Department of Education fails South African youth

The 16th of June is a public holiday in South Africa. On this day, the start of the Soweto riots of 1976 is commemorated, but today the day is known as Youth Day, with a focus on youth issues in the country.

The situation that the youth of South Africa are faced with, is not particularly encouraging. According to the South African department of statistics, StatsSA, the unemployment rate among this group increased from 32.7 per cent in 2008 to 36.1 per cent in 2014.

This news is exacerbated by the finding that more than half of the youths aged 15 to 24 years, have not attained a final school leaving certificate. Neither have 55,8 per cent of the 25 to 34 year olds. With such a lack of education, their chances to find viable employment in the struggling South African economy are slim.

Even though 20 per cent of government expenditure for 2014/2015 – a hefty R254-billion – will go to education, the Department of Basic Education is not doing enough to address this crisis.

At the end of the 2013 school year, much was made of the final school certificate pass rate which, according to the Department, had improved from 73,9% in 2012 to 78,2% in 2013. Official statements however failed to take into account that less than 38% of the learners who had enrolled in Grade 1 in 2002, successfully completed Grade 12 in 2013.

What has happened to the rest? Some might still be trying to complete their schooling; others probably dropped out to join the abovementioned figure of unemployed youths, or are facing an uncertain future as unskilled labour.

After the national election of 2014, the Minister of Basic Education, Ms Angie Motshekga, was reinstated in her position. This decision shows a surprising amount of tolerance for her lack of performance.

Minister Motshekga gained notoriety 2012 when, by the middle of the school year, many schools still had not received the textbooks that the Department was obliged to supply them with. Stacks of books were discovered in storage facilities, while pupils had no study material. An investigation ensued and promises were made that this would never happen again, yet it did in 2013. Instead of taking urgent steps to rectify the situation, teachers were threatened by the Department with disciplinary steps if they were to reveal any information to the media. In 2014 a similar situation arose. Some officials were redeployed, but the Minister secured another term in cabinet.

This lack of accountability once again became evident when the World Economic Forum (WEF) report on information technology, assessing the economies of 148 countries, ranked South Africa in the 146th position for the overall quality of education.

The Department responded by rejecting the report, saying the findings were based on perceptions only. It acknowledged that the South African education system faces challenges, but defended itself by stating that credible international assessments into the state of mathematics, science and technology education in South Africa have consistently shown an improvement in performance in this regard.

In 2013, the annual national assessment process found that the Grade 9 group’s overall average for maths was 13 per cent. If these figures testify to improvement, the situation seems to be even direr than the WEF report suggests.

Other problems in the school system include a shortage of adequately qualified teachers; a lack of access to mother-language education; unions that wield unrestricted influence, disrupting schooling; and incompetent officials that are unable to support teaching staff with required services.

While these conditions prevail and neither the Minister, nor her department are held accountable, the youth unemployment rate cannot be expected to decrease.

ENDS

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