Speaker
Description
This study presents a focused analysis of trends in Physical Sciences education in South Africa from 2008 to 2023, examining learner performance, systemic disparities, and post-school outcomes. Using national assessment data and higher education statistics, the study identifies a steady improvement in overall Grade 12 pass rates over time, particularly following curriculum reforms such as the implementation of the Curriculum and Assessment Policy Statement (CAPS). However, these improvements do not consistently reflect meaningful proficiency in Physical Sciences, as a substantial proportion of learners fail to achieve the 50% threshold required for entry into science-related tertiary programmes.
Provincial analysis reveals persistent inequalities, with provinces such as the Western Cape and Gauteng consistently outperforming less-resourced regions, including Limpopo and the Eastern Cape. These disparities are linked to uneven access to qualified teachers, laboratory infrastructure, and effective instructional support. Furthermore, distinction rates in Physical Sciences remain low across the study period, highlighting ongoing challenges in achieving high-level conceptual understanding and academic excellence.
The impact of the COVID-19 pandemic is evident in a temporary decline in learner performance around 2020, followed by a gradual recovery by 2023, particularly among learners with better access to educational resources. Despite this recovery, the overall performance trends suggest that improvements in pass rates have not translated into a strong pipeline of learners adequately prepared for STEM fields.
At the tertiary level, trends indicate improved retention and graduation rates in science-related programmes, suggesting that institutional support mechanisms may be mitigating some of the challenges experienced at the school level. Overall, the findings underscore a critical gap between access and achievement in Physical Sciences education. The study concludes by recommending targeted interventions, including strengthening teachers' content knowledge, improving access to laboratories, and addressing structural inequalities, to enhance learner performance and support the development of a robust scientific workforce in South Africa.
| Apply for student award at which level: | MSc |
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| Consent on use of personal information: Abstract Submission | Yes, I ACCEPT |