On 27 August, the Zenex Foundation brought together some of South Africa’s most esteemed educational minds to confront a growing crisis in our education system: the persistent learning challenges in the Senior Phase of schooling. Hosted at the NH Hotel in Sandton, the seminar delved into critical issues that have long plagued this phase—issues that, if left unaddressed, will continue to derail the academic progress of our learners.
The Senior Phase (Grades 7 to 9), represents a pivotal period in a learner’s educational journey. It is during these years that foundational knowledge is either solidified or lost, impacting future academic success and career prospects. Unfortunately, the reality for many learners in South Africa is that gaps in learning outcomes, often originating in the early grades, only worsen as they progress through the Senior Phase. This has led to some of the worst performances in our schooling system, particularly in key subjects like Mathematics and Science.
These challenges are not new, nor are they isolated. As Professor Madoda Cekiso from Tshwane University of Technology highlighted, “At the start of Senior Phase education, learners are still battling with understanding the medium of instruction. The responsibility to improve this should be shared between both content and language teachers.” This points to a deeper issue within our education system: the need for a more integrated approach to teaching that considers the unique linguistic challenges faced by many South African learners.
The use of English as the medium of instruction for most learners, who are non-native speakers, adds another layer of complexity. As Ms. Maureen Modiba, Director of Curriculum Implementation & Quality Improvement at the Department of Basic Education, noted, “In South Africa, we have a unique context where a second language for many learners, English, is used as a medium of instruction. In seeking solutions, we need to pay enough attention to continued teacher development, assessment practices, and resources for English language teaching.” This underscores the importance of equipping teachers with the necessary skills and resources to navigate these challenges effectively.
Yet, language is just one piece of the puzzle. Learning backlogs, curriculum overload, and insufficient structural support all contribute to the poor learning outcomes in the Senior Phase. The current curriculum, while comprehensive and ambitious, is often too vast for the limited time available, leading to superficial coverage of critical topics and leaving many learners behind.
At Zenex Foundation, we have long recognised these challenges and have focused our efforts on addressing them through targeted interventions in both English and Mathematics. Our pilot projects have consistently shown that these challenges are not just structural but are also content-specific, requiring a multifaceted approach to tackle effectively. For instance, Lynn Bowie, Director of Mathematics at OLICO Mathematics Education, emphasised the need for a more cohesive approach: “To reach every child in South Africa and solve for our backlogs, technology cannot win on its own. We need Connections and Coherence Programmes that incorporate technology into our classrooms.”
The data backs up what we have observed on the ground. The 2019 round of the Trends in International Mathematics and Science Study (TIMSS) revealed that South Africa remains one of the lowest-performing countries in Mathematics and Science, with only 41% of Mathematics learners and 36% of Science learners in Grade 9 having acquired basic subject knowledge and skills. Similarly, the Western Cape Education Department’s 2023 systemic test results showed that a mere 20.5% pass rate in Mathematics for Grade 9 learners.
So, where do we go from here?
It is clear that addressing the challenges in the Senior Phase requires a holistic approach that includes a curriculum review, enhanced learner support, and ongoing teacher development. The curriculum must be revisited to ensure that it is both comprehensive and manageable within the available time. We must also provide teachers with the tools and training they need to develop not just content knowledge, but also the language and literacy skills that are critical for academic success in the Senior Phase.
Moreover, structural issues such as the placement of teachers, the prioritisation of matric year over lower grades, and the lack of adequate resources for addressing foundational skill gaps must be addressed. Educational technology, while not a silver bullet, offers promising potential for providing the personalised support that many learners in this phase desperately need.
It is time that we give this phase the attention it deserves, not just in words, but in action. The challenges are significant, but so too are the opportunities. By focusing our collective efforts on the Senior Phase, we can ensure that every learner has the foundation they need to succeed in school and beyond. Zenex Foundation, working collaboratively with other education stakeholders, remains committed to this goal, and we look forward to continuing our work with educators, policymakers, and other stakeholders to tackle these challenges head-on.
The future of our learners—and indeed, the future of our country—depends on it.
Click here to download a summary presentation.