DBE has no idea of extent of maths and science teacher shortages
The Department of Basic Education (DBE) does not know the full extent of the shortages of Mathematics, Science and Technology (MST) teachers, according to a reply to a DA parliamentary question.
Having qualified, capable, specialist maths and science teachers in every classroom is critical to improving our learners' poor maths and science performance. The DBE's lack of data in essence implies that they cannot adequately plan to address maths and science teacher shortages, and turn around the poor MST results.
This is highly concerning given the crisis of poor quality maths and science education in South Africa as illustrated by various reports:
- The World Economic Forum (WEF) Global Information Report 2013 ranks South Africa's maths and science education second last in the world. It further ranked the quality of our education system 140 out of 144 countries assessed;
- Only 2% of Grade 9 learners are functionally numerate - 92% of Grade 9's scored less than 30% on the test according to the 2012 Annual National Assessment;
- In 2011, the Trends in International Mathematics and Science Study (TIMSS) showed that South African learners have the lowest performance among all 21 middle-income countries that participated;
- According to the Southern and Eastern African Consortium for Monitoring Educational Quality Survey (SACMEQIII), many South African mathematics teachers are ill-equipped and lack the knowledge to teach learners adequately; and
- The National School Effectiveness Study tested numeracy levels of learners in 266 schools in Grades 3, 4 and 5, using a Grade 3 test as the measure. In Grade 4, learners scored an average of 27% on the Grade 3 numeracy test.
We cannot underestimate the value of good maths and science teachers in every classroom. Various reports such as the recent NEEDU Report highlighted that teachers lack subject knowledge and the capacity to effectively impart what knowledge they have.