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P6, IGCSE, DELF and A-level examinations for 2022 |04 March 2023

P6, IGCSE, DELF and A-level examinations for 2022

The press conference (Photo: Joena Meme)

Ministry not fully satisfied with results


The Ministry of Education is not fully satisfied with the results of the P6, IGCSE, DELF and A-level examinations for 2022, but it remains committed to improving attainment and performance strategically and systematically.

Officials from the ministry provided an overview of students’ academic performance over the last year, during a press briefing at the ministry yesterday morning.

According to Minister Justin Valentin, there is no significant difference between results from 2021, and while performance has exceeded expectations in certain areas, there is much room for improvement.

“We are not fully satisfied with the results. I will be satisfied when we can say that all students have achieved 100 percent Grade C or better in their examinations, but we are very, very far from this ideal situation,” Minister Valentin stated.


Of the six subjects for which students sit P6 national exams, there has been improvements in the percentage of students scoring Grade A* to C in English, Mathematics and Social Studies in comparison to 2021.

The biggest improvement was in Social Studies where 39 percent of students scored A* to C in 2022, as compared to 28 percent in 2021. As for English, 36 percent of students achieved A* to C grades, as compared to 31 percent last year, while the difference in Mathematics is 9 percent, from 16 percent in 2021, to 25 percent in 2022.

Despite improved performance across the three subjects, the results are still below the ministry’s target for at least 50 percent A* to C grades, noted assessment development officer Rudy De Ker Sauzon Vielle.

Students did not perform as well as in 2021 in French, Creole and Science.

The best performers for the exams are Estelle Anacoura from Anse Boileau, Mary-Clara Naya from Bel Eau, Emma Lepere from Baie Lazare, Kiara Morel from Beau Vallon and Hannah Bibi from Tamakama primary schools.


Of 1167 students in S5 in 2022, 55 percent, or 644 students were registered to sit at least one IGCSE examination. This represents a 6 percent increase from 2021.

A large proportion of students, specifically 194, registered for only one subject, and only one student was registered for eight subjects. A significant number, 142 sat IGCSE examinations in 6 subjects.

Belonie secondary did not have any S5 students in 2022, and is thus excluded from the analysis.

In terms of performance, assessment development officer Annie Madeleine said the performance reflects “a normal curve” and met the expectations of the ministry, since the majority scored Grade C.

“The percentage of students who scored A* to C did not necessarily increase as we were expecting. Subjects where the ministry’s target was attained, meaning at least 50 percent of students scored A* to C, are Design Technology and First Language English,” Ms Madeleine noted.

In total, 89 percent of students scored A* to C grades in First Language English while for Design and Technology, the target was met at 50 percent. For both Geography and Mathematics, 49 percent of students achieved A* to C grades.

The two best performing schools were Anse Boileau and Mont Fleuri secondary schools.

The top performers are Vaidik Gondariya from Anse Boileau, Elysa Roucou from Mont Fleuri, Karim Harriba from English River, Hope Ki-Siong from English River, Benedict Musunga from English River, Eric Oreddy from Mont Fleuri, Elaine Furneau from Anse Royale, and Cliven Azemia from English River secondary schools.


In total 864 S5-level students were registered for DELF examinations including A1, A2, B1, and B2 level exams in 2022, while 50 S4 students were registered for the B1 exam.

Sixteen students failed the examinations last year, not necessarily because of their ability, noted DELF coordinator Zitabella Labiche. Students who miss a component or fail to score on one component of the exam are automatically failed, she noted.

For A1 and A2 exams, the pass rate has remained the same as in 2021, at 99 percent and 100 percent respectively. There was however a slight decrease in the pass rate for the B1 exam from 100 percent in 2021, to 99 percent in 2022, while the B2 exam has seen an improvement from a 93 percent pass rate in 2021, to 95 percent pass rate in 2022. Ms Labiche attributes the difference in B2 results to the fact that fewer students were registered for B2 exams in 2022.

The best candidates for A1 are Said Nibourette of Anse Royale and Colin Jean from Mont Fleuri secondary schools. Lukesha Laurette from Beau Vallon is the highest scorer for A2, while Nisha Julienne from Perseverance secondary is the highest scorer for B1. Whitney Atulo from La Digue secured the highest grade for the B2 exam. S4 student Nwibong Dovene of Mont Fleuri secondary school was the best performer among the S4 students who registered for the B1 exam.


The School of Advanced Level Studies (Sals) registered 92 students in 2021, 83 of whom sat for their A-Level examinations in the October/November 2022 session. This meant a total of 195 examination entries.

The overall pass rate was 95 percent, and 51 percent of students achieved 51 percent or better.

Of the ten subjects on offer by the institution, the pass rate was 100 percent for eight subjects, namely, Mathematics, Chemistry, Physics, History, Geography, French, Literature and Computer Science. In 2021, students achieved a 100 percent pass rate in only three subjects.

In terms of A* to C grades, the subjects where better performance was recorded in 2022 are Physics, History and Geography.

As such, 60 percent of students who completed their studies in 2022 have qualified for a scholarship.

The best performers are Jayant Gondariya, Aswin Sathiyamoorthy, Roneesha Uranie, Andrea Louise, Jean-Jacques Eulentin, Dylan Azemia, Tyrell Servina and Bradley Victor.

In a bid to further improve academic performance, the ministry is focused on addressing the issue systematically through different mechanisms and measures.

“We believe that regardless of what we do, we have to use a systematic approach to improving student performance. For instance, we have appointed the Attainment team in all schools to actually look at performance, track and monitor students’ performance right from the start of school. And, of course, as they discover issues they are to attack these issues and to deal with them at a systematic level,” Minister Valentin noted.

The ministry has thus far reviewed time allocation at primary level, and are relooking at how various subjects are delivered. Working groups have been established, including an Inclusive Education working group, Arts working group and the Performance working group.

Furthermore, the ministry has introduced the concept of priority centres, encouraging teachers to learn from one another, to visit other schools to share ideas and practices, to grow together, and ultimately, form professional networks.

“We are also thinking of further capacity-building for teachers, and also to the school community in general. We are talking about new models of school governance. We are placing more emphasis on the accountability framework within the school itself. And then, of course we are talking about inclusive education because we believe that all students should have the opportunity to manifest their ability, and of course grow academically, and also grow in other aspects of learning,” Minister Valentin added.


Laura Pillay





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