End "30% pass mark syndrome" - Maimane

What Xmas tree has he crawled out from under?
Ps. Prevention is Easier than cure.
 
The matrix says no.

Political fodder needn't be educated. Marking an X in the correct box is the only literacy requirement..

Viva.
 
Yes a 44% matric pass "rate" coming off a 30% requirement to qualify as a pass, paints a very dismal picture actually. This only sets learners up for failure later in life where the real world needs engineers to know more than 30% in order to build safe bridges, for doctors to operate on patients, etc. The world is leaving behind bag packers, petrol pump attendants, etc and a 30% pass mark is not preparing our people to compete globally. We can talk all we want about robotics, 4IR, etc but that does not magically happen off the backs of 30% pass marks.
 
It's too late to reverse the effects of self-evisceration, and the ANC has always wanted dumb uneducated voters that will dutifully rip out their own colons.
 
Say the man who wanted to cull education during the pandemic, riling others up to pursue his cause, and he went about it by weaponising equality. I can say the same about how he demonised a certain educatory language, only to wake up to some stats, I am assured was shown to him at that time to remind him how his voters base looks like. This is why I started to like Maimane less, he speaks loudly, but he doesn't process his thoughts, and when it comes to action... it is void.

I admire people who stand by their words, even when they are wrong.
 
supersunbird said:
Well, he is not wrong. Government should have focused on providing quality education from the start, to permanently deal with the legacy of apartheid, they didn't, thus the ANC is now responsible for the continued legacy of apartheid.
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They did try. At least in intention, but like most ANC ideas, it failed. Then the unions gained too much power and there's no going back as the tail now permanently wags the dog. It can likely be recovered if the ANC are removed and the unions brought to heel.
 
Lmao..........falling on deaf ears, how else is someone supposed to get into Government???
 
fiddle_sticks said:
Changing the mark at which people have passed doesn’t fundamentally change anything. People will still leave school with the same poor standard of education.
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I don't see it that way for two reasons:
1. You aim for something higher instead of just aiming to pass at 30%.
2. It also forces further interventions from the school's side, as a projected fail (from tests leading up to finals) is going to reflect badly on the school.

School and academic work may sound rather abstract, but it is really a measure of how much a person can and does apply themselves to whatever needs to be done later in the workplace too.
 
Danie_V said:
I don't see it that way for two reasons:
1. You aim for something higher instead of just aiming to pass at 30%.
2. It also forces further interventions from the school's side, as a projected fail (from tests leading up to finals) is going to reflect badly on the school.

School and academic work may sound rather abstract, but it is really a measure of how much a person can and does apply themselves to whatever needs to be done later in the workplace too.
Click to expand...
The above points are most certainly true. I do however feel that the real meat of the problem lies elsewhere.

The schools are simply not equipped to educate students to the degree that they can achieve these higher pass marks. It must be enormously frustrating for students with the will to succeed to do so. And those that do go on to a achieve real results should be commended.
 
fiddle_sticks said:
Changing the mark at which people have passed doesn’t fundamentally change anything. People will still leave school with the same poor standard of education.
Click to expand...

Not directly in terms of instantly improving the individuals literacy/intellect at face value, but it does firstly increase the standards required for appointment such as preventing 30% achievers in applying for teaching (and other) posts (stopping downward spiral), and identifies struggling students much earlier in the education progression pipeline for intervention instead of having them hide until after matriculation, it becomes too late for many to redo schooling.

The above of course requires additional resources that fall outside the scope of an increased pass mark, such as specialists teachers for strugglers, improved employment vetting of teaching posts, improved quality of substance in teacher knowledge and delivery (like fixing the issue of maths teachers who can't solve the maths they teach), enforcing learner and teacher attendance, etc.
 
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