Hon Deputy Speaker, the Department of Education, then, developed a plan for higher education in 2004 with targets to tackle issues such as the one we dealing with today.
The question is: What happened to that plan? Why was it never implemented? Here we are, six years later, dealing with the same challenges that we were going to address in 2004.
Nevertheless, the IFP believes that the key to successfully overcoming our challenges lies first in being able to identify them correctly, and with sufficient insight and clarity. Let me cite four challenges that we are facing. Firstly, with regard to quality of education, our learners suffer because our approach to quality education has always been, "Fatten the pig before the day of sale". This focus has made us neglect some very essential elements in basic education.
For instance, in 2008 we had a 62% matric pass rate with 19,5% of the students obtaining matriculation exemptions. In 2009, the matric pass rate was 60,7% with 19,8% of the students obtaining matriculation exemption. This equates to approximately only 100 000 learners per year being eligible for tertiary education. Our basic education is not equipping our learners to adequately deal with and adapt to the high standards of education at our tertiary institutions.
Secondly, in terms of university autonomy, universities drive their own entrance requirements. We feel they should at least liaise with the department regarding these exams so that our learners can be better prepared when they sit these examinations.
Thirdly, regarding NSFAS, here we can urge the Minister to implement the recommendations that are contained in the recent review of the scheme. We feel that many students are turned away just because they cannot pay the registration fees. We know that the Minister thinks it was hon Minister Pandor who had entered into an agreement with universities to waive the registration fees. However, this has not been enforceable.
Lastly, on the issue of personal circumstances, we must come to the personal circumstances surrounding many of our poor learners and these may vary from unwanted pregnancies, HIV and Aids and in some instances, cultural constraints. Thank you. [Time expired.]