The pass mark of 30% in certain subjects and the low uptake in subjects such as mathematics and science could have a detrimental impact on the future economy of the country.
Although most schools are gloating over their high matric pass rates, education experts said they are worried about parents discouraging their children from choosing STEM subjects.
Associate Professor Duncan Mhakure from the University of Cape Town’s (UCT) Centre for Higher Education Development Faculty, said the decline in the number of students choosing subjects like mathematics and physics, with many opting for mathematical literacy, which is perceived as easier, is concerning.
“Many students are opting for mathematical literacy, and schools or parents sometimes discourage them from pursuing pure mathematics. This is concerning, as it impacts our ability to produce students who are equipped for STEM fields,” Mhakure said.
The matric pass rate for 2024 has risen by 4.4% to 87.3%, reflecting continued improvement. However, the contentious 30% pass benchmark remains a focal point of discussion, with experts urging a nuanced understanding of its implications.
Mhakure commended the matric class for their efforts, noting that the results show progress in narrowing the gap between Independent Examinations Board (IEB) and government school pass rates.
“In all fairness, this is an improvement from the 2023 results by about 4.4 percentage points, from 82.9% to 87.3%. Given the general year-to-year improvement, I foresee the gap in pass rates between IEB and government schools narrowing further in a couple of years,” Mhakure explained.
In line with Mhakure’s comments, Associate Professor Luiza De Sousa, who heads up the Senior Phase and Further Education Studies department at CPUT, also expressed optimism about the progress made by the 2024 matric class.
“I am confident in the regulatory standards in place to ensure the integrity of the matric results,” De Sousa said. “The results will reflect the current situation in schools and the effort put in by the learners,” De Souza said.
“The 30% pass rate is misunderstood in South Africa. A student who has achieved 30% has failed the subject—there is no question about it. However, this threshold is an international benchmark used in many countries, though it varies. What’s critical is ensuring that these students are supported to close learning gaps,” Mhakure explained.
Echoing this, Professor Mbulu Madiba, the Dean of the Faculty of Education at Stellenbosch University, clarified the requirements for university admission.
“For bachelor pass students, they are required to pass at least four subjects with 50%, 40% for home language, and two other subjects at 30%. So, there’s no such thing as a 30% pass.
“A student who gets an average of 30% cannot pass matric. Remember, universities admit students with higher scores, not just the minimum,” Madiba emphasised.
Madiba also pointed out that the improved results were expected for the Class of 2024, as it was a relatively stable year, with the only major challenge being load shedding.
“Over 47% of students achieved bachelor passes, and there are many distinctions. This is good news for universities. However, universities don’t have enough capacity to absorb all the qualifying students,” he added.
Madiba further weighed in on the comparison between the IEB and the National Senior Certificate (NSC), stating that such comparisons often overlook key differences.
“Comparing IEB and the NSC is like comparing apples and oranges. The IEB is a small, elite system catering to the middle and wealthy classes, well-resourced, whereas the NSC is a vast national system facing systemic challenges. However, there are lessons in efficiency and dedication that the NSC can draw from the IEB,” Madiba explained.
With universities preparing to enrol a new cohort of learners, both De Sousa and Mhakure agree that higher education institutions must adopt more inclusive teaching strategies.
“Higher education must brace itself for enrolling students who may be under prepared for tertiary courses due to curriculum gaps between matric and university. Extended Curriculum Programmes (ECP) and bridging courses should be prioritised to support these learners,” Mhakure advised.