With 2024 drawing to an end, learners will be subjected to a matriculation exam. This does nothing to improve the quality of education.
I hope our newly appointed Minister of Basic Education, Siviwe Gwarube, takes a hard look at the present antiquated educational system and considers appropriate changes.
The final matric exam only measures quantitative data such as; the number of passes, failures, distinctions and so forth.
For those confused about what constitutes a pass, a learner requires, 40% minimum for home language and 40% for another two subjects, it is possible to fail a subject, even first additional language - this means learners must then get 30% or more for the other six making a total of six passes.
The exam gives little information about the learners of how they coped, or how the exam should be structured. There is no doubt that the matric exam should be scrapped.
I was impressed with what Gwarube had to say regarding annual evaluations, the introduction of a compulsory Reception Grade and ‘reading for meaning’. I hope she realises the task she has undertaken – with a myriad of curriculum imperatives, such as the 4th IR and most importantly, the values that will underpin the entire education system.
With 2 400 teachers about to become redundant in the Western Cape owing to a shortfall in the budget, I find it ironic that education is cited as the most important of all portfolios yet always seems to bear the brunt of budget requirements. If accountability is going to be enforced, then there should be plenty of questions directed to all governmental officials.
For the sake of South Africa, the goals must be the realisation of equity and equality for everyone, for everyone.
A more eclectic approach applied to assessment, using qualitative and quantitative processes in Grades 10, 11 and 12. This would give more time, for teachers to get to know their learners, as they are both working together towards the same ends.
The matric exam places enormous pressure on learners that they do not perform according to their potential. Stress that is often overlooked is a significant factor when taking account of how learners perform. Forty-five percent of high school learners admit to being stressed almost every day at school.
Sixty-one percent feel stress over producing satisfactory grades. Exam results or grades only measure the talent of a specific subject but not a learner’s potential, which is a crucial aspect of any assessment.
Maths and Science often referred to as ‘Gateway Subjects’ since they are the subjects for the future. Maths in particular is badly taught as there is a lack of knowledge and confusion about ‘how’ this subject should be ‘communicated’ to children.
A matric exam would not reveal this, as its only purpose is to quantify marks. Notwithstanding, an informative approach would. A mixture of quantitative and formative assessments would give the information required to assist teachers help students who struggle with certain concepts.
Improving assessments will pick up such issues - so errors can be discussed and re-learned, taught, or facilitated, using traditional or social constructivist strategies.
Many countries mandate that learners have to achieve at school level and be awarded a high school leavers certificate in order to enrol into a university. Such a concept would work well with an eclectic curriculum, where teachers would work closely with their students from Grades 10 to 12.
In primary schools, regular formative and quantitative assessments would ensure concepts are clearly understood. A starting point would be making sure that literacy, numeracy and reading for meaning are thoroughly taught before the high school years start.
This would mean that universities would be able to enrol candidates that have achieved well through out their schooling. There are so many benefits of completing a school leavers’ certificate before attending a university.
If you want to study at a German higher education institution, you need what is called a “Hochschulzugangsberechtigung” – or “university entrance qualification”. This is a school-leaving certificate that qualifies a learner to be legible for university study.
For reasons that have been mentioned in this paper, the matric exam is a waste of time and is pointless. The biggest problem being that it yields little information that could be used in solving curriculum issues, the exam is an incredibly high status and everyone is expected to pass.
To this end, it almost impossible to gauge the potential of each student. My suggestion is that instead of using the NSC as an entry into university a school ‘leavers’ certificate based on an eclectic curriculum should be utilised. This is only an idea and before it could become operative there are many elements that require attention.
A leaver’s certificate should start in Grade 10 and employ more formative assessments - this will relieve stress-allowing learners to perform closer to their full potential.
Mike Workman is a former teacher and principal.
The Star