EDUCATION NEWS - Thousands of South African matriculants hoping to pursue careers in engineering and other technical fields could find their options limited next year because they do not meet the mathematics requirements for their preferred qualifications.
With the Class of 2026 currently writing their final examinations, the latest mathematics figures highlight the scale of the challenge. In 2025, only 34.1% of matric candidates took mathematics, and just 13.5% of those achieved 60% or higher.
At the same time, South Africa faces a growing need for technically skilled graduates.
Department of Higher Education and Training figures show that engineering graduates from public universities declined from 12 058 in 2014 to 10 805 in 2024 - a drop of more than 10% over the decade.
The department has identified low initial enrolment, partly linked to matric mathematics and science results, as one possible reason for the country falling short of its engineering graduate targets.
The shortage is particularly concerning given South Africa's infrastructure needs. Engineers play a vital role in expanding the electricity grid, improving water systems, modernising transport networks and developing essential infrastructure such as schools, hospitals and housing.
Mathematical skills are also increasingly important in fields such as data science and software development, which underpin business innovation and the growing digital economy.
According to Leon Smalberger, the CEO of the Academic Institute of Excellence (AIE), tertiary institutions need to find more ways to help capable young people access technical education, even when their school results fall short of admission requirements.
Alternative pathways into technical careers
Students who do not achieve the mathematics marks required for their preferred qualifications should not necessarily have to abandon their career ambitions.
One option is to provide alternative, recognised study pathways that allow students to strengthen their academic foundations before progressing to more demanding qualifications.
Foundation programmes can help bridge these gaps by developing essential knowledge and rebuilding students' confidence. AIE, for example, offers foundation programmes in engineering, architecture and information technology to prepare students for further study.
However, such programmes must maintain appropriate academic standards, with progression based on demonstrated competence rather than simply lowering admission requirements.
Support must continue beyond admission
Academic assistance should also extend beyond the initial stages of tertiary education. Students who enter technical programmes with weaker mathematical foundations may need additional tutorials or supplementary modules to help them manage increasingly complex concepts.
Making mathematics more practical could also improve understanding. Students who struggle with abstract concepts such as algebra may find them easier to grasp when applied to real-world engineering calculations, measurements or technical drawings.
Connecting theory to practical applications can help students understand the relevance of mathematics while developing the skills required in their chosen fields.
With engineering graduate numbers already under pressure, South Africa cannot afford to overlook young people who could succeed with the right academic support.
For students, access to alternative pathways could mean the difference between abandoning a career ambition and securing a qualification that offers long-term employment and financial opportunities.
Ensuring that capable young people have a chance to pursue technical careers, even when their matric results fall short of expectations, could also help South Africa address its growing shortage of skilled professionals.
‘We bring you the latest Garden Route, Hessequa, Karoo news’
