The Impact of the Maths & Science Teaching Crisis on Students

STEM subjects, such as Maths and Science, have long faced a challenge due to a lack of qualified teachers. This has led to a small number of learners passing these crucial subjects. Recent studies have shown that many high school mathematics and science head teachers lack suitable qualifications in these fields, with most of them having majored in history or geography instead. This shortage of qualified teachers and teaching methods may explain the decline in learner performance in STEM subjects.

According to a study presented to parliament, only 43.3% of high school Maths and Science Heads of Departments are equipped to provide adequate support to teachers. This finding, along with the requirement of a 30% maths pass rate, has been identified as a major reason why South Africans struggle to graduate with STEM subjects.

Dr Corrin Varady, CEO of ed-tech platform IDEA, believes that the focus on passing rates, particularly in maths and science, within the basic education system is part of the problem. Varady argues that there needs to be a greater effort to promote higher education rights and develop highly qualified individuals.

While there has been a movement suggesting that students should be allowed to opt out of Maths and Science if they are not performing well, Varady stresses the importance of these subjects. She states that Maths and Science provide the higher-order thinking processes that we will need later in life.

Varady believes that even if teachers do not have a strong subject matter knowledge, they can still make a difference with their teaching styles. By focusing on fantastic teaching methods, teachers can help fill the gap caused by the shortage of qualified teachers and improve the country’s current shortage in STEM subjects.

Basic Education Minister, Angie Motshekga, acknowledges the challenges faced in developing maths and science over the years. However, she has taken steps to address the issue by redirecting some funds from the Funza Lushaka Bursary Scheme towards maths and science. Additionally, Motshekga emphasizes that the department is responsible for teacher development in the Higher Education sector.

Conclusion

The shortage of qualified teachers and teaching methods in maths and science has resulted in a decline in learner performance in STEM subjects. Efforts need to be made to promote higher education rights and develop highly qualified individuals. By focusing on fantastic teaching methods, teachers can help bridge the gap caused by the shortage of qualified teachers. The government has also taken steps to address the issue by redirecting funds towards maths and science and prioritizing teacher development in the Higher Education sector.