Gen Z Leader Demands Scrutiny of Invigilators, English Teachers Over Poor 2026 WASSCE Results
Alex Fefegula Harding Gen Z Movement Salone leader Abdulai Barrie has called for greater scrutiny of examination supervisors, invigilators and English Language teachers, arguing that students should not bear sole responsibility for Sierra Leone’s poor 2026 WASSCE performance.
Speaking to Liberty Online TV, Barrie questioned how candidates managed to bring mobile phones into examination halls, arguing that the conduct of examination officials and the effectiveness of supervision also deserved investigation.
He said authorities should examine the responsibilities of those assigned to monitor examination centres rather than concentrating disciplinary measures and public criticism on candidates.
Barrie also raised concerns about the psychological pressure associated with repeated examination failures, particularly among young candidates. He argued that the education system should consider students’ welfare when addressing poor examination outcomes.
Turning to the wider English Language debate, Barrie said difficulties with the language extended beyond secondary school students, pointing to concerns about English proficiency among some public officials.
He cited parliamentary debates and disagreements over the interpretation of legal and legislative language as examples of why the country needed to take English Language education more seriously.
Barrie challenged the Ministry of Education to assess the competence of English Language teachers, suggesting that teachers should also undergo examinations to evaluate their proficiency.
He questioned whether some teachers, particularly those working in schools outside major urban centres, had sufficient command of Standard English to effectively teach the subject.
According to Barrie, the language environment in some communities, where Krio is widely used, presents additional challenges for students learning Standard English.
Finally, he argued that improving examination results would require attention to teacher quality, classroom instruction, examination supervision and the broader learning environment, rather than placing the entire burden on students.