CEO of the Sifiso Learning Group, Mr. Sizwe Nxasana.
Director of Govan Mbeki Mathematics Development Centre at NMU, Prof. Werner Olivier.
CEO of Market Place Academy, Ms. Chantyl Mulder.
STEAM Project leader, Dr Carine Steyn.
Chief Sustainability Officer, at Deloitte, Ms. Ashleigh Theophanides.
Engagement Manager at LEVA Foundation, Mr. Jackson Tshabalala.
Basic Education Department Acting Chief Director, Ms. Antonette Nicolaai.
Honored Guests.
Ladies and Gentlemen.
Thank you very much for this important invitation to this Science, Technology, Engineering, Arts and Mathematics (STEAM) Seminar. I emphasize that, it is an important invitation to me because education in general is very close to my heart as a former educator; but this Seminar is particularly important to me as it seeks to tackle issues that I am passionate about, which is the drive for increasing the enrollment of learners in STEM subjects.
In my capacity as the Deputy Minister of Science, Technology and Innovation, I have elevated this area of work as a strategic focus in the next 5 years. I am working to galvanize all the stakeholders that we can mobilize to tackle the challenge of the sharply declining numbers of learners who choose Science and Mathematics at our schools. I am excited today that I have found new allies and role players to work with the Department in this campaign.
South Africa’s ability to compete globally and address national challenges through innovation depends on its investment in human capital development. However, the critical gaps that persist in STEM education undermine our efforts to build the necessary research and innovation capacity and as well as the technical skills for a knowledge economy, particularly among historically marginalised groups. The Science, Technology and innovation (STI) Decadal Plan (2022-2032) and the White Paper on Science, Technology and Innovation underscore the need for inclusive capacity-building initiatives to bridge these gaps and position STI as a central driver of national development.
As a result, government aims to increase the number of specialised STEM schools to improve student outcomes in mathematics and science, which are foundational for future participation in the STI workforce. A key focus area is ensuring greater participation of women and marginalised groups in STI, addressing historical inequalities within the sector.
Addressing the Basic Education Lekgotla in 2021, President Ramaphosa said the following:
“The higher Education sector recently raised concerns about the large numbers of learners in subjects for which there is less demand in the economy. This challenge begins in early years – firstly, with subject choices that limit future opportunities for learners, and, secondly, with poor performance of learners in the science, technology, engineering and mathematics fields.
“If we are to seize the opportunities of the fourth industrial revolution, our education system must be reoriented towards STEM development…”
What Causes the Sharp Decline on STEM in Schools.
I want to believe that most of you in this Seminar are familiar with the causal factors that lead to diminishing numbers of learners that enroll and succeed in STEM. In our own assessment, the challenges that contribute to this situation are the following:
The poor resources or infrastructure in our schools in rural and township areas, such as the absence of science laboratories. Where laboratories exist, there is no supply of instruments to capacitate those Labs to enable educators to teach experimentation.
Our schools have no computer labs and those that have them are through the initiatives by companies that donate those computers so that the school can turn one classroom into a computer lab. Gauteng could be the only provincial government that pivoted towards embracing digitization at school.
The low intake of mathematics in schools, in the first instance, is a result of a bugbear created around mathematics in society as a difficult subject, only reserved for clever children. Society continues to spread fears about mathematics.
The biggest limiting factor in the low intake of science and mathematics are teachers themselves in our rural and township schools. Some schools simply don’t offer STEM subjects simply because they don’t have qualified teachers. In some cases, the challenge is the quality of educators that are available to teach, motivate and support the learners.
Effective teaching in science and mathematics cannot be achieved when the teacher is operating right at the edge of his or her level of competence. Likewise, it takes a passionate and enthusiastic educator to inspire and motivate learners.
Competent teachers are themselves lifelong learners. They continue to upgrade their knowledge and skills in order to remain at the cutting edge of the latest approaches in classroom practice. The approach to delivering the Curriculum and Assessment Policy Statement (CAPS) curricula in 2025 cannot be same as in 2005, which is 20 years ago. The world has moved miles ahead. One must look at the Chinese, Japanese and South Korean models, and some of the leading European teaching delivery methods which include instructional technology and other forms of delivery stimulating critical thinking.
Although the above challenges are deep and pervasive, I have no doubt that we can address them through committed action and collaboration. I am encouraged by the great strides made, under the leadership of the Department of Education in the last 30 years, in increasing the matric pass rates. It is imperative to shift our attention, with the same vigour, towards improving the quantity and quality of achievement in STEM subjects.
What Are We Seeking to Do?
As I have alluded above, as the DSTI, we want to do what we can and work with all the role players and stakeholders who are committed to improving our outcomes in STEM education.
Last year, following a meeting with my counterpart, the Deputy Minister of Basic Education, we agreed on a joint initiative to promote a return to STEM subjects in schools.
This is an initiative that should be championed at the highest level in the provinces, as well as at the levels of MECs, HODs, District Directors and Principals. We must address the undue pressure put on schools to produce numbers of passes at Matric level at the expense of STEM. Given the importance of STEM for South Africa’s growth and development, when evaluating the success of our schools, Departments must highlight achievement in STEM subjects as a key reporting metric in addition to the overall pass rate.
Secondly, we agreed that the Department of Higher Education and Training must also form part of this initiative. Pre-service teacher training, which is mostly provided by higher education institutions, and in-service refresher courses in STEM are areas that warrant critical attention. Our universities must continue reviewing their instructional offerings in order to match international trends while addressing our particular needs.
Thirdly, we have decided to engage the corporate sector to build industry support for STEM uptake in the country. At the end of the day, the business and industrial sectors are the biggest beneficiaries of STEM-trained professionals. Businesses must invest in improving our STEM infrastructure and help us make innovation a societal norm that is embraced and encouraged. I have already met with the two Business chambers in Eastern Cape (Gqeberha and East London) and have met with the Durban Chamber of Commerce and Industry. Although we are still in the early stages of these engagement, I am encouraged by the openness of business and industry to play a role. My office is setting up further meetings with BLSA, BUSA, Minerals Council of South Africa and other regional Chambers throughout the country.
We need more digital and innovation hubs in our small towns and rural areas, that are accessible to the youth and communities at large. This kind of infrastructure cannot be provided by the government alone. Private sector investment is critical for plugging in the resourcing gaps in these initiatives. Their contribution is also important for ensuring alignment of education and training with the skills demand of business and industry. This will help to address the skills mismatch that often close out our young graduates from employment opportunities.
One of my priority initiatives, working in partnership with DBE and DHET, is to pioneer one school of STEMI excellence in each province located intentionally in a rural area. This “school of the future” in each province will serve as a model of excellence in the 21st century.
With the Govan Mbeki Mathematics Development Centre and the Sifiso Learning Group, I seek your support in modeling this intervention and identify the key elements that these STEM schools will have to incorporate in order to attain exemplary results. I am adamant that Business has to make a major contribution to this project.
Ladies and gentlemen, the biggest pressure cooker to us as government is the advent of the skills of the future as dictated to, by the 4th industrial revolution. The digital economy is sweeping all sectors with Artificial Intelligence Models taking over most of the work. We need a skilled generation that will compete in these environment with the necessary skills. South Africa cannot afford to always play a catchup. We must have engineers who will innovate prototypes for the economy and the African continent.
In my maiden Budget speech last year, in July, I made a commitment on behalf of the Department that we are going to focus on unlocking skills of the future in various catalytic innovative sectors such as in the energy sector, particularly in Green Hydrogen and other renewable energy sources. In the Health sector around the space of vaccine manufacturing and few other sectors. We therefore need a growing pipeline of young people in the system ready to take up these skills based on their exposure to STEM background.
I want to take this opportunity to singularly thank the Sifiso Learning Group and Govan Mbeki Mathematics Development Centre for this great initiative and intervention. This is an act of national service. I want to thank Deloitte for kindly sponsoring this initiative. We call on all other companies to join in funding this great initiative for the future of South African skills and economy.
I want to conclude by saying that the Department of Science, Technology and Innovation is ready to work with this STEAM initiative. We commit to giving support where we can, within the limits of our mandate and resource base.
I look forward to a future wherein we all work together to unlock the immense potential of our country through quality education in STEAM.
Thank you.
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