MST REPORT AND
IMPLEMENTATION
PLAN
NCF Meeting
22 August 2013
Mr HM Mweli
INTRODUCTION
“...science and mathematics should be revitalised
through the increased number of school leavers
who are eligible to study science and
mathematics-based subjects at university. The
number of people embarking on careers in science
and technology should be at least three times the
current levels.”
National Planning Commission: National Development Plan, Nov 2011
2
RECOMMENDATIONS
– MST MINISTERIAL
TASK TEAM
3
FINDINGS
RECOMMENDATION
Ineffective
Teacher
Training
programme
DBE to work with
DHET and HEIs to
strengthen the
implementation of
initial Teacher
Development
programmes
Identify effective
modalities for
professional
development and
support .
Ineffective
support
programmes
RESPONS
IBILITY
DBE (Branch
T), DHET,
HEIs
TIME
FRAME
October
2013
DBE (Branch July 2013
T)
FINDINGS
RECOMMENDATION
RESPONS
TIME
IBILITY
FRAME
Unfavorable
Implement norms and DBE (Branch 2014/15
ratio of subject standards for staff
T0, PEDs
advisors to
provisioning to ensure
Educators
adequate provision
per phase.
Subject
Replace subject
PED
2014/15
Advisors not
advisors with
qualified for
appropriately
the subjects for qualified ones.
which they are
responsible
FINDINGS
RECOMMENDATION
RESPONS
IBILITY
DBE (Branch
T)
Subject Advisors
are not allowed
to monitor
teaching and
learning in the
classroom
Small multigrade
schools which
make it difficult
for effective
teaching and
learning to take
place
Review existing
protocols to allow
Subject Advisors to
monitor and support
teaching and learning
in the classroom.
Consolidation of
PEDs
Multigrade schools to
use options such as
boarding facilities,
transport etc.
TIME
FRAME
November
2013
December
2013
FINDINGS
RECOMMENDATION RESPONS
IBILITY
Ineffective post
Review the PPN to DBE (Branch
provisioning
bring about
T) PDEs
norms (PPN) for effective teaching
multigrade
and learning in
schools
multigrade schools.
Ineffective
Redesign Teacher
DBE (Branch
Teacher
Development
T), DHET,
Development
programmes to
HEIs
programmes for meet the needs of
teachers teaching teachers teaching in
in multigrade
Multigrade schools
schools
TIME
FRAME
August
2013
October
2013
FINDINGS
Inadequate co
ordination with
other state
departments,
agencies, NGOs
and corporate
Ineffective
Resource
allocation and
utilisation for
MST
implementation
RECOMMENDATION RESPONS
IBILITY
Strengthen
DBE, PEDs
partnerships with
other state
departments,
agencies, NGOs and
corporate
Co ordinate
DBE, PEDs
resource allocation
and utilisation for
effective MST
implementation
TIME
FRAME
October
2013
July 2013
FINDINGS
Inadequate
uitilisation of ICT to
support MST
RECOMMEN
DATION
Explore various
modalities to
strengthen ICT
utilisation for MST
implementation
Serious implications Investigate
of the combination
implications for
of Natural Science
the combinations
and Technology for
of NST for teacher
teacher demand,
demand, supply
supply and utilisation and utilisation and
deal with the
ramifications
RESPONS
IBILITY
TIME
FRAME
DBE (Branch
C), PEDs
July 2013
DBE (Branch C
and T)
October
2013
FINDINGS
RECOMMENDATION
Strengthen the
capacity of the
sector to
effectively
implement the
MST strategy
Inadequate and
uncoordinated
internal capacity
to effectively
implement the
MST strategy in
the sector
Establishment of a
dedicated MST
strategy office
Consolidate MST
expertise to
strengthen internal
capacity to
implement MST
activities
RESPONS
IBILITY
DBE (Branch
C)
TIME
FRAME
July 2013
DBE, PEDs
August
2013
FINDINGS
RECOMMENDATION
Poor language
proficiency and
utility impacting
negatively on
MST
Lack of
coherence
between strategy
thrust and the
implementation
plan
Implementation of
Language across the
Curriculum
RESPONS
IBILITY
DBE (Branch
C), PEDs
Ensure alignment
DBE
between the strategy
and the
Implementation Plan
TIME
FRAME
January
2014
July 2013
QUICK WINS
12
QUICK WINS
DELIVERABLES
RESPONS IBILITY
TIME FRAME
1. Establishment of the
MST Office.
DBE (Branch C)
July 2013
2. Aligning the MST plan DBE
to the strategy
July 2013
3. Aligning Provincial
Plans to the MST
Strategy and
implementation plan.
July 2013
PEDs
13
DELIVERABLES
RESPONS IBILITY
TIME FRAME
4. Strengthening and
consolidating MST
internal capacity.
5. Matching subjects
advisors and teacher
competencies to the
profile of the post.
6. Providing Maths &
Science Siyavula
textbooks and
workbooks
DBE & PEDs
Dec 2013
PDEs, Districts &
Schools
Dec 2013
DBE
July 2013
14
DELIVERABLES
RESPONS IBILITY TIME FRAME
7.Developing Norms and
Standards for MST, LTSM
(equipment and consumables)
DBE
September 2013
8. Provision of Science kits and PDEs
Technology tool kits through
Dinaledi and Technical High
School conditional grants.
August 2013
9. Scripting lessons plans
experience for MST
DBE & PDEs
August 2013
10. Scripting monitoring and
support by subject advisors
and SMTs.
DBE & PDEs
August 2013
15
DELIVERABLES
RESPONS IBILITY TIME FRAME
11. Monitoring the coverage
PDEs & Districts
and utilization of the 2012 NSC
diagnostic report and remedial
plans.
July 2013
12. Monitoring the quality and DBE & PDEs
impact of MST interventions
and support and programmes
13. Using ICT to create virtual
PDEs
classroom to deal with
shortages of suitably qualified
teachers as well as revision and
enrichment programme.
July 2013
16
MST
PROVINCIAL
REPORTS
17
EASTERN CAPE
FINDINGS
Many vacant posts
throughout the system –
at school, district and
provincial level.
Whilst an MST directorate
is in place, it operates as a
unique entity with no
constructive engagement
with the curriculum
directorate or districts.
WEAKNESSES
•Teacher migration from
rural to urban areas results
in loss of subject expertise.
•The delay in the renewal
of contracts of temporary
teachers.
•Multi-grade teaching is
prevalent in rural areas.
•Although the provincial
MSTE Strategy and plan
have been developed,
schools indicated little
knowledge of such.
• The GET, FET and MST are
working in silos.
STRENGTHS
All learners are
accommodated in schools.
•Despite the lack of
knowledge, there is a buyin of the implementation of
MST in schools by the MST
teachers.
EASTERN CAPE...
FINDINGS
WEAKNESSES
STRENGTHS
The province reports poor
teacher development for both
in-service and pre-service
teachers.
•Teachers raised concerns
about the competency of
curriculum advisors which
results in teacher workshops
being of below standard.
•Subject Advisors claim that
they do not have the
necessary resources to
support the teachers.
•There is collaboration with
partnerships like NMMU,
SAICA , and other national
Departments to support
teachers.
Serious budgetary constraints
impacting on physical
resources.
•There is a lack of proper
facilities e.g. laboratories and
consumables.
•Some schools received
computers (although in some
cases they do not know how
to use them).
ICT integration into teaching
and learning is non-existent in
the majority of schools.
The majority of schools that
received computers cannot
use them.
Schools received computers.
EASTERN CAPE...
FINDINGS
The Dinaledi schools
have not been very
successful in serving as
hubs of support and
mentoring in
mathematics and science
for other schools.
WEAKNESSES
In the rural schools,
some Dinaledi schools
have temporary
teachers, and contracts
are not renewed
timeously.
STRENGTHS
•In urban areas, Dinaledi
schools do play a
mentoring role to their
neighbouring schools in
the implementation of
MST.
•To expand the support,
the province further
identified its own
Dinaledi like schools.
•There are Girls’ camps
in the province.
FREE STATE
FINDINGS
WEAKNESSES
STRENGTHS
Teachers are not
competent to teach
Mathematics and
Physical Sciences
• Shortage of qualified
• Subject Advisors generally
teachers in Mathematics conduct the teacher
and Science subjects
development programmes, but
and most especially
the programmes are infrequent
Technology.
and short.
• Poor attendance of
• Private sector and the
teacher training
University of Free State’s
sessions.
willingness to support
education.
Unfavourable ratio of
subject advisors to
educators
• The Grade 8 and 9
teachers that are in High
schools are ignored by
Subject Advisors during
the school visits
Subject advisors are provided
with ICT resources to assist in
curriculum delivery and they visit
schools
FREE STATE...
FINDINGS
WEAKNESSES
No MST unit
Lack of coordination of MST
programmes
Teaching of
• Learners are encouraged
Mathematics, Science
to offer Mathematical
and Technology
Literacy with Physical
subjects is not given
Sciences
proper attention
• Insufficient time allocated
for Mathematics and
Science subjects as per
allocation in the CAPS
• Education Resource
Centres not effectively
utilised.
STRENGTHS
The schools draw good
practices from each
other through Cluster
groups for information
sharing and skills
transfer.
Resources centres are
used
FINDINGS
GAUTENG
WEAKNESSES
STRENGTHS
The MST strategy has not
Communication between
Schools are easily accessible
been widely communicated provincial, district and school due to the small geographic
to all stakeholders.
officials is problematic due to area of Gauteng.
challenges in access to emails.
Lack of availability of
suitably qualified MST
teachers , and teachers
qualified in other
disciplines are teaching
MST subjects.
• Unions are preventing
teachers from attending
teacher training programmes
in the afternoons and during
school holidays.
•Curriculum advisors only do
book checks and in most
instances are prevented from
entering teachers classroom
so quality of support is
compromised.
Gauteng Online has provided
good technology in the
province but lack of teacher
training results in non
integration into the
curriculum.
FINDINGS
GAUTENG...
WEAKNESSES
STRENGTHS
Sci-bono has
responsibility for inservice teacher training,
strategy and planning in
the province.
•Curriculum Advisors lack
technological equipment like
laptops to adequately carry out
their supportive and monitoring
roles.
•No dedicated unit that is
driving MST in the department.
•Some resentment amongst
district officials towards SciBono.
•Provisions have been
made for curriculum
advisors to have state
subsidised cars to
effectively support
schools.
•Overall best NSC
results in 2012.
CAT , IT and Engineering
subjects are offered only
in a very few schools and
it is not seen as part of
the MST strategy.
•There are no textbooks for
JAVA.
•Many schools still lack
laboratory equipment and other
vital teaching resources.
In most instances
schools have
reasonable access to
physical resources.
KWA-ZULU NATAL
FINDINGS
WEAKNESSES
STRENGTHS
Competing priorities
leads to officials ignoring
the implementation of
MST strategy.
•Role of Subject advisors
need to be clarified.
•Silos exist in the system.
•MST coordinators have a
clear understanding of the MST
Strategy and its requirements.
•Subject Advisors have
demonstrated strong
commitment to achieving MST
goals of the department.
Progress on MST
implementation not
known.
•Competency level of
MST teachers are poor
•Poor communication
between Head Office and
Districts regarding
resources affects the
utilization negatively.
KWA-ZULU NATAL...
FINDINGS
WEAKNESSES
STRENGTHS
Districts are not
conversant with
the MST strategy
•CAPS need to be supported at a
school level with teacher
development programmes.
•Principals and teachers are positive
about the implementation of CAPS.
•Teachers are reasonably satisfied
with the workbooks, but they need
to be reviewed.
There is lack of
communication
between provincial
head office and
districts
•Practical work in some schools is
non-existent.
•Switching of languages from Home
language to English in Grade 4
impacts on the performance of
Mathematics and Science.
•Concentration on Dinaledi schools
causes resentment in the fraternity
because subject advisors should
support all schools evenly.
•FET subjects advisors well qualified
and skilled to successfully implement
MST programmes.
•Subject Advisors are supporting
schools
LIMPOPO
FINDINGS
WEAKNESSES
STRENGTHS
The number of learners taking
mathematics and physical
sciences has declined over the
past three years.
Camps for girl learners
and talented learners
advantage only a few.
Camps for girl learners and
talented learners have been
established.
Principals and teachers still
discourage learners to take
these subjects.
Many learners offer
Mathematical Literacy rather
than Mathematics.
Ineffective teaching takes
place in schools
Some teachers do not
stick to Pacesetters and
subject advisors do not
monitor optimal utilisation
of pacesetters.
Pacesetters have been
provided to teachers.
LIMPOPO
FINDINGS
WEAKNESSES
STRENGTHS
A shortage of primary
school teachers qualified to
teach mathematics,
science and technology
results
The shortage of qualified
primary teachers
to teach MST results in a
poor foundation being laid
for Maths and Physical
Sciences.
Time Table Charts were
distributed to all primary
schools.
No support to novice
teachers.
No specific support is
available to teachers
entering the system for the
first time.
Inadequately qualified
teachers to teach
Mathematics and Physical
Sciences.
Little or no provision is
available for teachers to
improve their
Qualifications.
Few teachers did ACE
courses (the last group
completed ACE in
Mathematical Literacy to
address the shortage of
qualified teachers for
this subject)
LIMPOPO...
FINDINGS
WEAKNESSES
Train teachers and subject
advisors on pedagogical
content knowledge.
A severe shortage of
suitably qualified
Mathematics and Physical
Sciences teachers exists.
Lack of support to non
Dinaledi schools owing to
human resource and
funding limitations.
Poor instructional leadership Support was provided
skills of school management To the SMTs of
teams. (SMT’s)
Dinaledi schools, using
conditional grant funding.
Provide resources to schools
and facilitate the use of
resource centres.
Science laboratories are
often not available.
...
Teachers and curriculum
advisors complain about
the quality of the Siyavula
textbooks.
STRENGTHS
• Resources such as DVDs for
MST subjects and scientific
calculators were made
available to Dinaledi
schools and Technical High
Schools through a
conditional grant.
MPUMALANGA
FINDINGS
WEAKNESSES
STRENGTHS
Insufficient capacity to
manage a multitude of
programmes reflected
in their revised strategy.
Lack of competent subject
Subject advisory service
advisors for both Maths and
visits schools periodically.
Physical Sciences.
Lack of a coherent strategy to
develop educators particularly in
mathematics and science.
Poor ICT integration into Computers are not connected to A significant number of
teaching and learning.
networking nor to internet and schools have computers.
not integrated to teaching.
A number of initiatives
to improve performance
in mathematics and
science.
An extremely large
percentage of time,
energy and resources
were spent on logistic.
Camps for girls were
established to demystify
MST subjects where 100
learners have been
identified per district.
MPUMALANGA...
FINDINGS
WEAKNESSES
STRENGTHS
Shortage of competent • Lack of competent subject • Content workshops
and skilled mathematics advisors for both Maths
are organised by the
and science educators.
and Physical Sciences.
subject advisory once
• A delay in the renewal of
per term to workshop
contracts for temporary
difficult topics.
teachers.
• Teachers migration
impacts negatively.
• lack of a coherent strategy
to develop educators
particularly in
mathematics and science.
NORTHERN CAPE
FINDINGS
WEAKNESSES
STRENGTHS
•Teaching
of • There are not enough • There is wide support for the
mathematics,
science technical teachers for the
expansion of support for
and technology are not new CAPS curriculum.
technical subjects.
given proper attention.
•Non alignment of the •The provincial strategy does • Few officials are aware of MST
MST strategies.
not align closely to the
strategies.
national strategy
•Lack of teacher
competence.
•Teacher training by HEIs is • There is wide support for the
seen as inadequate and
continuation of Technology as
sometimes not relevant to
a GET subject.
the needs of the schooling
sector.
•Poor ICT competence
•Poor digital consciousness • There has been great success
and attitudes in schools
in using digital content via
laptops and data projectors in
mathematics and science
32
NORTH WEST
FINDINGS
WEAKNESSES
STRENGTHS
Poor communication
regarding the MST strategy
and support provided by
the provincial officials
•There is a disconnect between
schools and the District officials and
Provincial officials.
•Dinaledi schools not sharing
information, knowledge or resources
with neighbouring schools.
• Communication Technology are
available to address problems
especially related to collecting and
disseminating information to
teachers and schools.
•Information and resources are
available at Dinaledi schools
Shortage of qualified
Mathematics, Science and
Technology teachers
•Post Provisioning Model (PPM)
allocations results in overload of
teaching especially in small, rural and
farm schools resulting in multi-grade
and multi-subject teaching in a class
which is far from ideal.
•Temporary posts are left vacant until
April due to delays at Provincial level.
•Private sector willingness to support
education in the area.
Insufficient subject content
and pedagogical support to
teachers
Insufficient and ineffective support
Some support is provided to schools
from subject and curriculum advisors.
NORTH WEST…
FINDINGS
WEAKNESSES
STRENGTHS
Shortage of physical
resources
•Teacher Resource Centres (EDSC) are
generally just physical buildings that may
have ‘some computers’ but no viable
programmes, software or resources.
•Inadequate supply of Mathematics, Science
and Technology resources in schools.
•Physical infrastructure to use
as resources centres are
available.
•All schools to be provided
with the approved Science
kits.
Poor emphasis on
Technology subjects
•A limited number of schools offering
Technology subjects in the FET phase.
•Lack of a MST Provincial Strategy and
implementation plan to provide clear
guidelines and targets to the District,
Schools and teachers.
•Lack of IT related hard and software
resources and connectivity is a major
challenge.
•Schools are offering
Technology subjects
WESTERN CAPE
FINDINGS
WEAKNESSES
STRENGTHS
HODs and Subject
Advisors are not
competent in the
subjects they are
responsible for.
Lack of accountability in
the system means no one
is ever held responsible
for poor results, poor staff
performance or
inadequate service
delivery.
•There is a strong groundswell of positive
attitudes to improving MST that is waiting
for stronger leadership
District offices and schools are applying a
‘common sense’ approach to MSTE
delivery and find CAPS sufficient for this
purpose.
Teachers don’t know
how to integrate ICT
into the curriculum.
• The end of the Khanya
project left schools with
no resource, support or
capacity to maintain ICT
in schools.
• Teacher resource
centres are not fully
utilised.
• Dinaledi schools are well equipped.
• The Khanya ICT project was a good start
and helped promote ICT use.
• The Technical Recap programme is very
successful and useful.
WESTERN CAPE...
FINDINGS
WEAKNESSES
STRENGTHS
Rigorous support is
needed in get
• The national and
provincial strategies are
not impacting on
delivery and are not a
reference point for
curriculum delivery.
• Language transition in
Grade 4 creates a
problem.
HEIs are not
preparing teachers
for Technical
Subjects
• Teacher training by HEIs There is wide support for the
is seen as inadequate
expansion of support for technical
and sometimes not
subjects
relevant to the needs of
the schooling sector.
THANK YOU
37
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