This article argues that the exponential increases in the Grade 12 (Matriculation) passes post 1994 do not necessarily translate to quality because of the low performance norms and standards set for passing Grade 12. It further calls for a serious reflection and interrogation of existing policies on performance, benchmarks, teacher education programmes, school leadership and governance in a highly unionized school environment. An overhaul of the provisioning and management modalities is required to enhance South Africa"s competitiveness in the knowledge economy.