Stop fixation with matric results
THIS fixation with Grade 12 results continues to amaze me. A 70% pass rate is being touted as being achievable. What does all this mean? If every grade in the school system achieves a pass rate of 70% and above, with a drop-out rate of close to 0% nationally, then we can perhaps start to crow about the results.
The present results are in any case not reliable. It is reported that certain schools, with the tacit acquiescence of certain education officials, often “manipulate” results in lower classes for matric results “to appear much better”.
It may be interesting to have results published of the whole school and particularly of the Grade 11s. Further, it may even be more interesting to publish results of standardised examinations of the feeder primary schools. Where does the problem lie? Many years ago when co-operation between primary and high schools in certain areas was at a peak, question papers for Grade 7s (Std 5s) in subjects such as the languages and mathematics were set by the high schools. Pursuant to this, in the western area of Uitenhage in 1997/8 subject (learning area) committees were established consisting of teachers at both the high and primary schools.
Teachers enthusiastically embraced the concept and the potential inherent in its stated educational aims. However, this progressive project was scuttled by what can best be described as anti-educational district officials at the time.
In the meantime, in the primary schools, the system of progressing with age cohorts (pass one, pass all) continues unabated.
A few years ago at least two high schools, mostly out of frustration, conducted internal reading tests in Grade 8. It was found more than 70% of pupils could not read with any degree of reasonable understanding in the home language.
This occurs exclusively in the schools of the poor. To make matters worse we do not have mother tongue instruction that for most commentators over many years has merely been a subject for debate and for those having to ex- perience its effects, tantamount to disaster.
We are all being caught up in the matric results propaganda.
If there is a percentage point increase, this suddenly assumes an importance way beyond its actual significance.
Ministers and their deputies, “official commentators”, teacher unions and principals all have their say about the results. The matric exam results have now suddenly become a measure of success of a school and, even more so, the whole education system.
I fully understand the authorities’ apparent preoccupation with the results as any increase in the percentage pass rate, however slight it may be, deflects from the actual situation in township schools. What everyone fails to mention is that an above average matric result depends largely on the performance of the ex-Model C schools.
In every school district in the country that produces above average results, there is a good proportion of ex-Model C schools. Of course, a huge hullabaloo is always made of the obscure exceptions of schools in the townships, or in the former homelands, attaining better than average results and the attitude is always “if he can do it, why can’t I?”
And the following is often posited: “Just give me a textbook and I’ll get the pupil through Grade 12.” I am sure this can be done – but is this education?
After the dramatic annual fanfare announcing the results, government officials first of all amusingly threaten principals, at times even mentioning districts and schools where results were not up to the “required standard”. TV anchormen also get into the act, often berating principals over their schools’ weak results.
Then when things calm down authorities undertake to send “top education experts” to assist in improving the matric results. But, of course, nothing concrete is done.
Or, more pathetically, schools that do not perform to the required standard are classified as matric intervention programme (MIP) schools. Now I just have to ask: why is it that only schools of the poor are classified as such?
What are the reasons for the malaise in the education of the poor? What is the solution?
The solution lies in a broader political change that has to be brought about. Revolutionary change has first to be brought about in the socio-economic circumstances of the majority.
It is not only the school system that has to undergo transformation, but society as a whole. For children to be able to learn, they must have a reasonable home environment.
This will include removing all the ills that currently beset the majority: child-headed households, a failed health system, poverty, and the drudgery and degradation of township life.
The workers of Marikana and De Doorns and environs need to be able to educate themselves and particularly their children. They cannot do so under the prevailing circumstances.
How do these children manage to attend school? Are they able to harbour any ambitions? The education system however encompasses not only basic education but also post-school education. The last two decades have been characterised by gross neglect firstly of technical colleges and then in the further education and training (FET) sector.
The malaise in the FET sector is that students primarily come off a low education base. Lecturers spend much time trying to assist students who are struggling to cope.
This is reflected in poor student performance where nationally the net certification rate is a scandalous 12%. This sector in particular has been beset by a litany of poor governance, departmental indecisiveness, general wastage of both human and financial resources, and mismanagement.
Poor lecturer qualifications, in addition to lecturers without any teaching qualifications, result in poor student performance.
Previously technical college lecturers could be recruited from industry, but with industry itself experiencing a shortage of staff, this is no longer an option.
Many colleges, especially those in the rural areas, have to depend on their graduates (sometimes from the previous year) who have not found work, and therefore have no practical experience, to fill in as lecturers. This has a seriously damaging effect on the quality of student performance, especially in the technical subjects such as engineering.
What no one is actually saying is that the FET colleges are in a mess and cannot be educationally “patched up”.
We are faced with an uncaring government. It would appear that we have a parliament of promises and non-delivery.
However, despite tremendous odds, incremental change can be brought about within the existing framework. This can, though, only be brought about by dedicated teachers, cooperative pupils and their parents.
In the ’50s and ’60s, despite the Bantu Education Act and Coloured Affairs Education Act, and their successors, we had committed teachers going beyond the curriculum to inculcate into their charges noble ideals. Such schools and teachers were victimised – transferred to places unknown, hauled before courts for reasons unrelated to their work, harassed by education authorities and collaborationist principals and quislings, and ultimately denied promotion posts.
Despite all this, in co-operation with community activists, they persevered. Independent organisations have to be created that drive a transformational education agenda.
These are the teachers, activists and parents who are needed to tackle these tasks. Let’s get down to it!