Each year, as the National Senior Certificate (NSC) results are released, we celebrate the success of students who have navigated the system and reached this crucial milestone. The Class of 2024 is no exception; boasting an 87.26% pass rate, an increase from the previous year, and a growing percentage of students achieving Bachelor-level passes . These gains are commendable, but they don’t tell the full story.
Beyond the statistics, we must confront an uncomfortable reality: far too many students begin high school but never make it to matric. While we highlight rising pass rates, we must also acknowledge the silent crisis of learners dropping out along the way.
That means more than a third of learners leave the system before reaching this moment of celebration; an issue that demands urgent attention. When tracking students from Grade 1, only about half make it to matric.
The Missing Link: Teacher Development and Learning Support
It’s encouraging to see that this year’s NSC report identifies Teacher Development and Learning & Teaching Support Materials (LTSM) as key priorities.
These focus areas align with what we at Keller Education have been advocating for years: education isn’t just about content delivery, it’s about the people delivering it.
A well-trained teacher can transform a learning environment, but South African educators often lack training in the pedagogical and psychological skills needed to balance hard and soft skills. Our teachers are handed an overstuffed curriculum and expected to deliver it with little time for collaboration, creativity and communication. The result? A system that prioritises content coverage over deep learning.
We believe in a different approach—one that sees learning through the eyes of the student, helping teachers make thinking visible and build resilience in learners. Our Keller methodologies focus on social-emotional learning, behavioural management and the skills teachers need to regulate the learning environment effectively. These are not ‘nice-to-haves’—they are essential for engagement, retention and ultimately, success.
So, what needs to change?
If we truly want to bridge the gap between starting and completing high school, we must:
- Invest in teacher training beyond subject knowledge. We need pedagogical training that helps educators engage with students on a human level—building trust, fostering resilience and adapting to diverse learning needs.
- Rethink assessment models. Success cannot be measured only by how well students perform in exams; we need multiple pathways for students to demonstrate competence.
- Ensure classrooms are equipped for real learning. The NSC report recognises the importance of LTSM, but materials alone won’t create change; teachers need the skills to use them effectively.
The future of South African education isn’t just about pass rates; it’s about ensuring every child has the chance to reach their full potential. The NSC report highlights progress, but we must do more.
As a country, we must shift our investment focus from simply producing results to developing the people who make those results possible.
Government, school leaders and policymakers: the opportunity is now.