South Africans must end myth that 30% is a pass rate, says Gwarube
Dimakatso Leshoro
13 January 2026 | 4:30Delivering the outcome of the 2025 matric exams on Monday night, Gwarube said slogans and percentages alone will not improve learner outcomes.

Minister of Basic Education Siviwe Gwarube delivering the outcome of the 2025 matric exams on 12 January 2026. Picture: Simphiwe Nkosi/EWN
Minister of Basic Education Siviwe Gwarube said South Africans need to put a stop to the stubborn myth that 30% is a pass rate.
Delivering the outcome of the 2025 matric exams on Monday night, Gwarube said slogans and percentages alone will not improve learner outcomes.
“The NSC [National Senior Certificate] is earned by meeting minimum requirements across a full subject package, including higher thresholds in key subjects, with different pass types that open different pathways after school. In turn, learners need to achieve the right marks in the right subjects in the NSC exams to gain entry into their preferred programme at a higher education level.”
ALSO READ: Matric class of 2025 records SA's highest pass rate ever
MEC for Education in Gauteng Matome Chiloane said the province’s strategy is anchored around a 40% pass rate.
“We are focusing on 40%. We push all our learners that, at a minimum, we target 40% and then upward. There is no 30% - it’s just for one subject which is not a gateway subject.”
Only 34% of the class of 2025 wrote mathematics, with most choosing mathematical literacy - a worrying sign, as mathematics is a key gateway subject for further study.
Gwarube is encouraged by the slight increase in enrolments for mathematics, accounting, physical science and other technical subjects, calling it a turning tide.
“More learners writing mathematics doesn’t automatically mean better results. If we want to widen access to gateway subjects, we have to make sure learners have the strong foundational skills to take on these subjects successfully, gain confidence in them, and open the doors to further study and meaningful participation in the economy. Without that, simply increasing enrolments won’t be enough.”
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