A review of strategies to address the shortage of science and mathematics educators in grades 10-12

For an education system to function effectively it is important that its planning are executed effectively and efficiently. Among others this implies that the must know what the teacher supply and demand is and how it will change in . If the teacher supply and demand is known it could result in sound intervention being developed and implemented. Education planners will be able to plan the number of bursaries to be awarded and in which subject fields; it will be known many foreign teachers to employ and for which subjects. This is the basic that underpins this study. This study explored the problem of teacher and supply in the Further Education and Training (FET) phase (Grades 10 to 12) in South Africa and offers a critical analysis of strategies adopted Provincial Education Departments in an endeavour to diminish the demand for , specifically for Mathematics and Science, in rural and poor schools. the study involved a secondary data analysis to extrapolate the demand and of teachers in Mathematics and Science over the next ten years. The first key of the study was that the data needed for such an analysis does not exist in reliable form that would facilitate the development of such a projection. What the had to rely on was anecdotal evidence that suggests that a shortage of and Science teachers does exist and that posts are often filled by and under-qualified staff. the second phase of the research in which the study explored the effectiveness of developed to address the shortage of Mathematics and Science teachers, qualitative research approach was adopted within a descriptive interpretive design. views and opinions of human resource managers responsible for post in schools were explored through in-depth interviews to understand the of strategy adopted by the provinces, their potential to alleviate the problem of and Science teacher shortage in Grades 10 to 12, their success, and factors internal to the Department of Education that may deter Education Departments from achieving their objectives. The findings revealed that Provincial Education Departments (PEDs) do take heed of developed by the national Department of Basic Education (DBE). However is far removed from the original intention and no significant impact . Although the reasons are not always obvious from this study, a few important did emerge. First, the strategy developed may not be popular with a province - employing foreign teachers is a case in point. Secondly, focusing just a number of schools to improve their results (e.g. as with the Dinaledi schools) meet with resistance from educators and teachers’ unions. Thirdly, creating for initial teacher education in certain key areas can only be successful if number of teachers in need is known. Finally, even the best strategies are if post provisioning and appointment of staff are dealt with by different . on the findings, it is recommended that both the DBE and PEDs ensure that education management information is collected and maintained. Information is reliable and accurate will inform planning and key decisions to ensure that the of teachers is based on a specific need. As such, deficiencies in skills that are short supply such as Science and Mathematics can be averted and better can be created for new teacher graduates. While an improved of learners in these subjects is requisite for related study fields at , the Dinaledi schools must be adequately supported and such a model to other schools. The employment of foreign teachers on short-term contracts not create stability in schools, therefore, their employment must be . , retention in rural and poor schools is a problem since they struggle to quality teachers; for that reason teacher incentives are indispensable. Making declaration for unqualified and under-qualified teachers to acquire professional qualifications and subsequently discontinue such appointments, will raise standard of teaching and learning in schools. Rather, databases of unemployed teachers could be maintained and such information made accessible to principals. In the absence of reliable data that can indicate teacher and specialisation versus subject taught, the extent to which and Science are taught by unqualified and under-qualified teachers as well as out-of-specialisation teaching, is not known. However, poor pass rates in subjects at the exit point of the schooling system (Grade 12) attest to the lack appropriately skilled teacher workforce. Therefore, if Mathematics and Science is required, then strategies being implemented by the DBE and PEDs have a clear purpose to address this shortage.