Page 19 - DPSA_SDR Vol 12 No.2 2019
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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