‘30% pass mark’ changes on the table for schools in South Africa

The Minister of the Department of Basic Education has noted that increasing the 30% pass mark in South Africa will be considered, with the appointment of an advisory council on the matter imminent.

The issue of South Africa’s 30% pass mark in secondary education has sparked considerable public debate, with many questioning whether it sets a low standard for academic achievement and adequately prepares students for the demands of tertiary education and the workforce.

Recently, the new Minister of Basic Education, Siviwe Gwarube, addressed concerns over the 30% rate in a parliamentary session, noting that while there are currently no immediate plans to raise the pass mark, the possibility remains under consideration.

She announced that the formation of an advisory council is imminent. This council will play a crucial role in assessing the pass mark issue alongside other pressing educational challenges.

While previous administrations have long argued that a 30% pass mark does not exist—as learners have to attain a minimum of 40% in certain subjects and only 30% in others—the 30% point has become the ‘headline rate’ as it represents the lowest point of ‘passing’, where applicable.

The current 30% pass mark has long been controversial, with many educators and stakeholders arguing that it may undermine students’ academic potential and the value of qualifications like the National Senior Certificate (ie, matric).

Some experts believe this benchmark encourages mediocrity rather than motivating students to reach their full potential.

Education analyst Dr Jonathan Jansen previously pointed out that a low pass mark fails to equip students with the essential skills and knowledge they need to succeed beyond school, leading to increased dropout rates at universities where students struggle to meet the higher academic expectations.

Similarly, Professor Mary Metcalfe, a noted education specialist, has commented that setting the bar at 30% risks creating a perception that students are achieving competency even when their grasp of fundamental subjects is minimal, ultimately impacting South Africa’s overall educational standards.

In her recent parliamentary address, Gwarube acknowledged these concerns, stating that the 30% pass mark has been widely criticised and that she is “not oblivious to the importance of this matter.”

However, she emphasised that any decision to adjust the pass mark requires careful consideration, informed by solid evidence and expert consultation.

Since her appointment in June 2024, Gwarube has been working to understand the complex issues facing South Africa’s Basic Education sector.

As part of this process, she has engaged with provincial education departments, management teams, and various stakeholders to gain an in-depth perspective on the state of the education system.

The appointment of an advisory council is a key step in addressing these challenges and making informed decisions about potential reforms.

This council, as described by Gwarube, will bring together experts to review the curriculum, assess areas needing intervention, and ensure that South Africa’s educational standards align with international best practices.

The council’s mandate will extend beyond the pass mark debate, encompassing a broader evaluation of the education system’s effectiveness and identifying strategic solutions to improve student outcomes.

Gwarube has highlighted that evidence-based policy interventions are central to her approach as Minister of Basic Education.

By appointing an advisory council, she aims to take an objective, research-driven approach to policy changes, allowing her to consider the implications of raising the pass mark alongside other key reforms.

While no timeline for a decision on the pass mark was provided, the minister reassured that the council would be tasked with exploring “how best to strengthen the curriculum, what interventions are needed, and how best to benchmark our performance internationally.”

This reflects a commitment to aligning South Africa’s educational policies with global standards, ensuring that students are well-prepared for further studies and the competitive job market.

Critics, however, argue that any delay in addressing the low pass mark could perpetuate existing issues in the education system.

Education reform advocate Mugwena Maluleke from the South African Democratic Teachers Union has called for urgent measures, stating that students cannot be expected to thrive in a world that increasingly demands high competency levels when they are assessed by such a low standard.

According to Maluleke, raising the pass mark would signal to students the importance of achieving genuine understanding and mastery of subjects, thereby preparing them better for post-school challenges.

The prospect of raising the pass mark to 50%, as some have proposed, would represent a substantial shift in the education system, potentially requiring a re-evaluation of teaching methods, resource allocation, and support systems for struggling students.

The advisory council’s input will be essential in weighing the benefits and challenges of such a change, as well as identifying the necessary support to ensure that students can meet a higher standard without compromising equity.

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