The decline in the quality of Limpopo’s matric pass rate is uninspiring and disconcerting. It seems the MEC for Basic Education, Polly Boshielo, does not fathom the complexity of abstractive pedagogy?
In any developmental society, applied teaching and learning must be modelled on innovative critique and scientific abstraction. In Limpopo, our teaching methodology does not cultivate any critical innovative prowess among learners. Since 2016, our province had been rated among the lowest rungs of under-achievers in the National Matric Results. It remains the foremost duty of an Education MEC to craft a proficient teaching methodology for the province. The continual stagnation of Limpopo’s matric results is tearfully embarrassing. In the 2017 matric results, Limpopo recorded a bleak 67.4%, in 2018 we attained 70.6%, in 2019 we dipped to 66.7%, in 2020 we grabbed 68.2%, and in 2021 we regressed to 66.7%. Notable provinces such as the Free State, North West, Gauteng and Western Cape have already achieved the 80% matric pass rate since 2016.
In 2015, the premier, Chupu Mathabatha mandated the MEC for Education to strive for and achieve an 80% pass rate. Mathabatha’s idealistic aspiration is highly achievable. For decades throughout the country, Limpopo has been renowned for producing top-class intellectuals, eminent academics and scholarly authors. Professors Eskia Mphahlele, Mahlo Mokgalong, Lesiba Teffo, Tinyiko Maluleke, Tshilidzi Marwala, Cornelis Roelofse and Tebogo Mothiba are some of the greatest academic jewels from Limpopo.
The gods of epistemological posterity will never forgive us if we dare plunge Limpopo into an abyss of educational failure and scientific psychosis. With great urgency, I appeal to MEC Boshielo to undertake a philosophic and clinical analysis of the province’s learning and teaching methodologies. World-revered academic, Professor Ngungi wa Thiongo once professed: “Prescription of the correct cure is dependent upon the rigorous analysis of the reality.”
Premier Mathabatha must assemble a team of innovative academics to review and overhaul the province’s pedagogic techniques.
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