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In a concerning revelation that underscores the challenges within South Africa’s education system, the Department of Basic Education (DBE) has announced that 464 public schools across the country are not offering Mathematics as a subject.
This concerning trend raises crucial questions about the future of learners and the nation’s competitiveness in science, innovation, and economic growth.
The provinces most affected include KwaZulu-Natal with 135 schools, Eastern Cape with 84, Limpopo with 78, and Western Cape with 61. Conversely, Gauteng and North West report 31 schools each without Mathematics offerings, followed by 19 in the Northern Cape, 14 in the Free State, and 11 in Mpumalanga.
These statistics highlight a significant disparity in educational resources across the country.
According to the DBE, the decision to discontinue offering Mathematics at these schools stems from several interconnected factors.
‘While Mathematics remains a high-priority subject, schools may not have sufficient resources or demand to offer both Mathematics and Mathematical Literacy,’ the department stated, as quoted by BusinessTech.
Additional obstacles include inadequate enrolment in the Mathematics stream and a critical shortage of qualified Mathematics teachers, alongside budgetary and timetabling constraints.
The implications of this trend are dire. The department expressed serious concerns about the declining numbers of students opting for Mathematics, which fell from 46% in 2011 to just 34% in 2023.
The figures for 2024 are even more troubling, with only 255,762 learners registered for Mathematics, a drop from 268,100 the previous year.
Such declining enrolments seriously undermine South Africa’s potential to cultivate future professionals in critical fields such as accounting, actuarial science, and engineering.
In light of these developments, Gwarube emphasised that a robust Mathematics foundation is essential for students to thrive in higher education and the job market.
‘The decline in Mathematics threatens South Africa’s ability to advance in science, innovation, and economic development,’ DBE stated, highlighting that foundational deficits have accumulated over the years, limiting students’ success in higher grades.
The stakes are amplified when considering the results from the 2023 Trends in International Mathematics and Science Study (TIMSS), which indicated that South African learners finished last among competing nations.
Although the assessment focused on fourth and eighth graders, South Africa assessed fifth- and ninth-grade students to align with global counterparts, illustrating just how far behind the country has fallen.
The DBE is taking steps to reverse these trends by actively promoting Mathematics education. The ministry has implemented strategic interventions and conducted monthly meetings with provincial education departments to address these issues and promote increased enrolment in Mathematics.
Additionally, the DBE is making efforts to strengthen teacher capacity and enhance learner performance through ongoing professional development.
The urgency of the situation cannot be overstated. If South Africa is to bridge the gap in mathematical proficiency and prepare its learners for the demands of the modern world, a concerted effort must be made to address the systemic issues within the education sector.
Also read:
SA High school math team shine at International Mathematics Olympiad
Picture: Supplied
Source: BusinessTech
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