WASSCE 2026: Gambia improves, but 9 in 10 miss key benchmark

Figures released by the West African Examinations Council (WAEC) show that 1,556 candidates, representing 7.94 percent, achieved five credits or more including English and Mathematics. This represents an improvement from 2025, when 961 candidates, or 5.11 percent, met the same benchmark, reflecting a 2.83 percentage-point increase. A total of 20,610 candidates from 170 senior secondary schools registered for the 2026 examination, compared with 20,248 candidates in 2025. Of the candidates registered, 19,605 had complete records when WAEC compiled the current statistics, while 994 incomplete records were still being processed. WAEC said the final figures could therefore change. Female candidates accounted for the majority of both the overall candidature and those meeting the five-credit benchmark. Of the 20,610 candidates registered, 13,070 were female, representing 63.42 percent, while 7,540 were male. Among the 1,556 candidates who obtained five or more credits including English and Mathematics, 907 were female, accounting for 58.29 percent, compared with 649 males, or 41.71 percent. The figures highlight the continued strong participation of girls in senior secondary education, while also raising questions about the relatively lower participation of boys. Mixed Performance WAEC’s detailed results show that 722 candidates obtained credits in all nine subjects, while 831 obtained eight credits, 923 secured seven and 969 obtained six credits. However, 1,647 candidates obtained three credits, 2,072 obtained two credits and 2,964 secured only one credit. The figures underline the continuing challenge of ensuring that students leave senior secondary school with the academic qualifications needed to progress to tertiary education and compete in the labour market. Meanwhile, WAEC has withheld the results of 98 candidates from 13 schools over suspected examination malpractice. The Council said the results will remain withheld pending consideration of the cases by its appropriate committee. The issue highlights the importance of maintaining the integrity of the examination system while addressing the pressures that students face to achieve good grades. Although the increase from 5.11 percent to 7.94 percent is encouraging, the overall performance remains a concern for the education sector. The results are likely to renew discussions around the quality of teaching, availability of learning materials, teacher support, classroom conditions, parental involvement and students’ preparedness for examinations. The performance should not, however, be viewed solely as a reflection of students’ abilities. Examination outcomes are influenced by conditions across the education system. At the same time, the candidates who achieved nine, eight, seven and six credits demonstrate that Gambian students can perform strongly when given the necessary support and learning environment. The immediate challenge for policymakers and education stakeholders is to build on the 2026 improvement and translate it into sustained gains, particularly in English and Mathematics. For now, the results present a mixed picture: progress has been made, but the vast majority of candidates are still falling short of the key five-credit benchmark.