Alebtong celebrates improved PLE performance after a decade of poor results
Alex Acir organizing pupils at the school for a photo moment
By Patrick Okino
Alebtong District is celebrating a significant improvement in Primary Leaving Examination (PLE) performance, marking a major milestone after years of low academic achievement.
Since its creation 16 years ago, Alebtong had consistently recorded low numbers of pupils in Division One, Two and Three, with the majority trailing in Division Four and Ungraded—an indication of poor performance and high failure rates. The district was carved out of Lira District in 2010.
The Uganda National Examinations Board (UNEB) released the 2025 PLE results on January 30, 2026, sparking mixed reactions nationwide, with some parents and candidates celebrating success while others lamented poor outcomes.
According to UNEB, a total of 817,883 candidates were registered from 15,388 examination centres in 2025, compared to 797,444 candidates in 2024. Of these, 807,313 candidates sat the examinations, while 10,570 (1.3%) were absent, maintaining the same absentee rate as the previous year.
UNEB Executive Secretary Dan Odongo reported that 91,990 candidates passed in Division One in 2025, up from 84,301 in 2024—an increase of 7,689 candidates.
Alebtong’s Historic Improvement
In Alebtong District, celebrations dominated as performance improved significantly. Out of 3,674 candidates who sat the national examinations, 143 passed in Division One, 1,546 in Division Two, 799 in Division Three, 472 in Division Four, 664 were ungraded, and 50 fell under Division X.
The results mark a historic milestone for the district and reflect a steady upward trend in education outcomes over recent years.
Simon Eluk, a parent at Okokolako Primary School in Omoro Sub-county, whose child Amos Ebong scored 18 aggregates, expressed excitement over the results.
“This is the first time in decades that the school has registered such excellent grades,” Eluk said, attributing the success to a teacher transferred to the school in 2024 who greatly motivated pupils and emphasized regular reading.
Alex Acir, the headteacher of Okokolako Primary School, said the school registered 53 candidates, of whom one passed in Division one, 51 in Division two and one in first grade.
“We introduced a boarding section for Primary Seven candidates after consulting parents, and the results are now visible,” Acir said.
He added that the school plans to introduce additional strategies this year to further improve performance.
Comparison with previous year
In the 2024 PLE results, Alebtong recorded only 59 candidates in Division One, 1,362 in Division Two, 1,084 in Division Three, 559 in Division Four, 884 ungraded, and 51 in Division X.
District leaders say the improved performance is a result of strengthened supervision and monitoring of schools, improved teacher motivation and accountability, regular engagement with headteachers, and stronger collaboration with parents and school management committees.
Other contributing factors include community mobilisation to promote attendance, discipline, and learner completion.
The LC5 Chairperson, David Kennedy Odongo, said prioritisation of education in district planning and budgeting, partnerships with development agencies and faith-based institutions, and refresher training of teachers by UNEB examiners played a major role.
“As a result, the district has risen from being among the ten worst-performing districts nationally to position 123 out of 176 local governments. This shows that progress is possible with committed leadership,” Odongo noted.
The District Inspector of Schools, Pius Victor Okabo, attributed the improved performance to the establishment of mini boarding facilities, teacher capacity building, intensified school inspections, NGO support, and increased community engagement.
He added that learners were extensively exposed to examination practice and closely supervised to prepare them adequately.
“Before a child joins Primary Seven, we administer an end-of-Primary Six examination known as the P.7 entrant exam. When the term opens, learners are given another assessment so that by the time they are registered for PLE, they are well prepared,” Okabo explained.
He said poor performance in previous years had drawn public criticism, which prompted renewed commitment among teachers and stakeholders to improve results.
The District has 75 government-aided primary schools with an enrolment of over 103,000 learners, many of which have introduced mini boarding facilities—one of the key factors behind improved performance.
Okabo also commended NGOs for introducing school feeding programmes and improving sanitation facilities.
“Children are no longer studying on empty stomachs, and such schools are performing better,” he said, citing Obangangeo and Ibule primary schools.
At Okokolako Primary School, an NGO supported pupils with farming tools, enabling them to grow their own food.
Challenges remain
Despite the progress, the district still faces several challenges that threaten sustained improvement. These include shortages of teachers, desks, staff accommodation, classrooms, and sanitation facilities.
Okabo revealed that the district requires about 1,900 teachers according to staffing norms but currently has only 800. He blamed the shortage on a government ban on recruitment.
“We cannot recruit and pay teachers locally because it is the responsibility of the Public Service Commission,” he said.
He added that the district is managing the available staff by redistributing teachers to reduce workload, with most schools operating with only eight to ten teachers.
Other challenges include negative parental attitudes towards education, high dropout rates, and absenteeism. District leaders, he said, are engaging communities through meetings and sensitisation campaigns to address these issues.
