30% matric pass mark could change in South Africa
The Department of Education is forming a council to investigate how South Africa can improve its education standards, including reviewing the country’s matric pass mark.
This was revealed by the Minister of Basic Education, Siviwe Gwarube, in a recent parliamentary Q&A, where she highlighted that any decision to adjust the pass mark requires careful consideration.
For these reasons, the minister noted that the National Education and Training Council (NETC) is being formed in line with her commitment to evidence-based policymaking.
“The call for nominations for NETC members closed at the end of January 2025, and the selection process is underway,” said Gwarube.
She added that once operational, the NETC will focus on providing expert guidance on the review of National Senior Certificate pass requirements, among other things.
“Any potential changes to pass requirements or curriculum structure must be evidence-based, internationally benchmarked, and aligned with South Africa’s developmental needs,” she stated.
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.
Education analyst Dr Jonathan Jansen has said that a low pass mark fails to equip students with the essential skills and knowledge they need to succeed beyond school.
He added that this leads to increased dropout rates at universities where students struggle to meet the higher academic expectations.
Professor Mary Metcalfe, an education specialist, added that setting the passing threshold at 30% might create the impression that students are meeting competency levels.
This is even though their understanding of essential subjects is quite limited. This could ultimately affect the overall educational standards in South Africa.
However, the department has hit back at claims that South Africa has a 30% pass mark, saying that this is a fundamental misunderstanding of the pass requirements for matric.
Specifically, the department outlined that any learner with an aggregate 30% result would fail. Instead, the National Senior Certificate requirements include:
- At least 40% for the Home Language (Compulsory);
- At least 40% for TWO other subjects;
- At least 30% for THREE other subjects;
- Pass at least 6 out of 7 subjects.
Despite this clarification, major problems remain within the country’s education system, which is evident in international benchmarks.
International benchmarks, such as TIMMS and PIRLS, show that only 20% of South African learners perform appropriately.
Previous Education Minister Angie Motshekga noted that 81% of South African children cannot read for comprehension in any of the 11 official languages by the age of 10.
Other factors impact the quality of education in South Africa
Although the NETC is considering changing the pass mark, Gwarube stressed that the debate around pass marks cannot be separated from broader systemic improvements.
“This is why my department is taking a comprehensive approach—focusing on teacher development, strengthened curriculum delivery, enhanced learning materials, and infrastructure expansion.”
Gwarube highlighted the importance of protecting the amount of time students spend in the classroom.
“We must maximise teaching and learning hours and minimise disruptions, such as school closures, absenteeism, and administrative burdens,” she said.
She also noted the need for quality teachers, adding that teachers must be equipped with both subject knowledge and pedagogical skills.
“Ongoing training and support are critical, especially in subjects like Mathematics, Science, and Language,” she said. Access to essential learning materials is another point of concern.
“Every learner and teacher must have textbooks, digital content, and supplementary aids to ensure equity and effective curriculum delivery,” Gwarube explained.
She also pointed to assessment as a key tool for intervention. “Effective assessment strategies must identify learning gaps early, so we can intervene before these gaps become entrenched,” she said.
As part of the NETC function, Gwarube said interventions by her department will include expanded teacher development, improved access to learning materials, strengthened remedial programmes, and infrastructure support in under-resourced schools.
“It is not just about numerical benchmarks—it’s about ensuring that every learner receives the support they need to succeed.”
She reaffirmed that the DBE will continue to work closely with provincial departments and the NETC to build a stronger, more equitable, and forward-looking education system.
“It will prepare every learner, regardless of their background, for meaningful participation in the economy and society,” she said.
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