The decline in both maths and physical science pass rates in 2014 has come as no surprise to industry observers, who say government needs to do more to overhaul the current education system, as the ICT sector continues to face a skills crunch.
Basic education minister Angie Motshekga announced last night the matric 2014 national pass rate has decreased by 2.4 percentage points, to 75.8%, from 2013's 78.2%.
Motshekga applauded the country's 81 education districts for an "excellent performance" in the 2014 matric exams, which saw the first set of matriculants sit for the new curriculum, called Curriculum Assessment Policy Statements (Caps).
However, basic education acting director-general Paddy Padayachee revealed pass rates for both maths and physical science decreased in 2014. The number of learners who passed mathematics -attaining 30% or more - dropped by 5.6 percentage points in 2014, to 53.5%, from 59.1% in 2013; the pass rate for physical science declined by 5.9 percentage points in 2014, to 61.5%, from 67.4% in 2013.
The drop in the national matric pass rate was predicted by professor John Volmink, head of the council of standards body Umalusi, who said the overall matric pass rate decline could be attributed to a failure rate of 48% (without adjustments) in maths literacy, compared with 20% in 2013; a drop of between 5% and 6% in the pass rate for mathematics and physical science; and a drop in home language pass rates.
Pundits have been especially worried about the expected drop in maths and science pass rates - seen as crucial to the ICT sector's potential skills pool.
Of the 551 656 full-time matric students who wrote the National Senior Certificate exams last year, 231 180 (41%) were registered for mathematics, while 171 549 (31%) students were set to write the physical science exam. This is a drop compared to 2010, when 48% wrote the maths exam and 38% of pupils took science.
Moving backwards
Dr Craig Pournara, from the Wits School of Education, said the declining maths pass rate is a definite step backwards and reflects the national matric pass rate. He also argued it is important to realise that pass rates, as such, do not say much about the broader picture.
"The pass rate is deceptive. We need to look at the quality of passes to see that only a tiny percentage of pupils actually achieved decent maths marks," he said.
Pournara also said, despite a very vocal push from government for better maths and science results, what is really being done to achieve this is questionable. "We have heard much about it from government, but what are they really doing about it?
"If kids are not getting better marks, then I would say not much is actually being done. And there is no quick fix to this problem."
He added while it is fair to say that Caps is a harder curriculum, the education system should have been prepared for it, as it was known the new curriculum would be introduced in 2014. "They knew that this was coming and they should have thus prepared pupils for it since grade eight."
In terms of physical science, the Wits School of Education's Dr Emmanuel Mushayikwa said the pass rate decline is "very worrying".
"Not enough is being done in terms of the practical training of teachers, or the practical training of pupils in physical science," he said, adding that despite this, the education system is improving and exams are becoming more demanding.
Mushayikwa identified the country's one-size-fits-all approach as one of the key problems faced by problem learners, who need special attention. "The system needs to be monitored more closely. There needs to be a greater co-ordination of teaching plans and teachers need to be able to create their own teaching programmes that will suit their pupils. We are still lagging in this respect."
Not surprising
The declining maths and science pass rates are not surprising, said ICT veteran Adrian Schofield. "There is a focus on the top-line numbers, which have declined from 2013 to 2014. But the point is not the top-line numbers.
"We need to ask what about the 50% of students that have dropped out of school and will not get an education."
Schofield described the South African schooling system as an "abysmal failure", saying that better teaching and tools need to be introduced immediately. "One has to wonder why a massive shift in resources has not happened yet in this area. It seems that there is no political will."
Inforcomm CEO and industry commentator Andile Tlhoaele said maths and science marks need to be looked at together, as pupils studying one will most likely be studying the other too. "The combined gap is very concerning, especially given the ICT sector's high need for maths and science skills."
Unlike science, Tlhoaele argued, fewer tools are needed to teach maths - which does not require laboratories and equipment. Therefore, he said, the declining maths pass rate reveals much about the inadequate teaching methods in the country's schools. "Based on this, the call to bring back retired teachers makes a lot of sense. We need quality teachers.
"Overall, this is very bad and concerning going forward. For the foreseeable future, we are looking at a shortage of skills for the ICT sector."
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