South Africa has The essential role of STEM (science, technology, engineering and mathematics) subjects in economic growth, innovation and competitiveness has long been recognised. Yet despite years of policy focus, structural barriers remain hindering progress – from early childhood development to tertiary education.
The Class of 2025 set a new passing rate record of 88%, but the math results left government officials worried. The passing rate in pure mathematics fell sharply from 69% to 64%, and only 34% of candidates passed the pure mathematics exam.
There also remains sluggish uptake and throughput in STEM disciplines, which is not limited to one stage in the pipeline.
A Department of Basic Education document on performance against the key national development goals and medium-term strategic framework for 2030 paints a disappointing picture. On the increase in the number of pupils eligible to study mathematics and science at university, it suggests that we are off track, while the target of schools having functional internet connectivity for teaching and learning is also unlikely to be reached at this rate.
Following the release of the National Senior Certificate results, the focus has once again turned to improving reading and mathematics skills from an early age. Earlier this month, the 2030 Reading Panel revealed that only three in 10 students in Grades 1-3 can read in their home language. In some languages, the situation is even worse, with 25% of Grade 3 students unable to read a single word.
main obstacle
according to nikki robertsAn extraordinary associate professor and director at Stellenbosch University Kelo ConsultingThe main barrier to STEM subjects at secondary school level is the poor foundation of learning in mathematics and languages in primary school.
“These poor foundations are often the result of poor teaching,” he told TechCentral in an interview last week. Older primary school teachers generally did not take any mathematics beyond grade 9, and many have a strong disinterest in the subject.
Another major area of concern is the preparation of primary school teachers. These teachers need quality structured learning materials as well as long-term training and support. However, there are currently no guidelines on mathematics and mathematics literacy entry requirements for teachers or on how much of the 480 credits in the Bachelor of Education should be devoted to mathematics and languages.
Reading: South Africa's skill advantage on home soil is being ignored
The Primary Teacher Education Community recommends 150 credits for the two languages and 100 credits for mathematics.
professor Wynand StanThe dean of the Faculty of Engineering, Built Environment and IT (Ebit) at the University of Pretoria believes reform must start at the bottom – from how teachers are trained at tertiary level. To improve STEM teaching quality in under-resourced South African schools, reforms must go beyond isolated interventions.
“We must rethink how curriculum and pedagogy are designed, how resources are allocated and how schools are governed and held accountable,” he said in an interview. “Such a systemic, equity-driven approach makes improving teaching quality not an occasional event but an inherent part of how the education system functions.”
Akash DasarathaScience Center Manager Sci-Bono Discovery CenterAgree that the biggest challenge is in the foundational stage. “We haven't really invested enough at that level,” he said. “Things like literacy and numeracy form the basis for understanding more higher-level things, and require specific attention to the age group or stage in the learner's life.”
He told TechCentral that improvements would come from improving the quality of teachers and facilitators already in the early childhood development (ECD) stage. “At the ECD level, you find they just eat, sleep and play and there's no real stimulation – which is really needed,” Dusrath said.
Roberts advocated a shift to mother tongue-based bilingual education for mathematics, physics and life sciences, saying it was long overdue. However, significant investment will be required to ensure quality bilingual materials for learning STEM subjects in African languages as well as English.
Various research shows how this shift enhances a learner's cognitive development, understanding, and confidence by overcoming language barriers in complex, abstract topics. There are currently several pilot projects in the Eastern Cape targeting improved mathematics outcomes through mother tongue education and technology-assisted learning.
public Private Partnership
“STEM success is not possible without a strong math and language foundation,” Roberts said. “In South Africa, that foundation is in two languages – our children's mother tongue, with English gradually joining in. It is not possible to learn mathematics in a way that makes sense if one is learning it in a 'foreign' language.”
All three experts agree that public-private partnerships are important to promote STEM learning and teaching. These partnerships may sponsor scholarships for teachers in STEM education, provide funding for science laboratories and computer training at the school level, and work closely with tertiary institutions to promote mentorship programs.
Reading: SA tech graduates enter jobs unprepared as skills gap widens
The public and private sectors should provide resources to support Internet access and access to technological devices, provide input on curriculum changes, and collaborate on career guidance initiatives in schools.
At the University of Pretoria, Abit Faculty focuses its recruitment on Grade 6-12 learners. Its next open day on 7 March will focus on how engineers, scientists, IT experts and built environment experts work together to restore, maintain and develop sustainable resources to protect the planet for future generations.
Learners are guided in choosing the right subjects, while their older classmates are exposed to careers, industry input and the real world to inspire them and make them aware of the future after choosing STEM study areas.
When asked about the benefits of technology-enhanced learning, such as integrating digital tools, platforms and AI to improve learning, Roberts said it is always sold as a panacea to many, which is hard to do in education. He said that education is fundamentally a human endeavor and we cannot take technical shortcuts.
He said that education is helpful in performing repetitive administrative tasks and building communication networks. “In my view,” said Roberts, “the adults who support the schooling system should be using technology. This administration and communication capability is more important than putting devices in the hands of kids.
“Globally we are seeing a return to paper-based learning materials and restrictions on technology devices among learners in schools. We do not need to invest in technology for children (birth to 15 years of age), but the adults who care for these children need to be able to use technology to better support them.”
South Africa's STEM challenge is no longer about recognizing the problem; It's about acting decisively. Weak foundations in literacy and numeracy, gaps in teacher preparation and inequitable resource allocation are disrupting the mathematics and science pipeline long before matriculation. Record pass rates mean little if fewer learners are equipped to pursue pure mathematics and science at university. Incremental reforms will not address decades of structural weakness.
Reading: Warns AI could hit first-time job seekers the most
If South Africa wants an innovation-driven economy, reform must start from the ground up – and it must be bold. – © 2026 NewsCentral Media
Get breaking news from TechCentral on WhatsApp. Sign up here.