Johannesburg schools maths and science improvement project

VISION

• To be a Centre of Excellence in mathematics, science and technology education for equipping teachers and learners with materials and programmes in order to develop a higher competency and performance in maths, science and technology and related skills curriculum.
• To create mathematically, scientifically and technologically literate and functional learners who will be successful in a business world that relies on calculators, computers, scientific and mathematical procedures which are rapidly growing and extensively applied in diverse situations.

OVERVIEW

The Maths Centre has an excellent track record of improving maths and science results in schools across the country and works closely with the Department of Education to boost achievement in these critical areas. This project aims to increase the number of learners gaining maths and science results and moving into a maths, science or technology-related career in 10 City of Johannesburg schools. The three-year project follows a holistic, ‘whole school’ approach by providing workshops, class visits and curriculum support for teachers and after school clinics and Saturday school for learners, as well as practical maths and science resources for those schools that need it. Improving the teaching and learning of maths and science at under-resourced schools improves the job prospects and life chances of learners.

WHAT WE LIKE ABOUT THIS PROJECT

• It takes a long-term, developmental approach to the issue of maths and science skills shortages.
• The Maths Centre has a good track record and uses tried and tested methods.
• The Centre works closely with Department of Education to avoid unnecessary overlap.
• The Centre’s extensive experience and success with fundraising means they can easily sustain the project beyond the three years if necessary.

EXPECTED LIFE CHANGE

An investment of R1,028,451.01 will help boost the results of 1921 learners from 10 City of Johannesburg schools over 3 years and improve the skills of 12 maths and 10 science teachers as well as increasing the capacity of subject advisers, District Directors and parents.

• Increased competence and confidence gives teachers better job satisfaction and promotional chances.
• Better maths and science qualifications and performance leads to the acquisition of in-demand skills and better job opportunities for learners. This, in turns, leads to a better standing in the community and greater life chances.

Direct life change is estimated at R529.32 per person.

NEED

Low teacher qualifications, poor understanding of the curriculum (its teaching, learning and assessment), inadequate resource provision and a low level of learner progression has resulted in poor Matric results in the key subjects of mathematics and science. This leads to low skills development, few learners going on to take these subjects at university and even fewer getting industry bursaries. It further creates a lack of Black African representation in the maths, science and technology professions.

The challenges that education faces include:

• Poor curriculum Coverage
• Slow curriculum pacing
• Failure to proceed to more abstract problem solving
• Low cognitive demand during lessons
• Lack of conceptual progress in lessons
• Insufficient written work
• Inadequate reading practice
• Lack of feedback to learners

STRATEGY

Providing needs-based workshops, class visits, after school clinics and Saturday support will significantly improve learner performance in pure mathematics and physical science. By providing appropriate mathematics and science resources for schools after identification of need, learners are further encouraged to follow a maths, science or technology career path.

ACTION PLAN

Preparation

Data collection from a detailed baseline assessment, teacher diagnostics and learner pre-tests to determine need and capacity levels.

Implementation

Objective 1: Improve teacher’s conceptual knowledge

• Teacher Diagnostics: tests in curriculum content as designed by the Maths Centre
• Charting teacher progression
• Workshops on prioritized content knowledge

Objective 2: Improve management and delivery of Teaching, Learning and Assessment

• Baseline Assessment: questionnaires at whole school and classroom level
• Development of whole school policy for curriculum management and delivery
• Understanding the setting up of department in a particular curriculum area

Objective 3: Instigate a Learner Progression Programme

• Collect existing Matric results
• Pre-tests per concept
• Learner portfolio development
• Post tests after intervention
• Sample learners selected for tracking
• Results of impact analysed

Objective 4: Provide resources after identification of need

• Questionnaire to check out the resource usage and management
• Buying resources as per budget and teacher/curriculum requirement
• Evaluation of resource usage

Monitoring

All Maths Centre projects are independently evaluated by the Maths Centre Research Unit in the middle of the project and at the end of the project. Projects are measured against objectives using the Logic Framework and all projects have learner participation and performance as an indicator. All learners are expected to increase their performance by a minimum of 10%.

All projects have teacher curriculum knowledge enhancement as an objective. At the end of every project teachers should increase their teaching and learning capability:

• Improve teacher’s conceptual knowledge in maths, physical science and chemistry as expected by the new curriculum
• Improve management and delivery of teaching, learning and assessment
• Instigate a Learner Progression Programme which will track all learners
• Produce and provide resources after identification of need

ORGANISATION ASSESSMENT

The Maths Centre is a well established organisation with a clear understanding of the shortfalls of the South African education system and how, as an organisation, they aim to address them. The Maths Centre’s approach to education is holistic and while they specialise in subject-specific educational assistance the organisation regularly partners with other organisation in the educational development field to compliment their services.

The Maths Centre has clear and transparent project and financial management systems and a comprehensive staff development programme. The Centre is currently quite dependent on the Director for direction but there is an adequate succession plan in place.

RISK PROFILE

Key Strengths

• Concept: the project uses a long-term developmental approach which is tried and tested. The Maths Centre’s ‘whole school policy’ includes teachers, learners, administrators, resources, training and in-classroom support.
• Design: working closely with Department of Education ensures there is no unnecessary duplication.
• Capability: all staff have good and proven credentials and experience and the organisation has a very good staff development plan.
• Control: very well established organisation with clear project management systems in place.
• Sustainability: Three year, teacher-focused project. The organisation has extensive experience and success with fundraising and could easily sustain the project beyond the 3 years.
• External: high demand in the marketplace for this type of project.

Key Risks

• Concept: The project only works with Grade 12 and there is only so much impact you can have on a learner in one year.
• Design: Working with the Department of Education can be difficult and the organisation sometimes has problems accessing relevant school statistics which can impact on their ability to conduct comprehensive baseline studies and measure the project’s impact.
• Sustainability: Only targeting Grade 12 learners. Inherent risk of teachers moving jobs and taking their skills with them.
• External: Volatile trade union environment around teachers working after hours.