1. Department of Education The National Strategy for Mathematics, Science and Technology Education Presented to Portfolio Committee on Education 26 October 2004

2. Department of Education Maths and Science Enrollments and performance in Matric in 1999 511 474 candidates wrote matric 249 831 candidates passed (48.9%) 231 300 candidates wrote mathematics 160 000 wrote physical science. 19 900 out of 50 100 passed mathematics on HG. 24 200 out of 66 5000 passed physical science on HG.

3. Department of Education Matric Pass by Race: 1999

4. Department of Education Distribution of 102 Schools KwaZulu Natal23 Schools Limpopo23 Schools Eastern Cape15 Schools Gauteng11 Schools Mpumalanga7 Schools North West7 Schools Free State6 Schools Western Cape6 Schools Northern Cape4 Schools

5. Department of Education Objectives of Strategy The NMSTE strategy seeks to: Raise participation and performance by historically disadvantaged learners in senior certificate Mathematics and Science Provide high quality mathematics, science and technology education for all learners taking GETC and FETC; and Increase and enhance the human resource capacity to deliver Mathematics, Science and Technology Education.

6. Department of Education Project Activities: 2001-2004 Profiles for the 102 schools (2002); Teacher Development; Learner Teacher Support materials; Enrichment Programmes for SMT Incentives Schemes for Learners

7. Department of Education National Performance Improvement Level by Race. Learner Performance by Racial Group: GroupSubject19992003 WhiteMaths13 60011 358 Science14 20011 358 African ColouredMaths3 7007 665 Science7 0009 625 IndianMaths2 7003 587 Science2 8004 053

8. Department of Education Project Gains

9. Department of Education Performance Levels for Africans Grade 12 African Performance in 2003 SubjectNationalAfricanDinaledi Maths HG28 69316 437898 (5.5%) Science HG22 8278 2321 199 (14.5%)

10. Department of Education Quality Measurement African Performance-Distinctions: 2003 SubjectNationalAfricanDinaledi Maths HG4 43448050 (10.4%) Science HG3 07224745 (18.2%)

11. Department of Education Lessons Learned Centrally driven interventions have good returns; Setting targets for schools and learners improves performance; Monitoring and support interventions; The carrot and stick approach yields desired results; The state cannot win this battle alone.

12. Department of Education A Stronger, Wider and Deeper Strategy 102 project approach not a national response; The intervention should also focus on both feeder primary schools and neighbouring high schools (cluster approach); Use of ICT to multiply good teaching; Improve support provided to schools and match this with expectations.

13. Department of Education Challenges Competing priorities and limited resources. The capacity of provinces and districts to give support to schools. The attraction of talented Maths and Science recruits into the teaching profession. The provision of ICT infrastructure, software and connectivity to every school. The coordination of private interests and support to education.

14. Department of Education Priorities for 2005 – 2009 Increase participation and performance in Mathematics and Physical Science; Ensure that there is a qualified and competent teacher in every classroom; Increase the pool of schools of excellence in MST; Strengthen inter-governmental collaboration with DST Improve the language of teaching and learning Raise required resources Ensure broader equity and access of intervention to the whole system and improve the provision of quality LTSMs.

15. Department of Education Conclusion There is a need to: Raise the profile of MST; Mobilize more state and other resources; Roll out ICTs; and Involve all levels including Higher Education.