Basic Education Deputy Minister, Dr Reginah Mhaule, accompanied by Acting DG, Dr Granville Whittle and senior DBE officials, virtually briefed the Basic Education Portfolio Committee on strategies and interventions on Improving Performance and Participation in Mathematics, Science and Technology (MST) Subjects. The virtual briefing took place on 17 May 2022, in two parts: Part A was presented by Mr Seliki Tlhabane, Chief Director for MST and Curriculum Enhancement Programmes on Curriculum and the Integrated National Strategy for MST Education (2019-2030), whilst Part B was presented by Mr Enoch Rabotapi, Chief Director for the National Institute for Curriculum and Professional Development on MST and Teacher Development, along with a summary of Mathematics and Science Programmes for 2021/22 and Capacity Programmes for 2022/23.
Mr Tlhabane said that underperformance of Mathematics and Physical Science subjects at all levels and low participation in Technology subjects across Provincial Education Departments (PEDs) remain a challenge. He added that the DBE has reviewed and finalised the Integrated National Strategy for MST Education (2019-2030) in collaboration with the Department of Higher Education, Science and Innovation. All nine PEDs have developed MST Implementation Plans with high impact interventions prioritising their provincial context in terms of MST Grant Schools; Skills for a Changing World; Coding and Robotics; the Three Stream Model (Occupational Subjects); and Focus Schools with targets for each MST Subject (Grade R-12), prioritising exit grades in all 22 subjects, to improve participation and performance of MST subjects. High impact interventions include: the establishment of MST Directorates and Institutes in provinces; the continuous review of MST curriculum offerings responding to the skills required for the Fourth Industrial Revolution in both GET and FET; the introduction of skills required for the 21st Century in line with Science, Technology, Engineering and Mathematics (STEM); Teacher Development; and relevant intervention programmes to improve participation and performance.
In respect of Physical Science, there has been a gradual improvement in results from 2015 – 2019, with a slight drop in 2020 – 2021 due to the COVID-19 pandemic. On the topic of Technical subjects, one of the targets set for 2014 was to produce 10,000 artisans per year. This target has not been met and can only be met with concerted effort and adequate funding. The National Planning Commission proposes a target of 30,000 by 2030. Currently, the participation rates in these subjects are also low. According to Mr Tlhabane, part of the curriculum recovery programme, in line with international standards, is for the curriculum to be trimmed to ensure deep, fundamental understanding.
According to Mr Rabotapi, some MST teachers are not suitably qualified since they have not majored in the subjects that they teach. There is a shortage of MST subject advisors, and this shortage is unevenly spread across provinces. In view of the weaknesses in Senior Phase Mathematics and Science, the Teacher Development Implementation (TDI) planned a Grade 8 & 9 teachers’ capacity building programme implemented in 14 districts in September 2021. The programme had three sub-components: Training Manual Development; The Veedo Training Platform; and Training Facilitation. As part of its partnership arrangement, Teacher Development has partnered with the National Education Collaboration Trust (NECT), the Chinese and French Embassies and other partners to deliver teacher development programmes. Lessons learned from these partnership approaches will be used to strengthen our in-house programmes. An Online Teacher Development (TD) Platform has been developed to drive self-directed learning by teachers. Six impact assessment tools have been developed to measure the impact of TD programmes. These are generic tools that can be adapted at any level of the system.
The key areas for focus going forward will be: Piloting the implementation of the TD online platform; Promoting and supporting the Implementation of Teacher Diagnostic Assessments; Provisioning of support to teachers in acquiring and implementing skills for a changing world; Strengthening the functionality of Teacher Development Centres to support key MST subjects; and Promoting and supporting the implementation of tools for impact assessment.
Basic Education Portfolio Committee Chairperson, Ms Bongiwe Mbingo-Gigaba, noted the report, indicating that, “the low participation rates in MST subjects is a cause for concern and additional interventions should be explored for foundations to be strengthened”.