The DBE briefed the Portfolio Committee on Basic Education on the recruitment, training and development of teachers in STEM (Science, Technology, Engineering and Mathematics) subjects, as well as strategies for the improvement of learning outcomes in these subjects. The briefing, which took place on 26 November 2024, was led by Ms Simoné Geyer, DDG for Delivery and Support, with the two presentations delivered by Messrs Enoch Rabotapi, Acting DDG for Teacher Development and Seliki Tlhabane, Chief Director for MST and Curriculum Enhancement Programmes.
The Integrated Strategic Planning Framework for Teacher Education and Development is the guideline for the training of teachers in line with the National Development Plan (NDP) 2030: “Teachers must have a good knowledge of the subjects they teach and cognitive competence in the language in which they are required to teach. Subject knowledge particularly needs strengthening in Maths and Science.”
The total number of new Funza Lushaka Bursary Programme recruits for 2023 for MST was 3,519, and 7,875 for STEM for 2022/24. The DBE initiated an investigation on the number and status of Mathematics teachers in the basic education system and found that a total of 159,299 Mathematics teachers were working across all nine provinces. A total of 13 under-performing districts were identified in Mathematics and a teacher capacity building programme was designed, along with face-to-face training, followed by virtual and frequent subject advisor support for Grades 10 and 11. Between 2023/24 a total of 24,680 Mathematics and Science teachers were trained in Provincial Education Departments (PEDs).
The Online Teacher Development Platform (OTDP) developed in 2022 to integrate 21st Century pedagogies and methodologies outlined by the Teacher Development Framework for Digital Learning, is a South African Council for Educators (SACE) accredited platform to coordinate continuing professional teacher development. The target of 25,000 teachers registered by the end of 2023 was exceeded with 28,943 users who completed 28,405 modules by the end of 2023/2024.
The Three Stream Model requires the centralised training of the theory component of the vocational and occupational CAPS and various Technical Subject Specialisations have already been introduced in 550 Technical Schools, and 67 schools are now piloting the Occupational Stream. In addition, teachers were orientated for the implementation of Coding and Robotics in 2026. Mr Rabotapi also highlighted the contribution of international partnerships in respect of teacher training on STEM subjects.
The DBE–French Embassy initiated an Inquiry-Based Science Education (IBSE) project covering 50 schools in 5 districts. The schools received science kits (pitched as Senior Phase) and professional development and support in 2022 and 2023 centrally, and in 2024 training was offered to districts. The LAMAP Project has introduced a hands-on, inquiry approach to teaching Mathematics and Science.
The Chinese Embassy supports the DBE with prizes and the professional development of the National Teaching Awards (NTA) Mathematics winners. In 2023, 24 NTA winners and Mathematics specialists attended professional development in China. This group designed teacher support programmes for Grades 6 and 7, as well as for Grade 10 teachers, delivered virtually.
The DBE and SchoolNet SA’s partnership aims at changing the dialogue around technology in education and advocates for change in leadership as an essential factor in the success of any technology in education initiative in South African schools.
The DBE, PEDs and the five teacher unions (NAPTOSA, NATU, PEU, SADTU and SAOU) entered into a Memorandum of Agreement in July 2012, and the Teacher Union Collaboration (TUC) agreement was established to ensure that teacher unions complement PEDs in their obligation to conduct ongoing teacher development. “Including the DBE initiative, 47,254 teachers were trained in digital skills in 2023/24,” Mr Rabotapi added in concluding his part of the presentation.