Minister Sackey Announces Emergency Training for English Teachers After 63% WASSCE Failure Rate
Kanja Sesay Sierra Leone’s Minister of Basic and Senior Secondary Education, Conrad Sackey, has announced plans for an urgent training programme for English Language teachers following poor performance in the 2026 West African Senior School Certificate Examination (WASSCE).
Speaking at the official announcement of the examination results on Wednesday, October 28, 2026, Sackey said 63.33% of candidates failed English Language, while only 9.77% obtained credit passes between grades A1 and C6.
The results have raised concerns about students’ proficiency in English, a core subject required for admission into many higher education programmes.
The Minister described the performance as a serious challenge for Sierra Leone’s education sector and called for immediate interventions to improve teaching and learning outcomes.
According to the Ministry of Basic and Senior Secondary Education, English Language recorded one of the most concerning outcomes in the 2026 WASSCE.
With nearly two-thirds of candidates failing the subject and fewer than one in ten obtaining a credit pass, the results have highlighted the need for stronger literacy instruction and improved teaching methods.
The Ministry is particularly concerned about the implications for students seeking admission to universities and other tertiary institutions, where English Language is often a compulsory entry requirement.
The poor performance has prompted discussions about how to strengthen English Language instruction, improve teachers’ capacity and address weaknesses in students’ foundational literacy skills.
Beyond the poor results, the Ministry also reported significant absenteeism during the examination.
A total of 19,464 registered candidates, representing 9.68%, did not sit the English Language paper.
Although the figure remains concerning, it represents a substantial improvement compared with 2025, when 41,269 candidates, or 27.83%, were recorded as absent.
The reduction suggests improved examination participation, although the Ministry has not established the specific factors responsible for the change.
Despite the improvement, thousands of registered candidates still missed one of the most important subjects in the examination.
The Ministry’s figures highlight the need to examine barriers that may prevent students from attending examinations and completing their secondary education.
In response to the disappointing English Language results, Minister Sackey announced that the government is considering an urgent in-service training programme for English Language teachers.
The proposed initiative would focus on strengthening teachers’ instructional skills and improving classroom delivery to address weaknesses affecting students’ examination performance.
The Ministry intends to work with education professionals across different levels of the education system to develop immediate intervention strategies.
These measures would complement existing efforts to strengthen foundational literacy and improve learning outcomes.
Although the Minister emphasised the urgency of the intervention, a formal commencement date for the proposed training programme has not yet been announced.
The Ministry is expected to assess the proposed measures before finalising implementation arrangements.
Beyond the proposed emergency training, the Ministry is examining broader approaches to addressing weaknesses in the education system.
The government intends to combine short-term teacher development initiatives with longer-term reforms aimed at improving the quality of education.
The proposed approach places emphasis on strengthening foundational literacy, supporting teachers and improving student performance in essential subjects.
The Ministry’s response reflects growing concern about the need to ensure that students complete secondary education with the knowledge and skills required for further studies and employment.
The 2026 WASSCE results are expected to inform discussions on teaching quality, educational resources and the effectiveness of existing learning interventions.
The 2026 WASSCE results present contrasting outcomes for Sierra Leone’s education system.
While Mathematics recorded an improvement in credit passes, English Language performance remains a major concern, with only 9.77% of candidates obtaining grades A1 to C6.
The figures have placed renewed attention on the quality of English Language instruction and the importance of strengthening literacy skills throughout basic and secondary education.
Minister Sackey’s proposed emergency teacher training programme represents an initial response to the challenge, although its effectiveness will depend on implementation and sustained support.
As the Ministry develops its intervention strategies, improving English Language performance is likely to remain a central priority in efforts to strengthen educational outcomes across Sierra Leone.