The year 2022 has come to an end, this means that Matrics will be eager to discover their results with hopes to further their studies.

It will be a shocker when some of these young adults discover negative results. This will shatter their hopes and dreams. Some, needless to say, already know that they did not pass. Immediate families and communities of these learners place blame on them and they will even be advised to go back and “re-write matric” and all sort of ways to salvage a failed matric.

This publication is calling on the sober consciences of different communities in South Africa not to blame the failing learners but to blame the education system itself. The failures of these learners depict the shortcomings of the education system of the country – NCS.

Amongst the failing pack are brilliant business-minded learners who were forced to take English Literature alongside many other none-business-focused subjects. The majority of the subjects these learners had to deal with are subjects they will never need for a successful journey in the business world. In addition to that problem, the subjects are completely theoretical and not practical. The business world is practical, not theoretical, however, the education curriculum of South Africa was, as it has always been, providing theoretical subjects to business-driven learners and thus denied them an opportunity to flourish in learning and experiencing the work in the business world.

These learners have failed their matric because of the forced curriculum they had to undergo, not because they have no future. They have the future, but the education curriculum system of South Africa (NCS) did not accommodate the uniqueness of these learners and instead forced them to take subjects irrelevant to their career paths and as a result, they have failed and been regarded as failures. These are the failures of the education system – failure to provide a curriculum accommodative to the individual education needs of each and every learner.

As argued in the past by Simnandi solutions publications on education matters that when learners are forced to compromise their individuality and discard their desires in order to accommodate the requirements of a particular curriculum system (NCS in this case) a lot of damage is done because learners are giving away their individuality and uniqueness in attempts to become what the curriculum system wants them to be. The NCS needs to alter itself to accommodate individuality, instead forces learners to alter themselves to accommodate the NCS as a system. This raises a question as to who is

serving who? – is the NCS serving our nation (learners) or are the learners serving the NCS?

This is a relevant question simply because curriculum studies teach us that an education curriculum system is only relevant if it serves the educational needs of the country. In the case of the NCS it is vice versa, our nation, through learners, is serving the NCS. And that’s why then we believe that NCS is causing more damage than good because it destroys the uniqueness of learners – learners aren’t accommodated but forced to compromise who they are for the NCS to remain relevant to those who believe it to be the correct education curriculum system of our country.

It is impossible for a curriculum system to yield favorable results if the mandate is not to serve the education community. Certain subjects are compulsory and determine the progression of learners from Gr 8 -12. Learners interested in careers that do not need those subjects are in serious predicaments as they are forced to pass those subjects in order to progress, yet their career paths do not need those subjects. These are examples of a damaging curriculum system that is obsessed with being accommodated instead of accommodating. Refer to: https://simnandisolutions.co.za/2020/08/06/the-hard-curriculum-pill-parents-need-to-swa llow/

Indeed, SAs education curriculum system, NCS is more damaging than constructive. Communities point fingers at learners and learners lose the sense of self-value and self-confidence in their abilities because of a monstrous curriculum system that forces itself upon them. Education never takes place if individuality is suppressed and deemed odd within a particular education curriculum system, in the contrary, an education curriculum system is relevant only when it accommodates the uniqueness of every child and allows it to flourish to ensure effective participation in society. That education curriculum system is what Simnandi solutions Pty ltd is proposing.

The Personalized Education Curriculum System (PECS) seeks to reverse the current curriculum irrelevancy into curriculum relevancy. The PECS is designed to save learners from the monstrous curriculum that forces them to undertake subjects they won’t need in the future. PECS is a transformative education curriculum system that, through its nature of design, will put an end to the whole confusion around curriculum debates. PECS will further sort out the pass requirement standards once and for all. PECS seeks to bring back the value and the dignity of our education system. PECS ensures that learners taste the glimpse of the workplace experience while still at school. That’s what makes our curriculum unique and highly relevant to inspire the education community of our nation, South Africa and the whole of Africa. And that is how we believe the education system can be fixed.