South African matric pass rates have been declining over the past three years. The matric pass rate for 2009 was 60.7%, down from 62.5% in 2008 and 65.2% in 2007 which means that four out of every 10 students fail their final matric exams.
South African matric pass rates have been declining over the past three years. The matric pass rate for 2009 was 60.7%, down from 62.5% in 2008 and 65.2% in 2007 which means that four out of every 10 students fail their final matric exams.
The Eastern Cape, however, has been listed as one of the two provinces who have improved their pass rate. Unfortunately Grahamstown is one of the districts where the pass rate has declined dramatically by 9.4%.
Chief Educational Specialist for the district, Bongani Stamper, says that the department, after a careful analysis of the results showing the science subjects as being the worst affected decided to set up Saturday classes as well as roving tutors who will move from school to school.
Another implementation has been that of fortnightly reports which all schools are required to submit. Stamper says: “This has been working very well as all the schools are handing in their submissions”.
The Eastern Cape pass rate has increased by 0.4%, but, despite this, there are still major worries about the standards of education in various areas of the province, especially Grahamstown.
Nathaniel Nyaluza’s passrate has dropped a dismal 50.8% from 60.4% in 2008 to 9.6% last year. Benjamin Mahlasela, however, reversed this trend and improved from a pass rate of 14.8% in 2008 to 100% in 2009.
Behind these results however lie interesting facts. Benjamin Mahlasela had 27 students write the exam in 2008 whereas in 2009 only seven students wrote the exam.
The problem that has been identified as the biggest cause of the disappointing pass rate is poor teaching and management in schools.
Eastern Cape MEC, Mahlubandile Qwase’s report on the Senior Certificate exams in January expressed concern over theresults and proposed a “back to basics” agenda.
This would “revisit all the best practices that worked well for our forebears but has increasingly been sidelined in our rush to transform the education system from the much maligned and hated Bantu education”.
Qwase also stated that at the Council of Education Ministers meeting held in December last year, it was decided that “all provincial functions and activities in 2010 not related to the core business of teaching and learning be curtailed.”
The money saved will be put into support materials for learning and teaching. Grocott’s Mail contacted a number of school principals in the city to get their input on this situation.
Most declined to respond. However, Piet Snyders, the principal of Hoërskool PJ Olivier feels that the best way to solve the problem is with “dedicated staff who regard teaching as more than just a job”.
He also felt that an obvious solution to the problem is for both learners and teachers to be present at school during teaching hours.
Snyders feels that Eastern Cape education department is doing everything it can. “The department provides guidance to teachers, various skills training workshops, subject advisors and so forth.
There is a good relationship between schools and the department”. He added that it is up to the schools whether they make use of the resources or not.
Many schools do not make adequate use of the resources available to them due to the poor management.
Snyders is also a firm believer in mother tongue education. “Learning in one’s mother tongue is a big contributing factor in grasping subject matter. It’s part of the success”.
Dr Sizwe Mabizela, Rhodes Deputy Vice-Chancellor of Academic and Student Affairs who is involved in the Schools Partnership Programme, says that although mother tongue education is important, a firm grasp of the English language is needed in the pursuit of higher education.
Projects such as the programme which looks at creating environments conducive to quality learning and the Learner Attainment Improvement Strategy (LAIS) which is a plan to improve learning and teaching across the system, are projects which are helping provide solutions, Stamper says.
The establishment of quality education is vital, with teachers and pupils in class on time, improved teacher content knowledge as well as a change in attitude towards education – realising the capital that can be derived from quality education.
