Dismal performance in maths and science shows urgent need for educational reform.
SOUTH Africa’s poor performance in the 2023 Trends in International Mathematics and Science Study (TIMSS) should lead to a time of sober reflection on resources, teacher commitment and knowledge, says education expert Professor Vimolan Mudaly.
The global assessment focused on learners in the fourth and eighth grades; however, South Africa sent children in their fifth and ninth grades, with officials stating that local learners “better match curricula and maintain trend measurement”.
Despite this, the country’s Grade 5 learners who were assessed against Grade 4’s from 59 countries were ranked last in both maths, at 362, and science at 308.
This was also below the international averages for both subjects.
However, the country’s Grade 9 learners showed an improvement, outperforming some countries, as the maths scores increased by eight points from 389 in 2019 to 397.
Basic Education Minister Siviwe Gwarube said the results illustrate the challenges facing the country’s education system but also present an opportunity to breathe new life into the delivery of quality education.
“The results reveal both areas of progress and persistent challenges. On the positive side, our Grade 9 learners have demonstrated incremental improvements in mathematics and science, with performance levels rising slightly compared to previous cycles.
“This reflects the dedication of our educators and learners, as well as the impact of targeted interventions in certain provinces.
“However, the results also highlight significant disparities. Learners in Quintile 1 to 3 schools, representing the most economically disadvantaged communities, consistently perform worse than those in Quintile 4 and 5 schools. These learners lag in mathematics and science due to systemic challenges, including inadequate infrastructure, limited access to learning materials, and uneven teacher development opportunities,” said Gwarube.
She said despite post-apartheid reforms aimed at redressing inequalities, the education system remained highly unequal, with well-resourced schools outperforming poorly resourced schools in marginalised areas.
Part of Gwarube’s action plan is to request a soon-to-be-operationalised National Education and Training Council to advise her on how to improve the way in which the curriculum is delivered, with a specific focus on public schools in Quintiles 1 to 3, and how they can improve the funding model for public schooling.
“The call for nominations of members to serve on this advisory body has been made and has been extended until the end of January 2025. I will thereafter appoint members to the Council so they may commence work on these critical projects,” she said.
Cape Times
