Matric results - a contentious issue

Matric results are always a contentious issue. At beginning of each year, the country holds its collective breath in anticipation of the results.

Here is how we are doing as a nation:

A clear drop in performance can be observed in key subjects. While there has been an improvement in the overall pass rate, not much can be said about the quality of the passes. It has become a question of quantity above quality.

Looking back on previous years it is evident that this has become a trend. Learners pass their matric exams and institutions are hailed for this, but often many of those who pass do that with questionable skills. Many matriculants do not meet the requirements to study towards a Bachelor degree; others struggle to meet the requirements of a national diploma.

The SAEON education outreach programme plays a supporting role in the education process. SAEON’s strategy of interventions is tailored to the needs of learners and educators. We frequently support educators to be more effective in their key role.

Learners spend most of their time with their educators as the facilitators of their development. Educator competence and performance are both very important qualities in the learning process. There are many role players that support this process, among others the parent, stakeholder and school support structures, which may include the district’s education intervention strategy.

The table below illustrates how and where each school supported by the SAEON Egagasini Node has improved between 2010 and 2011. Two of the schools (Sophumelela and Houtbay) reflect a drop in pass rate, but an increase in quality (more learners qualify for bachelor studies).

It is my view that the matric results do not adequately reflect the impact of SAEON’s education programme. In order to better understand the full impact, it would be advisable to trace and follow those learners and educators that have been part of SAEON’s interventions to get to a more accurate understanding of how capacitating our educator support programme has been.

There is no doubt in my mind that our programme has been a worthwhile and empowering endeavour, among other things by creating an awareness among learners of careers in science, engineering and technology, and by developing their skills in these vital disciplines.