DSTESP SAMFAMESASAMSDoE

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DST/ESPSAMF/AMESA/SAMS/DoE

• CURRICULUM SUPPORT PROGRAMME
• MST EDUCATOR SUPPORT FOR THE NSI
• 19-20 July 2007
• University of Pretoria

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REFLECTIONS/ISSUES

• Uneven landscape
• Different entry requirements by different higher
  education institutions
• Varied curricula for the same qualification in
  different institutions

• Uneven landscape
• Probably no different to the situation in the
  past
• - Also no different to the past

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REFLECTIONS/ISSUES

• Teacher Qualifications Support
• Consider more collaboration between faculties of
  education and science faculties regarding the
  training of teachers route teacher training via
  the BSc teachers need greater mathematical
  content knowledge
• Challenges for quality teacher development
  funding incentives for teachers content
• Enhance support for subject specialists
• e-Destribution of materials to teachers

• Teacher Qualifications Support
• The workshop requests the strengthening of the
  role that science faculties play in teacher
  education the bursary funding from DoE should
  also be accessible to students in science
  faculties
• The above can be done by involving Deans of
  faculties SAMS can emphasise the importance of
  this aspect of teacher training
• The CPTD also addresses the level of teachers
  content knowledge SAMS can play a role in
  encouraging its members to develop material
• Refer to DST/DoE collaboration plan which also
  addresses this
• Use DoEs Thutong portal to disseminate lessons
  that have been developed SAMS and DST need to
  approve material first

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REFLECTIONS/ISSUES

• Implications of changing the NSC pass even
  without a pass in Mathematics/ Mathematical
  Literacy?
• How to bridge the gap between ex-model C schools
  and other public schools?

• Learners will at least have been exposed to some
  mathematics for science degrees minimum entry
  requirements apply.
• The Dinaledi projects expansion aims to bridge
  this gap

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REFLECTIONS/ISSUES

• How to retain good teachers in the classroom?
• Rationale for core and optional topics in the
  mathematics curriculum?

• The NPFTED is attempting to address this.
• Lack of appropriately qualified teachers the
  intention is to move optional topics into the
  other two papers in time.

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REFLECTIONS/ISSUES

• TIMMS
• Will SA be participating in the next cycle of
  TIMMS?
• Is SA having any influence in the development of
  the TIMSS items/questions, in order to check
  for/minimise bias for SA learners in the TIMMS
  tests?

• SA will miss one cycle and will participate in
  two other tests, and will participate in the
  next TIMMS
• The question will be referred to HSRC (SAMS and
  DST)

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