National Strategy for Mathematics, Science and Technology Education (NSMSTE)

1. National Strategy for Mathematics, Science and Technology Education (NSMSTE) Presented to Portfolio Committee on Education 03 February 2004

2. Purpose To brief the Portfolio Committee on Education on: • progress made in the implementation of the NSMSTE (National Strategy for Mathematics, Science and Technology Education); and • Cabinet’s response to the proposed strategies for consolidating, deepening and widening the NMSTE.

3. The Inherited Legacy • South Africa inherited a mathematics, science and technology education system lagging behind other countries in the production of sufficient numbers of science and engineering graduates: • The proportion of natural science and engineering graduates is less than half that of countries such as Chile, Cuba and Brazil; • Only 1.6% of chartered accountants, 2.4% of engineers, 1.6% of dentists, 7.5% of medical doctors and 2.4% of actuaries are African;

4. The Inherited Legacy • A poor output of mathematics and science grade 12 graduates; • A vicious cycle of undersupply of qualified mathematics, science teachers; • Mathematics and Science graduates attracted to other professions in the private sector; • Lack of financial support to attract quality grade 12 graduates into the teaching profession; and • Insufficient facilities and resources hampering effective learning and teaching.

5. President Thabo Mbeki’s State of the Nation Address (2000) ‘Special attention will need to be given to the compelling evidence that thecountry has a critical shortage of mathematics, science and language teachers,and to the demands of the new information and communicationtechnologies.’

6. National Strategy for Mathematics, Science and Technology Education in General and Further Education and Training Band The Ministry Launched the National Strategy for Mathematics, Science and Technology Education in 2001 to: • Raise participation and performance by historically disadvantaged learners in Senior Certificate Mathematic and Physical Science; • Increase and enhance the human resource capacity to deliver quality mathematics, science and technology education; and • Provide high quality mathematics, science and technology education for learners taking the first General and Further Education and Training Certificates.

7. Deliverables • Increased participation and performance by the historically disadvantaged Senior Certificate Mathematics and Physical Science learners through: • Dedicated mathematics and science schools – in order to deploy limited resources to a few, under-resourced but functioning schools; • Improved proficiency in the use of the language of learning and teaching mainly English Second Language; • Adequate supply of learning support materials; and • Increased participation and performance by girls. • High-quality curricula for those taking the first GETC and FETC

8. Deliverables (continued…) • Increased and enhancing human resource capacity through: • Adequate supply of qualified and competent mathematics and science educators; • Upgrading of under-qualified and unqualified educators; and • Incentives for attracting students to train as educators in mathematics, science and technology. • Increased Community Support • Research to support and inform the Strategy

9. Senior Certificate Enrolments

10. System-wide Performance in Mathematics & Physical Science • The graph shows the number of learners who passed Mathematics and Physical Science at national level. It shows that the number of passes have been increasing even though the returns are higher for Physical Science than Mathematics

11. Progress: Dedicated Schools • The graph shows Mathematics performance in the Dedicated Schools. It shows continuous improvement in both participation and performance at higher and standard grades

12. System-wide Girl Learner Performance in Mathematics (HG) • The graph shows a higher enrolments for Mathematics (HG) by males. This trend of girl enrolments also applies to Mathematics (SG). Higher Grade enrolments and performance for Physical Science have been increasing for both boys and girls. While the number of SG enrolments decrease, the number of SG passes increase. • In the Dedicated Schools, more girls consistently enrolled for both subjects but girl learner performance has consistently been lower than their male counterparts

13. SUBJECT MATHEMATICS (HG ) WROTE PASSED PROVINCE M F T M F T % E/CAPE 360 276 636 311 243 554 87.1 FS 372 141 513 335 125 460 89.7 GP 1 075 622 1 697 901 521 1 422 83.8 KZN 2 231 1 597 3 828 1 877 1 310 3 187 83.2 LP 2 817 2 201 5 018 2 296 1 720 4 016 80.0 MP 689 296 985 543 205 748 75.9 NC 36 12 48 32 10 42 87.5 NW 587 294 881 550 270 820 93.1 WC 116 70 186 110 69 179 96.2 System Performance-Africans

14. Progress: Continued • Human Resource Development • 1000 MSTE educators trained through ACE and NPDE; • National Student Financial Aid Scheme made available to needy students; • Annual Autumn Clinics; • Teacher Exchange Programme sending 60 students abroad per year commencing in 2003; • Cuban Tutor Programme that commenced in 2003 to provide professional support to Dedicated Schools; • Incentive scheme – Most Improved Schools Awards • National Curriculum Statements Grades R-9 and 10-12 declared policy • Community Support – Private sector, NGOs, higher education institutions & international community • Research – analysis of results and database of dedicated schools

15. Strategies for consolidating, deepening and widenening the impact of the NSMSTE • Improving the language of teaching and learning mathematics, science and technology • Placing in every Mathematics, Science and Technology classroom a qualified and competent teacher • Setting performance targets for all mathematics, science and technology schools; especially for African and girl learners • Making interactive digital content on mathematics, science and technology available via satellite, television, internet multimedia, print supplements and the portal

16. Strategies (continued…) • Identifying and nurturing talent and potential in mathematics, science and technology • Evaluating and regulating programmes operating in and out of school to ensure broader equity, access and quality • Entering into partnerships with relevant stakeholders to raise the required resources and mobilise technical support and expertise • Strengthening cooperation between the Departments of Science and Technology, and Education in the objectives of the Strategy