There has been mixed reaction to the Department of Basic Education’s proposed Grade 9 exit plan.
The national Department of Basic Education believes the General Education Certificate (GEC) would assist pupils in choosing the correct career.
The GEC, which would be registered with the National Qualifications Framework, is based on a three-stream model: technical-vocational, academic and occupational.
According to the department, the intention of the plan is to equip more pupils with technical skills.
“Under the technical-vocational stream, there was a target of 10 000 artisans per year. The department has also introduced new subjects, technical mathematics and technical science, which could be referred to as applied mathematics and applied science.
“These were relevant in supporting areas of specialisation and schools that offer these subjects were currently
being unveiled,” the department said.
Ralph Ruthford, human resources group executive at Novus Holdings, which specialises in printing and manufacturing plants, said in solving the unemployment crisis, provision of artisan skills could be the answer.
“With the rise of digital transformation and artificial intelligence causing a disruption in industries, many jobs in the corporate world may no longer exist in the near future. However, there will always be jobs for artisans.”
Ruthford added artisanship came with added value. Companies did not have to spend much on training and developing workers as they were in an environment where they learned something new regularly.
“We need to see a mind shift in society about artisans, which will encourage more youth to pursue technical trades. Artisans are the bedrock of this economy and will always be needed. Without them the economy cannot grow at a pace that is required.”
Dr Lize Barclay, senior lecturer in Futures Studies and Systems Thinking at the University of Stellenbosch Business School, said there was nothing controversial in using Grade 9 as a formal exit, highlighting that some countries in Europe and Asia had adopted the idea many years ago.
“The subject-based content is of little use in the very rapidly changing world of work The skills required for entrepreneurs, innovators, and workforce of tomorrow are complex problem-solving, critical thinking, creativity, people management and co-ordinating with others. They are not provided in schools, especially not from grades 10 to 12.”
Barclay said with a few changes, the exit plan stood to be a success.
“First, the FET college system should be strengthened as a formal and valued vocational alternative. Second, artisanal and vocational jobs should be seen as valued and align with the fact that it is globally sought-after. Third, youth entrepreneurship programmes should receive more formalisation and funding as jobs will rapidly decline in favour of self-employment.”
Nomsa Marchesi, the DA’s spokesperson on basic education, said the plan sought to further lower the quality of the country’s education and that the government should upgrade current syllabuses at both schools and TVET institutions. “The plan is akin to dusting off Hendrik Verwoerd’s education policy which prescribed that black youth should only receive the kind of education that prepared them for low-skilled and low-paying jobs.”
She said it would create another generation of youth unskilled and ill-equipped to enter the jobs market.
Weekend Argus