Planning & Policy in SMTE

It is recognized that there is a relationship between the scientific and technological competence in a country and its state of development. There is concern about the state of science and mathematics education in South Africa.

There have been studies which have indicated that the conditions for teaching and learning in science and mathematics in most of South African is far from optimal. Studies about the conditions regarding science, math, technology education, have been small studies that deal with a single aspect that affect the teaching and learning of science. Aspects like funding, labour market needs have not been considered.

The purpose is to indicate policy and planning implications for the improvement of the science and math education system.

This study has three main objectives:

1. To describe and analyse the main characteristics of SMT (including computer education) education at the general and further education level;
2. To investigate SMT education provision empirically through a national survey and series of case studies located in selected provinces, districts, circuits and schools; and
3. To draw conclusions related to improvements in the planning and support system for science education, to suggest new mechanisms for policy implementation.

The five major research foci for the study are:

1. The organisation of science education.
2. The provision, support and cost of SMT education.
3. Science education in practice.
4. The assessment of performance.
5. Issues of supply and demand.