mathematics, science and technology mst education in get & … · (dinaledi schools) lolt -...

National Strategy for Mathematics, Science and Technology

MST Education in GET & FET (2019-2030)

6 August 2018Premier Hotel, OR Tambo

STEM Education Discussion Forum led by proSET of the NSTF, in collaboration with Ukuqonda Institute

Presentation Outline1. Background of the National Strategy on MST

Education in GET and FET

2. National Development Plan Goals (2011)

3. MST Ministerial Task Team Recommendations(2013)

4. Revised National Strategy for Mathematics,Science and Technology Education in GET & FET(June 2001)

5. MST Education Strategy Implementation Plan– Participation and Performance Targets

– High Impact Activities & Interventions

– Mathematics Framework

– Short, Medium and Long Term Plans

Background

of the National Strategy on

MST Education in

GET and FET

Revised National Strategy for

Mathematics, Science and Technology

Education in GET & FET

(2001)(Dinaledi Schools)

MST Integrated Framework

DST/DBE/DHET

2014

Reviewed

MST Education Strategy

2019-2030

MST Implementation

Plan

2005

National Development

Plan (NDP)

2011

CAPS

2012

MST Ministerial Task Team

Report

2013

National Strategy for Mathematics, Science and Technology Education in GET & FET (June 2001)

Reconstruction and Development Programme (RDP)

❑ Identified the development of South Africa’s

Human Resource as key to the Growth and

Reconstruction of Society;

❑ President Thabo Mbeki, in his state of nation

addresses during the opening of parliament in

2000 and 2001, emphasised the Centrality of

Mathematics & Science as part of our

Human Resource Development Strategy

(Page 7)

❑ Dedicated Maths & Science Schools

(Dinaledi Schools)❖ LoLT - Strengthen the teaching of English

(First Additional Language) FAL

❖ Special incentives for GIRLS to study Maths &

Science

❖ Supply of competent MST teachers

❖ Incentives for attracting students to train as

Teachers in MST Education

Consolidating, Deepening, and Widening the National Strategy for Mathematics, Science and Technology Education

Implementation Plan (2005-2009):Guiding Principles

• Systemic covering of all the different

levels from Reception Year to Higher

Education;

• Integration of Technology into Teaching

and Learning and Management;

• Improvement of LoLT (English FAL);

• Assignment of Responsibilities and

Indication of the level of the system

responsible for improving

Accountability; and

• Schools will be expected to produce

Results that match the Resources

and the level of attention invested(Cabinet, January 2004)

Implementation Plan for the National Strategy for MST Education in GET and FET• The first thrust - participation and performance by

historically disadvantaged learners, receives most ofthe attention, with shortcomings in the dedicatedschools strategy being a principal concern;

• Acknowledged that Technology Education was notpromoted effectively;

• The document also introduces new terminology:Pillars replaced Thrusts in defining the followingimplementation strategies:A. Improving of Participation and Performance of Girl

Learners.

B. Support for Teaching and Learning.

C. Teacher Development.

D. Provision of Resources.

National Development Plan

(NDP) Goals (2011)

Increase the Number of Students Eligible to Study Mathematics and Sciences at University

• The Commission proposes a target for 2030 of 450 000

learners being eligible for a bachelor's programme with

Mathematics and Physical Sciences.

• Action is required throughout the education system, but

particularly in Early Childhood Development (ECD),

given that the cohort that will enter university in 2030

started Grade 1 in 2018.

• Consideration should be given to expanding the Dinaledi

Schools Initiative, which increases access to

Mathematics and Physical Sciences in underprivileged

schools.

(National Development Plan, Chapter 9, page 305)

Mathematics Achievement at

50% and Above (2017)

Physical Sciences Achievement at

50% and Above (2017)

Improving Literacy, Numeracy/Mathematics and Science Outcomes

• The Commission proposes that 90

percent of learners in grades 3, 6 and 9

must achieve 50 percent or more in the

Annual National Assessments in these

subjects (languages, numeracy and

science).


Grade 3 ANA Performance in 2013 and 2014

ProvinceAverage Mark (%)

Acceptable

Achievement (≥ 50%)

2013 2014 2013 2014

EC 50.6 52.2 54.9 58.1

FS 54.9 58.5 63.2 71.0

GP 58.9 60.7 69.6 73.4

KZN 55.5 59.1 64 70.9

LP 45.5 46.8 44.4 48.7

MP 47.8 52.5 50.2 60.3

NC 50.5 53.3 54.0 60.3

NW 49.1 49.3 51.9 53.5

WC 57.4 60.5 66.0 72.6

National 53.1 55.5 59.1 64.5

In the ANA 2014, only Gauteng and Western Cape had reached the 60%

average mark, with Free State in third place with an average mark of 58,5%.

Grade 6 ANA Performance in 2013 and 2014


Acceptable

Achievement (≥ 50%)

2013 2014 2013 2014

EC 33.0 36.8 16.2 23.3

FS 40.0 47.7 26.5 44.0

GP 44.7 51.1 38.4 51.7

KZN 41.2 43.8 30.4 36.4

LP 32.9 35.3 15.3 21.3

MP 33.6 39.9 16.1 27.0

NC 35.6 39.3 20.5 28.2

NW 36.5 38.8 20.8 26.6

WC 44.9 50.9 37.7 50.9

National 39.0 43.1 26.5 35.4

Achievement of learners in Grade 6 was at an average of 43,1% in the ANA

2014, with provinces showing improvement from the ANA 2013 – Gauteng

leading at 51,1%, followed by Western Cape at 50,9% and Free State at

47,7%

Grade 9 ANA Achievement in 2013 and 2014

The analysis of the quality of learner performance (≥ 𝟓𝟎%) revealed an average

performance of 3.4% and 2.9% in 2013 and 2014 respectively. Although these

performance levels are alarmingly low, there were five provinces that performed

below the national average in 2013 and four in 2014. Western Cape Province is

the better performing province, followed by Gauteng and Free State.


Acceptable Achievement

(≥ 50%)

2013 2014 2013 2014

EC 15.8 13.3 3.3 3.3

FS 15.3 12.9 4.1 4.0

GP 15.9 12.4 5.2 4.0

KZN 14.4 10.7 3.4 2.9

LP 9.0 5.9 0.9 0.7

MP 13.7 11.3 1.8 1.9

NC 12.6 9.7 2.4 2.5

NW 13.3 10.6 2.3 1.4

WC 17 13.0 7.2 6.2

National 13.9 10.8 3.4 2.9

Annual National Assessments

• At the end of 2014…

– Grade 3 (55,5%),

– Grade 6 (43,1%),

– Grade 9 (10,9%),

• Learner Performance had not reached the NDP target that envisages “90 percent of learners in Grades 3 (64.5%), Grade 6 (35.4%), and Grade 9 (2,9%) achieving 50 percent or morein the Annual National Assessments”

Improve Performance in International Comparative Studies

• The Department of Basic Education aims to improveSouth Africa's average Southern and East AfricanConsortium for Monitoring Education Quality(SACMEQ) results for Grade 6 languages andMathematics from 495 to 600 points by 2022.

• And to improve average grade 8 (9) scores in theTrends in Mathematics and Science Study (TIMSS)from 264 to 420 points by 2023.

• The Commission proposes that grade 8 scores inthe round of TIMSS closest to 2030 should reach500 points.


National Strategy for MSTEducation:

Progress in TIMSS

TIMMS progress

• Grade 9 learners in Mathematics in the Trends in International Mathematics and Science Study (TIMSS)

• Baseline 352 (2011)

• Achievement 361 (2015)

• First time South Africa participated in TIMSS at the Grade 5

Maths.

• South Africa has shown the largest improvement-– 87 points in Maths

– 90 points in Science

• Gauteng achieved the highest scores in the country-– Maths: 408 and Science: 405

• Eastern Cape has the lowest scores, – Maths: 346 and Science:328

MATHEMATICS SCIENCE

Grade 5 Maths

2015: 376 (3.4)

Grade 9 Maths

2015: 361 (4.5)

2011: 352 (2.5)

2003: 285 (4.2)

Grade 9 Science

2015: 358 (5.6)

2011: 332 (3.7)

2003: 268 (5.5)

2015 Grade 5 Provincial Mathematics Performance

441420

384 376 373 373 367 355 344 343

0

50

100

150

200

250

300

350

400

450

500

WC GP MP SA NC FS KZ NW LP EC

Difference between the

highest and lowest

performing provinces is

98 points

Grade 9 TIMSSPerformance by Province, 2015

408391

370 369 367 364 361 354 346

405388

348 352 351 356 339 335 328

0

50

100

150

200

250

300

350

400

450

GT WC MP KZ FS NC LP NW EC

Ach

iev

em

en

t sc

ore

Mathematics Science

2015 TIMSS

There is progress made which is evident in the TIMSS analysis whichreflects a significant increase in the number of learners performing aboveminimum level of competence particularly in Mathematics and Sciencefrom 2003 to 2015.

National Strategy for MST Education:

Progress in SACMEQ

READING SCORES IN SACMEQ IV

CountriesReading Score

SACMEQ IV SE S IV – SIII (diff)

1. Seychelles 608.9 11.43 33.9

2. Mauritius 587.8 5.25 13.8

3. Kenya 577.6 5.17 34.6

4. Swaziland 570.1 3.36 21.1

5. Botswana 567.1 5.18 32.1

6. South Africa 538.3 4.26 43.3

7. Namibia 537.8 2.90 40.8

8. Zanzibar 525.7 2.84 -8.3

9. Uganda 512.0 4.48 33

10. Lesotho 510.7 3.89 42.7

11. Zimbabwe 508.4 5.50 0.4

12. Malawi 457.7 3.91 23.7

13. Zambia 456.1 3.88 22.1

SACMEQ 513.3 1.90

MATH SCORES IN SACMEQ IV

CountriesMathematics score

SACMEQ IV SE S IV – SIII (diff)

1. Mauritius 644.1 6.71 21.1

2. Kenya 608.1 5.35 51.1

3. Seychelles 599.1 8.24 48.1

4. Swaziland 577.6 3.11 36.6

5. Botswana 562.9 4.31 41.9

6. South Africa 551.5 4.05 56.5

7. Zimbabwe 524.1 5.25 4.1

8. Uganda 523.2 4.23 41.2

9. Namibia 522.4 2.53 51.4

10. Lesotho 513.5 2.99 36.5

11. Zanzibar 498.6 2.29 12.6

12. Malawi 479.2 2.76 32.2

13. Zambia 477.3 3.08 42.3

SACMEQ IV 523.5 1.61

TEACHER SCORES IN SACMEQ IV

S4 CountryReading Scores

S4 CountryMathematics Scores

Mean SE Mean SE

Seychelles 790.9 14.42 Kenya 927.2 8.34

Zimbabwe 769.1 4.34 Zimbabwe 872.5 5.49

Kenya 744.9 7.30 Uganda 844.9 6.15

Botswana 739.9 3.76 Swaziland 821.7 7.67

Swaziland 729.6 5.54 Seychelles 812.0 19.75

South Africa 726.6 4.94 Botswana 793.9 5.60

Namibia 718.3 3.94 South Africa 780.5 7.18

Zambia 716.8 4.95 Namibia 774.1 6.63

Uganda 696.8 5.03 Malawi 750.2 9.96

Malawi 694.1 7.18 Zambia 732.0 6.99

Lesotho 692.4 4.62 Lesotho 711.5 9.04

Zanzibar 687.5 4.54 Zanzibar 708.9 6.04

Mauritius x x Mauritius x x

SACMEQ IV 720.6 2.06 SACMEQ IV 777.1 3.03

SACMEQ: OVERALL ACHIEVEMENT TRENDS

Overall Mean Scores – Maths & Reading

0

5

10

15

20

25

30

35

40

45

50

L1 L2 L3 L4 L5 L6 L7 L8

Rural Urban

SACMEQ IV Project Report, Aug 2017:

Mathematics Competencies of Grade 6 Learners in 2013:

Comparison between Rural Schools and Urban Schools

MST Ministerial Task Team

Recommendations (2013)

MST Ministerial Task Team Report (2013)In 2013, the Minister appointed a Task Team

(MTT) to conduct an investigation into the

implementation of the National Strategy for


Education in GET & FET (2001)

The recommendations were presented at

the 1st MST Roundtable (June 2013):• Review of the National Strategy to align with

Sector Plan and NDP Goals

• Establishment of a dedicated MST Office in the

Department;

• A focused Teacher Development and Support

Programme;

• Norms and Standards for a Resource

Provisioning and Management Programme;

and

• Strengthening and re-orientation of the Dinaledi

Programme

Revised

National Strategy for

Mathematics, Science and

Technology Education in

GET & FET (2019-2030)

Po

vert

y a

nd

In

eq

uali

ty

National Development Plan (NDP) Prioritisation & Accountability

Un

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NDP Goals (2030) Number of learners achieving more than 50% in Literacy and Mathematics; 90% of Grade 3,6 and 9 obtaining more than 50% in National Assessments

Learners qualifying to study towards Maths and Science to 450 000; Artisans produced: 30 000 per year; & Increase Participation Rates in FET Colleges to 25%;

MS

T S

trate

gy

(20

01

)

Vision

Inspired Learners Equipped with Mathematics, Science and Technology Competencies to meet the Growing Demands of a Changing World.

Pro

vid

ing

ap

pro

pri

ate

ed

uc

ati

on

al

ma

teri

al

an

d t

rain

ing

;

Mission Increase Learner Participation and Improve Performance of Learners (Grade R – 12) in Mathematics, Science and Technology (MST) by 2030

Mo

bilis

ing

pa

rtne

rsh

ips

to e

nh

an

ce

lea

rnin

g o

utc

om

es

Eff

ecti

ve u

se o

f A

cti

on

Researc

hes/P

ilo

t B

ased

Acti

vit

ies f

or

wid

er

ap

plicati

on

s

School S

ubje

ct P

rofile

s (

Cre

ating F

ocu

sed S

chools

for

Technolo

gy a

nd O

ccupational

Subje

cts

)

Pre-Conditions for Successful Implementation Operational Structural Alignment between DBE and PEDS (Establishment of MST Directorate/Institute)

Development of a Master Plan based on Benchmarks reflected in the NDP with dedicated Budgets/Resources and Timeframes

Mo

bilis

ing

pa

rtne

rsh

ips

to e

nh

an

ce

lea

rnin

g o

utc

om

es

Str

ate

gic

Aim

3

To

Im

pro

ve

Pro

vis

ion

, M

an

ag

em

en

t a

nd

Eff

ec

tiv

e

Uti

liza

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f R

es

ou

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s

Strategic Aim 1 To Provide Quality Learning for all Learners through Relevant MST Curriculum and

MST Interventions

Stra

teg

ic A

im 4

T

o Im

pro

ve

Pa

rtne

rsh

ip to

En

ha

nc

e Q

ua

lity M

ST

Ed

uc

atio

n G

oa

ls

Incre

ase

Pro

vis

ion

of

Re

so

urc

es

Imp

rove

Ma

na

ge

me

nt

of

Pro

vis

ion

of

Re

so

urc

es

Goals Strengthen the MST Curriculum Responding to the

Skills Needed for a Changing World Strengthen Learners’ Motivation and Awareness

Go

als

E

sta

blis

h N

etw

ork

s to

Enhance S

usta

inable

M

ulti-D

iscip

linary

Sta

kehold

er P

artn

ers

hip

s

inclu

din

g c

oopera

tion in

School B

ase

d

Develo

pm

ents

ls

Stre

ngth

enin

g In

tern

atio

nal N

etw

ork

s to

Add

Valu

e to

MS

T P

rogra

ms

Outputs

Activities

Classroom

Goals Improve Management of MST Teacher Demand,

Supply and Utilization Improve Teacher Capacity, Development and

Support

Strategic Aim 2 To improve Teacher Demand, Supply, Utilization, Development and Support

Principle of Prioritisation (Customisation) Principle of Monitoring, Evaluation and Accountability

Updating Curriculum Content to enhance Innovation, Creativity and Implementation Methods in response to Societal Needs; Developing adequate mechanism to respond to Teacher Demand, Supply, Utilization, Development and Support;

MTT Challenges Alignment between National and Provincial Plans/activities; CAPS Implementation; Annual National Assessment; Lack of District capacity To Support, Coordinate, Monitor and Evaluate MST;

Inadequate quality of MST Teachers; Urban and Multigrade Schools; Language of Learning; Use of ICTs; Lack of Co-ordination with other State Departments

Economy

NDP

Reduce Unemployment

Eradicate Poverty

Develop the Economy

Principles of Prioritisation

and Accountability

MST Strategy(2001)NDP Goals (2030)Learners qualifying to study towards Mathematics and Physical Sciences to 450 000;Artisans produced: 30 000 per year;Number of learners achieving more than 50% in Mathematics;Increase participation rates in TVET Colleges to 25%;90% of Grade 3,6 and 9 obtaining more than 50% in national assessment.MTT ChallengesAlignment between National and Provincial Plans/activities;Effective CAPS Implementation;Annual National Assessment;Lack of District Capacity to support, coordinate, monitor and evaluate MSTInadequate quality of MST Teachers;Rural and Multigrade SchoolsLanguage of LearningUse of ICTsLack of Co-ordination with other State Departments.Other Relevant Acts and PoliciesWhite Paper 1 on Transformation;White Paper 6 on Inclusive EducationAction Plan 2014: Framework for Teacher Education

VISIONInspired Learners Equipped with


Competencies to meet the growing

demands of a Changing World.

MissionIncrease learner participation and

improve performance of learners from

Birth to Grade 12 in Mathematics, Science

and Technology (MST) by:

• Updating curriculum contents to

enhance innovation, creativity and

implementation methods in response to

societal needs;

• Developing adequate mechanism to

respond to Teacher Demand, Supply,

Utilisation, Development and Support;

• Providing appropriate educational

material and training;

• Mobilising partnerships to enhance

learning outcomes

Pre-conditions for successful Implementation)

• Operational Structural alignment between DBE and PEDS

(Establishment of MST Directorate/Institute)

• Development of a master plan based on benchmarks

reflected in the National Development Plan with dedicated

Budgets/Resources and Timeframes

• Effective use of Action Researchers/Pilot Based Activities

for wider applications

• School Subject Profiles (Creating Focused Schools for

Technology and Occupational Subjects through

revolutionary process)

• Capacitation of Subject Advisory Service to provide

leadership for teaching methodology for4th industrial

revolution.

• Principle of Prioritisation (Customisation)

• Principle of Monitoring, Evaluation and Accountability

(evidence based and data driven).

• Develop agreement on roles and accountability of DBE and

State Depts, Unions, Academia and Business towards the

realisation of the goals of MST Strategy

• Particular attention should be given to the expansion of

Focused schools of learning to promote:

• Agriculture

• Technology/Occupational Subjects

• Arts as a methodology of teaching

Effective use

of Action

Researchers/

Pilot Based

Activities for

wider

Applications

Evaluating existing pilots on MST Education with a view to

expanding activities that have great potential of enhancing

learning and teaching including compiling successful “Case

Studies” on Interventions related to resources, procurement

and/or management (e.g. implementation of MST

Conditional Grant)

A collective agreement with DBE and other relevant

Departments, Unions, Academia and Business on their

roles in supporting and being accountable for the realisation

of the goals of the MST Strategy.

Identifying critical curriculum needs to support Academic,

Technical and Occupational Skills to enhance the quality

of Teaching and Learning in the MST subjects.

Reviewing the existing Post Provisioning Norms to make

provisions for additional MST teachers in under resourced

schools, Multi-Grade Schools and Focused MST

Schools; Research and acceleration of implementation of

Models similar to the Three Streams Model;

Clarifying the Language of Learning and Teaching of the

MST education in Foundation Phase and schooling in

general

Identifying and promoting IKS (Indigenous Knowledge

System) based on researches done in Africa for possible

integration into MST Education

Developing creative teaching methodologies through the

integration of Arts and ICTs in the teaching of Mathematics,

Science, Technology and Engineering across the curriculum

would further enhance the methodology for the promotion of

the softer skills.

Developing and promoting a wider range of subjects related

to Engineering including Civil Engineering, Electrical

Engineering, Mechanical engineering and other related

areas.

Research methodologies and mechanisms to attract the

best teachers to work in rural schools.

Quality Learning and Teaching

Relevant Curriculum taught by

competent and professionally

qualified teachers with the

necessary resources to

Inspire and equip learners with

competencies for the demands of

a changing world.Social justice, Information, creativity,

problem solving, initiation, responsibility,

endurance, utilization, collaboration,

negotiation, globalization, artistic.

CLASSROOM

Strategic Aim 1To Provide Quality Learning for All Learners through Relevant

MST Curriculum and Interventions

Goal 1

Strengthen MST curriculum to

respond to the skills needed for a

changing world with specific

reference to the

4th Industrial Revolution and taking

cognisance of Arts and ICTs

across the curriculum.

Output 1

Address the status of the MST subjects

(Futuristic vision)

Output 2

Strengthening the grounding of MST subjects in the

ECD - G12 to align the curriculum of MST subjects to

further technical, occupational and professional

career pathways

Output 3

Ensure quality performance in MST subjects.

Goal 2

Strengthen Learners Motivation

and Awareness

Output 4

Increase learner participation from historically

under-represented groups

Output 5

Provide opportunities in learning of MST subjects to

improve learner motivation and encourage

participation and learning. (Focus on Skills for the

4th Industrial Revolution

Strategic Aim 2To Improve Teacher Demand, Supply, Utilization, Development and Support

Goal 3:

Improve Management of

MST Teacher Demand, Supply

and Utilisation

Output 6

Support Recruitment and Training of New, High

Quality MST Teachers

Output 7

Strengthen Retention of MST Teachers

Output 8

Improve synergy between pre-service teacher

training programmes and school curriculum

Goal 4

Improve Teacher Capacity,

Development and Support

Output 9

Support Continuous Professional Development

(CPU) of teachers to respond to the needs of the

4th Industrial Revolution.

Output 10

Enhance support to increase teachers’

confidence in MST pedagogics (focus on skills for

the 4th Industrial Revolution) and Assessment

Strategic Aim 3To Improve Provision, Management and Effective Utilisation of Resources

Goal 5

Increase Provision of Resources

Linking with MST Curriculum

Output 11

Facilitate development and

distribution of Additional Resources

linking with MST Curriculum

Goal 6

Improve Management of Provision

of Resources

Output 12

Improve Effective Management and

Monitoring of the

MST Conditional Grant

Strategic Aim 4To Improve Partnership to Enhance Quality MST Education

Goal 7

Establish Networks to Enhance

Sustainable Multi-Disciplinary

Stakeholder Partnerships

Output 13

Establish/enhance sustainable

multi-stakeholder partnerships and

collaborate with various institutions

including NECT, DST, DHET and SETAs

Goal 8

Strengthening International

Networks to Add Value to MST

Programs

Output 14

Strengthening Networking to Learn

from International Experiences in

MST Education

MST Education Strategy

Implementation Plan

Revised MST Education Strategy

(2019-2030)

Inspired Learners Equipped with Mathematics, Science and

Technology Competencies to meet the growing demands of a

Changing World.

NDP MTT

Recommendations4th Industrial

Revolution

Other

Departmental

Policies

Establishment and Capacitation of Well-Resourced Schools for

Academic, Technical and Occupational Subjects at an Accelerated Pace

in line with International Trends and Standards .

MST Education Strategy: Strategic Structure/Approach

Inspired Learners Equipped with


Competencies to meet the growing demands

of a Changing World.

Strategic Aim1To Provide Quality

Learning for All Learners through

Relevant MST Curriculum and Interventions

Strategic Aim2To improve

Teacher Demand, Supply,

Utilization, Development and Support

Strategic Aim3To Improve Provision,

Management and Effective Utilization of

Resources

Strategic Aim4To Improve

Partnership to Enhance Quality MST Education

“Strong foundation of competencies on MST subjects” “Up-to-date/Real Life based MST Education”

Research Monitoring and Evaluation

INTENDED CURRICULUM (Research, Policy Development, Planning. • National Curriculum: Academic; Technical and Occupational

subjects including LSED.

• Substantially increase Focused Schools including Technical and Occupational schools of learning

• Provision for differentiated PPN for Rural and Multi-grade Schools.

• Provision of guidelines for textbooks, guides, equipment and facilities.

• Develop Norms and Standards for capacity to support, monitor and evaluate MST Programmes

• Develop Norms and Standards for operational structures to ensure alignment across National and Provincial Education Departments.

• Develop comprehensive teacher development programmes based on Content, methodology and problem solving

• Provide targets (benchmarks) for National and Provincial Education Departments.

IMPLEMENTED CURRICULUM (Implementation)

• All learners have textbooks, guides for all subjects.

• Competent and professionally qualified teachers for all MST subjects including Academic, Technical, Occupational and LSED to ensure quality learning and teaching in implementing curriculum.

• Equipment and facilities available for all streams.

• HODs and Subject Advisors support, monitor and evaluate curriculum implementation.

• Partnerships to enhance learning and Teaching.

ATTAINED CURRICULUM (Measuring Success – Reduce gap between

Intended Curriculum and Attained Curriculum.

• Assessments including School based assessments, Provincial, National and International.

• Analysis and Interpretation of Goals/Targets including review of strategy.

• Ensure accountability

Feedbacks

(Action Research/

Monitoring and

evaluation

Futuristic

Vision, Arts,

ICTs across

the

curriculum.

STEM,

STEAM Creativity

Problem-

solving

InnovationLearning

Outcomes

Policy Dialogue

Scope of SubjectsMST Education Strategy in the GET and FET

MATHEMATICS SCIENCES TECHNOLOGY

ECD Birth to 4

• Exploring

Mathematics

Grade R- 3

• Mathematics

Grade 4-6

• Mathematics

Grade 7-9

• Mathematics

Grade 10-12

• Mathematics

• Technical Mathematics

• Mathematical Literacy

ECD Birth to 4

• Knowledge and

understanding of the World

Grade R-3

• Life Skills (Natural Sciences)

Grade 4-6

• Natural Science & Technology

Grades 7-9

• Natural Sciences

Grades 10-12

• Agricultural Sciences

• Life Sciences

• Physical Sciences

• Technical Sciences

ECD Birth to 4

• Knowledge and understanding of

the World

Grade R-3

• Life Skills

Grade 4-6

• Natural Science & Technology

Grades 7-9

• Natural Science

• Technology

Grades 10-12

• Agricultural Management Practices

• Agricultural Technology

• Computer Applications Technology

• Information Technology

• Engineering Graphics & Design

(EGD)

• Civil Technology

• Electrical Technology

• Mechanical Technology

High Impact Activities & Interventions

0

50 000

100 000

150 000

200 000

250 000

300 000

350 000

400 000

450 000

500 000

2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030

No of Learners with Bachelor passes in Mathematics, Science or both

Target 450 000 by year 2030

NDP TARGETS: BACHELOR PASSES WITH

MATHEMATICS AND SCIENCE 450 000 BY YEAR 2030

629103

802913

975945

1186268

96509

191952

322743

450000

0

200000

400000

600000

800000

1000000

1200000

1400000

2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030

Total number ofLearners

NDP Target: Learnerswith Bachelor Pass inMaths and Science

NDP Targets: Learners with Bachelor Passes

in Mathematics & Science

Quality of Passes:

Provincial Performance

MST EDUCATION STRATEGY (2019 -2030)

IMPLEMENTATION TARGETS

• The table below reflects key policy directives and guidelines(assumptions) for the projected targets for 2030 and are based onthe following:

– The ratio between Science and Technology is 75% : 25%

– The ratio between Mathematics/Tech Maths and Maths Lit is60% : 40%;

– There is an average percentage growth of 5% pa in the numberof learners at grade 12 (between 2014 and 2017 the growth hasbeen 4.9% pa);

– There would be a 10% gravitation towards Science andTechnology towards 2030 (There has been an average of 1%per year shift towards Science and Technology since 2015 to2017);

– Tech Maths and Tech Science will account for 1.5% and 2%respectively (no baseline at this stage)

Participation Rate:

Number of Learners at

Offering MST Subjects

276084

388912

543529

693967

0

100000

200000

300000

400000

500000

600000

700000

800000

20172018201920202021202220232024202520262027202820292030

Participation Rate: Mathematics Grade 12 Targets

Mathematics

197960

274905

380348

482942

0

100000

200000

300000

400000

500000

600000

2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030

Participation Rate:Physical Sciences Grade 12 Targets

PhysicalSciences

Quality of Passes:

Percentage of Learners who will obtain more than 50%

22,2

37,8

45,8

50,0

0,0

10,0

20,0

30,0

40,0

50,0

60,0

2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030

Success Rate at 50% and above:Mathematics Targets

Mathematics

26,9

39,8

46,5

50,0

0,0

10,0

20,0

30,0

40,0

50,0

60,0

2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030

Success Rate at 50% and above:Physical Sciences Targets

PhysicalSciences

High Impact Interventions

Implementation Structure

• The establishment of MST Directorates/Institutesboth at the National and provincial levels with thenecessary structure and capacity to ensure:• effective co-ordination,• support,• monitoring; and• alignment of the MST Education strategic

activities across the provinces.

• Continuous review of MST curriculum offeringsresponding to the skills required for the 4th IndustrialRevolution including low participating subjects e.g.Technology, and Agricultural Sciences

• Research and Develop Conceptual Frameworks for

the teaching and learning of Mathematics, Science

and Technology Subjects, including Curriculum for:• Agricultural Sciences (Grade R-9)

• Natural Sciences (Grade R-3)

• Technology (Grade R-3)

• Computer Studies (Grade 4-9)


National

High Impact Interventions• Continuous review of MST curriculum offerings

responding to the skills required for the 4th industrialrevolution including low participating subjects (e.g.Technology and Agricultural Science) taking cognisanceof the contribution of Indigenous Knowledge to the worldof Science and engineering.

• Also critical is the introduction of subject areas in linewith STEM and should include:

• Ocean and Marine Engineering• Aerospace engineering• Robotics• Biomedical Engineering• Earth and Space Sciences• Earth and Human Sciences

Mathematics Teaching and Learning Framework

• The Minister of Basic Education, Mrs A Motshekga, MP hosted aMathematics Indaba on 12-14 December 2016;

• The Indaba was hosted under the theme: ‘Meaningful and effectiveMathematics teaching and learning: In search of the ‘South Africanpedagogical identity’ ;

• The purpose of the Indaba was to initiate a dialogue to meaningfullyaddress the problem of low achievement levels in Mathematics in SouthAfrica;

• The Maths Indaba of 2016 recommended the appointment of aMinisterial Maths Task Team (MMTT) to develop a National Frameworkon the approach to the teaching and learning of Mathematics;

• The MMTT consisting of 14 members from various sectors wasappointed ;

• The draft framework was developed and presented to the Minister on the19th March 2018;

• The Minister approved the work of the Task Team and requested that theFramework be popularised and discussed more widely in preparation forimplementation in 2019.

• Implementing the developed national frameworkon the teaching and learning approach ofmathematics in South Africa

• A balanced approach to teaching and learningfor MST subjects underpinned by the followingkey dimensions as reflected in the MathematicsFramework:

• Conceptual Understanding• Mathematical Procedures• Learners' Own Strategies• Reasoning


National

CONCEPTUAL

UNDERSTANDING

LEARNERS’ OWN

STRATEGIES

MATHEMATICAL

PROCEDURES

REASONING

DYNAMIC CLASSROOM CULTURE

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Mathematics Teaching and Learning Frameworkfor South Africa: Teaching Mathematics for Understanding

The Mathematics Framework Design

Four sections

1. Introduction to situate the Framework in the context of

teaching and learning Mathematics in South Africa

2. Framework exposition to outline and explain with examples

3. Phase exemplars to inspire teachers and offer guidance on

implementing the 4 dimensions in the classroom

4. Implications of the Framework in key areas like

assessment, LTSM, LoLT, ICTs, teacher development

The formula for the area of a triangle is

Area = 1

2𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡

Where does this formula come from?

Phase: SeniorDimension in focus: Conceptual understanding

Formula for area of a triangle

is derived from formula for

area of a rectangle.

Area ∆ = 1


= 1

2𝒂𝒓𝒆𝒂 𝒐𝒇 𝒓𝒆𝒄𝒕𝒂𝒏𝒈𝒍𝒆


Area ∆ = 1


= 1

2𝒂𝒓𝒆𝒂 𝒐𝒇 𝒓𝒆𝒄𝒕𝒂𝒏𝒈𝒍𝒆

=𝒃𝒂𝒔𝒆 × 𝒉𝒆𝒊𝒈𝒉𝒕

𝟐

Implications of the Framework for the Sector

Brief notes on the implications of the Framework

discussed under the following headings:

• Curriculum

• Assessment

• Learning and Teaching Support Materials (LTSM)

• Information and Communication (ICT)

• Teacher development (pre- and in-service)

• Language of Learning and Teaching (LoLT)

National


• Agreement through a collective accordwith DBE, DHET, DST, Unions, Business,Academia and other key stakeholders.

• National assessments and internationalassessments to be used continuously asa means of monitoring the successesand/or challenges in the implementation ofthe MST Education Strategy both at theGET and FET bands.

National Provincial


• Teacher development :– a critical dimension to implement a nationwide teacher

development programme focusing on content and methodologyusing Arts and ICT and aligned to specific needs based on acompetency audit.

– Extensive support by Subject advisors who are key in supportingteachers

• MST Resources:– Provision of appropriate facilitates, equipment and learning support

materials in accordance with CAPS (national guidelines).

• Competent MST Teachers:– Mechanisms to attract and retain highly qualified and professional

MST teachers.

High Impact Programmes

MST Implementation Plan:

• Prioritising Relevant intervention programmesto improve participation and performance ofhistorically disadvantaged learners includinglearners with special educational needs.

• These interventions may include amongst others:

– HeyMath;

– Talent search by University of Witwatersrand;

– IBP solution by Free State University;

– Telematics by Stellenbosch University;

– Sasol Inzalo Camps and LTSM; and

– Teach South Africa (TeachSA) by Deloitte.

MST Implementation Plan: Effective Implementation Conditions

• Ensuring that well-balanced Intervention Programmes are facilitated inthe Three Phases of the Curriculum:– Intended Curriculum;– Implemented Curriculum; and– Attained Curriculum.

• A system of accountability:– Consistent Monitoring and Evaluation;– Appropriate Managerial Tools by DBE together with PEDs and other relevant

stakeholders has the capacity to fulfil the achievement of the targets of NDP.

• Ultimately, every classroom should be a space where quality learningand teaching is evident through:– relevant curriculum;– taught by competent and professionally qualified teachers;– with the necessary resources;– to inspire learners with competencies for the demands of the changing world;

which would include skills related to the Arts, Creativity, Innovation, InformationAnalysis, Problem Solving, Endurance, Collaboration, Negotiation, Globalisation andJustice.

MST Education Strategy - Moving ForwardTime

Frame MST Implementation Plan Key Activities

Short

Term

2018-2021

• MST Directorate with capacity established

• National and Provincial implementations plans in place

• Field Testing (showcasing) of MST Education Strategy in a few Districts

• Framework developed for strengthening of curriculum (Mathematics

Framework)

• Conceptual Framework for comprehensive Teacher Development

Programme and showcased

• Relevant Provincial Intervention programmes implemented,

monitored and evaluated

• Guidelines on Norms and Standards for MST Infrastructure/Resources

• Established accord with Key Stakeholders

Medium

Term

2022-2025

• Full scale implementation of teacher development programmes

• Review of MST Curriculum in line with Framework

• Review of Targets against Plan

• Full-scale implementation of MST Education Strategy

• Mechanisms to attract and retain quality MST Teachers in place

• All schools fully equipped with necessary resources and capacity

Long

Term

2026-2030

• Every classroom has competent and qualified MST Teachers

• Monitor and evaluate MST Strategic actions against outputs

• Continuous review of Curriculum

• Review MST Education Strategy in terms of Findings and

Recommendations

mathematics, science and technology mst education in get & … · (dinaledi schools) lolt -...

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