The recently released NSSCO and AS examination results can be interpreted in different forms. We could look at the 1.1% improvement and celebrate the marginal improvement in results, or we could dig our heads in the sand and cry foul. Perhaps it is a matter of perspective? Whichever way one looks at it, there appears to be a consensus that more needs to be done to bring results to even better levels.

The 1.1% improvement in results might appear marginal and insignificant at first glance, but it is merely the tip of the iceberg in reflecting the efforts by educators and teachers that go into preparing our pupils for final examinations. Beneath the surface lies a whole world that tells a different story from what is eventually told. 

Teachers take on the largest chunk of the work as they are tasked with academically enriching the minds of the pupils. They drive the process of transformation as the pupils are turned into independent thinkers and are eventually able to grasp the crux of the content being fed to them. 

This is often against the backdrop of limited education aids, and inadequate living, amongst others. It is especially true for teachers in the rural areas – most of which are remotely located and virtually in the middle of nowhere. Teachers there are required to perform nothing short of miracles in getting children ready for examinations given their set-ups. For that, they deserve a pat on the back; at least those that do their best.

It really is not all that a gloomy affair; we’ve got reason to remain hopeful that better days lie ahead and that the worst ones are behind
us. For the first time in a long while, Technical and Vocational Education and Training (TVET) courses or subjects have emerged from the starting blocks. Such courses have seen an improvement in performance, which could mean that pupils are paying more attention to such courses. This is a reason to celebrate.

This could also be a turning point, or blatantly put, a paradigm shift in the minds of both the pupils and their parents. They could now believe the value and impact of such courses. The notion that such courses, especially at the school level, are meant for underachievers or performers could be on its way out. 

The results show that more rural schools are performing much better than those in urban settings. This could encourage parents to keep their children in their areas and not necessarily push them to the cities where they often end up losing focus and get derailed. This is a reason to celebrate.

It is no secret that Mathematics and Science subjects have for long been among the focus of the line ministry due importance of such subjects in the current age of digitalisation and innovation. Such efforts appear to be paying off; pupils have brought their side and the end results speak for themselves. This too, we can celebrate.

We do, however, have reasons to worry too. It is worrying that performance in languages has dropped. This is especially true for European languages, where there has been a drop in performance for pupils in English and Afrikaans. This is in light of English being the country’s official language, and Afrikaans being a lingua franca. 

It is worrying that some regions, like Kunene, keep scraping the bottom of the barrel in terms of results; they have been confirmed to be the lowest ranked. What is it that we are getting right in other regions, but failing in Kunene? The education, or teaching and learning chain would be snagging without Kunene coming to the party. The region’s failure can, therefore, not be viewed in isolation.

It is also a worrying trend that many parents tend to only support their children at private schools where they are somehow mandated to do so, but the same zeal of commitment is not visible for children at public schools. This mindset needs to change. Parents need to actively get behind their children and cheer them on to the finish line. For those who do, we raise our glasses to you.

All in all, it really is not all a gloomy affair.