INTRODUCTION
South African Mathematics and Science education is recognised globally as among the worst (Mabena and Mokgosi, 2021), hindering learners’ access to higher education and essential work skills. Maarman and Lamont-Mbawuli highlight the persistent issues of high dropout rates and suboptimal pass rates in Grades 7–12, with identified improvement methods facing implementation challenges (Maarman and Lamont-Mbawuli, 2017). Weybright et al. (2017) emphasise the global link between education and health, particularly addressing the alarming dropout crisis in South Africa and predicting factors such as gender, living arrangements, smoking, and motivation. The preceding underscores the urgency for comprehensive prevention programs and a transformative shift in the perception of teaching as a profession to address the deep-rooted challenges in the South African education landscape.
In pursuing sustainable economic growth, prioritising Mathematics and Science education cannot be overstated (Weng, 2017). While South Africa faces numerous challenges in its education system (Sutherland, 2020), particularly in mathematics and Science (Jojo, 2020), advocating for a shift in perception is crucial. While addressing these challenges is imperative, it is essential to recognise the broader spectrum of Science, Technology, Engineering and Mathematics (STEM) subjects and their pivotal role in sustainable economic growth (Van Gend, 2023).
This essay contends that fostering a genuine belief that anyone can excel in these subjects given proper teaching and accessible resources (Ríordáin et al., 2016) is critical to unlocking individual potential and national economic prosperity.
South Africa’s economic landscape is evolving, demanding a workforce with advanced skills and knowledge (Reddy et al., 2016). Mathematics and Science, often relegated to the periphery in education discourse (Schaeffer et al., 2021), are the linchpin of technological innovation, research, and development – essential for a competitive and thriving economy (Weng, 2017). By underscoring the significance of these subjects, this study paves the Way for a future workforce that can contribute significantly to the country’s economic growth. By instilling confidence in every learner’s ability to excel in these subjects and addressing systemic challenges, this study paves the Way for a more robust, equitable, and prosperous future.
Dispelling the myth that Mathematics and Science are exclusive domains reserved for a select few is paramount (Chestnut et al., 2018). Accessible and quality education in these subjects can dismantle preconceived notions about inherent talent, emphasising that anyone, irrespective of background or initial proficiency, can grasp these concepts when provided with effective teaching (McKinney and Frazier, 2008). Such a mindset shift is instrumental in maximising the untapped intellectual potential across diverse communities in South Africa.
Investing in the comprehensive development of STEM subjects is a strategic solution to bridge existing socio-economic gaps (Walker et al., 2019). By ensuring that all students have access to well-trained educators, modern teaching methodologies, and adequate resources (Chisom, Unachukwu and Osawaru, 2024), an environment where learning is inclusive and equitable can be created. This inclusivity addresses immediate educational challenges and lays the foundation for a more balanced and dynamic workforce.
While urban areas may boast established science centres (South African Agency for Technological Advancement, 2024), the imperative for STEM centres in townships and rural areas lies in fostering inclusivity and addressing educational disparities, ensuring that children across diverse socio-economic backgrounds have equitable access to transformative Science, technology, engineering, and mathematics (STEM) education. In sync with this article, the Department of Science and Innovation, in collaboration with the Departments of Basic Education in the Eastern Cape, has diligently worked to establish a science centre in rural Cofimvaba, Eastern Cape, South Africa, which reflects a solid commitment to advancing science education in rural regions and fostering grassroots innovation (Campbellscience, 2024). Furthermore, the South African Department of Education (2017) references the Nelson Mandela Foundation’s report, Emerging Voices (2005), highlighting the crucial need to provide rural schools with quality education to protect children’s well-being and promote social and political engagement within these communities. It also mentions the advocacy for a revised definition of ‘rural’ and a customised classification of rural schools by the Rural Education Research Team, aiming to accurately capture the unique characteristics of South Africa’s rural educational landscape. The recommended flexible definition considers the dynamic nature of rural lifestyles, including factors like distance and the distinctive challenges rural schools face.
Through collective efforts and strategic investments in education, South Africa can position itself as a hub for innovation, thereby driving sustained economic growth. In addition, to ensure broader accessibility and address educational disparities, this study explores the establishment of STEM Centres in townships and rural areas of South Africa. These centres can serve as focal points for enhancing teaching resources, providing additional support to learners, and fostering a conducive learning environment, thus advancing mathematics and science education nationwide.
METHODOLOGY
This article deploys the literature review methodology, which involves a comprehensive analysis of scholarly works and research findings to illuminate the challenges in Mathematics and Science education within South African Townships and rural areas. Boumezrag (2022) highlights the critical nature of literature reviews in critically evaluating existing knowledge, theories, methodologies, and research findings, enabling researchers to build innovative ideas.
By synthesising existing literature, the study delves into the perception issues surrounding Mathematics and Science, including the impact of teaching methods and marketing. Global research is employed to benchmark the current state against international standards, underlining the urgency for continuous improvement. The literature review informs the Proposal for dedicated learning centres, supported by successful case studies. This approach ensures the recommendations are grounded in a well-established knowledge base, reinforcing the need for transformative changes in mathematics and science education in these underserved regions.
LITERATURE REVIEW
The Perception of Maths and Science as Complex Subjects
Examining perceptions of mathematics and science difficulty reveals pervasive challenges impacting students and prospective teachers, emphasising gender-specific beliefs (Jenifer et al., 2024) and age as a determinant of primary children’s attitudes (Murphy and Beggs, 2003). Dahiya (2014) addresses the common perception of mathematics as a dry, routine, complex, and seemingly irrelevant subject in schools, often needing more discovery and imagination. Chala, Kedir and Wami (2020) state that physics is recognised as one of the most challenging and influential subjects within the natural sciences, often posing difficulties for students. The author further indicates a direct link between a disadvantaged school environment and students’ attitudes toward physics, with cultural beliefs playing a significant role in shaping students’ misconceptions and influencing their understanding of natural phenomena in the physics classroom (ibid). Mazana, Montero and Casimir (2018) highlight a significant but weak correlation between attitudes and academic performance in mathematics, while Kunwar (2020) addresses Maths phobia, attributing it to various factors, attributing the issue to factors such as curriculum structure, school facilities, instructional techniques, teachers’ performance, technology use, and evaluation systems, stressing the need for collaborative efforts. Outside of South Africa, Ali (2008) investigates students’ attitudes and challenges in learning mathematics in Pakistan, emphasising the importance of curriculum design aligned with working memory limitations for meaningful learning. Ozdemir and Onder-Ozdemir (2017) focus on vocational high school students in Turkey, stressing the role of Mathematics as a gateway to societal progress and the need to address factors shaping students’ beliefs in success or failure. Thus, a global concern surrounds the perception of Mathematics as a challenging subject. The above studies underscore a widespread phobia across age, gender, and technological awareness, emphasising the urgency of targeted interventions and collaborative measures to foster positive attitudes and prevent declining interest in these subjects.
Teachers are frequently implicated in contributing to the phobia of Mathematics and Science through their influence on teaching methods and perceptions. Hurley, Butler and McLoughlin (2024) analyse immersive learning programs for STEM teachers, revealing variations in motivation and structures that impact personal and professional development. Thi To Khuyen et al. (2020) surveyed Vietnamese teachers, finding positive views on STEM education, particularly among science and higher-educated teachers, providing insights for effective professional development. Additionally, Louie (2017) exposes exclusionary practices in math classes, Stols et al. (2015) address the underutilisation of online resources by South African Maths teachers, and Leavy, Hannigan and Fitzmaurice (2013) examine tensions in prospective secondary Maths teachers’ attitudes. Kite and Park (2024) underscore the importance of integrating computational thinking (C.T.) into education, advocating for frameworks, professional development, and exemplars to guide successful incorporation into core STEM curricula. The study highlights the promise of an unplugged and process-based approach to C.T./science integration, emphasising the need to support teachers in their efforts, particularly in algorithm creation. Hait and Mishra (2018) explore students’ fear of Maths, concluding that alternative teaching methods may alleviate anxiety, emphasising the need for comprehensive pedagogical reforms. These studies collectively contribute insights into the challenges, perceptions, and potential solutions in mathematics and science education, from early childhood to secondary teacher preparation.
The Importance of Maths and Science
Mathematics, Science, and technology play crucial roles in our daily lives, influencing various aspects of modern living and shaping our understanding of the world. Jayanthi (2019) underscores mathematics’ pivotal role in societal progress, noting its historical significance in advancing Science and technology. The multifaceted importance of mathematics, from commerce to cognitive benefits like reasoning and analytical thinking, is highlighted. Sami Khan and Salman (2020) emphasise mathematics’ indispensability in personal growth, problem-solving, and effective communication, urging increased interest in mathematics across various fields. Hafni et al. (2020) recognise STEM education as a comprehensive approach to enhancing skills and addressing Industry 4.0 demands in Indonesia. Oliveros Ruiz et al. (2014) stress early science education’s critical role in cultivating future scientists for research and innovation in emerging economies—Tayur (2023) advocates for diverse practical applications of mathematical research, promoting innovation and fairness. Weng (2017) underscores the foundational role of derivative functions in enhancing visual thinking and practical skills. Hassi and Laursen (2015) introduce personal empowerment through mathematical learning. Bolstad (2023) explores global encounters with mathematical literacy, while Jackson et al. (2019) focus on social mechanisms influencing interest in science careers. Collectively, these studies advocate for inclusive, ethically guided, and practically impactful mathematics and science education.
The significance of STEM education and its impact extends to national progress and career opportunities. Yamada (2023) highlights the impact of technological advances on society and the importance of STEM proficiency in a knowledge-based economy. Venter and Rodrigues Van Niekerk (2018) address the shortage of technicians and engineers in South Africa, presenting a STEM-based approach to attract students. Markus and Mhlolo (2018) focus on the skills crisis in South Africa, emphasising the need for improvements in mathematics and sciences at the high school level. Adams et al. (2008) stress the pivotal role of STEM in the economy, national security, and global leadership, emphasising the need for an inclusive learning environment. Moore and Smith (2014) discuss the growth of engineering education research (EER) and the significance of STEM integration. Illustrating this as a continental phenomenon, Umar (2019) examines STEM education in Nigeria, addressing challenges and recommending strategies for effective implementation. Expanding the scope globally, Sellami et al. (2023) analyse high school students’ STEM interests in Qatar. Encompassing a comprehensive perspective on STEM career choices, Ketenci, Leroux and Renken (2020) explore factors influencing high school students’ STEM career choices, highlighting the persistence of gender gaps. In alignment, White and Smith (2022) investigate gender disparities in STEM graduates’ employment destinations. Building on the evolving landscape of workforce education, Malyn-Smith et al. (2010) delve into program changes and the cultivation of ‘technological thinking’ among youth. In a contemporary context, Lin et al. (2023) investigate the integration of 3D printing in technology and engineering education, showcasing the ongoing advancements in educational approaches. Thus, STEM is promoted as a dynamic force in the broader education and career development
Navigating the Paradox: Matric Pass Rates, Quality of Education, and the STEM Dilemma in South Africa
While various authors present differing views on Grade 12 Mathematics and Science results in South Africa, a common thread emerges – the imperative to continually enhance these subjects. Studies by Sabelo Velenkosini (2022) and Ngobese (2013) advocate raising the minimum matric pass mark to 50% to align with quality education goals, ensuring better opportunities for learners. The Minister of Education, Angie Motshekga, lauds the 2023 NSC results, emphasising collaborative efforts and increased admissions to Bachelor studies. Noteworthy improvements in Mathematics and Science are highlighted (South African Department of Basic Education, 2023). Le Cordeur (2024) critiques the emphasis on quantity over quality in pass rates, pointing out that the pass rate, when considering dropouts, is much lower, around 55%. Laurence (2024) notes scepticism by Professor Kakoma Luneta, who raises concerns about conceptual understanding in Maths and Science education, questioning the government’s 2030 goal for eligible learners. Bhagwonparsadh and Pule (2023) stress the importance of addressing the crisis in education, emphasising high standards and effective management. Collectively, studies by Mohaladi (2004), Malatji (2019), Kahn (2006), Shepherd and Van Der Berg (2020), Spaull (2015), Lam, Ardington and Leibbrandt (2011), Taylor (2010), Spaull and Kotze (2015) and Lubisi and Nekhwevha (2024) emphasise the need for comprehensive interventions and equitable resource distribution to enhance the overall quality of education in South Africa.
Examining the quality of a matric pass rate is crucial, as it significantly influences learners’ future opportunities by facilitating access to higher education and the labour market. Ndlebe’s (2022) study emphasises the advantage of possessing a Matric for employment, particularly post-matric education, showcasing the persistent bias towards educated individuals in the South African labour market. Kaleva et al.’s (2019) study in Finland underlines the influence of mathematics choices on university admissions, especially in STEM fields, urging efforts to address gender-based educational differences. Stephen’s (2024) investigation into introducing technical Science in TVET colleges reveals a significant increase in pass rates for Physical Science, prompting a further examination of technical Science’s effects on learners’ readiness for vocational careers. Nong’s (2016) research on career guidance in secondary schools highlights its neglect, recommending the elevation of Career Guidance to a whole subject. Maila and Ross (2018) identify linguistic constraints and a lack of career guidance as barriers to tertiary education in disadvantaged rural communities, stressing the need for improved linguistic skills and enhanced career guidance. Finally, Sahin, Gulacar and Stuessy’s (2015) study emphasises the role of Science Olympiads in shaping students’ career aspirations, reinforcing plans for STEM majors and enhancing twenty-first-century skills, with a call to address gender disparities in engineering careers. These studies underscore the importance of informed educational choices and comprehensive support systems for learners’ successful transitions into higher education and future careers.
The Need for Improvement
Global research emphasises continuous improvement in mathematics and science education. Costa, Obara and Broietti (2020) conducted a systematic literature review, emphasising the need for more publications focused on critical thinking in Science and Mathematics Education. Anderson et al. (2020) examine STEM education in Australasia, exploring challenges faced by teachers and advocating for further exploration of curriculum reforms and effective professional learning. Adams et al. (2018) discuss the transformative impact of science education on global challenges, calling for a more inclusive vision. Camanho et al. (2023) evaluate the performance evolution of European countries in education, noting both improvements and disparities. Finally, Pakarinen et al. (2024) compare teaching practices in Grade 1 classrooms in Finland and Japan, revealing the influence of cultural values. Tailoring educational approaches to align with cultural values could enhance the effectiveness and relevance of STEM education in rural and Township areas. This collective research underscores mathematics and science education’s global dynamic and evolving landscape.
Noting the above, several studies delve into South Africa’s performance on the global stage in terms of international assessments. Mullis and Martin (2019) present the outcomes of TIMSS 2019, showcasing global trends in mathematics and Science among fourth and eighth-grade students. East Asian countries, notably Singapore, lead in average mathematics scores. Reddy et al. (2019) focus on South Africa’s participation in TIMSS 2019, revealing its comparatively low performance. Saal and Graham (2023) explore the use of educational technology in South African and German primary school mathematics, noting challenges and policy implications based on TIMSS 2019 data. Offering a different perspective, Jerrim (2023) explores the worldwide interest in International Large-Scale Assessments (ILSAs), revealing a decline in attention to assessments like TIMSS and PIRLS compared to PISA. While global interest has diminished, cross-country variations persist, with factors beyond assessment scores influencing attention. While Jerrim’s work does not directly address improving mathematics and science marks in South Africa, it underscores the importance of considering factors beyond assessment scores and the need for a comprehensive understanding of global educational evaluations. In the broader context of the discussion, the core message remains imperative for South Africa to enhance its performance in mathematics and Science indirectly through the global assessment landscape, as highlighted by various authors, including Jerrim.
In rural and Township South Africa, collaborative research highlights the urgent necessity for ongoing enhancements in STEM (Science, Technology, Engineering, and Mathematics) education. Nemadziva, Sexton and Cole (2023) focus on addressing low throughput in science education in South Africa, identifying factors such as policy changes, resource limitations, and insufficient engagement strategies. Molaudzi (2021) delves into the misperceptions surrounding STEM in underprivileged African communities, emphasising the challenges schools face and the necessity for proper utilisation, study materials, and trained teachers to overcome negative perceptions. Tikly et al. (2018) comprehensively address challenges in STEM secondary education across Sub-Saharan Africa, proposing strategic options to enhance the quality, accessibility, and attractiveness of STEM education. Tlhabane (2023) aligns with the National Development Plan’s (NDP) goals for South Africa, focusing on improving literacy, numeracy, mathematics, and Science outcomes through the Integrated National Strategy for Mathematics, Science, and Technology (MST) Education. Nyamunda (2021) highlights the lack of technological adaptation in South African education, revealing fault lines in international comparative results and urging for a transformation in Education 4.0. Mtotywa et al. (2024) emphasise the education system’s restructuring to align with Industry 4.0, identifying 12 critical success factors essential for preparedness and competitiveness in developing countries, including South Africa. The overarching conclusion is the necessity for continuous enhancements in STEM education to meet the demands of the evolving global landscape.
Proposal for the Establishment of Maths and Science Centres
Studies advocate for establishing dedicated mathematics and science centres, emphasising their pivotal role in enhancing STEM education. Martins et al. (2024) showcase the effectiveness of a group mentoring program in enhancing fifth-grade students’ self-regulation and school engagement. Murcia and Pepper (2018) evaluate SciTech STEM Centre’s professional learning strategy, highlighting its positive impact on teachers and students in STEM, fostering increased confidence and deeper curriculum understanding. Nzekwe-Excel (2010) addresses student withdrawal in higher education, highlighting the positive influence of Mathematics Learning Development Centres on confidence levels and grades. Bhaird, Morgan and O’Shea (2009) explore the Mathematics Support Centre’s positive impact on first-year students’ grades, particularly benefitting those with weaker mathematical backgrounds. Hafni et al. (2020) underscore the importance of a STEM approach in education to equip students with skills for Industry 4.0, especially in the Indonesian context. Achiam (2023) and Gursoy (2020) advocate for out-of-school science education, discussing its role in addressing complex global challenges and providing practical learning experiences. Both studies suggest that having dedicated centres for learning outside the traditional classroom setting is crucial for a holistic and enriched educational experience. SAASTEC (2012) provides an overview of science centres, emphasising their role in interactive, inquiry-based learning and worldwide growth. Costanzo (2022) highlights the crucial role of science centres and museums in promoting science and technology literacy, fostering community engagement, and addressing Sustainable Development Goals (SDGs). Shana and Abulibdeh (2020) recommend providing secondary school students with practical lessons by ensuring well-equipped laboratories. The overarching theme is a collective call for establishing and supporting dedicated centres to advance mathematics and science education, emphasising their multifaceted benefits in enhancing learning outcomes and fostering broader societal development.
The potential benefits of improved teaching methods, enhanced resource access, and effective mentorship programs are central to proposing dedicated centres. Efe and Topsakal (2022) demonstrate the positive impact of science centres on secondary school students’ perceptions of the nature of science, indicating increased scientific knowledge levels. Rákosi and Pongrácz (2023) explore the role of science centres in promoting Sustainable Development, emphasising the need for further research and alignment with the United Nations’ Sustainable development goals. Persson (2014) presents a pragmatic perspective on the global growth of science centres, highlighting their diverse impact and the importance of contextual learning. Osika et al. (2022) underscores the importance of Contextual Learning, advocating for incorporating real-world contexts to enhance student engagement, motivation, and meaningful connections. The article offers practical strategies, such as exploring real-world applications, incorporating workplace problems into assessments, and promoting industry engagement, asserting that contextualised learning contributes to a seamless transition from academia to the professional world (ibid). Falk et al. (2014) provide empirical evidence supporting the correlation between science centre visits and enhanced science and technology literacy outcomes for youth and adults. Lastly, the European Trade Union Committee for Education Eurydice Report (2022) investigates the role of education systems and teaching practices in improving students’ knowledge and skills in mathematics and Science, highlighting the importance of learning support and socio-scientific questions. Noted in the report is the importance of learning support and socio-scientific questions in improving students’ knowledge and skills in mathematics and Science, which aligns with the goals of dedicated science centres, as they are designed to provide interactive and engaging learning experiences, offering additional support beyond traditional classroom settings (South African Agency for Technological advancement, 2024). These studies underscore the multifaceted advantages of establishing dedicated mathematics and science centres, highlighting their crucial role in shaping effective education strategies and fostering broader societal development.
Successful Case Studies
In a comprehensive review of successful mathematics and science programs in similar socio-economic contexts, a meta-analysis by Nelson et al. (2024) underscores the efficacy of caregiver-implemented math interventions in informal learning environments, particularly benefiting children with weaker mathematical backgrounds while also emphasising the need for enhanced reporting quality and effective interventions. ArcelorMittal South Africa (2024) sponsors three Science Centres, fully funding their operations and employing 49 staff members to provide tuition in maths, Science, life sciences, and English for over 20,000 children and 500 teachers annually, aiming to address the national skills crisis by enhancing performance in scientific, engineering, and technological fields. Similarly, the Sci-Bono Discovery Centre’s Core Function team achieved noteworthy milestones in 2022–2023, showcasing a 162% increase in Science Education Centre visitors (Sci-Bono Discovery Centre, 2023). Complementing this, Cigrik and Ozkan’s (2015) study on the Bursa Science and Technology Center illustrates the positive impact of science centre visits on students’ scientific skills, echoing the broader global trend of integrating Science, technology, society, and environment in contemporary education. In alignment with these findings, Faure (1999) details the establishment of Futropolis, a science and technology centre in Cape Town, aiming to promote techno-literacy through interactive exhibits, while Perkins (2014) highlights the evolving role of science centres, advocating for their engagement in global development challenges. Moreover, the accreditation of the Science and Technology Education Centre at UKZN (University of KwaZulu-Natal) (University of Venda Department of Marketing, 2021) and the inauguration of the Science Education Centre (Sci-Ed) at the University of the Free State (News24, 2022) signal significant strides in promoting STEM education and societal impact through innovative teaching and learning initiatives, underscoring the crucial role of science centres in nurturing scientific curiosity and skill development among learners in diverse communities.
Current Classroom Dynamics: Unveiling Challenges and Innovations
Numerous studies shed light on the intricate challenges of the classroom environment when implementing practical mathematics and science education in South Africa. Daniyan (2015) reveals hurdles intermediate-phase mathematics teachers face, including inadequate training, language barriers, overcrowded classes, and a lack of resources. Jojo (2020) delves into pervasive challenges in mathematics education, emphasising post-apartheid curriculum reforms and the distribution of mathematical knowledge. Badasie and Schulze (2018) demonstrate how action research can aid teacher professional development and underscore South Africa’s shortage of qualified teachers in critical subjects. Mabena and Mokgosi (2021) identify factors influencing learners’ confidence and performance, such as ill-discipline and inadequate pedagogical content knowledge. Grayson (2009) highlights the critical challenges facing science and mathematics education, calling it a national crisis. Tsanwani et al. (2014) investigate under-performance in mathematics, emphasising factors like motivation and self-concept. Graham (2023) addresses overcrowded classrooms as contributing to low mathematics achievement, indicating a pressing need for targeted interventions. Science centres could serve as transformative solutions, addressing these challenges by providing dedicated spaces for hands-on, inquiry-based learning, alleviating the strain on teachers, and fostering a more conducive environment for STEM education. The studies collectively emphasise the urgent need to overcome these intricate barriers through innovative educational approaches, making a compelling case for establishing and supporting mathematics and science centres in South Africa to enhance the overall quality of education in these crucial subjects.
Several studies suggest tangible solutions within the envisioned STEM centres. Waititu (2024) investigates strategies for integrating Information and Communication Technology (ICT) into mathematics lessons, emphasising the need for more ICT resources to enhance student engagement. Maarman and Lamont-Mbawuli (2017) discuss challenges in the South African education system and underscore the importance of diverse stakeholders, including teachers, learners, parents, and government, in improving educational outcomes. Mainali (2020) highlights the significance of diverse representation modes in mathematics teaching and calls for increased research in this area. Kukul (2024) explores pre-service mathematics teachers’ positive attitudes towards digital storytelling, indicating potential integration into future teaching practices. Evans et al. (2024) study instructional strategies and find that teachers reducing cognitive load contribute to increased student motivation and achievement.
Another study (unspecified author) proposes using differentiated instruction to enhance teaching and learning, addressing challenges such as overcrowded classrooms and limited resources. Finally, Ziyadullaevna and Iskandarovna (2023) explore the positive impact of Information and Communication Technology (ICT) on students’ performance expectancy and motivation in mathematics education, recommending its integration into teaching practices. Collectively, these studies offer practical insights for improving mathematics and science education.
Several studies explore the link between improved foundational education in maths and Science and its positive influence on admissions and success rates in higher education. Brock (2010) emphasises the need for significant reforms in remedial education, student support services, and financial aid to enhance completion rates in nonselective community colleges. Bettinger, Boatman and Long (2013) address low college completion rates, advocating for redesigning developmental courses and effective remediation programs. Freeman et al. (2014) conducted a meta-analysis supporting active learning as a more effective teaching practice in STEM education than traditional lecturing. Johannes and Lombard (2018) focus on factors influencing successful transitions from high school to higher education, emphasising pre-arrival programs and interventions targeting prospective students. Fu and Gao (2024) explore the role of higher education in promoting economic growth, highlighting the importance of scale, structure, and quality criteria, thus aligning STEM subjects with economic growth. Wilson-Clark and Saha (2019) guide the United Nations International Children’s Emergency Fund (UNICEF) to enhance skills and work outcomes for adolescents transitioning from school to decent work, addressing barriers and evidence-based strategies. Thus, their guidance to UNICEF could align with the overarching goals of promoting education, skill development, and economic empowerment in underserved communities. Collectively, these studies underscore the critical role of foundational education in shaping successful pathways to higher education and beyond.
Leveraging the Latest Innovative Technology in Science Centres
Various initiatives stand out globally in exploring the intersection of technology and science education. Sci-Enza, affiliated with the University of Pretoria, employs interactive displays and modern technologies, making Science accessible and practical for diverse audiences (Department of Education Innovation Unit for Community Engagement, no date). The Cape Town Science Centre innovatively introduces the AstroTrek Virtual Reality Exhibition, providing a transformative cosmic journey (Cape Town Science Centre, 2021). In Delhi, plans to enhance science education involve equipping centres with advanced technology, including virtual reality and astronomical models (The Times of India, 2024). Meanwhile, Floyd (2023) sheds light on the growing role of artificial intelligence (A.I.) in Africa, urging comprehensive policy frameworks for sustainable development. Berens et al. (2023) advocate for collaboration between AI experts and scientists to address complex challenges through AI applications. Elsayed (2021) emphasises the crucial role of science centres, like the Planetarium Science Center, in fostering a lifelong learning process and a scientific-oriented mindset, especially in developing countries. Finally, How and Hung (2019) focus on integrating A.I. analytics in STEAM education, showcasing its potential to enhance students’ thinking skills through practical applications in predicting material behaviour. Collectively, these efforts underscore the transformative impact of technology on science education, emphasising inclusivity, accessibility, and the need for collaborative approaches to address emerging challenges.
CONCLUSION
In conclusion, the literature review illuminates the complex landscape of mathematics and science education in South African townships and rural areas, emphasising pervasive challenges and proposing viable solutions. Collectively, the studies underscore the urgent need for targeted interventions to enhance STEM education, especially in underserved communities.
The persistent perception of mathematics and Science as complex subjects influenced by gender, age, and cultural beliefs requires immediate attention. Teachers play a crucial role in shaping these perceptions, and efforts should focus on effective professional development to improve teaching methods and motivation.
The significance of mathematics and Science in societal progress, personal growth, and career opportunities cannot be overstated. The global consensus on the importance of STEM proficiency reflects the interconnectedness of education with economic development and innovation. South Africa, facing a skills crisis and challenges in matric pass rates, must navigate the paradox of quantity versus quality in education.
The proposed establishment of dedicated mathematics and science centres emerges as a transformative solution. Successful case studies and global research demonstrate the positive impact of such centres on student engagement, teacher development, and community involvement. By addressing challenges in the existing classroom dynamics, these centres offer a promising avenue for hands-on, inquiry-based learning, alleviating resource constraints and overcrowded classrooms.
Furthermore, leveraging the latest innovative technology in science centres aligns with the evolving global education landscape. Initiatives incorporating virtual reality, artificial intelligence, and interactive displays showcase the potential to make Science more accessible, engaging, and aligned with the demands of the 21st century.
The transformative impact of enhanced STEM education reaches beyond immediate academic success. Studies consistently highlight the correlation between foundational solid education, higher education admissions, and success rates. This connection underscores the importance of investing in STEM education as a strategic pathway to economic growth and workforce development.
The urgency and importance of investing in mathematics and science education in South African townships and rural areas are evident throughout the literature. The proposed establishment of mathematics and science centres is a beacon of hope, offering a holistic solution to address challenges, foster positive attitudes, and prepare the next generation for success in a rapidly advancing world. The call to action is clear: collaborative efforts, innovative strategies, and sustained investments are essential to chart a course towards a brighter future for STEM education in South Africa.