Research on Socio-Economic Policy (Resep’s) Teacher Demographics Policy report revealed that Bachelor of Education degrees have lower entrance requirements than other degrees and that most students enrolled for teaching degrees performed significantly worse in matric level maths compared to students enrolled in other degrees (41% compared to 54%).

Resep researcher, Irene Pampallis, is quoted in the report saying that the low entrance requirements to teaching degrees “may funnel students who are weaker academically into teaching programmes, because they do not meet the entry requirements for more selective programmes.”

The knock-on impact of this are fewer teachers qualified to teach more rigorous academic subjects such as maths and science according to Paul Esterhuizen, CEO of School Days.

“A critical shortage of qualified maths and science teachers has been cited as one of the contributing causes for the country’s dismal maths and science standards. Most universities offering Bachelor of Education degrees don’t require a minimum mark for maths or maths literacy,” said Esterhuizen.

According to the Department of Basic Education, more than half of maths and science heads of departments in secondary schools are not qualified to offer appropriate support to teachers because they have not majored in either of these subjects.

“Based on a study the department conducted in 2018, only 43.3% of maths and science departmental heads have the necessary qualifications.”

TIMSS, an international body that assesses the maths and science knowledge of learners in grades four and eight around the world, will conduct its next study later this year.

“South Africa puts its grade 9 cohort up for assessment rather than its grade 8 cohort, meaning that our learners are actually being assessed against learners from around the world one grade lower. That hasn’t helped South Africa with only one in four learners found to have acquired basic maths and science knowledge.”

In 2021, only 25% of learners got over 50% maths in grade 12. In 2022, 55% of learners ‘passed’ maths, classified as over 30%.

Resep’s report points out that maths is essential for all foundation phase teachers, as well as teachers who teach mathematical, commercial, or scientific subjects in other grades. At the very least, teachers require at least basic mathematical skills for assessing learners.

Resep researchers Nic Spaull and Peter Courtney say that “at a base level, a teacher cannot teach that which they do not know.”