Problem Areas
Maths and science are subjects selectively categorized and approved by the cabinet as gateway subjects. This
notion should also be borne by learners who would like to further their studies in these subjects with a view to
either working or realizing their careers in the engineering, actuarial; natural sciences, information technology
and medical fields in passing these subjects convincingly, as this is a requirement for acceptance by institutions
of higher learning in these fields.
We also know fully well that the state of education in South Africa has over time been a contentious issue, but
we simultaneously know very well that talk is cheap – especially where remedial action is either missing or nonexistent
from social referees. It is for this reason that the primary aim of One On One Community Based
Programmes is to add value to the South African society through all meaningful interventions in the educational
sector, and has to this point focused its intervention endeavors on mathematics, science and chemistry.
As “Gateway” subjects categorized as such by cabinet, mathematics and science are pivotal to the pursuit of
professions that require these subjects for qualification purposes. Social referees have over the years amplified
the problem without any suggestions regarding solutions, which is why a holistic intervention is needed to
address these challenges head-on.
Science and Chemistry
Research results from the work done by Prof. Corrie du Toit (University of the North West) in 2011, a year
before the publication which was published in the Volksblad newspaper dated 15 March 2012 (page 7);confirmed that only 3772 of the 24000 public schools in South Africa had laboratories the year before the
publication – a gap that may not be closed overnight but which requires action to offset the perpetual downside.
This further explains the error of judgment in making learners focus wholly on the theoretical aspects of learning
without any practical input for completion purposes.
We have observed over time that children do not do well in science and chemistry in instances where they are
not given the opportunity “TO DO SCIENCE” through experiments in the classroom, but are instead made to
focus on only the theoretical aspects. That is in part what going to schools is for, but there is more that can be
done to convert problems like these into programs.
The laying of a good foundation enables learners to follow those streams requiring physical sciences and
mathematics; without which alternative but undesirable options are adopted for all the wrong reasons (for
example Maths Literacy instead of high-grade Mathematics pass required for STEM streams at tertiary levels).
Our Solution
One On One Community Based Programmes would be first to acknowledge the fact that improvement of the status quo is always envisaged and expected, and that solutions presented will be in response to current challenges experienced by learners and practitioners alike as they evolve over time.
Mathematics
- One On One Community Based Programmes establishes partnerships with the private sector to provide extra curricula lessons for Grades 7 – 12 for current Maths projects in Philippi (Cape Town, Western Cape province), Yeoville (Johannesburg, Gauteng province) and Grades 10 - 12 project in Mogwase (Rustenburg, North West Province) – over weekends and weekdays as part of the schools’ standard daily school teaching schedules.
Physical Science
- We now know that learning science does not always require fancy school infrastructure, especially that some of the schools in certain quintiles are disadvantaged through budgetary restraints. But, with the availability of the Mylab Portable Laboratories as part of the solution; learners are enabled and empowered to perform experiments anywhere they would be able to do so. This means in summary that “Form will follow function”
- The fact that One On One Community Based Programmes works with the original inventors; developers and patent holders of the Mylab concept and related portable kits from the University of the North West provides users with access to the intellectual capital behind the development and the reasons for their development.
- The work put into the Mylab kits focuses both teachers and learners on “doing science” in the classroom, thereby making the learning experience engaging and committing with an element of fun in the process.
- The teaching and learning aids provided in the form of instruction modules and DVDs for both teachers and learners save a lot of preparation time and thus enable learners to use their spare time for other subjects which may just be of equal importance to both user categories.
Mylab Chemistry and Natural Science Kits
The poor average percentage achieved in Chemistry by grade 12 pupils in many developing countries over the
past years can be attributed to various factors, with one of the most important being motivation. But motivation
or lack thereof could be attributed to inadequate teaching strategies or methodologies which do not enhance
practical learner involvement which becomes a stepping stone to better understanding of basic concepts at
visualization level.
As one of the most important interventions, we are assured that historical challenges are being addressed and
mitigated against for future repeats. By design, this is a product of many years of development by well qualified
and experienced North-West University Science Faculty professionals, with its success attributable to course
lecturers, facilitators and learners, continued presentations, workshops and congresses done at continental and
international forums.
Some of the historical global participations which are made possible by invitation included
the following for reference purposes – eg: Budapest, Hungary (August 2000), Beijing, China (August 2002),
Istanbul, Turkey (August 2004), Seoul, South Korea (August 2006), Vienna, Austria (April 2001), Linz, Austria
(April 2003), Eisenstadt, Austria (April, 2005), Leoben, Austria (April, 2007), Hong Kong Baptist University
(December, 2001). Mexico City, Mexico (18-20 May 2005) Maseru, Lesotho (January 2008) Bloomington, Indiana
(July, 2008) Safed, Israel (8 – 11 Sept. 2008).
Some of the leading scientists at international level include the following working in cooperation with the Mylab
local team include the following:
- Prof John Kotz of the State University New York, author of the first level Chemistry textbook which is used over the world – visited the Mylab team in 2006 and did presentations and workshops in the North West Province
- Prof Lise Kvittingen and Mr. Per-Odd Eggen from the Norwegian University of Science and Technology, Trondheim, Norway – visited the Mylab team in 2006 and 2007. Over and above their involvement in the province, they both introduced the Mylab kit solution to Ethiopian schools for use in the Norway/Ethiopia chemistry project in chemistry, as well as export the Mylab kits in 2008 to Norway to be used in Norwegian schools.
As part of the local historical success evidence, the Quality Assurance Chief Directorate led by Mr JAT Tholo and his team gave the following feedback following the equipping of 455 schools and 4000 science learners by the North West Department of Education over the 2003-2006 period:
“The project has been successful in most aspects and is a model for education / industry partnerships. North West University is to be applauded for their foresight in establishing this programme in 2003. There are significant quantitative advantages to learners in studying chemistry through the NWU modules. Project material should continue to be developed with consideration given to the directions as indicated in the national curriculum, and the project should be more widely implemented within the province. The management of the project should be transferred to the provincial department of education. The project model should be used in the development of chemistry education resources for primary and middle school educators.”
One On One Community Based Programmes is therefore of the opinion as well as support the premise that availing Mylab General Science and Chemistry kits to public schools in SA would resolve the numerous problems affecting the quality of outputs in terms of and including quality matriculation pass rates.
Maths Support Programmes
Ten years later in 2025, the Maths Support Programmes still changes lives …
The Maths Support Programmes project was initiated in 2007 in line with the vision “to achieve a positive
impact on the South African community by multiplying the number of local participants for purposes of actively
growing the South African economy.” To date, thousands of students have been directly involved as well as
benefited from the original programs in Philippi (Western Cape Province) and Yeoville (Gauteng Province)
respectively before replicating the same approach in Mogwase (North West Province) and Mankweng (Limpopo
Province) within sight whilst catering for students within the Grades 7-12 range in all provinces.
The one STEM project that stood above the rest from a holistic perspective in terms of both role players and
stakeholders was the Moses Kotane East District in Mogwase, Rustenburg; North West Province. The mandate
was issued by the provincial department of basic education in partnership with their preferred financial partner
in 2017 for One On One Community Based Programmes to create a centre which would deliver the following:
- Assisted learners to develop foundational and conceptual framework at lower grades thus enabling learners to progress with the necessary cognitive input background (although the implementation was initially focused at Grades 10-12)
- Turn around as well as affect the provincial performance in terms of matriculation results as the province was deemed to be performing at below-par levels comparatively speaking
- Produced a marked increase in the number of quality passes in all applicable schools which formed the initial pilot cohort.
- Encouraged learners to study pure Mathematics (especially Higher Grade) instead of Maths Literacy which over time limits the learners’ choices of streams from a specialization perspective.
Annual Ancillary Programmes
The following are projects on One On One Community Based Programmes calender:
- Skills Development programs in partnership with appropriate implementation partners
- Launching of Computer Laboratories to enhance Digital Literacy for preparation of tertiary expectations
- Health Day in partnership with public/private health practitioners at participating schools, with the key program being eye-care (from learner testing through diagnosis up to provision of spectacles)