Can STEM Subjects Deliver Better Results in 2024? Insights from Experts

With anticipation building for the release of the 2024 National Senior Certificate (NSC) results by Basic Education Minister Siviwe Gwarube, experts are offering varied insights into whether South Africa will see progress in academic outcomes, particularly in Science, Technology, Engineering, and Mathematics (STEM) subjects.

Professor Labby Ramrathan from the University of KwaZulu-Natal predicts that the national pass rate will hover around 80%, similar to last year.

“We are unlikely to exceed last year’s results,” Ramrathan stated. “Despite additional efforts like extra classes and weekend lessons, the outcome hinges on how effectively learners have utilized the resources provided.”

Ramrathan praised educators and the Department of Basic Education for their efforts, emphasizing that learners who excel should pursue their career goals with dedication. For those who fall short, he urged families to provide robust support.

“To the 2025 matriculants: Start early, form small study groups, and minimize distractions,” he advised.

Dr. Sheetal Bhoola of the University of Zululand highlighted the persistent challenges in STEM subjects, attributing disparities in performance to socio-economic factors.

“Learners in private and semi-private schools often outperform those in public schools due to better resources and facilities,” Bhoola explained. She expressed concern that some public schools continue to encourage struggling students to switch to Mathematical Literacy instead of pursuing pure Mathematics.

Bhoola also called for intensified professional development for educators, particularly in STEM teaching methodologies. “Without targeted investment in teacher training and reduced classroom sizes, improving STEM outcomes will remain an uphill battle,” she said.

Professor Lydia Mavura, Head of Maths, Science, and Technology at the University of Johannesburg, believes modest improvements in STEM results are possible.

“The matric class of 2024 began high school during the Covid-19 pandemic, but they’ve had ample time to recover. One silver lining was the ‘forced opportunity’ for teachers and learners to adopt technological skills, enhancing teaching practices,” Mavura observed.

However, she highlighted ongoing issues, including limited access to laboratory facilities and textbooks, as well as language barriers in understanding complex concepts.

Mavura suggested introducing tangible incentives for STEM educators, such as financial rewards and career advancement opportunities, to recognize their critical contributions.

The experts collectively emphasized the importance of addressing systemic challenges to improve STEM outcomes. From better resourcing and teacher development to fostering a passion for STEM among learners, the path to progress requires a multi-faceted approach.

As South Africa waits for the NSC results, the focus remains on creating an education system that not only delivers better outcomes but also equips learners to drive the national economy forward.

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