ERIC Number: EJ718601
Record Type: Journal
Publication Date: 2005-Sep
Reference Count: 19
State of Mathematics and Science Education: Schools Are Not Equal
Perspectives in Education, v23 n3 p125-138 Sep 2005
Mathematics and science are key areas of knowledge for development but South African performance in these areas is still of concern. This policy-related article provides a nuanced analysis of performance indicators. Using Gauteng as a case study the article examines the mathematics trends (the period 1998-2003) in participation and in particular highergrade mathematics, performance and school level quality and then identifies schools that consistently produce high quality mathematics and science results. The article then deepens the analysis by disaggregating the performance and trends according to schools categorised by previous educational departments. The article demonstrates that participation and performance is improving. However access to better learning experiences in mathematics and science is determined by access to financial resources. The article concludes with suggestions for strategies to improve the mathematics and science system. The key strategy suggested is for investment in schools which show potential to succeed and to support them to ensure that their performance increases and endures over time.
Descriptors: Science Education, Educational Change, Mathematics Education, Foreign Countries, Mathematics Achievement, Science Achievement, Educational Indicators, Educational Quality, Educational Trends, Trend Analysis
Perspectives in Education, Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27 (0)12 420 4732; Fax: +27 (0)12 362 5122; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa