In a troubling revelation from the Department of Basic Education (DBE), it has been disclosed that 464 public schools across South Africa do not offer Mathematics to their learners.
This alarming statistic raises questions about the future of education in a country where mathematical proficiency is crucial for economic growth and advancement in scientific fields.
KwaZulu-Natal is the province hardest hit, with 135 schools failing to provide Mathematics as a subject. The Eastern Cape follows closely behind with 84 schools, while Limpopo and the Western Cape report 78 and 61 schools without the subject, respectively. Other provinces, such as Gauteng and the North West, come in with 31 schools each, with smaller numbers reported in the Northern Cape (19), Free State (14), and Mpumalanga (11).
According to BusinessTech, the DBE explained that students must select subject streams that align with their interests and career trajectories starting from Grade 10. Despite being a high-priority subject, not all schools possess the necessary resources or sufficient demand to offer both Mathematics and Mathematical Literacy. Additionally, challenges such as lower enrolment numbers in the Maths stream, a shortage of qualified teachers, and financial or scheduling constraints contribute to this educational shortfall.
“While we acknowledge that Mathematics remains a crucial subject, not all schools can viably offer it,” the DBE indicated.
Basic Education Minister Siviwe Gwarube further expressed concerns over the declining number of matric learners opting for Mathematics, which has plummeted from 46% in 2011 to 34% in 2023. In 2024, the figures continue this downward trajectory, with only 255,762 learners registered for the subject, a decrease from last year’s 268,100 registrations.
Alarmingly, a significant number of those who do choose Mathematics struggle to achieve the required 60% pass mark necessary for pursuing university programmes in accounting, actuarial science, and engineering.
The Minister has attributed this decline to longstanding issues within the South African education system, indicating that foundational deficits hinder students from succeeding in higher grades. Citing international studies, including the recent 2023 Trends in International Mathematics and Science Study (TIMSS), which positioned South African learners last among participating nations, she highlighted systemic gaps in education that need to be urgently addressed.
Despite South Africa sending students who were a grade older to the TIMSS assessments to better match curricula, the stark reality is that many local learners are ill-prepared for such challenges.
The DBE insists on its commitment to enhancing learner participation and results in Mathematics, striving to implement strategic interventions aligned with findings from several international assessments. This response underscores the urgency for immediate solutions to rectify the alarming backdrop of educational challenges and prepare South African youth for a future where mathematical literacy is indispensable.
