The Three Stream Model aims to channel talented learners into the non-academic stream. According to the Project Manager for Marine Sciences, Mathematics, Science and Technology at the DBE, Mr David Silman, the DBE is firmly on track towards guiding the sector towards the implementation of the provisions of the Integrated National Strategy for MST Education (2019-2030).
“This is exemplified by the implementation of the Three Stream Curriculum Model, the introduction of new subjects and the Development of the Focus Schools Programme. The Three Stream Model provides for three distinct schooling pathways: Academic, Vocational and Occupational to lead to increased employability of school leavers and potential entrepreneurs. Learners intent upon studies at universities would follow the academic stream. Currently, most matriculants are enrolled in subjects offered in this stream. Since a relatively small proportion of learners are interested in the disciplines provided for by universities and universities of technology, the need of the majority of matriculants must therefore be met by offerings that conform to the subject areas covered in the Vocational or Occupational streams.
The Vocational Stream is geared toward learners who aspire to become highly skilled technicians and technologists. Artisans such as electricians, plumbers and automotive mechanics are always in short supply. Alongside the three specialised Technical Subject areas of Civil, Mechanical and Electrical Technology and Engineering, Graphics and Design, are the two newly introduced subjects of Technical Mathematics and Technical Science. These two subjects are similar to Mathematics, but they have a content emphasis on the application of Mathematics and are by no means an easy alternative to Mathematics or Physical Sciences. Mr Silman further added that the Occupational Stream caters for learners who would be trained as for example, hairdressers, nail technologists, caterers and childcare providers. The occupational basket of subjects is currently being piloted, and the development of new subject curricula is ongoing.
“Focus Schools, also referred to as Schools of Specialisation, are a visible manifestation of the Three Stream Model and are a legislatively distinct category of public schools that cater to learners with identifiable talents and aptitudes. The three legislated categories of schools in SA are Public Ordinary Schools, the majority of schools in the country. The second category of schools are termed Special Schools for learners with disabilities and other special educational needs. The third category is Focus Schools which are intended for learners with special talents and aptitudes, and there are 12 fields that such schools are designed to address. Every type of workstream can be categorised and placed into these National Qualifications Framework (NQF) organising fields. The description of the types of Focus Schools is consequently derived from these twelve Organizing Fields. There are nine types of Focus Schools in existence or under development as of 2022. However, the types of Focus Schools, defined primarily by their alignment with the NQF Organising Fields, are High Schools providing for Mathematics, Science and High Technology (including Computer Studies); Agriculture; Engineering and Technology; Aviation; Marine and Maritime; Business, Commerce and Management Studies; Services/Hospitality; Schools of Skills; and Sport,” he highlighted.
Mr Silman went on to say that the DBE is addressing the needs of a 21st Century developing economy by innovative development of new subject offerings such as Coding and Robotics and Marine Sciences at FET level. “Currently the DBE is engaged with Aviation and Aerospace agencies to develop a three streams compliant Aviation Studies curriculum. A Mining Studies curriculum and an Entrepreneurship and E-commerce curriculum are also under active development. An Aviation and Aerospace School is to be established at the Stellenbosch airfield in the Western Cape Province, and a Marine and Maritime Focus School is being developed in KZN. These are very exciting developments that will contribute significantly to the attainment of our societal objectives of improving the lives of our people by providing redress of historical inequities through the creation of a skilled and well-trained workforce,” he added.