As matric students commence their final exams, a new research study by Nicholas Spaull from the University of Stellenbosch, indicates that Grade 6 pupils are out-performing their teachers in basic mathematics.
The vast majority of matric students accomplish a mark of between 40% – 49% in mathematics and in 2008 the average mark for maths was 45%. If we consider the outcomes of Spaull’s recent study as an indication of the state of the South African education system and teacher skills, we not only have a crisis in the country but instead a national disaster of epic proportions.
How can we expect the local South African economy to grow and create more jobs for the unemployed or create a breeding ground for entrepreneurs to start businesses, if school pupils are barely competent to solve basic mathematics problem while their teachers, who are meant to guide these learners, are not capable of teaching their pupils.
The research study centered on Grade 6 teachers from disadvantaged schools throughout the country. The results of the study revealed that teachers are not capable of solving basic mathematics problems presented to them. Conclusions may also be inferred that primary school teachers are in all probability no better.
Probably the most disconcerting outcome of the study showed that the top performing Grade 6 pupils easily out-performed some Grade 6 teachers. The very best Grade 6 pupils (5%) had the ability to achieve higher marks on the same mathematics tests that the bottom 20% of Grade 6 mathematics teachers wrote. If this does not result in any red flags and/or warning signs regarding the state of South Africa’s education system, then what is going to jolt our leaders and government to wake up and admit that the country’s education system is in a shambles and crisis.
The study undertaken by Spaull was compiled by conducting a desktop study of the Southern and Eastern Africa Consortium for Monitoring Educational Quality 111 report (Sacmeq) which had been performed in 2007. As part of this study, Grade 6 pupils and teachers from South Africa and 12 other African countries were required to write precisely the same mathematics tests. Even though questions were not identical, the difficulty level was the same for all those tested.
Spaull’s is quoted as saying that, “There is a case to be made that teachers who lack an elementary understanding of the subjects they teach can actually do harm to their pupils.”
When will the South African government as well as those given the responsibly of educating and training our youth accept the reality that when teachers do not possess the ability and skills to understand the content that they are teaching then there is a problem, and that the problem ought to be dealt with immediately.
“Teachers who lack a sufficient conceptual understanding of their subject are more likely to employ inappropriate concrete techniques when teaching and use methods that undermine the long-term learning trajectories of pupils,”said Spaull.
The results of the study highlighted the following facts:
- No more than 32% of Grade 6 mathematics teachers in South Africa hold the required skills and knowledge of mathematics content knowledge. The average for 14 African countries is 42%
- South African teachers were only capable of answering 46% of the questions correctly presented to them
- 60% of the Grade 6 mathematics teachers from the poorest South African schools have statistically considerably less mathematics content knowledge compared to the average Grade 6 teachers in Swaziland, Tanzania and Uganda.
Spaull concluded from his research and recommended that government reintroduce the controversial teacher competency test which was emphatically apposed by the SA Democratic Teachers’ Union (Sadtu).
As increasing numbers of studies are performed and research undertaken in the country, there is growing factual evidence and data highlighting the undeniable fact that a large proportion of teachers in the country lack the basic required content knowledge in the subject that they teach. This is because of the inadequate teacher training and ineffectiveness of in-service teacher training initiatives.
“In light of this, and following the premise that teachers cannot teach what they do not know, it is a logical imperative that a system of identifying which teachers need what help is urgently required, ” said Spaull.
Sadtu is totally against any competency testing of teachers and that teachers testing is not an option. Mugwena Maluleke, Sadtu general secretary, has stated that the union is totally against any teacher competency tests and that the union does not want them. They would prefer that teachers be provided with further training to further improve their skills and competency.
Well, if this is the case, how can you expect to offer further training and skills development programs to teachers when you have no knowledge or information of the skills that these teachers are lacking. Maluleke does concede to fact that some teachers do not have the ability to do maths however, not because they are stupid, rather for the reason that there are no specialized teachers. “We take people who did history or geography and ask them to teach maths. What do you expect?”
Maluleke has highly recommended that the government and the Basic Education Minister Angie Motshekga should make it a top priority to open teacher training colleges to provide teachers the necessary training opportunities to specialize in certain subjects and attain the basic skills necessary to teach those subject. Motshekga has stated publicly that her department is aware of the issue and this has resulted in the introduction of the Annual National Assessments.
The question that Motshekga really should answer, is how many assessments do we need to undertake before the government realizes the crisis in the South African education system, and additionally assume responsibility for the problems within the education system. Everyone might point a finger at Motshekga considering that she hold the position of Basic Education Minister, but the current failure of our education system is the responsibility of the entire South African government.
Like many others in the country, I do not believe that there will be any changes in the near future until such time that individuals are held accountable for their actions and that government and leaders assume responsibility for the crisis in the education system. The only people who will and are suffering, through no fault of their own, are our school pupils whose future success looks bleak.
Source: citypress, fundza.co.za (image)