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Celebrating the empathy of a Grade 9 exit certificate

  • Oct 01
  • Tags Education, Minister Angie Motshekga, Grade 9, Opinion, General Education Certificate

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By Dr Lize Barclay

On Thursday, 26 September, the Basic Education Minister Angie Motshekga opened a rather controversial can of worms by announcing that the South African Basic Education Department (DBE) would introduce a Grade 9 exit certificate. This will be called a General Education Certificate (GEC) and it will be managed similar to a Grade 12 examination. The minister noted that they took into account the disruption caused by the Fourth Industrial Revolution, entrepreneurship, and schools of specialisation. The Twittersphere was notably upset and various education specialists and politicians stated that it will only further disadvantage the poor, rural and Black students.

“South African education system from grades 10 to 12 is still very focused on preparing students for university and then getting a job.”

 

Using Grade 9 as a formal exit is nothing controversial or even novel. Most countries in Europe and some in Asia mainstreamed this options decades ago. Generally schooling in those countries take place in three different levels; it being primary (or elementary), lower secondary (middle school), and upper secondary (high school). Lower secondary are often exited at Grade 9 with the options to go to a gymnasium or lyceum from grades 10 to 12 to prepare for university entry; or to enter a vocational training college; or exiting the formal education system completely.

“The skills required for the entrepreneurs, innovators, and workforce of tomorrow are complex problem-solving, critical thinking, creativity, people management and coordinating with others.”

South African education system from grades 10 to 12 is still very focused on preparing students for university and then getting a job. The subject-based content is of little use in the very rapidly changing world of work where automation of routine jobs and the introduction of artificial intelligence require a fundamental shift in education. The skills required for the entrepreneurs, innovators, and workforce of tomorrow are complex problem-solving, critical thinking, creativity, people management and coordinating with others. These skills are not provided in schools, especially not from grades 10 to 12.

It should further be noted that many of the world’s largest companies, such as Google and Apple, do not require a degree qualification anymore, but a portfolio of skills. South African companies are lagging behind as they are still very qualification focused and are thus losing out on the creative and disruptive skills required for thriving in and surviving the ever-changing world of business.

“For the Grade 9 exit to be truly successful, some systemic changes are necessary to enable a flourishing climate for those electing this option.”

 

In South Africa, the dropout rate is extremely high, with almost 60% of first graders that will drop out before completing Grade 12. Many students have no choice but to drop out to support their families, enter informal entrepreneurship and the job market. An exit in Grade 9 will enable them to do so, not only with dignity but in line with global practices.

For the Grade 9 exit to be truly successful, some systemic changes are necessary to enable a flourishing climate for those electing this option. First, the FET college system should be strengthened as a formal and valued vocational alternative. Secondly, artisanal and vocational jobs should be seen as valued and align with the fact that it is globally sought-after. Thirdly, youth entrepreneurship programmes should receive more formalisation and funding as jobs will rapidly decline in favour of gigs and self-employment going forward.

Dr. Lize_BarclayDr Lize Barclay is a senior lecturer in Futures Studies and Systems Thinking at the University of Stellenbosch Business School (USB). Her current research explores policies and its future impact, gentrification, hipster culture, gaming, gender, the 4th Industrial Revolution and indigenous knowledge systems.

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