The release of the 2024 National Senior Certificate (NSC) results was a moment of immense pride for South Africa. A record number of young people secured more passes in absolute numbers — and more bachelor’s passes — than ever before, matched by greater distinctions across subjects.
Encouragingly, we also saw fewer pupils passing with a senior certificate — the lowest possible pass — which suggests our efforts to drive up performance are bearing fruit.
While we rightly celebrate the achievements of the matric class of 2024, we must also confront an uncomfortable truth: The schooling system is not producing quality outcomes across all phases, particularly in the foundation phase.
The 2024 Trends in International Mathematics and Science Study (TIMSS), the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ), and our own South African Systemic Evaluation (SASE), all paint a worrying picture. These studies show the majority of South African pupils cannot read for meaning by the age of 10, also revealing that grade 5 pupils consistently underperform — compared to their international counterparts — in mathematics and science. Too many pupils progress through the school system without mastering the basic literacy and numeracy skills needed to thrive.
We cannot continue to celebrate excellent matric results while ignoring the weak learning foundations that threaten the sustainability of these achievements.
Why foundational learning matters: The economic case
Research and economic theory tell us that the highest return on investment in education comes from strengthening foundational learning.
Studies by Nobel laureate James Heckman and the World Bank’s Human Capital Project have demonstrated that every rand invested in early childhood development (ECD) and foundation phase learning yields exponentially higher long-term benefits than investments made at later stages.
If we get the first five years of education right, we set children up for a lifetime of success. If we fail, we lock them into a cycle of remedial learning, disengagement and, ultimately, poorer life outcomes.
The National Senior Certificate results have shown us what is possible when we set high expectations and work relentlessly towards them. Now we must bring that same bold ambition to early childhood learning
The best-performing education systems in the world — such as those in Singapore, Finland and South Korea — invest heavily in the early years. It’s time South Africa followed suit.
To this end, the department of basic education is undertaking a bold reorientation of our basic education system, which puts foundational learning at the centre of our efforts.
The immediate focus is to dramatically expand access to quality ECD. The move of ECD from the department of social development to the department of basic education was just the first step. Now, we must ensure that every child — whether born in the leafy suburbs of Hyde Park or the resource-deprived areas of Mqanduli — has access to an affordable, well-resourced ECD centre with a properly trained practitioner.
This means fast-tracking the mass registration and formalisation of ECD centres, expanding training programmes to ensure ECD practitioners have the skills they need, and improving learning and teaching materials for ECD centres. We must also improve parental involvement in early learning.
We are also strengthening our focus on mother-tongue-based bilingual education (MTbBE) and implementing measures to improve literacy and numeracy outcomes in the foundation phase. Research consistently shows that children learn best in their home language, particularly in the early years. By equipping pupils with strong literacy skills in their first language, we can set them up for greater success when transitioning to English as a language of instruction.
To anchor this strategic reorientation, I will host the Bana Pele ECD Roadmap Summit on March 17. This summit will bring together government, business, civil society, education experts, practitioners, and international partners to develop a comprehensive roadmap for transforming ECD in South Africa.
The aims of the summit are to develop a long-term vision for early childhood learning in South Africa; to secure broad-based partnerships to support the expansion of ECD; to align resources and investments to ensure maximum impact; and to improve co-ordination between government, the private sector and civil society in delivering early learning programmes.
This is not just about a policy discussion but about taking decisive action.
South Africa must rally behind foundational learning
The task before us is urgent and clear: It requires a national effort that brings together the government, teachers, parents, business, civil society and development partners in a shared commitment to prioritise foundational learning.
To South African business leaders: Investing in foundational education is the best investment you can make. A well-educated workforce is the backbone of a thriving economy. You have a stake in ensuring that our education system produces the skills your industries need.
To parents: You are your child’s first teacher. Your involvement in their early learning is crucial. Read to your children, engage with their schoolwork and be active partners in their education.
To my government colleagues: Let’s be bold, ambitious and relentless in our pursuit of quality education for every child. We must ensure that budgetary allocations reflect our priorities, that ECD remains a national development priority, and that we do not allow bureaucracy to slow down urgent reforms.
The National Senior Certificate results have shown us what is possible when we set high expectations and work relentlessly towards them. Now we must bring that same bold ambition to early childhood learning. This reorientation of our education system is not a quick fix but the right fix. It is the way to ensure that every child in South Africa has an equal opportunity to learn, grow and thrive.
• Gwarube is basic education minister
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