Private primary schools significantly outperformed government-aided schools in the newly released Amolatar District 2026 Primary Mock Examination results.

A total of 2,875 candidates from 104 schools registered for the examinations, but only 28 pupils attained Division One.

Of these, 27 came from private schools, while government-aided schools produced just one Division One candidate.

Omara Ebek Primary School produced the only Division One candidate among the district’s 52 government-aided schools.

Performance by division

Division 1: 28 pupils

Division 2: 356 pupils

Division 3: 369 pupils

Division 4: 615 pupils

Division U: 1,427 pupils

Division X: 79 pupils

While releasing the results on behalf of the District Inspector of Schools, Tita James said Integrated Science was the best-performing subject, while Mathematics registered the poorest performance.

The District Education Officer, Peter Obote, attributed the poor results largely to the incomplete syllabus at the time of the mock examinations.

”The syllabus had not been completed by the time the mock examinations were conducted. However, headteachers must take full responsibility and immediately convene meetings to identify interventions that will improve performance ahead of the 2026 Primary Leaving Examinations.”

Obote urged headteachers to strengthen supervision, mobilise teachers and develop strategies to improve academic performance.

Speaking on behalf of the Chief Administrative Officer, Clerk to Council, Amolatar, James Odongo, said success in education requires collective responsibility from all stakeholders.

”Success in education comes through collective action. Every cluster must perform its role effectively if we are to achieve meaningful progress in Amolatar’s education sector.”

Amolatar district vice chairperson, Margret Olul, blamed the poor performance on limited commitment among some staff, late reporting, inadequate instructional time and poor teacher welfare.

”Late reporting, limited teaching time and poor welfare for teachers have contributed to the poor results. All stakeholders must recommit themselves to improving the quality of education.”

Olul added that following the recently concluded community barazas, poorly performing schools would be required to account for their results and explain why they have failed to achieve better outcomes.

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