Exploring the causes of low grade 12 pass rate in two Umlazi District schools, KwaZulu-Natal

Abstract

The purpose of this study was to explore the causes of low Grade 12 pass rate in two Umlazi District Schools, KwaZulu-Natal. It is hoped that the study would contribute to the understanding of the causes and factors of low Grade 12 pass rate and provide solutions of improving learners’ performance. This is qualitative study conducted in the area of Umbumbulu focusing on exploring the causes of low Grade 12 pass rate in two Umlazi District Schools, KwaZulu-Natal. The methodology used was qualitative. A case study method was adopted. Data was gathered through focus group interviews with two principals, twelve Grade12 learners aged between 18 and 21, and six teachers between 15 and 22 years teaching experience in secondary schools. Drawing from the findings of the interviews conducted, the study highlights the factors that have negative impact to low Grade 12 pass rate, and it revealed the possible solutions to alleviate the trend of low performance. The data reveals that there are numerous factors that affect the performance of Grade 12 learners such as poverty, child headed families, sporadic absenteeism, questionable assessment methods, overcrowded classes, lack of discipline in schools, corporal punishment, violence in schools, teenage pregnancy, curriculum reforms, lack of parental involvement, and cultural background. In this study I argue that the trend of low Grade 12 pass rate is not only limited to Umbumbulu Circuit in Umlazi District, but is the overall trend in most rural schools in South Africa. Therefore, the study recommended that all stakeholders should play their roles to overcome the crises of low Grade 12 performance. Again, it was recommended that the introduction of an advanced integrative approach in training programmes of future teachers is needed in which attention to rural -FET band schools will be considered as an integral part of the training, whereby teachers will be trained to teach inclusive education.