Elwayne, Nogob Zone, Somali Region, Ethiopia
For years, students at Elwayne Secondary School sat for Ethiopia’s national Grade 12 examination without reaching the marks required for university entrance. This year, that pattern changed. Seven students achieved the university entrance mark—the first such achievement recorded by Elwayne Secondary School. For the students, their families, teachers, and the wider school community, the results represent more than examination scores. They offer a new sense of what may be possible for students at the school with less facilities.
Creating More Opportunities to Prepare
To strengthen support for Grade 12 students, the Somali Regional Education Bureau, working with the Leaders in Teaching Ethiopia (LiTE) program, organized structured tutorial classes for all Grade 12 students at Elwayne Secondary School. The tutorials provided students with additional time to revisit difficult subjects, practise past examination questions, and strengthen their confidence and preparation for the national examination.
For some students, the commitment went even further. Twenty students voluntarily joined additional evening classes organized in the town by local volunteer teachers, continuing their studies after the regular school day had ended. Their determination added another layer of preparation to the structured tutorial support they had already received at school.
Historic Result for the School
The results marked significant milestone. Seven students reached the university entrance mark, representing the first university entrance achievement recorded by Elwayne Secondary School. In addition, 10 students (7 boys and 3 girls) achieved remedial results, keeping open their pathway to further education.
Notably, the seven students who reached the university entrance mark were among the 20 students who voluntarily attended the additional evening classes. The results reflect the combined contribution of structured academic support, teachers' engagement, community encouragement, and the students' own determination to continue learning beyond the regular school day. For a school that had previously recorded no university entrance achievement, the result provides a powerful example for other students who are now able to see higher education as a more attainable goal.
Looking Ahead
Elwayne's achievement is more than successful examination result. It is a foundation on which the school can build. The school now has an important opportunity to learn from this experience and continue strengthening tutorial support, teaching quality, and community engagement. There is also hope that future examination cycles will create similar opportunities for more students, including more girls, to progress toward higher education. The seven students have opened a new chapter in Elwayne Secondary School's history. Their achievement demonstrates that when students receive structured support and encouragement and combine it with their own determination, new possibilities can emerge.
For Elwayne, the first university entrance achievement is not the end of the journey. It is a beginning.
