Knowledge for problem-solving, creativity in a competitive world

DR SHEETAL BHOOLA

There is a growing realisation of the strength and value of developing the Stem (science, technology, engineering and maths) subjects and curriculum in Africa.

Globally, it has been realised that the subjects contribute to the more significant overall development of critical thinking skills, fostering innovation and creativity and enhancing problem-solving skills. The learning of Stem subjects needs to be developed at the appropriate age of a child.

As a young child, children learn the necessary skills to problem solve and critically think, analyse and process information and knowledge within the correct contextual setting and framework. The strengths are developed through academic curricula that are related to Stem subjects.

South Africans, too, have realised the importance of the development of the skills. In 2023, President Cyril Ramaphosa launched the “Presidential PhD Initiative”.

There was also a commitment to support the initiative through commitment to educational awareness campaigns and relevant funding opportunities. The initiative initially had funding to the value of R1 billion from the National Skills Fund. It was expected to create spaces and opportunities for South Africans to prosper, learn and grow in this field at world-leading universities and established global research institutions.

The reasoning behind the project was to harness and contribute towards the capacity building of South Africans who can effectively contribute towards the South African economy through scientific innovation and knowledge, relevant product-building skills as well as technological originality.

This has been a strategic move for a long-term vision for improving the South African economy. More importantly, South Africans are lagging in a globally competitive world. As it is, most South Africans are grappling with AI technological developments and platforms, and some South Africans still need to become aware of the developments.

Despite the commitment, it was announced last week that there had been budget cuts in the educational sector for 2025. It is ironic that educational development and the commitment to progress within the direction of Stem curricula was launched less than a year ago.

The fewer teachers there are, the bigger the ratio of children to teachers in a classroom. Will teachers be able to commit themselves academically and physically to managing bigger classes well and performing at their best?

The reasons are justified by huge budget deficits across Gauteng, KwaZulu-Natal and the Western Cape. KwaZulu-Natal has the most significant loss of no budget for about 11 000 teachers and the Western Cape has a deficit of 2 400 teachers in 2025.

The quality of education in South Africa depends on the child-teacher ratio in the classroom, as well as the subject and knowledge specialisations of the teachers and their capacity to teach appropriately within the context of their school, keeping the child’s learning needs in mind. Educators plays a crucial role in developing a child’s mind.

The aim to strengthen Stem subjects begins at primary and secondary school. Without a sound background in physical science and maths, a Grade 12 graduate cannot enter careers that are located in Stem subjects.

Last year, it was reported that approximately only half the matric graduates passed maths between 2017 and 2023. Other reasons related to this poor performance. Many researchers have indicated that maths as a school subject is in crisis mode.

The Presidential PhD Initiative should also consider supporting primary and secondary school teachers so that South African children are learning maths at schools. The teacher dismissal numbers projected by The Department of Education in 2025 are alarming, and we are also unaware of the decision-making process and the financial circumstances public schools face.

Although teacher salaries constitute the biggest expense within the budgets, there needs to be an interim measure to ensure that our children do not lose out on quality education, especially if we intend to build our youth to venture into technological innovation and scientific creativity as career paths. We are also unaware if schools and governing bodies or the Department of Education will have the final decisions.

Irrespective of the picture, it is worrying and uncertain for a country that has a high youth population that needs to be groomed for the international labour market to eradicate poverty and improve overall living conditions in South Africa. Will schools conduct a skills audit of the teachers selected to be dismissed or retired?

Furthermore, teachers skilled in maths should be able to work after the retirement age of 65 and pass on the skills and knowledge to younger teachers. However, at the same time, it has been found that years of teaching maths do not guarantee a good teaching outcome.

There is so much more to the equation, such as teaching and learning pedagogies and understanding the various teaching approaches suitable for the variations of problem-solving in mathematics. There is a dire need for a programme specifically designed to develop teaching skills in maths and science projects.

The recent proposed teacher reductions in more than three provinces of South Africa are indicative of a downward trajectory and will certainly disadvantage our children. We might still lag in 2030, despite the Department of Basic Education's commitment to improving the quality of learner outcomes in maths.

The National Development Plan envisioned that at least 90% of learners would pass maths with at least a 50% pass mark by 2030. The realisation of the goal is daunting if there are no funds to pay teacher salaries.

Harvard University research indicated two decades ago that a country’s economic growth was closely associated with the mathematical proficiency of high school learners. Stem subjects are more than just an education – they teach children to problem-solve and be critical in their thinking. The skills are required to be successful in the real world, address challenges appropriately and have a holistic perspective of situations.

Dr Sheetal Bhoola is a lecturer and researcher at the University of Zululand and the director at StellarMaths (Sunningdale).

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