Education

    (a)  The WCED tracks learner enrolments at schools on the CEMIS system that is managed and maintained by the schools as learners enter and/or leave a school.

         When a learner leaves a school, or has been absent for more than 10 consecutive days without any contact (policy), the school “exits” the learner on the CEMIS system and captures a reason, if such a reason is available.

         These reasons include cases of death, transfer to another school in another province, transfer to a TVET college, or to a private school, inter alia, and therefore cannot be deemed as a “drop out” from the education system.

         These figures also do not reflect learners “re-entering” the system. Learners that are “moving” would generally find placement in their new community. Similarly, a parent who makes a decision to exit a specific school, may enrol the child elsewhere.

         Therefore, the WCED does not actively track or report on learner “dropouts” as there are multiple reasons which are not necessarily deemed as “dropping out” of the schooling system.

(b) As mentioned above, learners “drop out” of school for a variety of reasons.

Therefore, the WCED works hard to retain as many learners in the system as possible.

Our whole Annual Performance Plan is based on achieving our strategic goals, and this includes ensuring as many learners go through the system and write and complete their matric.

We are particularly proud of the improvement in our rate of retention since 2009.

We take care to avoid the practice of “culling” to improve pass rates. “Culling” involves “losing” weak learners along the way so that schools and provinces can achieve a higher pass rate.

We believe that this practice defeats the purpose of education for these children and is unacceptable. It denies them the opportunity to succeed, no matter what challenges lie before them.

Focusing on retaining learners does, however, have its challenges.

It involves more attention, support and remedial action.

It involves improving the system in the Foundation Phase – the reading, writing and mathematics skills – so that learners progress comfortably and keep up with the curriculum. Learners who do not read, write and calculate at the required levels are more susceptible of dropping out at a later stage due to a lack of confidence or fear of failure.  

It involves the identification of learners who would be more suited to a technical and vocational stream than an academic stream, and therefore, the expansion of these schools is vital.

It involves the support and encouragement of pregnant learners both during and after their pregnancy, so that they do not drop out as a result of being pregnant.

It involves behavioural programmes, psychological support and even the assistance of social welfare networks for learners who are in homes that are not healthy and happy environments.

More importantly, it involves creating a space where learners feel safe and motivated.

We are also focusing on expanding the school programme to provide constructive and engaging activities to encourage learners to stay in school.

There are many reasons for drop-outs and many interventions. These are just a few.