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Presentation on theme: "MST REPORT AND IMPLEMENTATION PLAN NCF Meeting 22 August 2013 Mr HM Mweli."— Presentation transcript:


2 “ and mathematics should be revitalised through the increased number of school leavers who are eligible to study science and mathematics-based subjects at university. The number of people embarking on careers in science and technology should be at least three times the current levels.” National Planning Commission: National Development Plan, Nov INTRODUCTION


4 FINDINGSRECOMMENDATIONRESPONS IBILITY TIME FRAME Ineffective Teacher Training programme DBE to work with DHET and HEIs to strengthen the implementation of initial Teacher Development programmes DBE (Branch T), DHET, HEIs October 2013 Ineffective support programmes Identify effective modalities for professional development and support. DBE (Branch T) July 2013

5 FINDINGSRECOMMENDATIONRESPONS IBILITY TIME FRAME Unfavorable ratio of subject advisors to Educators Implement norms and standards for staff provisioning to ensure adequate provision per phase. DBE (Branch T0, PEDs 2014/15 Subject Advisors not qualified for the subjects for which they are responsible Replace subject advisors with appropriately qualified ones. PED2014/15

6 FINDINGSRECOMMENDATIONRESPONS IBILITY TIME FRAME Subject Advisors are not allowed to monitor teaching and learning in the classroom Review existing protocols to allow Subject Advisors to monitor and support teaching and learning in the classroom. DBE (Branch T) November 2013 Small multigrade schools which make it difficult for effective teaching and learning to take place Consolidation of Multigrade schools to use options such as boarding facilities, transport etc. PEDsDecember 2013

7 FINDINGSRECOMMENDATIONRESPONS IBILITY TIME FRAME Ineffective post provisioning norms (PPN) for multigrade schools Review the PPN to bring about effective teaching and learning in multigrade schools. DBE (Branch T) PDEs August 2013 Ineffective Teacher Development programmes for teachers teaching in multigrade schools Redesign Teacher Development programmes to meet the needs of teachers teaching in Multigrade schools DBE (Branch T), DHET, HEIs October 2013

8 FINDINGSRECOMMENDATIONRESPONS IBILITY TIME FRAME Inadequate co ordination with other state departments, agencies, NGOs and corporate Strengthen partnerships with other state departments, agencies, NGOs and corporate DBE, PEDsOctober 2013 Ineffective Resource allocation and utilisation for MST implementation Co ordinate resource allocation and utilisation for effective MST implementation DBE, PEDsJuly 2013

9 FINDINGSRECOMMEN DATION RESPONS IBILITY TIME FRAME Inadequate uitilisation of ICT to support MST Explore various modalities to strengthen ICT utilisation for MST implementation DBE (Branch C), PEDs July 2013 Serious implications of the combination of Natural Science and Technology for teacher demand, supply and utilisation Investigate implications for the combinations of NST for teacher demand, supply and utilisation and deal with the ramifications DBE (Branch C and T) October 2013

10 FINDINGSRECOMMENDATIONRESPONS IBILITY TIME FRAME Strengthen the capacity of the sector to effectively implement the MST strategy Establishment of a dedicated MST strategy office DBE (Branch C) July 2013 Inadequate and uncoordinated internal capacity to effectively implement the MST strategy in the sector Consolidate MST expertise to strengthen internal capacity to implement MST activities DBE, PEDsAugust 2013

11 FINDINGSRECOMMENDATIONRESPONS IBILITY TIME FRAME Poor language proficiency and utility impacting negatively on MST Implementation of Language across the Curriculum DBE (Branch C), PEDs January 2014 Lack of coherence between strategy thrust and the implementation plan Ensure alignment between the strategy and the Implementation Plan DBEJuly 2013


13 QUICK WINS 13 DELIVERABLESRESPONS IBILITYTIME FRAME 1. Establishment of the MST Office. DBE (Branch C)July Aligning the MST plan to the strategy DBEJuly Aligning Provincial Plans to the MST Strategy and implementation plan. PEDsJuly 2013

14 14 DELIVERABLESRESPONS IBILITYTIME FRAME 4. Strengthening and consolidating MST internal capacity. DBE & PEDsDec Matching subjects advisors and teacher competencies to the profile of the post. PDEs, Districts & Schools Dec Providing Maths & Science Siyavula textbooks and workbooks DBEJuly 2013

15 15 DELIVERABLESRESPONS IBILITYTIME FRAME 7.Developing Norms and Standards for MST, LTSM (equipment and consumables) DBESeptember Provision of Science kits and Technology tool kits through Dinaledi and Technical High School conditional grants. PDEsAugust Scripting lessons plans experience for MST DBE & PDEsAugust Scripting monitoring and support by subject advisors and SMTs. DBE & PDEsAugust 2013

16 16 DELIVERABLESRESPONS IBILITYTIME FRAME 11. Monitoring the coverage and utilization of the 2012 NSC diagnostic report and remedial plans. PDEs & DistrictsJuly Monitoring the quality and impact of MST interventions and support and programmes DBE & PDEs 13. Using ICT to create virtual classroom to deal with shortages of suitably qualified teachers as well as revision and enrichment programme. PDEsJuly 2013


18 EASTERN CAPE FINDINGSWEAKNESSESSTRENGTHS Many vacant posts throughout the system – at school, district and provincial level. Teacher migration from rural to urban areas results in loss of subject expertise. The delay in the renewal of contracts of temporary teachers. Multi-grade teaching is prevalent in rural areas. All learners are accommodated in schools. Whilst an MST directorate is in place, it operates as a unique entity with no constructive engagement with the curriculum directorate or districts. Although the provincial MSTE Strategy and plan have been developed, schools indicated little knowledge of such. The GET, FET and MST are working in silos. Despite the lack of knowledge, there is a buy- in of the implementation of MST in schools by the MST teachers.

19 EASTERN CAPE... FINDINGSWEAKNESSESSTRENGTHS The province reports poor teacher development for both in-service and pre-service teachers. Teachers raised concerns about the competency of curriculum advisors which results in teacher workshops being of below standard. Subject Advisors claim that they do not have the necessary resources to support the teachers. There is collaboration with partnerships like NMMU, SAICA, and other national Departments to support teachers. Serious budgetary constraints impacting on physical resources. There is a lack of proper facilities e.g. laboratories and consumables. Some schools received computers (although in some cases they do not know how to use them). ICT integration into teaching and learning is non-existent in the majority of schools. The majority of schools that received computers cannot use them. Schools received computers.

20 EASTERN CAPE... FINDINGSWEAKNESSESSTRENGTHS The Dinaledi schools have not been very successful in serving as hubs of support and mentoring in mathematics and science for other schools. In the rural schools, some Dinaledi schools have temporary teachers, and contracts are not renewed timeously. In urban areas, Dinaledi schools do play a mentoring role to their neighbouring schools in the implementation of MST. To expand the support, the province further identified its own Dinaledi like schools. There are Girls’ camps in the province.

21 FREE STATE FINDINGSWEAKNESSESSTRENGTHS Teachers are not competent to teach Mathematics and Physical Sciences Shortage of qualified teachers in Mathematics and Science subjects and most especially Technology. Poor attendance of teacher training sessions. Subject Advisors generally conduct the teacher development programmes, but the programmes are infrequent and short. Private sector and the University of Free State’s willingness to support education. Unfavourable ratio of subject advisors to educators The Grade 8 and 9 teachers that are in High schools are ignored by Subject Advisors during the school visits Subject advisors are provided with ICT resources to assist in curriculum delivery and they visit schools

22 FREE STATE... FINDINGSWEAKNESSESSTRENGTHS No MST unitLack of coordination of MST programmes Teaching of Mathematics, Science and Technology subjects is not given proper attention Learners are encouraged to offer Mathematical Literacy with Physical Sciences Insufficient time allocated for Mathematics and Science subjects as per allocation in the CAPS Education Resource Centres not effectively utilised. The schools draw good practices from each other through Cluster groups for information sharing and skills transfer. Resources centres are used

23 GAUTENG FINDINGSWEAKNESSESSTRENGTHS The MST strategy has not been widely communicated to all stakeholders. Communication between provincial, district and school officials is problematic due to challenges in access to s. Schools are easily accessible due to the small geographic area of Gauteng. Lack of availability of suitably qualified MST teachers, and teachers qualified in other disciplines are teaching MST subjects. Unions are preventing teachers from attending teacher training programmes in the afternoons and during school holidays. Curriculum advisors only do book checks and in most instances are prevented from entering teachers classroom so quality of support is compromised. Gauteng Online has provided good technology in the province but lack of teacher training results in non integration into the curriculum.

24 GAUTENG... FINDINGSWEAKNESSESSTRENGTHS Sci-bono has responsibility for in- service teacher training, strategy and planning in the province. Curriculum Advisors lack technological equipment like laptops to adequately carry out their supportive and monitoring roles. No dedicated unit that is driving MST in the department. Some resentment amongst district officials towards Sci- Bono. Provisions have been made for curriculum advisors to have state subsidised cars to effectively support schools. Overall best NSC results in CAT, IT and Engineering subjects are offered only in a very few schools and it is not seen as part of the MST strategy. There are no textbooks for JAVA. Many schools still lack laboratory equipment and other vital teaching resources. In most instances schools have reasonable access to physical resources.

25 KWA-ZULU NATAL FINDINGSWEAKNESSESSTRENGTHS Competing priorities leads to officials ignoring the implementation of MST strategy. Role of Subject advisors need to be clarified. Silos exist in the system. MST coordinators have a clear understanding of the MST Strategy and its requirements. Subject Advisors have demonstrated strong commitment to achieving MST goals of the department. Progress on MST implementation not known. Competency level of MST teachers are poor Poor communication between Head Office and Districts regarding resources affects the utilization negatively.

26 KWA-ZULU NATAL... FINDINGSWEAKNESSESSTRENGTHS Districts are not conversant with the MST strategy CAPS need to be supported at a school level with teacher development programmes. Principals and teachers are positive about the implementation of CAPS. Teachers are reasonably satisfied with the workbooks, but they need to be reviewed. There is lack of communication between provincial head office and districts Practical work in some schools is non-existent. Switching of languages from Home language to English in Grade 4 impacts on the performance of Mathematics and Science. Concentration on Dinaledi schools causes resentment in the fraternity because subject advisors should support all schools evenly. FET subjects advisors well qualified and skilled to successfully implement MST programmes. Subject Advisors are supporting schools

27 LIMPOPO FINDINGSWEAKNESSESSTRENGTHS The number of learners taking mathematics and physical sciences has declined over the past three years. Camps for girl learners and talented learners advantage only a few. Principals and teachers still discourage learners to take these subjects. Many learners offer Mathematical Literacy rather than Mathematics. Camps for girl learners and talented learners have been established. Ineffective teaching takes place in schools Some teachers do not stick to Pacesetters and subject advisors do not monitor optimal utilisation of pacesetters. Pacesetters have been provided to teachers.

28 LIMPOPO FINDINGSWEAKNESSESSTRENGTHS A shortage of primary school teachers qualified to teach mathematics, science and technology results The shortage of qualified primary teachers to teach MST results in a poor foundation being laid for Maths and Physical Sciences. Time Table Charts were distributed to all primary schools. No support to novice teachers. No specific support is available to teachers entering the system for the first time. Inadequately qualified teachers to teach Mathematics and Physical Sciences. Little or no provision is available for teachers to improve their Qualifications. Few teachers did ACE courses (the last group completed ACE in Mathematical Literacy to address the shortage of qualified teachers for this subject)

29 LIMPOPO FINDINGSWEAKNESSESSTRENGTHS Train teachers and subject advisors on pedagogical content knowledge. A severe shortage of suitably qualified Mathematics and Physical Sciences teachers exists. Lack of support to non Dinaledi schools owing to human resource and funding limitations. Poor instructional leadership skills of school management teams. (SMT’s) Support was provided To the SMTs of Dinaledi schools, using conditional grant funding. Provide resources to schools and facilitate the use of resource centres. Science laboratories are often not available. Teachers and curriculum advisors complain about the quality of the Siyavula textbooks. Resources such as DVDs for MST subjects and scientific calculators were made available to Dinaledi schools and Technical High Schools through a conditional grant.

30 MPUMALANGA FINDINGSWEAKNESSESSTRENGTHS Insufficient capacity to manage a multitude of programmes reflected in their revised strategy. Lack of competent subject advisors for both Maths and Physical Sciences. Lack of a coherent strategy to develop educators particularly in mathematics and science. Subject advisory service visits schools periodically. Poor ICT integration into teaching and learning. Computers are not connected to networking nor to internet and not integrated to teaching. A significant number of schools have computers. A number of initiatives to improve performance in mathematics and science. An extremely large percentage of time, energy and resources were spent on logistic. Camps for girls were established to demystify MST subjects where 100 learners have been identified per district.

31 MPUMALANGA... FINDINGSWEAKNESSESSTRENGTHS Shortage of competent and skilled mathematics and science educators. Lack of competent subject advisors for both Maths and Physical Sciences. A delay in the renewal of contracts for temporary teachers. Teachers migration impacts negatively. lack of a coherent strategy to develop educators particularly in mathematics and science. Content workshops are organised by the subject advisory once per term to workshop difficult topics.

32 NORTHERN CAPE 32 FINDINGSWEAKNESSESSTRENGTHS Teaching of mathematics, science and technology are not given proper attention. There are not enough technical teachers for the new CAPS curriculum. There is wide support for the expansion of support for technical subjects. Non alignment of the MST strategies. The provincial strategy does not align closely to the national strategy Few officials are aware of MST strategies. Lack of teacher competence. Teacher training by HEIs is seen as inadequate and sometimes not relevant to the needs of the schooling sector. There is wide support for the continuation of Technology as a GET subject. Poor ICT competence Poor digital consciousness and attitudes in schools There has been great success in using digital content via laptops and data projectors in mathematics and science

33 NORTH WEST FINDINGSWEAKNESSESSTRENGTHS Poor communication regarding the MST strategy and support provided by the provincial officials There is a disconnect between schools and the District officials and Provincial officials. Dinaledi schools not sharing information, knowledge or resources with neighbouring schools. Communication Technology are available to address problems especially related to collecting and disseminating information to teachers and schools. Information and resources are available at Dinaledi schools Shortage of qualified Mathematics, Science and Technology teachers Post Provisioning Model (PPM) allocations results in overload of teaching especially in small, rural and farm schools resulting in multi-grade and multi-subject teaching in a class which is far from ideal. Temporary posts are left vacant until April due to delays at Provincial level. Private sector willingness to support education in the area. Insufficient subject content and pedagogical support to teachers Insufficient and ineffective support from subject and curriculum advisors. Some support is provided to schools

34 NORTH WEST… FINDINGSWEAKNESSESSTRENGTHS Shortage of physical resources Teacher Resource Centres (EDSC) are generally just physical buildings that may have ‘some computers’ but no viable programmes, software or resources. Inadequate supply of Mathematics, Science and Technology resources in schools. Physical infrastructure to use as resources centres are available. All schools to be provided with the approved Science kits. Poor emphasis on Technology subjects A limited number of schools offering Technology subjects in the FET phase. Lack of a MST Provincial Strategy and implementation plan to provide clear guidelines and targets to the District, Schools and teachers. Lack of IT related hard and software resources and connectivity is a major challenge. Schools are offering Technology subjects

35 WESTERN CAPE FINDINGSWEAKNESSESSTRENGTHS HODs and Subject Advisors are not competent in the subjects they are responsible for. Lack of accountability in the system means no one is ever held responsible for poor results, poor staff performance or inadequate service delivery. There is a strong groundswell of positive attitudes to improving MST that is waiting for stronger leadership District offices and schools are applying a ‘common sense’ approach to MSTE delivery and find CAPS sufficient for this purpose. Teachers don’t know how to integrate ICT into the curriculum. The end of the Khanya project left schools with no resource, support or capacity to maintain ICT in schools. Teacher resource centres are not fully utilised. Dinaledi schools are well equipped. The Khanya ICT project was a good start and helped promote ICT use. The Technical Recap programme is very successful and useful.

36 WESTERN CAPE... FINDINGSWEAKNESSESSTRENGTHS Rigorous support is needed in get The national and provincial strategies are not impacting on delivery and are not a reference point for curriculum delivery. Language transition in Grade 4 creates a problem. HEIs are not preparing teachers for Technical Subjects Teacher training by HEIs is seen as inadequate and sometimes not relevant to the needs of the schooling sector. There is wide support for the expansion of support for technical subjects


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