Marking time: inefficiencies in the schooling system and possible responses

The South African schooling system is characterised by high rates of grade repetition and low completion of the Further Education and Training (FET) phase, with completion rates for black youth at 40% compared to 72% for white youth. The author argues that poor education quality and ineffective feedback mechanisms in schools—where grade repetition does not necessarily correlate with academic progress—drive these inefficiencies. While financial constraints and teenage pregnancy are often cited as primary reasons for dropping out, the document suggests that a lack of academic progress and disengagement in the FET phase are deeper drivers. To address this, the author proposes a General Education Certificate at Grade 9 to provide a legitimate exit point and signal competency to employers, as the National Senior Certificate (NSC) currently acts as the only credible signal of quality in the labour market.

• South Africa's schooling system exhibits a significant inefficiency where high enrolment persists beyond the compulsory age of 15, yet fewer than 50% of youth complete the full curriculum. Completion rates for the FET phase have fluctuated between 40% and 44%, with a stark racial divide: 72% of white youth aged 25-29 completed Grade 12, compared to 40% of black youth.
• Grade repetition is a primary cause of school delays and over-age learners. In 2009, 9% of students were repeating a grade, peaking at 17.2% in Grade 10. Black children are six times more likely to repeat a grade than white children, reflecting inequalities in access to quality schooling.
• In poorly performing schools, there is a weak correlation between grade repetition and actual academic progress due to inaccurate assessment by educators. This poor feedback mechanism means some students forced to repeat grades actually perform better academically than peers who did not repeat.
• While household surveys frequently cite financial constraints and teenage pregnancy as the main reasons for dropping out, qualitative evidence suggests that lack of academic progress, feeling alienated, and multiple grade repetitions are significant drivers, particularly in the FET phase.
• The National Senior Certificate (NSC) serves as a critical threshold in the labour market; employment prospects and wages increase dramatically only after its completion. Employers do not view grade progression up to Grade 11 as a credible signal of productivity or quality.
• The author proposes introducing a General Education Certificate (GET) at Grade 9 to create a legitimate exit point from the system. This could increase the efficiency of transactions between employers and non-Matric job seekers and incentivise vocational training in FET colleges.

APA

Meny-Gibert, S. (2012). Marking time: inefficiencies in the schooling system and possible responses. Public Affairs Research Institute. https://pari.org.za/wp-content/uploads/2018/02/PARI-S.E.4-marking-time-july2012-FINAL.pdf

Chicago

Meny-Gibert, Sarah. Marking time: inefficiencies in the schooling system and possible responses. Public Affairs Research Institute, 2012. https://pari.org.za/wp-content/uploads/2018/02/PARI-S.E.4-marking-time-july2012-FINAL.pdf.

Wikipedia

{{cite report |last1=Meny-Gibert |first1=Sarah |title=Marking time: inefficiencies in the schooling system and possible responses |publisher=Public Affairs Research Institute |date=July 2012 |url=https://pari.org.za/wp-content/uploads/2018/02/PARI-S.E.4-marking-time-july2012-FINAL.pdf |access-date=17 August 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{menygibert2012marking, author = {Meny-Gibert, Sarah}, title = {{Marking time: inefficiencies in the schooling system and possible responses}}, institution = {Public Affairs Research Institute}, year = {2012}, month = jul, url = {https://pari.org.za/wp-content/uploads/2018/02/PARI-S.E.4-marking-time-july2012-FINAL.pdf}, urldate = {2026-08-17}, note = {Indexed by Climate Insights Directory} }