Marking time: inefficiencies in the schooling system and possible responses

This research paper examines inefficiencies in the South African schooling system, specifically the contradiction between high enrolment rates beyond compulsory age and low Grade 12 completion rates. The author argues that poor education quality and flawed assessment mechanisms drive grade repetition and drop-outs, and proposes the introduction of a General Education Certificate (GET) at Grade 9 as a medium-term policy response to improve labour market signaling and vocational transitions.

• South Africa's schooling system is characterized by a significant gap between enrolment and completion; while 30% of 20-year-olds remain in school, less than 50% of youth complete the full curriculum. Completion rates for the Further Education and Training (FET) phase have fluctuated between 40% and 44% over an eight-year period, with a stark racial divide: 72% of white youth aged 25-29 completed Grade 12 compared to 40% of black youth.
• High levels of grade repetition are a primary cause of school delays, leading to a substantial population of over-age learners. In 2009, 9% of students were repeating a grade, peaking at 17.2% in Grade 10. This trend disproportionately affects black and coloured learners; black children are six times more likely to repeat a grade than white children.
• Poorly performing schools, predominantly attended by low-income black youth, suffer from flawed feedback mechanisms where grade repetition does not accurately reflect academic progress. Evidence suggests that some learners forced to repeat grades actually performed better academically than peers who did not repeat, indicating that educators are not accurately assessing learner progress.
• While household surveys frequently cite financial constraints as the primary reason for dropping out, the author argues that poverty is a catalyst rather than the primary driver. Qualitative data suggests that drop-outs in the FET phase are more significantly driven by a lack of academic progress, feelings of alienation, being over-age, and multiple grade repetitions.
• The National Senior Certificate (NSC) acts as a critical labour market signal; 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 quality or productivity, making the Matric exam a primary filter for attainment.
• The author proposes the introduction of a General Education Certificate (GET) at Grade 9 to create a legitimate exit point from the schooling system. This could signal to employers that the GET phase is a completed stage of education and may incentivise learners to move into FET colleges or vocational training rather than continuing in an inefficient academic stream.

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} }