Matric results: time to take a sustainable approach

Beyond Government: The Role of Social Investors in Education

At the beginning of each year, the country’s attention is directed towards the National Senior Certificate (NSC) results. Much of the discussion is typically about the success and/or failure of Government to provide quality education for our children. However, Government is not the only stakeholder that has a critical role to play. Private social investors can – and should – also contribute to this national priority in constructive ways.

Encouraging Improvements in NSC Performance

The 2018 matric results showed year-on-year improvements, with a pass rate of 78.2%; an overall increase of 3.1%. The Bachelor Pass rate increased by 4.9% to 33.6%, while pass rates for mathematics and physical science increased by 6.1% (58%) and 9.1% (74.2), respectively. Of the 70 districts in the country, none achieved a pass rate of below 50%; in fact, 31 districts achieved a pass rate of 80% and above. Seven of the nine provinces improved their pass rate, with the Eastern Cape finally achieving a pass rate of above 70%.

Hidden Challenges Behind the Results

While there has been an overall improvement in the NSC results, if we start looking closer, there are worrying signs that need to be addressed.

Declining Participation and Systemic Concerns

It is clear that more needs to be done to improve the quality of our education system. For instance, the number of students who wrote the NSC has decreased over the last two years. While 2016 recorded an enrolment rate of 674 652, only 629 155 pupils wrote in 2017 and even fewer – 624 733 – in 2018. Similarly, even though the pass rates for mathematics and physical science increased in 2018, the number of learners enrolled in these subjects has been decreasing as well.

The Need for a Systemic, Long-Term Approach

As private social investors set out to improve education in the country, focusing on the NSC results alone will not be enough.

Although support at matric level is important, innovative and sustainable programmes must be implemented from the Early Childhood Development (ECD) phase right through to the end of basic education.

A Case Study: Long-Term Mathematics Intervention

An example of the type of sustained approach required can be seen in the form of an innovative maths education programme Tshikululu has been implementing with one of its clients for the past 10 years. It aims to increase the number of learners who study mathematics from grades 8 – 12 and improve the quality of mathematics passes.

The programme adopts a school-driven approach, tailoring interventions to each school’s context. This includes additional teachers, learning materials and enrichment programmes such as maths camps, with plans to extend into primary school feeder programmes.

Driving Sustainable Impact Through Pipeline Support

Programmes such as these have the potential to increase learner participation in mathematics – which is critically needed. Participation rates have steadily improved across both independent and public schools supported by the programme.

By providing support across multiple grades—not just at matric level—these initiatives aim to drive meaningful, long-term improvements in learner performance. The results demonstrate that sustained, systemic investment can unlock the full potential of learners and contribute to a stronger education system overall.