Date: 14/12/2004
Source: Ministry of Education
Title: Pandor: Results of 2003 trends in Mathematics & Science Study (TIMSS)


Statement by the Minister of Education on the release of the results of the 2003 Trends in Mathematics and Science Study (TIMSS), Pretoria

We are extremely concerned by the Trends in Mathematics and Science Study (TIMSS 2003) report released by the HSRC today, and knowing that good qualified teachers are the key to improving our performance we have earmarked R600 million as a scarce-skills allowance to increase the salaries of maths and science teachers in under-resourced schools.

In addition, we plan to increase the number of specialist “Dinaledi” schools from the current 102 to over a 1000 in the next five years.

The Department is under no illusion that decades of inequality would be eliminated in ten years of democracy and freedom.

However, we have consistently pointed to the serious challenges facing our country in the areas of mathematics, science and technology throughout the education and training system.

It was in recognition of these challenges that we developed the Dinaledi schools in 2000. At the time, we pointed to, among others, three key limitations: the poor output of mathematics and science graduates in Grade 12; unqualified and under-qualified teachers of mathematics and science; and lack of adequate facilities and resources for effective teaching and learning.

We have made major gains in addressing some of the challenges in mathematics, science and technology.

These include the successful completion of mathematics and science Advanced Certificates in Education and B.Ed degrees by 4 500 teachers since 2001, and the successful completion of the National Professional Diploma in Education (which includes a course in mathematics) by over 6 000 teachers in the past three years.

In January 2004, the Cabinet adopted a plan for consolidating the national maths and science strategy.

Among the key elements of the plan are the following: improving the teaching of the language of learning and teaching, which often acts as a barrier to learning for the majority of our students; placing a qualified teacher in every mathematics, science and technology classroom; improving teachers’ classroom practices through continuing professional development programmes; setting performance targets for schools; and making interactive content on mathematics, science and technology available through satellite television, the internet, print supplement and our education portal.

Enquiries: Ms Mathula Mphande
Cell: 082 371 1315
Dr Cass Lubisi
DDG: General Education
Cell: 072 268 9104
Issued by: Ministry of Education
14 December 2004