The new-learner is an emotionally and hormonally driven person, whose influence lies within their socio-emotional status. They are driven by social and media influence more than ever with the increased availability of information on technology. The new learner has to face a wider range of challenges compared to the learner of ten years ago, from the technology boom to the availability of information from the cyber world and from the education system. The question that comes to mind has the socio-economical world changed enough in order for the new-learner to adapt to the increasing standards for knowledge? With the education system been under scrutiny, is a matric nearly enough.
It is a well-known fact in South African education that the matric marks are increased in order to even out the average, to the point a learner with forty-percent obtains a mark of sixty-percent. Is the education system to blame for the increasing failure of final marks or is it partly the learners’ responsibility? Many subjects have a minimum pass rate of thirty-percent, which means learners do not have seventy-percent of the required knowledge as they continue through the school education levels (Barry, 2014). Which in later years could be detrimental to their life choices, especially where these basic life skills are needed for life skills and further education. This in turn has taught the new learner that no matter the mark, they will still pass. This decreases the moral standards for the well-known value of “for every action there is a consequence”, as the learner has not had to face the consequence of failing and having to take responsibility for their own work (Alfreds, 2014).
In the recent years the South African Education System released the Curriculum and Assessment Policy Statement or better known as CAPS to replace the OBE or Outcome-Based Education. This change has led to increased administration requirements from the teachers, which has caused the resignation of some of the teachers, putting a further strain on the education system where teachers are in short supply (such as in physical science and mathematics). “The content knowledge of teachers is a serious challenge.”- David Silman, Director of Education (Watson, 2013). The content been taught is forever at change with the increase change in information, making it challenging for educators to keep up to date with the knowledge, especially in areas where information is not easily accessible.
The new curriculum has removed the need for continuous assessments by rubrics and peer learning, but has instead replaced the rubrics for individual analysis and written assignments (Hallinger, 2003). The terminology Learning Outcomes and Assessment Standards has gone and will be replaced with “Content” and “Skills” and the exams structure for grade ten upwards has changed. The change in curriculum could be beneficial to student who battled with the OBE system. Between 2009 and 2012 the average mark for individual...