The shortage of teachers in scarce skill subjects could be alleviated in the coming years — if student enrolment figures in these disciplines are anything to go by.
A total of 13,927 students, who were awarded the Funza Lushaka bursary to study teaching, chose either a technical subject, an indigenous SA language, maths or physical science as one of their major subjects or modules.
At least 5,958 of the 13,927 are studying maths, 1,970 physical science, 3,088 technical subjects and 2,911 an indigenous SA language.
Institutions with the highest number of Funza Lushaka beneficiaries doing these subjects include:
- University of KwaZulu-Natal: 1,445;
- University of Zululand: 1,428;
- University of SA: 1,030;
- North West University: 980; and
- Tshwane University of Technology: 975.
This is according to an analysis of subjects taken by the 2021 cohort of students who were either in their first, second, third or fourth year of study at 24 universities.
It comes as a recently released study on teacher supply and demand by three researchers from Stellenbosch University found that 56% of white pupils in matric study at least one technical subject compared with only 8% of black pupils.
The research found that the percentage of pupils doing computer applications technology is 10 times higher among white pupils than their black counterparts.
The critical skills list released by the department of home affairs in February also indicated the dire need for teachers of science, technology, engineering and maths in grades 7-12.
Government is also moving to increase access among historically disadvantaged pupils to “niche” subjects such as those focusing on engineering and computing, according to the medium-term strategic framework for 2019-2024.
Established in 2007, the bursary scheme’s overall goal, according to the department of basic education’s annual performance plan for this year, is to provide well-qualified teachers “who can teach in nationally identified priority areas”.
“The Funza Lushaka bursary programme has evolved from being a financial aid programme for students to a programme used by the DBE [department of basic education] and the basic education sector to address critical teacher shortages in specified subject areas, school phases and emerging new subject areas,” according to the performance plan.
The future of this country does not lie in diploma and degree graduates but we need graduates in technical skills like plumbing, welding, carpentry.
— Prof Chika Sehoole, dean of the education faculty at the University of Pretoria
Students planning to study teaching this year will be favoured for the bursary if they are keen on teaching agricultural sciences, civil technology, coding, computer applications technology and engineering graphics and design, among others, in grades 7-12 after qualifying.
At least 11,800 bursaries are expected to be dished out this year to students wanting to do teaching.
Prof Chika Sehoole, dean of the education faculty at the University of Pretoria, said it was pleasing to see good enrolments in maths “which means we can expect qualified teachers in these fields in the near future”.
“Funza Lushaka students are predominantly poor students from quintile 1-3 schools, and this means we can expect a good number of these qualified teachers placed in these schools.”
Said Sehoole: “The future of this country does not lie in diploma and degree graduates but we need graduates in technical skills like plumbing, welding, carpentry.”
He said the 2,911 students studying an indigenous SA language was not sufficient and that “a critical mass of teachers in these languages was needed to assist in the promotion of these languages”.
Sehoole said there was a dire shortage of teachers for technical subjects, adding: “We are also experiencing a shortage of qualified lecturers in these fields. It has taken us more than three years to fill a lecturer post in the field of engineering graphics.”
Prof Labby Ramrathan, from the education faculty at the UKZN, said the large number of students taking scarce skill subjects was healthy for the education system.
“Maths and technical subjects are the foundations for 21st-century skills needed. Hence the ongoing supply of teachers in these areas would always be welcome, especially in geographical areas where there is still a challenge of getting qualified teachers.”
Ramrathan said the country had taken a clear stance on developing indigenous languages and was a need for teachers qualified to teach them.
“Decolonising the school curriculum would also be enhanced through having qualified teachers in indigenous languages to make better connections between the formal curriculum and pupils’ everyday experiences.”
My number of funded students majoring in indigenous languages would still not be enough even if it were to be doubled.
— Prof Patrick Mafora, vice-dean of the education faculty at the University of the Free State
Prof Patrick Mafora, vice-dean of the education faculty at the University of the Free State, said though the number of funded students for priority subjects shows a steady increase it can never be enough.
“Even with a very unrealistic assumption of a 100% success rate, the number of students funded for the priority subjects remains inadequate given the supply and demand realities faced by schools, especially in rural areas.”
He said there was a huge need for teachers of maths and technical subjects and that this was confirmed by many schools appointing teachers from Zimbabwe and Lesotho.
“My number of funded students majoring in indigenous languages would still not be enough even if it were to be doubled. Primary schools need teachers who are competent to teach indigenous languages as a medium to teach other subjects.”
This was because of mother tongue instruction being encouraged in grades R, 1, 2 and 3.
He said a limitation in the criteria for the bursary was that a student would only be eligible for it if they majored in an indigenous language in the foundation phase (grades R, 1, 2 and 3) or if an indigenous language is taken with life sciences as a co-major.
“The languages are not funded as stand-alone majors,” he said.
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