Special Initiatives in Mathematics and Science Education

South Africa has achieved success in ensuring access to primary school education for all children irrespective of poverty status or location. No-fee schools, scholar transport, and school nutrition among other policies and program for the poor have contributed to improved access.²² The following special initiatives to improve the quality of mathematics and science education have been introduced at the national and provincial levels:

The Strategy for Teaching English Across the Curriculum (EAC) seeks to strengthen the Language of Teaching and Learning, as well as its use across the curriculum. A strengthened LoLT should enhance content acquisition.
The Maths, Science, and Technology (MST) Strategy and Implementation Plan seeks to improve enrollment and success rates in mathematics, science, and technical subjects, and improve teacher content knowledge; address teacher demand, supply, utilization, development, and support; strengthen partnerships for education reform and improved quality; and provide resources to schools to support effective teaching of MST subjects.
The Literacy and Numeracy strategy seeks to develop reading and writing, and the issue of numbers (mathematics) in the General Education and Training band. This strategy flows into the MST and the EAC strategies in the Further Education and Training band.²³

In many provinces, special strategies have been implemented over the previous three to five years. In the Western Cape, the NumLit Strategy was introduced. It focuses on Numeracy and Literacy development within the education system, particularly in the Foundation Phase. These interventions include the testing of learners in Grades 3, 6, and 9 to assess literacy and numeracy performance. The results of these tests inform the province’s literacy and numeracy strategy, and assist in identifying schools and areas where corrective action is needed.²⁴

In Gauteng, the Gauteng Provincial Language and Mathematics Strategy was introduced in January 2010 in primary schools that recorded low levels in provincial and national assessments. The strategy aims to develop knowledgeable and skilled teachers who can provide teaching and learning of a high standard to all learners in a multilingual classroom. The purpose of the strategy is to improve the teaching of mathematics and language in 832 selected primary schools, and ensure that 60 percent of these learners achieve 50 percent and above in these subjects.²⁵