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Yes, Mmusi, but all begins with reconfiguring the South African curriculum

19 January 2022 | Story Dr Bekithemba Dube | Photo Supplied

Opinion article by Dr Bekithemba Dube, Senior Lecturer: School of Education Studies and Programme Head: Foundation and Intermediate Phase, University of the Free State.

Mmusi Maimane’s view on the need to increase the South African pass rate from 30% to 50% has received mixed response from various stakeholders. Among them are the teachers’ organisations, including the National Professional Teachers’ Organisation of South Africa (Naptosa) and the South African Democratic Teachers’ Union (Sadtu). These two organisations stated that Maimane was using the country’s education system as a “national campaign for his political ambitions” (City Press, 10 Jan 2022). In response to the teachers’ unions, Maimane noted that “Teacher unions have always rejected the idea of continuous teacher assessments. Our argument is that we need to ask better of our teachers so that they are not passing pupils at 30%. So, of course the unions are going to try and defend their position because it will reflect badly on some of their members, which is not a reflection of all their members.” The conversations between the teachers’ organisations and Mmusi Maimane indicate ambivalence about the reciprocal relations between politics and education. The conversations also highlight how political influence can either build or destroy an education system. A basic observation of moving subject pass rate from 30% to 50% (depending on how one interprets it) generates conflict rather than a collective approach to addressing the pressing curriculum issues in South Africa. This article, informed by post-colonial theories, and more particularly the concept of the third space (first space being Maimane, second space being teachers’ unions, and third space where I believe the two should operate from to reconfigure relevant curriculum in South Africa), seeks to unpack the two conversations in relation to pass/subject rate in South Africa in the international context and to zero in on an argument for the need to configure the curriculum with best practice.

Unpacking Maimane’s comments

Unpacking Maimane’s comments, he raises five issues in his argument for moving subject pass rate from 30% to 50%, namely the country’s developmental aspiration; motivated, qualified, and ambitious teachers; global economy; and finally, better pay for teachers. Summing up his observation, he notes that “education is the way out of this economic mess. The 4IR economy requires specified hard skills. Our teachers are the frontline workers in the quest for economic prosperity. We must reward good teachers. We must remove bad teachers and attract new talent”. The premise of his thinking touches on crucial elements that are pertinent for the South African child in relation to the global competitors and economic emancipation. There is a sense from his sentiment that educating a child is not only for South Africa, but that this child should be equally competitive with his or her peers in the global market. Thus, telling the world that our subject pass rate is 30% is a mockery of our education system. It brings a false sense among learners that if one gets 30% for a subject, he or she has passed the subject, but a combination of all subjects with 30% cannot make one secure university placement. Thus, the critical question to which the Department of Basic Education should respond is what the rationale is behind a 30% subject pass? What does this 30% reflect on South African education compared to international standards? What harm is there to move from a 30% to 50% pass rate? Once these questions have been answered, perhaps new conversations can emerge, and the discussions will come from an informed position.

Interestingly, the unions’ response to Maimane’s comments is premised on an inadequate explanation of what exactly is meant by 30%. The response does not address other issues raised by Maimane, such as development of the country, motivated, qualified, and ambitious, global economy, and surprisingly, the issue of salaries. However, Maimane’s sentiments are seen as coming from someone with a dying political life and using education as political oxygen for survival. What if Maimane’s comments were from someone belonging to the ANC, and not the DA or EFF – would it have gone this far? Again, why is the response targeted at his person and political affiliation rather than contextualising his argument in light of global trends of academic excellence in the quest to improve economic zones? What is the difficulty or harm in moving from 30% to 50% subject/overall pass rate? The response to these questions will be of interest in shaping educational conversations in South Africa. While the unions are entitled to their positions as representatives of teachers, it is prudent to also see the damage that a 30% subject pass rate or overall pass rate is causing to learners, such as failure to access university and compete with their international counterparts.

30% is a reflection of a failed curriculum practice

Cognisant of the foregoing, moving into the third space as suggested above is critical. This is a place where all people involved in the issue meet at a neutral space to juxtapose the trajectories of education. To begin the conversation in the third space, an acknowledgement is necessary that education is key to any development, and a compromise on this has an everlasting impact on national building. Once this is understood, the educational stakeholders can enter into honest conversations about the relevance of 30%, as none of us as parents would be happy with a 30% subject pass rate. From my angle, the 30% is a reflection of a failed curriculum practice, not only in South Africa, but in most African countries with nationalised education systems. Narrowing this to South Africa while also applicable to other African countries, is an indication that we have detained learners for 12 years, and to please learners and parents, we comfort them with a 30% subject pass rate. Third space allows us to interrogate such a practice in order to map best practices for our children, economy, and contribution to humanity through education. To me, 30% is an indication that some learners are not supposed to be doing the curriculum that is forced on them in schools. The CAPS document as a ‘one-size-fits-all’ curriculum is no longer relevant, rather a fluid and contextualised CAPS is now required. The latter speaks of a curriculum that does not seek to channel learners through one avenue, such as passing Grade 12 and going to university. There is a need for a curriculum that does not detain learners in subjects in which they have no interest or are not capable of doing. Rather, various courses – not subjects – should be introduced alongside the main curriculum practices. Critical courses, which are in short supply in South Africa, should be taught as early as Grade 7 as a course where a learner can be awarded a diploma for a critical skill of their choice. This means bringing some TVET courses to basic education, such as building, welding, civil engineering, manufacturing, entrepreneurship, software engineering, among other courses. This would allow learners to get recognised qualifications along with their Grade 12 results, cognisant that some learners with passion and good skills in some courses mentioned above may not have access to TVET colleges and universities because of a 30% subject pass rate. The foregoing requires a revamp of the education system so that after 12 years of basic education, learners have something practical to show rather than having all learners moving in one direction and getting nothing at the end of Grade 12. I am of the view that an increase from 30% to 50% is indispensable, desirable, and doable and above all, that TVET courses should be taught from Grade 7 to 12, so that learners with an interest in practical subjects have recognised courses for their livelihood, even if they do not perform very well in Grade 12.

News Archive

UFS to investigate implementation of quality-monitoring system for SA food industry

2006-02-07

Some of the guests who attended the workshop were from the left Prof James du Preez (Chairperson: Department of Biotechnology at the UFS); Prof Lodewyk Kock (Head: South African Fryer Oil Initiative (SAFOI) at the UFS)); Mrs Ina Wilken (Chairperson: South African National Consumer Union (SANCU)); Prof Herman van Schalkwyk (Dean: Faculty of Natural and Agricultural Sciences at the UFS) and Mr Joe Hanekom (Managing Director of Agri Inspec).
Photo: Stephen Collet

UFS to investigate implementation of quality-monitoring system for SA food industry

The University of the Free State (UFS) will be investigating the implementation of a quality-monitoring service for the South African food industry.

This was decided during a workshop to discuss the external quality monitoring in the edible oil industry of South Africa, which was recently held at the UFS.

Major role players in the fast-food sector like Nando's, Spur, Captain
Dorego's, King Pie Holdings, Black Steer Holdings, etc and various oil
distributors like Felda Bridge Africa, Refill Oils, PSS Oils and Ilanga Oils attended
the workshop. Also present was Mrs Ina Wilken, Chairperson of the South African National Consumer Union (SANCU) and key-note speaker of this workshop. She represented the consumer.

These role players all pledged their support to the implementation of this quality- monitoring system for the whole food industry.

The decision to implement this system follows the various malpractices reported in the press and on TV concerning food adulteration (eg the recent Sudan Red Scare), misrepresentation (eg olive oil scandal exposed in 2001) and the misuse of edible frying oils by the fast-food sector.

“One of the basic rights of consumers is the right to safe food. Consumers must be protected against foods and food production processes which are hazardous to their health. Sufficient guarantee of the safety of all food products and food production processes should be implemented. It does not help to have adequate food standards and legislation and there is no manpower to do the necessary investigation or monitoring,” said Mrs Wilken.

The South African Fryer Oil Initiative (SAFOI), under the auspices of the UFS Department of Microbial, Biochemical and Food Biotechnology, currently monitors edible oils in the food industry and makes a seal of quality available to food distributors.

“Last week’s decision to implement the quality-monitoring system implies that we will now be involving also other departments in the UFS Faculty of Natural and Agricultural Sciences who are involved in various aspects of the food chain in an endeavor to implement this quality monitoring system,” said Prof Herman van Schalkwyk, Dean: Faculty of Natural and Agricultural Sciences at the UFS and one of the main speakers at the workshop.

Prof van Schalkwyk said that the main aim of such a system will be to improve the competitiveness of the South African food industry. “It is clear that the role players attending the workshop are serious about consumer service and that they agree that fraudulent practice should be monitored and corrected as far as possible. Although some of the food outlets have the capacity to monitor the quality of their food, it may not seem to the consumer that this is an objective process. The proposed external monitoring system would counteract this perception amongst consumers,” said Prof van Schalkwyk.

The workshop was also attended by representatives from SAFOI and Agri Inspec, a forensic investigation company collaborating with inter-state and government structures to combat fraud and international trade irregularities.

Agri Inspec has been working closely with SAFOI for a number of years to test the content of edible oils and fats. “Extensive monitoring and control actions have been executed in the edible oil industry during the past four years to ensure that the content and labeling of oil products are correct. Four years ago almost 90% of the samples taken indicated that the content differed from what is indicated on the label. This has changed and the test results currently show that 90% of the products tested are in order. However, to maintain this quality standard, it is necessary that quality monitoring and educational campaigns are continuously performed,” said Mr Joe Hanekom, Managing Director of Agri Inspec.

“The seal of quality presented by SAFOI should also be extended to include all the smaller oil containers used by households,” Mrs Wilken said.

The SAFOI seal of quality is currently displayed mainly on some oil brands packed in bigger 20 liter containers, which include sunflower oil, cottonseed oil, palm oil etc which are used by restaurants and fast food outlets. “Any oil type is eligible to display the seal when meeting certain standards of authenticity. In order to display the seal, the distributor must send a sample of each oil batch they receive from the manufacturer to SAFOI for testing for authenticity, ie that the container’s content matches the oil type described on the label. This is again double checked by Agri Inspec, which also draws samples countrywide from these certified brands from the end-user (restaurant or fast food outlets). If in breach, the seal must be removed from the faulty containers,” said Prof Lodewyk Kock, Head of SAFOI.

“It should however be taken into account that oils without a seal of quality from the UFS can still be of high quality and authentic. Other external laboratories equipped to perform effective authenticity tests may also be used in this respect,” said Prof Kock.

“It is also important to realise that any oil type of quality such as sunflower oil, cottonseed oil, palm oil etc can be used with great success in well controlled frying processes,” he said.

Further discussions will also be held with the Department of Health, the SA National Consumer Union and Agri Inspec to determine priority areas and to develop the most effective low-cost monitoring system.

More information on the UFS oil seal of quality and oil use can be obtained at www.uovs.ac.za/myoilguide

Media release
Issued by: Lacea Loader
Media Representative
Tel: (051) 401-2584
Cell: 083 645 2454
E-mail: loaderl.stg@mail.uovs.ac.za
6 February 2006

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