The introduction of the Further Education and Training (FET) system in 2006 has been welcomed, although some education organisations have expressed concern.
Education Minister Kader Asmal announced this week that in terms of the FET system Grade 9 will be the last compulsory grade, and on completion learners will receive the General Education and Training Certificate (GETC).
Pupils can then move into the Further Education and Training (FET) band, where they can stay at school and complete Grades 10 to 12 before gaining their Further Education and Training Certificate (FETC), which will replace the Senior Certificate.
Alternatively, they can work towards their FETC at one of the FET institutions (formerly called technical colleges).
FET will shift the focus from achieving a matric where overall results count to individual subject performance.
In a statement, the South African Democratic Teachers’ Union (Sadtu) said on Wednesday that it welcomed the introduction of FET.
Sadtu was pleased with the ”decision to unify the exams system and to do away with the old higher grade and standard grade ‒ which was inherently discriminatory”.
”The greater weight given to results in individual learning areas rather than aggregate results will assist learners whose abilities lie more in one area than another,” said the statement.
Sadtu was concerned, however, that educators would need to be ”adequately trained in the new FET curriculum” and ”we need to ensure that we have enough educators to cover all the new compulsory learning areas — particularly with regards to maths and mathematical literacy”.
Sadtu called for the Department of Education to ”commit resources to intensive training of educators for the new curriculum and to retrain educators for the learning areas where teachers are in short supply. This must be accompanied by ongoing monitoring and support to ensure that curriculum change is successful.”
Sadtu was also concerned that the end of Grade 9 might mark the end of free education.
”For the majority of poor and working class learners this would curtail their educational opportunities and life chances.
”At present, only 60% of learners reach grade 12. The urgent task is to increase this to make FET accessible to all.
”The alternative mentioned — of joining the labour market — is unrealistic given the current employment rate of 42%, and the fact that unskilled youths with no work experience are the least likely to find employment,” said the statement.
Sadtu also said that continuous assessment should be expanded beyond the current 25% of the final mark.
”Research shows that the current matric exam results are not a reliable predictor of subsequent success in higher education. Continuous assessment supports the development of learners — far more so than a final exit exam,” said the statement.
A director for the National Professional Teachers’ Organisation of South Africa (Naptosa), Sue Muller, said that in principle they had no problem with the introduction of the FET system.
”Since 1995… there has been a decision that the level for qualification would be the FET… We’re happy that it’s finally coming to a head as it provides formal information to schools about what subjects will be offered in schools.
”This means schools can at least start planning. They have two-and-a-half years to plan, and for example, get teachers re-skilled,” she said.
She also, however, had some concerns.
”FET will be a reality from 2006, but in order to be issued it has to be recognised by the National Qualifications Framework (NQF), which it is not. [The education department] must get it registered on NQF otherwise no-one will be able to issue certificates,” said Muller.
To be registered by NQF, the FET system has to meet two requirements.
First, it needs to be based on unit standards. At the moment, one cannot get a part-qualification, explained Muller.
”There is discussion that they’re going to call each subject a unit standard and that would solve the problem. Otherwise you would need another step to convert into a credit,” said Muller.
The second requirement is that students must have acquired skills and developed ”exit-level competence” to enable them to move to the next level, said Muller.
”This means they must meet entry-level requirements for higher education. If there is a gap between FET and tertiary education then you’ve achieved very little,” she said.
”The standards need to be monitored and they need to be high.” – Sapa