As the matric class of 2024 prepares to receive their results, the key message remains one of hope and resilience.
As thousands of matriculants anxiously await their results, technology has transformed how they’ll receive the news.
Gone are the days of waiting at school gates or queuing at garages for morning newspapers, with results now accessible through SMSs, apps, and websites.
Minister of Basic Education Siviwe Gwarube will announce the national results on 13 January, followed by individual National Senior Certificate (NSC) and Independent Board of Examinations (IEB) results on Tuesday, 14 January.
Expert analysis: Mary Metcalf
Education expert Mary Metcalf emphasises the importance of understanding performance trends.
“Last year, there were significant increases in three provinces. It’s interesting to see if [they have been] sustained,” she noted, adding it’s too soon for the new education minister to have made an impact.
Addressing misconceptions about examination systems, Metcalf explained: “The one exam for all is a wrong conception. There is one qualification for all, and that in the National Qualification Framework is NQF Level 2. So whether you do IEB or the DBE exam, it’s the same qualification.”
She added that IEB represents a select group from private schools, noting that comparing similar socioeconomic groups across public and private schools would likely yield similar results.
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Professor Kobus Maree’s perspective
Professor Maree expressed cautious optimism about this year’s results, while acknowledging ongoing challenges.
“I’m optimistic, but cautiously optimistic. Maybe an improvement, but a very small improvement at that,” he said, noting the lingering effects of the Covid-19 pandemic.
“The Class of 2024 entered Grade 8 in 2020, right at the height of the Covid-19 pandemic. The disruption caused by the pandemic during these formative years has had a lasting impact on their learning,” the department said of the students last year.
He highlighted persistent systemic inequalities, particularly between urban and rural schools.
“You have to come back to the disparity between urban and rural schools, the wealthy and the less wealthy. Those systemic inequities are still interesting,” Maree explained.
Regarding the IEB and NSC distinction, Maree elaborated: “The IEB, Independent Examination Board, is an alternative assessment body mainly catering for private schools,” noting its emphasis on critical thinking and knowledge application.
Looking toward the future, Maree stressed the importance of funding and comprehensive support.
“We need sustained funding, and also, unwavering commitment from all sorts. We need all stakeholders,” he emphasised.
For students awaiting results, Maree offered words of encouragement: “Congratulations to those who have passed. Those who have not made it, no problem. You have managed many, many transitions in your lifetime… There’s always hope. There’s always light at the tunnel.” He urged students needing support to consult the DBE website for available resources.
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Hendrick Makatena’s insights
Addressing Gauteng Premier Panyaza Lesufi’s “one exam for all” proposal, Makatena provided a pragmatic perspective: “One exam for all will not necessarily address inequality in society. The school that has no resources, somewhere in the village of Malamulele, will not suddenly be the same as a school in Centurion because of the same exams that the two will be writing.”
On the differences between examination systems, Makatena explained: “IEB is more focused on critical thinking and helps learners to become problem solvers… IEB helps in preparing learners for higher education and that is why IEB learners are likely to complete university degrees on record time as opposed to CAPS where only 5 out of 12 students are able to finish on record time.”
Regarding the proposal to increase the pass mark to 50%, Makatena cautioned: “The increase of the pass mark is a good proposal, but the timing is not that great. The reality is that those learners who attend in overcrowded classrooms often find it difficult to cope with learning and teaching because the teacher is not able to reach out to all of them during their lessons. There is a need to level the playfield to ensure that all learners can get equal opportunities.”
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How to cope with the anxiety of waiting for matric results and after receiving them
The period between completing final exams and receiving results can be particularly challenging for students and their families.
Education analyst Dr Corrin Varady notes that research shows students often experience more stress during this waiting period than after receiving their actual results.
“Most importantly, remember that matric is not the end — it is just the beginning,” Varady emphasised.
“If things do not go as hoped, there are plenty of other avenues to success.”
Dr Lauren Martin, Counselling Psychologist and Deputy Dean of Learning and Teaching at the South African College of Applied Psychology (SACAP), reinforces this perspective: “This is not just about academic results. It’s an opportunity to reinforce resilience and adaptability, which are key skills for success in today’s world. There’s so often a build-up of pressures that can make a young person feel that their whole future is hinging on these marks, which is not true.”
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Support and coping strategies
SACAP’s Academic Dean, Dr Jaclyn Lotter, stresses the importance of processing emotions during this time.
“Teens need to know that it’s okay to feel disappointed, angry, or even lost. These emotions are valid,” she says.
“However, what matters is how they move forward. By encouraging open conversations, parents can help their teens unpack these feelings and start exploring practical steps forward.”
Varady suggests students take a strategic approach to both academic preparation and mental wellbeing.
“For those still figuring out their future, aiming for marks that keep a range of options open is the best approach, allowing them flexibility if they change their minds or discover new interests,” he explained.
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Staying productive helps ease anxiety
Experts recommend staying productive during the waiting period through part-time work, volunteering, or exploring personal interests.
Building a support network is crucial — students are encouraged to openly discuss their fears and expectations with friends, family, or trusted teachers.
Dr Martin emphasises the importance of reframing success: “Success can mean pursuing a path that aligns with your passions, values, and skills, even if it’s not a traditional path. By keeping the focus on the way forward and broadening the conversation, parents can help teens see beyond the pressure of a single set of exam results.”
Professional support services are available 24/7 for students and families who need additional assistance during this challenging transition period.
As the class of 2024 prepares to receive their results, the key message from experts remains one of hope and resilience.
This moment, while significant, is just one step in a longer journey of personal and professional growth.
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