97 6.54 10.20 11.42 10.79 37.79 37.57 36.72 28.27 27.47 25.78 16.97 18.40 16.81

Home Economics 0.04 0.00 0.00 1.10 1.65 1.92 11.14 11.43 9.39 34.56 34.16 35.12 3.14 29.34 30.72 22.36 23.27 22.48

Commerce & Office

0.00 0.05 0.03 0.64 0.60 1.02 4.09 3.59 4.74 22.12 17.36 16.82 32.48 35.02 30.07 37.45 41.40 45.99
Procedures

Commerce and Accounting 0.07 0.86 0.61 3.10 5.62 5.56 13.52 11.74 10.93 17.67 14.18 14.55 26.41 22.56 19.54 37.21 44.18 48.17

Religious Education 2.07 1.82 2.18 7.22 8.13 8.71 12.10 14.64 14.38 24.56 26.73 25.25 26.46 26.30 24.92 24.13 20.48 22.76

Art 2.26 1.91 1.86 18.52 18.52 16.86 37.29 38.79 39.08 33.63 34.40 33.47 6.93 5.03 7.30 0.99 1.32 1.00

General Science 0.06 0.00 0.06 0.52 0.62 1.18 3.13 2.94 7.03 19.50 17.82 27.50 37.85 42.70 38.33 17.77 18.44 12.26

Moral Education 2.14 1.79 1.34 8.64 7.39 8.22 15.13 15.11 14.98 21.69 23.86 24.70 21.29 20.86 18.04 30.10 30.07 32.08

French 1.86 2.10 3.70 2.37 2.10 8.64 5.42 5.66 7.76 13.90 15.21 21.16 22.20 26.70 24.87 53.22 48.06 33.33

Music 1.13 0.37 0.69 7.56 4.34 4.40 17.13 14.27 11.83 29.97 35.61 32.05 23.05 20.97 26.27 20.53 24.44 23.52

Physical Education 3.28 2.86 6.42 7.17 6.33 7.78 12.14 10.07 7.93 27.70 25.99 28.26 26.00 26.71 20.07 23.39 27.95 29.07

38
Table 3.6 presents performance by males over a three-year period (2021-2023) at each grade. Across
all syllabuses, a largest proportion of male candidates have been awarded Grade A in Mathematics
and Physical Education compared to other syllabuses. It is also evident that larger proportion of males
have been awarded Grade B and C in Art and Agriculture than in other syllabuses.

3.4 Performance by Educational Region

Fig. 3.6: Overall Grade Percentages by Educational Regions

45.00
40.00
35.00
30.00
25.00
%

20.00
15.00
10.00
5.00
0.00
Souther Kwenen South North Kgalaga North
Central Kgatleng Ghanzi Chobe
n g East West di East
Merit 0.01 0.00 0.00 0.06 0.00 0.00 0.00 0.00 0.00 0.03
Grade A 1.05 0.88 1.08 1.59 0.48 0.33 0.95 1.06 0.00 1.66
Grade B 10.75 10.25 9.21 13.98 7.20 9.31 4.69 6.80 3.33 13.97
Grade C 24.97 23.79 22.81 33.20 21.71 25.20 18.23 17.70 22.55 30.13
Grade D 33.11 34.30 33.19 36.30 34.63 35.23 30.38 30.60 41.96 33.99
Grade E 12.90 13.93 14.27 8.32 14.06 12.60 18.75 13.01 15.10 10.83
Grade U 17.22 16.85 19.45 6.56 21.92 17.34 27.00 30.83 17.06 9.40

Figure 3.6 shows the regional differences in candidates’ performance. Central, North East and South
East regions have each recorded a Merit . North East region is leading in percentage of candidates
awarded Grade A (1.66%). South East has a larger proportion of candidates awarded Grade B and
Grade C with 13.98% and 33.20%, respectively followed closely by North East with a similar pattern.
Chobe region leads in Grade D and Kgalagadi region leads in Grade E.

39
 Fig. 3.7: Performance by Educational Region for Candidates
Awarded Grade C or better
60.00
48.83
50.00 45.79

40.00 36.78 34.92 34.84

A-C % PASS

33.10
29.39
30.00 25.88 25.56
23.87
20.00

10.00

0.00

Region

Figure 3.7 depicts performance at Grade C or better by regions. The highest performing region at
Grade C or better is South East (48.83%) followed by North East (45.79%) while the least performing
regions are Ghanzi and Kgalagadi at 23.87% and 25.56%, respectively.

Fig. 3.8: Performance by Educational Region for Candidates

Awarded Grade E or better
100.00 93.45 90.61
90.00 83.15 82.94 82.79 82.67 80.56 78.08 73.00
80.00 69.17
70.00
A-E % PASS

60.00
50.00
40.00
30.00
20.00
10.00
0.00

Region

Figure 3.8 depicts performance of regions at Grade E or better. South East and North East continue
to be the highest performing regions even at Grade E or better with a pass of 93.45% and 90.61%
respectively. At Grade E or better, Ghanzi is the least performing region (69.17%) followed by
Kgalagadi (73.00%).

40
 3.5 Centres Performing at 50% or More
Table 3.7: JCE Centres obtaining 50% or more of Grades A-C by region in 2022 and 2023

Region Centre Percentage Percentage Difference

(2022) (2023) (2022/2023)
1 Kgatleng JC0618 Precious Cornerstone Junior Secondary 80,0 92,3 12,3
School
2 Central JC0060 Meepong Junior Secondary School 72,7 79,8 7,1
3 South East JC0116 Nanogang Junior Secondary School 59,7 75,9 16,2
4 Southern JC0004 Itireleng Junior Secondary School 54,4 75,2 20,8
5 Central JC0108 Makhubu Junior Secondary School 64,7 74,7 10,0
6 Central JC0095 Orapa Junior Secondary School 66,2 68,0 1,8
7 North East JC0020 Setlalekgosi Junior Secondary School 63,1 67,5 4,4
8 Central JC0068 Shoshong Junior Secondary School 58,6 66,1 7,5
9 South East JC0183 Bonnington Junior Secondary School 68,3 66,0 -2,3
10 South East JC0182 Tlogatloga Junior Secondary School 60,7 62,4 1,7
11 Central JC0018 Lebogang Junior Secondary School 61,0 60,5 -0,5
12 Southern JC0184 Kgosi Mpe Junior Secondary School 58,3 59,8 1,5
13 Central JC0133 Kgalemang Motsete Junior Secondary School 51,6 59,2 7,6
14 Central JC0201 Phatsimo Junior Secondary School 67,3 59,1 -8,2
15 South East JC0167 Moselewapula Junior Secondary School 64,6 58,9 -5,7
16 North East JC0117 Goldmine Junior Secondary School 58,7
17 South East JC0034 Motswedi Junior Secondary School 55,1 58,5 3,4
18 Kweneng JC0016 Letlole Mosielele Junior Secondary School 57,8
19 Southern JC0187 Pitikwe Junior Secondary School 53,0 56,9 3,9
20 South East JC0180 Kgale Hill Junior Secondary School 50,7 56,3 5,6
21 Kweneng JC0127 Dithejwane Junior Secondary School 55,7 55,4 -0,3
22 North East JC0092 Mmei Junior Secondary School 55,3
23 North West JC0544 Tsau Study Group 54,5
24 Central JC0046 Boipelego Junior Secondary School 54,1
25 Kgatleng JC0006 Linchwe II Junior Secondary School 50,6 54,1 3,5
26 South East JC0050 Maoka Junior Secondary School 51,7 53,6 1,9
27 North East JC0030 Montsamaisa Junior Secondary School 58,3 52,6 -5,7
28 Central JC0153 Pekenene Junior Secondary School 52,5
29 South East JC0181 Marulamantsi Junior Secondary School 52,2
30 North East JC0165 Selolwe Hill Junior Secondary School 51,8
31 Central JC0120 Boikhutso Junior Secondary School 59,8 51,6 -8,2
32 Central JC0058 Metsimasweu Junior Secondary School 51,2
33 South East JC0179 Sir Seretse Khama Junior Secondary School 50,7
34 Central JC0027 Palapye Junior Secondary School 50,9 50,5 -0,4
35 North East JC0077 Pelaelo Junior Secondary School 50,5
36 Central JC0207 Badale Junior Secondary School 50,0

41
Table 3.7 presents a list of centres obtaining at least 50% of grades C or better in 2023, compared to
2022. Thirty- Six (36) centres managed to obtain a 50% or more pass rate on A-C grades compared
to twenty- nine (29), an increase by seven (7) centres from 2022. These centres are from six regions,
namely Central, South East, Southern, North East, Kgatleng and Kweneng. Out of these 36 centres,
24 centres maintained from 2022 while 12 centres are new in the list this year. From the twenty-four
(24) centres that maintained a pass of 50% or more, with eight (8) centres recording significant
increase; out of which Itireleng JSS, Nanogang JSS, Precious Cornerstone JSS and Makhubu JSS
recording the highest increases of 20.8%, 16.2%, 12.3% and 10.0% respectively. Conversely, eight
(8) have recorded a notable decrease in performance as compared to the previous year.

Table 3.8: Outstanding Performance

REGION SCHOOL

Central JC0063 Parwe Junior Secondary School

North East JC0216 Tadabigwa Junior Secondary School

South East JC0116 Nanogang Junior Secondary School

JC0183 Bonnington Junior Secondary School
JC0183 Bonnington Junior Secondary School

Table 3.8 shows schools with the best performing candidates in the 2023 JC examination and their
regions. To be included in the outstanding performance list, the candidate must have been awarded
an overall grade of Merit. In this instance, 5 candidates were awarded Merit in 2023 JCE compared
to 7 in 2022. South East has 3 candidates awarded Merit grade while North East and Central regions
each have 1 candidate awarded Merit.

42
3.6 Report Summary

• Candidature decreased by 4.45% from 46 835 in 2022 to 44 750 in 2023.

• Female candidates outnumber their male counterparts in majority of the subjects.

• There is an improvement of 1.51% at credit pass (A-C) in 2023 and performance is at

the same level at Grade E or better.

• There is vast variation between subjects obtaining grade C or better, with the highest
(Art) obtaining 60.82% while the least (General Science) obtained 6.23%, which
depicts a similar pattern over the years.

• The modal grade for majority of the subjects is D, with some having grade E as the
mode, implying that large proportion of candidates obtain lower grades.
• All subjects with the exception of Art obtained less than 50% at grade C or better.

• Female candidates significantly outperformed their male counterparts in quality grades

of A to C.

• There is an increase in centres (36) obtaining 50% or more pass rate on A-C grades
in 2023 compared to (29) in 2022.

• Five (5) candidates (3 girls, 2 boys) obtained a Merit compared to eight (8) in 2022.

43