Page 19 - DPSA_SDR Vol 12 No.2 2019
P. 19

EDUCATION



          I am pleased that there were several noteworthy take-away   induction  and continuing  professional  development. As a
          points to further arm the sector in our efforts to advance quality   result of  my call, all stakeholders agreed that we should
          basic education irrespective of where learners are located in   appoint a team of experts in mathematics and its education to
          the country.                                        reinvigorate the teaching and learning of mathematics.

          The SACMEQ IV study followed closely after the release of the   The new Mathematics Framework supports the key activities
          TIMSS 2015 and the 2016 National Senior Certificate (NSC)   of the Maths Science Technology (MST) Education Strategy
          results, collectively pointing towards notable improvements in   (2019-2030).  The broad outline of the strategy  is to ensure
          learner achievement at the Grade 5, Grade 9 and Grade 12   that every classroom is a space where quality learning and
          levels.                                             teaching takes place. This should be evident through the
                                                              delivery of relevant curriculum. The curriculum must be taught
          This latest round of the SACMEQ IV Grade 6 results showcased   by competent and qualified  teachers  with the necessary
          an exciting milestone for the sector. Our Grade 6 learners for   resources to inspire learners with competencies for a changing
          the first time scored an average in Reading and Mathematics   world.
          that was above the 500 centre point. The levels and quality
          of educational outcomes achieved by our learners represent   The Mathematics Framework  has far-reaching  implications
          a remarkable achievement  with significant  growth points   for the basic education sector. These implications will require
          observed in Reading and Mathematics. This implies we have   the attention of teachers, education planners, and all other
          moved beyond the critical threshold set out in the SACMEQ   stakeholders if  we are to  be  successful in implementing
          achievement scale. The SACMEQ  IV  study  results point   its  recommendations.  The  Mathematics  Framework’s
          towards the following key gains:                    key takeaway  is an ideal of ‘teaching  of mathematics  for
                                                              understanding.’
          •        The highest improvement margins among participating
              countries in the region.                        The teaching of mathematics for understanding in a learning-
                                                              centred classroom methodology designed to help teachers in
          •       A narrowing of the gap between urban and rural   both basic and higher education to attend to the challenges
              provinces (reduced provincial inequality), with eight of   associated with the teaching and learning mathematics so that
              nine provinces scoring above the 500 centre point.  learner outcomes are improved. The new framework seeks to,

          •       A significant reduction in the number of non-numerate   and succeeds in, laying a firm foundation for a new manner
              and non-literate learners at the Grade 6 level,   in which mathematics is taught, thus changing the way it is
              confirming that the early acquisition of the foundational   learned.
              skills of reading and numeracy is a critical goal that
              requires focused attention in our schools and sustained   At the outset, I must emphasise  that this new Mathematics
              support from parents.                           Framework does not replace the Curriculum and Assessment
                                                              Policy Statement (Caps). Rather,  it presents various options
          At the same time, we noted that further improvements  are   and new thinking about mathematics teaching, learning and
          possible if we:                                     assessments. The recommendations presented in it represents
                                                              the best international  practise while  taking into account  our
          •    Enable more  learners to  achieve higher Reading and   own unique South African needs and challenges.
              Mathematics competency levels with a greater focus
              on learners coping with questions of higher cognitive   At the appropriate time, after a due process of consultations,
              demand.                                         we  will  amend  the Caps accordingly, if required. Finding
          •    Strengthen in-service and pre-service training   solutions to global education challenges is a collective task of
              for teachers in pedagogical and subject content   governments, civil society organisations, communities, global
              knowledge with respect to teaching higher cognitive   business and the mother next door. Together, we learn better.
              demand questions to learners.                   Our collective wisdom must be put to good use to continuously
                                                              reconfigure education across the globe.
          •    Improve the teaching of HIV-Aids content knowledge
              and aspects relating to safe sex in the Life Orientation   In conclusion, as President Cyril Ramaphosa has repeated an
              curriculum.                                     old African adage: “it takes a village to raise a child”. Perhaps,
                                                              as the World Bank Report suggests, it must take a global
          Subsequent to both the TIMSS and SACMEQ IV reports, we   village to get basic education  systems across the globe to
          convened a Mathematics Indaba involving all stakeholders   scale new heights.
          throughout the mathematics value chain.
                                                              As we know, basic education has its own intrinsic value. But
          New teaching outlook                                most importantly, it is the only tier of education that makes it
                                                              possible for young people to dream, to wonder, and to travel
                                                              to faraway lands without leaving  their humble abode, thus
          During  the Indaba, I called  for the overhauling  of the   planting a seed for lifelong learning and innovation. Certainly,
          South African  pedagogical-content  knowledge  outlook   we need the support of our people, our government and our
          in mathematics. I said that we needed to reinvigorate  the   friends around the globe, so that we can indeed put our basic
          teaching of mathematics in its  entirety  – from classrooms   education on a new pedestal. n
          learning practises to content, teaching and assessments.

          I emphasised the urgent need to pay particular attention to the
          development of a new curriculum for initial teacher education,

                                                            Volume 12 No.2 of 2019 | SERVICE DELIVERY REVIEW  17
   14   15   16   17   18   19   20   21   22   23   24