Pretoria:Basic Education Minister Siviwe Gwarube has emphasized the need for a comprehensive assessment of provincial education performance, arguing that the matric pass rate should not be the sole measure of the basic education system's quality.
According to South African Government News Agency, the focus on achieving the highest National Senior Certificate (NSC) pass rate has led to unintended consequences, including practices that could hinder learner progression and participation in essential subjects. Gwarube highlighted that provinces, districts, and schools have been overly focused on improving pass rates, which sometimes detracts from developing the skills needed in South Africa.
The Minister pointed out some concerning practices, such as preventing weaker learners from advancing to Grade 12, retaining learners in Grade 11 when they should progress, and encouraging the choice of Mathematical Literacy over Mathematics to improve pass rates. She warned that an excessive focus on pass rates could undermine skill development in science, technology, engineering, mathematics (STEM), Accounting, and Economic Sciences, which are crucial for economic competitiveness.
The department plans to use a broader range of quality indicators to assess provincial performance. These indicators include Bachelor passes, distinctions, learner retention, and participation and performance in gateway subjects like Mathematics, Physical Sciences, Accounting, and Economics. This approach aims to allow provinces to benchmark their performance more effectively and identify areas needing intervention.
Minister Gwarube's remarks coincide with the department's readiness for the 2026 National Senior Certificate examinations, with 962,832 candidates registered. This includes 815,051 full-time and 147,781 part-time candidates. An increase in full-time registrations indicates that more learners are staying in school and completing matric on time.
To support learners, the department has implemented interventions across all 75 education districts, reaching 159,180 learners at 1,262 centers. These interventions provide revision opportunities, teacher support, mock examinations, and access to learning materials to address learner performance gaps.
Considering the impact of the COVID-19 pandemic on the Class of 2026, the department has utilized previous examination diagnostic reports to identify persistent learning difficulties and guide teachers in curriculum delivery and learner preparation.
Gwarube believes that a broader approach to measuring provincial performance will help identify weaknesses in the education system and focus interventions where most needed. The 2026 NSC examinations start on Tuesday, with preparations completed across all nine provinces.