Despite the fact that more matric pupils passed maths in 2024 than the previous year (69.1% as against 63.5% in 2023), there is little reason to celebrate.
Significant challenges persist in schools including:
- The physical science pass rate decreased to 75.6% in 2024, from 76.2% in 2023
- There were 12,338 fewer mathematics candidates enrolled in 2024, and 7,000 fewer physical science candidates enrolled
- An increasing number of learners prefer mathematics literacy to ‘pure’ mathematics as a subject
The above indicates why we can’t be too enthusiastic about the 5.6% improvement in maths performance, as encouraging as it is.
The Centre for Development and Enterprise commissioned four comparative statistical studies of Senior Certificate (SC) and National Senior Certificate (NCS) results since 1998 to understand learner performance and who should go on to take mathematics as a subject in place of mathematical literacy.
Findings suggest that if additional resources were devoted to the second quintile of schools, the national performance in maths and science could be improved – although it is difficult to identify promising schools due to major performance variations.
CSI support for maths and science
Maths and science are critical for a country’s growth and development – a fact that is recognised by many companies, since they devote the largest portion of corporate social investment (CSI) education spend to these subjects and have done so over the past decade.
In 2024, maths and science received 24% of CSI spend (slightly lower than 27% in 2023).
However, it has been suggested that improving foundational numeracy could be key to encouraging greater participation in STEM subjects. If children become familiar with maths early on, it is viewed as a less daunting, remote subject.
Early intervention strategies include:
- Early grade maths focus, with play-based learning activities, targeted programmes, and regular skills assessments
- Teacher development, including mentorship, professional learning communities, teaching methodology workshops, and specialised maths training
- Enhancing the learning environment with supportive learning spaces, visual learning aids, and progress tracking, instruction in small groups, and problem-solving strategies
- Engaging parents through workshops, resource sharing, homework support strategies
- Community partnerships, including after-school programmes, maths clubs, tutoring services, resources, university partnerships, and greater involvement by the corporate sector
- Measuring progress by identifying skills gaps, monitoring progress, tracking achievements and evaluating the effectiveness of programmes, and data-driven decision-making.
It is important to integrate technology at each level, using everything from maths learning apps and online practice platforms to interactive whiteboards and educational games to help foster a love of maths.
Resulting improvements would include greater math confidence, higher test scores, better problem-solving skills, increased classroom participation, and less anxiety around maths and other STEM subjects.
A drop in maths candidacy a threat to companies
A continued drop in maths and science candidacy could have far-reaching implications for South African companies.
These include a growing skills gap in technical sectors, reduced job readiness, and limited access to more lucrative careers, along with lower technological advancement, a reduced ability to innovate, and low competitiveness in the global digital economy.
Companies should think about ways in which they can best support learners in their numeracy journey, from foundational numeracy to maths and science fluency in higher grades.
Neglecting to do so could lead to direct and indirect challenges for companies, including skills and productivity gaps, a shortage of qualified job candidates, higher recruitment costs for scarce skills, and higher training expenses.
Successful programmes
Companies achieving success with their programmes have made long-term commitments to shifting outcomes in South Africa.
Investec’s Promaths programme, founded in 2005, continues to boost matric results and tertiary participation. Its longstanding partnership with the Kutlwanong Maths, Science and Technology Centre and the Department of Basic Education (DBE) has paid dividends, with hundreds of learners from the supported under-resourced schools going on to achieve distinctions in maths and science.
The Epoch and Optima Trusts, founded by Anglo American, established the Maths Challenge Programme (MCP) in 2007. Managed by Tshikululu Social Investments, the aim of the programme was to increase the number of black learners achieving quality maths passes in grade 12.
As of 2023, there have been positive changes in MCP schools than contradict the national trend, with more quality passes among African learners than in counterpart schools.
