Mmusi Maimane’s view on the need for South Africa to up the subject pass rate from 30% to 50% has received mixed reaction from various stakeholders.
The National Professional Teachers’ Organisation of South Africa (Naptosa) and the South African Democratic Teachers Union (Sadtu) believe that Maimane was using the country’s education system as a “national campaign for his political ambitions” (City Press, 10 January 2022).
In reaction to this, Maimane said that teacher unions have always rejected the idea of continuous teacher assessments.
“Our argument is that we need to ask better of our teachers so that they are not passing learners at 30%. Of course the unions are going to try and defend their position, because it will reflect badly on some of their members.”
The unions’ response to Maimane’s comments is premised on an inadequate explanation of what is meant by 30%. Interestingly, the unions neglected to address the issues he raised.
Our teachers are the frontline workers in the quest for economic prosperity. We must reward good teachers, remove bad ones and attract new talent.
Telling the world that our subject pass rate is 30% is a mockery of our education system. It brings a false sense among learners that only 30% is required to pass. Yet passing all subjects with 30% does not guarantee one university placement.
The Department of Basic Education should respond to some critical questions:
- What is the rationale behind a 30% subject pass?
- How does this 30% pass reflect on South African education when compared to global standards?
- What harm is there to move from a 30% pass to a 50% pass?
Once these questions have been answered, perhaps new conversations can emerge.
My view is that a 30% subject pass reflects a failed curriculum practice – not only in South Africa, but in most African countries with nationalised education systems.
We have detained learners for 12 years, and to please learners and parents, we comfort them with a 30% subject pass rate.
The National Curriculum and Assessment Policy Statement (Caps) document as a “one-size-fits-all” curriculum is irrelevant.
A fluid and contextualised Caps is now required.
) Dr Bekithemba Dube is senior lecturer and programme head for the foundation and intermediate phase in the University of the Free State’s School of Education Studies.
