Success in maths and science education is pivotal for South Africa’s future. In the context of maths and science education in South Africa, it is important to understand learners’ performance in science, technology, engineering, and maths (STEM) subjects, as well as the factors influencing educational outcomes.
How STEM education drives development in South Africa
As South Africa embraces the Fourth Industrial Revolution (4IR), proficiency in STEM subjects is critical for solving unemployment, reducing inequality, driving financial inclusion, and enhancing global competitiveness. The African Union highlights the importance of prioritising STEM education to support industrialisation and economic prosperity in South Africa.
The World Economic Forum emphasises that building a STEM-skilled workforce in vital as most of South Africa’s top scarce-skills occupations in South Africa are STEM-related. Developing STEM expertise supports the United Nations Sustainable Development Goals, particularly when it comes to increasing the number of women and girls entering STEM-related careers.
Learners’ performance in STEM subjects in South Africa
Learners in South Africa face significant challenges in STEM education. According to the 2023 Trends in International Mathematics and Science Study (TIMSS) benchmark:
Some 40% of grade 5 South African learners perform below the minimum international benchmark for basic mathematical knowledge required at the grade 5 level, and 28% fall below the minimum benchmark in science.
For grade 5 learners, the mathematics score remained constant from 376 in 2015 to 374 in 2019 (the international average is 500). In 2023, the score declined to 362, a 12-point decrease. Average science achievement scores also declined slightly, from 324 in 2019 to 308 in 2023.
Meanwhile, Grade 9 learners ranked among the lowest internationally, scoring 397 in maths and 362 in science.
This can be attributed to several factors, according to TIMSS.
- Early learning deficiencies. Learners who have limited exposure to early literacy and numeracy activities at home score much lower in STEM subjects. Those whose parents engaged “very often” in these activities scored up to 87 points higher in mathematics and 118 points higher in science than those whose parents engaged “sometimes”.
- Inequalities in education access. Poor infrastructure, overcrowded classrooms, and limited access to electricity and the internet continue to hinder effective teaching and learning. Many schools in rural and low-income areas lack the textbooks, laboratories, and tools needed to support STEM learning. Learners in “more affluent” schools scored 490 in mathematics and 486 in science, compared to 337 and 274 in “more disadvantaged” schools.
- Teacher shortages and lack of qualifications. There is a significant shortage of qualified maths and science teachers in South Africa, especially in disadvantaged areas. The inaugural 2030 Reading Panel Report found that primary school maths teachers in training, across three universities, scored just over 50% on a primary school maths test. This shows a need for improved teacher training and support.
- Socioeconomic factors. Learners from low-income backgrounds continue to face barriers in the form of under-resourced schools, limited transportation, and poor after-school support. The achievement gap between learners from higher and lower socioeconomic backgrounds is massive – 173 points in grade 5 mathematics and 221 points in science; 85 points in grade 9 mathematics and 127 points in science.
Addressing many of the systemic challenges in education requires sustained collaborative effort – something that requires funds, resources, and partners willing to stay the course.
