By Johnathan Paoli
South African universities produced 5065 fewer graduates in key science, technology, engineering, and mathematics (STEM) fields during the 2023/24 financial year than targeted, sparking renewed scrutiny over the quality of maths and science education at school level.
The Higher Education and Training Department, in its latest 2023/2024 annual report, attributed the shortfall to under-prepared students entering tertiary institutions.
Higher dropout rates and extended graduation timelines among students in STEM fields were highlighted as primary concerns.
Planned targets for graduates in engineering, natural and physical sciences, human health sciences and animal health sciences stood at 37,206, but universities achieved only 32,141, marking a 13.6% shortfall.
Engineering suffered the most significant deficit, with 2541 fewer graduates than anticipated, followed by natural and physical sciences, which saw a gap of 1814 graduates.
Higher Education Minister Nobuhle Nkabane emphasised the systemic nature of the issue.
“While universities are tasked with nurturing academic success, the foundation built during basic education is equally crucial,” Nkabane said.
The Basic Education Department’s own review acknowledged the problem, citing that only 28,851 matriculants in 2023 achieved at least 60% in both mathematics and physical science.
Experts argue that these marks are often insufficient for university-level STEM programmes.
Despite remedial measures such as augmented curricula and extended degree programmes, many students struggle.
Education specialists point to several root causes, including ineffective teaching methods at both school and university levels.
Meanwhile, the Basic Education Department has acknowledged declining interest in STEM subjects, with the percentage of matriculants writing maths dropping from 53% in 2008 to 38.5% in 2023.
Nkabane highlighted her department’s efforts, including funding extended curriculum programmes to support under-prepared students.
She also stressed the importance of strengthening teacher development and enhancing curriculum content at school level.
Collaboration between the two departments is ongoing, facilitated by platforms like the Inter-Ministerial Task Team on Education.
As the country grapples with STEM graduate shortages, experts agree that addressing the issue requires systemic reform across the education pipeline.
Beyond improving school-level teaching, universities must refine their support structures to bridge the preparedness gap.
Nkabane said that these areas were vital to South Africa’s economic growth, innovation and development.
INSIDE EDUCATION
