CPUT wants to play a leading role in responding to the Maths and Science crisis in South Africa, aimed at teachers and learners in the Western Cape Province and in particular schools in CPUT’s catchment area. Our ultimate vision is to promote measurable improvement of learner performance in STEM subjects (may it be through formal teacher training programmes offered by the Faculty of Education or informal training by various faculties within CPUT/in-service training); contribute to enhance STEM subjects’ teaching methods, assist in demystifying STEM subjects as difficult subjects, ensuring more learners leave schools with Grade 12 (Academic) Maths and enrol in post school qualifications for which STEM subjects are prerequisites. CPUT furthermore wish to rekindle the love for Maths and Science in the Western Cape Province, contribute to developing world class maths teachers and graduates, acknowledging the importance of excellent maths and science teachers and lecturers in growing the South African economy and reducing poverty levels.
We hope to establish an Institute/Research Chair in STEM Education, doing both training/education at the Institute whilst also doing world class research in the teaching of STEM subjects. To achieve this, it is proposed that CPUT will coordinate all STEM related projects and develop a holistic approach/teaching philosophy toward STEM teaching/education for both school and university/post-school level. It should also be mentioned that at the Council Meeting of Q2, 19 June this year, Council also asked what CPUT’s contribution is in STEM Education in schools.
Our Problem = National Problem
The status of Mathematics and Science education in South Africa has been reported on by both national and international organisations. Reports from Trends in International Mathematics and Science Study (TIMMS) and the Department of Basic Education (DBE), all concluded that learners are underperforming. Moreover, there is also evidence pointing to the fact that educators often lack confidence and competency in the delivery of the content. TIMMS reports show that only 50% of Grade 1 learners will reach Grade 12, and only 12% will enter university. Moreover, the Annual National Assessment (ANA) report paints a similar picture pertaining to the performance of Mathematics and Science learners in South Africa.
The outbreak of Covid-19 disrupted classes in 2020 and has increased the already severity of the problem. All help is needed to support learners to pass the subjects needed in pursuing careers in the much needed ‘scarce skills’ disciplines of Science, Engineering and Technology. More recently, reports have also shown that there was an overall drop in the 2020 pass rate for Physical Sciences and Mathematics when compared to 2019 data. Physical Sciences saw a drastic drop from 75.5% to 65.8% and Mathematics from 54.6% to 53.8%. Moreover, the total enrolment of students in Mathematics (28%) and Physical Sciences (19%) in the Western Cape is among the lowest in the country. Furthermore, only 40% and 43% of enrolled learners attained a pass at 50% or above, respectively, i.e., the minimum admission requirement for most Science-based programmes, thus significantly impacting the chances of being accepted for STEM qualifications at universities.
Fortunately, CPUT, to respond to the South African crisis in STEM Education and University graduate outputs, has already initiated and implemented several projects in this regard. However, the question that arises, is the following:
- How can we as an institution place the highest priority on the STEM crisis?
- How could/should the various faculties play a role assisting in improving STEM Education in the Province, following a multi-disciplinary approach?
- Do we have enough projects to deal with the problem?
- Are we collectively embarking on the most efficient STEM teaching methodologies, taking online teaching, and learning into consideration?
- How can we enhance STEM education in schools and universities through gamification and develop virtual STEM pedagogies?
- Should we not for instance, consider projects with earlier interventions?
- How can the various projects be better coordinated and supported?
- Should we bring Black Mathematic Role Models into our projects?
- How do we demystify STEM subjects and break the unfound barriers that performance in STEM subjects is also for a small number of our population?
- How can we benefit from retired STEM teachers?
- How can we optimize technology, local radios, satellite possibilities to contribute?
- What will be CPUT’s legacy in addressing the STEM-subject crisis in SA?
- Should we not implement a Research Chair/Institute for STEM Education and conduct world class research in the teaching of STEM subjects?
- How will we raise the funds for what we want to achieve?
