Rebuilding South Africa's education system: strategies for a brighter future
PROFESSOR COLIN THAKUR
THE education crisis in South Africa is akin to a devastating earthquake, which is followed by relentless aftershocks. Thirteen years ago, the quake struck when 1.4 million bright-eyed children entered Grade 1, full of potential. Instead of a solid foundation, they encountered poorly equipped classrooms, under-prepared teachers, and communities shaken by the seismic forces of poverty, unemployment, and crime. These tremors disrupted the 3Rs, the bedrock of learning, namely reading, writing, and arithmetic - leaving cracks in their educational journey right from the very start.
Year after year, the aftershocks compounded the damage. Each new grade brought fresh challenges, such as large classes, poor ablution facilities, and intermittent electricity and water availability, which contributed to deepening the gaps in foundational learning.
Many learners were promoted despite being unprepared, as they were condoned through systemic pressures. Others dropped out, unable to endure the tremors of an under-resourced system. By Grade 12, only 60% of the original cohort remained. The remaining 40%, the so-called early leavers, had fallen through the cracks, swelling the ranks of those Not in Education, Employment, or Training (NEET).
The most visible aftershock comes at matriculation, where survivors face judgement. Those who pass often find there are not enough university spaces, while others fail entirely, trapped in a cycle of limited opportunities. For both these groups - and the early leavers - the aftermath is bleak: a future buried under the rubble of hopelessness. Youth unemployment, hovering above 45%, continually threatens to turn South Africa’s much-vaunted youth dividend into a demographic time bomb. This is a national crises.
But all is not lost. A seismic crisis requires a seismic response. Our frontline responders - educators, policymakers, and community leaders - must urgently intervene to repair the fractured system and stabilise its foundation. Here are some suggestions I recently made on a Lotus FM panel discussion Talk@7 hosted by Zakia Ahmed Siddiqi.
Where do we begin?
Firstly, we must destigmatise “failure”. Matriculants who do not pass should have affordable alternatives for rewrites. Currently, private entrepreneurs charge high fees for such opportunities. Why not establish "platoon schools", which is using existing infrastructure in shifts, to provide low-cost remedial education and generate additional funds for struggling schools?
Second, elevate the perception and role of TVET (Technical and Vocational Education and Training) and CET (Community Education and Training) colleges. These institutions have several campuses that are closer to communities and offer NSFAS funding, yet they remain underutilised.
KwaZulu-Natal has five TVETS and three CETs. As a society, we value professions like accounting and teaching but often overlook the importance of skilled trades. Which professional came to your house to render a service? fixes your plumbing or wiring? Not an accountant, but a plumber or an electrician. These are recession proof qualifications.
Third, focus on foundational education. Much effort is spent on tutoring Grade 10 to 12 learners for rote memorisation, which neither develops critical thinking nor problem-solving skills. What if we redirected those resources to early education, ensuring a strong foundation in literacy and numeracy? Class sizes in foundational phases often exceed 60 learners. Breaking these into smaller groups - even through platoon systems or community-supported tutoring - would yield long-term benefits.
Lastly, address the plight of the "lost learners" which is who dropped out between Grade 1 and Grade 11. They need second-chance opportunities for adult education, foundational skill-building, and integration into the workforce through CET and other interventions.
While the suggestions are not entirely new, these thematic ideas should be nationally replicated, systemised and neutrally monitored for national benefit. Doubtless there are several other innovative ideas, which should be documented, debated and deployed.
Tackling the systemic cracks
Systemic change requires investments in teacher training, infrastructure, governance, and accountability. For example, the school feeding program must be protected from corruption; children cannot learn on empty stomachs. Vocational training programs must expand to accommodate matriculants who don’t qualify for university, providing them with practical skills for the workforce.
Building resilience for the future
Just as communities rebuild stronger after an earthquake, South Africa must adopt resilient strategies to mitigate future disasters. This means equipping schools with the resources to withstand systemic pressures, training teachers to navigate challenging environments, and fostering community support for education. This is a long-term goal which must be dash boarded.
For 2025, the task of rebuilding rests on the shoulders of our frontline responders. Their interventions must prioritise three groups. The first group are matriculants who passed and will be entering university. Only 4 to 6% of all applicants actually get a first year place. A Human Sciences Research Council (HSRC) research direly informs that graduation rates at university are 15% is among the lowest in the world, which further reflect our school challenges. Thus, these learners need support in preparation for tertiary education. The support includes skills development, creative thinking and problem solving.
The second group involves matriculants who passed matric and did not get a place or did not pass. These learners may require affordable rewrite or remedial programs. This group should be counselled on pathways to vocational training at TVETs.
The third and final group are termed as early leavers. We should create second-chance initiatives to re-engage those who dropped out years ago. These learners may have paths to TVETs and CETs and they must be also advised of these alternatives.
South Africa’s education earthquake is a generational crisis, but with coordinated and creative interventions, we can rebuild a system that supports every child. The cracks in our foundation while deep, are not insurmountable. It’s time to act - before the aftershocks leave yet another generation buried in the rubble.
Professor Colin Thakur is a Distinguished Professor at the College of Science Engineering and Technology at the University of South Africa. He writes in his own capacity.
** The views expressed do not necessarily reflect the views of IOL or Independent Media.