Policy of progressing pupils does not serve them or the teachers

The policy of progressing pupils who have failed is not working for both teachers and pupils.

It should come as no surprise that large percentages of these classes are extremely weak at mathematics.

What has happened is the teachers are finding it extremely difficult to teach pupils who were progressed because many of them did not attend school or study. They have the mentality that they will be pushed to matric eventually through the progression policy. What about the results of pupils who did pass on merit?

It may be in the best interests of a pupil to consider retention where learning has been compromised by factors such as immaturity, developmental delays, perceptual difficulties and language barriers.

The Department of Education should introduce adult education programmes, libraries and career guidance programmes in townships and rural areas to encourage a culture of reading among pupils and their families. It should also provide bursaries, school feeding programmes, life orientation programmes and counseling programmes to pupils.

Education remains the only way to break the cycle of underdevelopment and poverty in South Africa.

It is for this reason we need quality education – not just “any” education.

Zaakir Said Westville, Durban