Mitigating the costs of failure: NSFAS challenges and the need for an undergraduate grade reform in South African universities

Abstract

This paper examines the financial and psychological impacts of the current grade system in South African universities, particularly on students funded by the National Student Financial Aid Scheme (NSFAS). The system, designed to enhance the quality of education by ensuring students grasp core concepts before advancing, often extends the duration of study for student. This extension leads to significant financial burdens, including additional tuition fees, accommodation costs, and subsistence expenses. The rigid structure of grading can prevent students from progressing in their programs, as failing a core module often disqualifies them from taking multiple subsequent modules. The literature review highlights international practices and the unique socio-economic context of South Africa. Findings reveal that the system contributes to high dropout rates, increased student debt, and psychological distress. This paper argues for a reform in the grading system, suggesting a cap at 40% pass, instead of 50% pass for progression at undergraduate level, which would alleviate some of these pressures. Discussions focus on the potential benefits of such a reform, including reduced financial strain on NSFAS, improved student retention, and better mental health outcomes. The conclusion reiterates the necessity of policy changes to create a more equitable and sustainable higher education system. By addressing these challenges, South African universities can ensure that more students complete their degrees in a timely manner, benefiting both the students and the broader economy