Severe Teacher Shortage: More than 460 Schools in SA Remove Mathematics Courses

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JEREMY MAGGS: Recent reports show that more than 460 public schools across the country have stopped offering mathematics as a subject, particularly in provinces such as KwaZulu-Natal, the Eastern Cape, Limpopo, and the Western Cape.

This trend raises concerns, attributed to a shortage of qualified mathematics teachers and inadequate resources. Consequently, some schools are advising students to skip mathematics to maintain higher pass rates—a disturbing development.

I’d like to hear from Dr. Mugwena Maluleke, the general secretary of the South African Democratic Teachers Union [Sadtu]. Dr. Maluleke, thank you for joining us. Could you share your perspective on the discontinuation of mathematics in these schools? It’s quite distressing.

MUGWENA MALULEKE: Thank you for having me. It is indeed concerning that mathematics, a vital STEM [science, technology, engineering, and mathematics] subject, is not being prioritized in our educational system.

The cessation of mathematics in 460 schools is significant, particularly since we are talking about high schools.

Many factors contribute to this issue. A key problem is the inadequate human resource planning from the Department of Basic Education.

The department must collaborate with the Higher Education Department to clearly outline our requirements for teacher training and bursaries at universities.

Without proper human resource planning, it becomes difficult to anticipate the demand for mathematics or science educators in the forthcoming years.

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JEREMY MAGGS: Are ineffective planning measures the only reasons behind the ongoing shortage of qualified mathematics teachers?

MUGWENA MALULEKE: Largely, yes. We have communicated to the Minister the importance of engaging higher education institutions regarding our staffing needs. Without clarity on specific requirements, these institutions will train teachers based on generalities rather than our particular needs.

Efficient human resource planning will allow the department to determine how many mathematics teachers will be needed over the next five to ten years.

At the same time, there should be a strategy to retrain existing educators, ensuring they stay updated with advancements in mathematics, technology, and the economy.

This makes budgeting essential. Schools that do not offer mathematics require financial support. Funding requests should reflect educational priorities rather than being approached haphazardly.

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JEREMY MAGGS: You would agree that training mathematics teachers today is challenging, given the inadequate quality of mathematics education in schools; this perpetuates a vicious cycle, doesn’t it?

MUGWENA MALULEKE: Absolutely. However, I recall a program launched 14 years ago with the Limpopo Department of Education, which aimed at retraining current teachers and effectively addressed issues in mathematics instruction in our schools.

I remain hopeful that we can resolve this issue with a comprehensive plan, allocating resources to meet our educational intervention needs.

While I recognize the inadequate state of math instruction and the necessity for support for current teachers, that earlier initiative proved beneficial as it assisted educators throughout the entire educational system, ensuring foundational mathematical concepts were instilled.

JEREMY MAGGS: The absence of robust mathematics or STEM education clearly jeopardizes learners’ future academic and career opportunities. This domino effect also influences economic growth nationally.

MUGWENA MALULEKE: Certainly. Education must align with our economic needs. The skills required in technology and artificial intelligence fundamentally depend on a solid mathematics base. It’s a chain reaction.

That’s why we submitted our memorandum, underscoring that education should mirror the economy. If the economy struggles, leading to high unemployment despite the number of graduates, it’s time to reassess what our education system aspires to achieve.

For our economy to prosper, I am hopeful we can enact the necessary changes. It’s crucial to enhance both foundational and functional skills, ensuring literacy and numeracy translate into real-world applications.

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JEREMY MAGGS: Dr. Maluleke, shifting gears, Sadtu recently threatened a complete shutdown due to education budget cuts. Is that still a possibility?

MUGWENA MALULEKE: Yes, we continue to communicate with the departments, particularly Treasury and Higher Education, regarding our needs. We have given them 21 days to respond. These resources are essential for empowering teachers and supporting students.

This ongoing dialogue is crucial. While the removal of VAT was a positive development, the budget cuts still pose a significant risk to education, especially in mathematics.

JEREMY MAGGS: Isn’t a shutdown also a risk to education?

MUGWENA MALULEKE: It certainly is. We can’t simply announce a shutdown without appropriate communication. We released a notice to draw attention to the need for government action to protect our students and education system from austerity measures.

The government must address these challenges; otherwise, we will find ourselves in a situation where students attend school without receiving a proper education.

The result would be students learning to become unproductive rather than contributing to the economy. We need innovators and critical thinkers.

JEREMY MAGGS: Thank you for your insights. Unfortunately, we have run out of time. Dr. Mugwena Maluleke, general secretary of the South African Democratic Teachers Union.

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