La Cordeur’s 2023 findings present compelling statistics for the second quarter of 2023 in South Africa. According to the report, the current unemployment rate stands at 32.6%, with an extended unemployment rate, which includes individuals who have ceased job-seeking efforts, reaching 42.1%. Among South African youth with a matric qualification, the unemployment rate is notably high at 35.2%. The highest unemployment rate is observed among black South Africans at 36.8%, followed by colored individuals at 21.9%, and Indians and other Asians at 16.6%. Whites have the lowest unemployment rate at 7.4%. In the age group of 15 to 24 years, a staggering 60.7% of South Africans are without employment. This demographic comprises 3.5 million young people who are neither employed, in school, nor undergoing any training. This situation raises significant concerns as many of these youths become involved in gang violence, looting, or other forms of youth-related crime, while teenage pregnancies have seen a notable increase of 91,000 cases in the past year.
The above statistics underscore a pressing issue. With so many young South Africans lacking employment opportunities, it begs the question of accountability. Numerous articles and surveys have been published in South Africa, questioning the relevance of the educational curriculum in preparing students for the real world of work. Despite the accumulation of survey results and other publications, the education department and other stakeholders in the field of education seem largely indifferent and apathetic to the need for curriculum reform in the country. Notable studies and publications in this regard include those by Statistics SA (2023), Masweneng (2023), and Statistics SA (2022).
La Cordeur (2023) strongly argues half of South African youth remain unemployed because schools and universities fail to provide them with the necessary knowledge and practical skills for the workforce. This is the unfortunate reality for South Africa’s young population, and the evidence is undeniable. The question that arises is why this issue persists. The answer to this question is quite straightforward: South Africa’s curriculum system is fundamentally flawed and does not align with the country’s societal needs. South Africa consists of various industries, organizations, and institutions, all of which require a workforce prepared for the demands of the job market. Being work-ready entails practical training, not just theoretical knowledge. This is precisely where the curriculum system falls short, as schools primarily focus on theoretical instruction, leaving students with theoretical knowledge that lacks relevance in the real world of work.
The core design of the South African curriculum system sets students up for failure in the future. When developing a curriculum, it is prudent to consult with the market, including industries, businesses, institutions, and organizations, to understand their workforce needs. This consultation should inform the selection of relevant subjects to be taught in schools, how these subjects will be taught, and who will teach them. A successful consultation should also determine whether the teaching and learning approach should be practical, theoretical, or a combination of both, with clear priorities. It appears that such a consultation was conspicuously absent when the South African government introduced the NCS-CAPS curriculum. The result is a curriculum in basic education that remains predominantly theoretical and fails to equip learners with practical skills necessary for both the job market and higher education.
This paper argues that basic education in South Africa should prioritize practical learning that aligns with job market requirements. This perspective aligns with Stones’ (1991) findings, which reveal that in Germany, apprentices spend four days working and one day attending school each week. They study subjects at school, such as German, social studies, and specific scientific and math courses, which are directly connected to their intended careers.
Supporting the assertion that an inadequate curriculum or education system contributes to youth unemployment, De Lange (2023) places inadequate education and training as the primary cause of unemployment in South Africa. The country’s pressing need for more guidance and apprenticeships further underscores the demand for essential information and skillsets. This reinforces the argument that South Africa’s curriculum system is obsolete and requires a significant overhaul to address the problem of unemployment effectively.
De Lange (2023) also identifies a lack of entrepreneurship as the second most significant factor contributing to unemployment. Once again, this deficiency points to questions regarding the relevance of the education system. South Africa’s curriculum must address and revamp the entrepreneurial aspects within the educational framework. Graham et al. (2018:4) suggest, “There is some evidence suggesting that employers are risk-averse, particularly when it comes to hiring young people. This seems to be influenced largely by distrust in the quality of education offered both at the school and post-school levels and results in the inflation of requirements – even for entry-level jobs.” It is clear that the education system, characterized by an outdated curriculum, is the primary cause of youth unemployment in South Africa. This argument further emphasizes the pressing need for a comprehensive curriculum reform in the country.
Arguments like these prompted the development of the Personalized Education Curriculum System (PECS). Rooted in a humanistic approach and drawing from quality curriculum theory and competency-oriented education, PECS focuses on practical assessments to gauge students’ relevant skills, aptitudes, and values essential for navigating modern society effectively. PECS emerged as a response to dissatisfaction with the modernist curriculum system in South Africa, akin to the birth of postmodernism. It seeks to rescue learners from a curriculum that lacks progressive elements and fails to provide differentiated learning suitable for all students. Similar to the historical advent of progressivism, PECS acts as a disruptive and qualitative curriculum system aimed at resolving the confusion stemming from curriculum inconsistencies. PECS intends to restore the worth and respect of the education system by rendering it responsive to societal needs through a curriculum rooted in liberal education principles. A unique aspect of PECS is its emphasis on affording learners’ insights into the working world during their schooling years. This distinct feature underscores the relevance and inspiration that PECS offers to the educational community of South Africa and the broader African context. This perspective envisions an improved education system achieved through the implementation of such an approach.
Know more about PECS: https://simnandisolutions.co.za/personalized-education/
– Click on PECS PowerPoint presentation.
Please answer these 3 questions and submit them: https://simnandisolutions.co.za/pecs
– Questionnaires
Cite this publication: XABA, S.S. 2023.A poorly structured curriculum system is privy to youth unemployment. https://simnandisolutions.co.za/post/
Bibliography
De Lange, J. 2023. What are the reasons for unemployment in South Africa (2023)? https://briefly.co.za/facts-lifehacks/services/155202-what-reasons-unemployment-south-africa-2023/. Date of Access: 10 October 2023
Statistics SA. 2022. South Africa’s youth continues to bear the burden of unemployment. https://www.statssa.gov.za/?p=15407. Date of Access: 11 October.
Stitistics SA. 2023. Media release; Quarterly Labour Force Survey (QLFS) – Q1:2023. https://www.statssa.gov.za/publications/P0211/Media%20release%20QLFS%20Q1%202023.pdf.Date of Access: 10 October 2023
Mosweneng, K. 2023. Unemployment a top worry for South Africans: survey. https://www.sowetanlive.co.za/news/south-africa/2023-05-10-unemployment-a-top-worry-for-south-africans-survey/.Date of Access: 10 October 2023
Stones, N. 1991. Does business have any business in education?. https://hbr.org/1991/03/does-business-have-any-business-in-education.Date of Access:10 August 2023.
Graham, L., De Lannoy, A., Patel, L. & Murray L. 2018. What drives youth unemployment and what interventions help?: A Systematic Overview of the Evidence and a Theory of Change. https://www.uj.ac.za/wp-content/uploads/2021/10/youth-unemployment-exec-summary-final-interactive.pdf. Date of Access: 9 October 2023