Proposal for the Implementation of a merSETA MATHS ...mbeki-maths-dev.mandela.ac.za/mbeki-maths-dev/... · 3. Johnson Nqanqoza 4. Aeroville Sec 5. Cookhouse Sen Sec Other Municipalities

merSETA Mathematics, Science and Engineering Development Plan 2011 1

Proposal for the Implementation of a

merSETA

MATHS, SCIENCE AND ENGINEERING DEVELOPMENT PLAN(MSEDP)

in the

Somerset-East DOE Cluster

of the

Eastern Cape

Prepared by

GMMDU and merSETA Chair in ED(Govan Mbeki Math Development Unit) Mr Karl du PreezProf Werner Olivier

merSETA Mathematics, Science and Engineering Development Plan 20112

Background Statement

Various influential reports have recently confirmed that the crisis in Science and Mathematics Education havedeepened in our country. This crisis is forming an obstacle in the way of African advancement and is effecting thegrowth of the economy in South Africa. School performance of learners clearly indicates that:

There is a national crisis in (particularly) Mathematics and Science education in South African schools. A large number of learners with the potential to succeed in Mathematics and Science are not getting the

opportunity to study these subjects effectively at the FET level. The poor quality of Mathematics and Science education can in many cases be linked to un- or under-qualified

educators. Learners are not exposed to modern teaching strategies including the use of ICT technology in the Mathematics

and Science classrooms. The Maths and Science education crisis is particularly severe in the rural parts of provinces. Not nearly enough FET learners will qualify for Science, Engineering and Technology (SET) or Commerce degree

and other study programmes at HE institutions ( see http://www.cde.org.za/article.php?a_id=264 ).

The main recommendations that followed from most of these reports include:

Urgent action steps are needed to ensure a drastic improvement in the number of NCS Grade 12 NCSMathematics and Science passes.

Drastic measures should be taken to increase the number of qualified Mathematics and Science teachers andspecial efforts should be made to improve the skills levels of existing in-service teachers over the next five years.

Continued professional development efforts should be maximized to improve the skills level of existing educators– this to ensure effective teaching of the new NCS Mathematics and Science syllabi.

The formulation of emergency strategies to identify and nurture learners with potential in Mathematics andScience.

The Govan Mbeki Mathematics Development Unit (GMMDU) has successfully responded to the said crisis in theNelson Mandela Metropolis and adjacent regions of the Eastern Cape Province (ECP) over the past few years. Anetwork of competent and dedicated lecturers, educators and stakeholder officials now share a vision of empoweringeducators and learners to ensure improved problem solving skills levels and a better understanding of the importantrole Mathematics play in our modern society. This group has worked together as a team over the past five years toensure the positive project results that were, from time to time, also reported on in the media.

In particular, the DVD-based Mathematics and Science incubator school for learners and the Mathematics skillsupgrade project for educators have made a positive difference to the lives of hundreds of learners and educators inthe region.

The consolidation and extension of three existing projects are presented in this proposal as a golden opportunity forthe private sector and other funders to join our efforts to address the above-mentioned challenges in Mathematics,Science and Engineering Education on a regional basis.

Evidence based on the successes of existing and past projects of the GMMDU and ACEDP supports our belief thatthe proposed delivery vehicles for the skills upgrade projects have great potential to assist with addressing thenational crises in Maths, Science and Engineering education.

In the sequel we will give a detailed plan of how we intend to further assist learners and educators (both urban andrural) in regions of the ECP or elsewhere to reach their full mathematical potential.


CONTENT

BACKGROUND STATEMENT ................................................................................................................................................. 2

1. EXECUTIVE SUMMARY ............................................................................................................................................ 4

2. OBJECTIVES AND PROJECT PLANS FOR 2011 ......................................................................................................... 6

2.1 MATHEMATICS SKILLS UPGRADE PROGRAMME FOR FET EDUCATORS (MATHSUP).............................................................................. 62.1.1 Project Goals............................................................................................................................................................... 62.1.2 MATHSUP Implementation Plan............................................................................................................................... 762.1.3 MATHSUP Outcomes/Impact Factors ......................................................................................................................... 8

2.2 MATHEMATICS AND SCIENCE LEARNER PROJECT (MASLP) ............................................................................................................... 92.2.1 MASLP Goals.............................................................................................................................................................. 92.2.2 MASLP Implementation Plan ...................................................................................................................................... 92.2.3 MASLP Outcomes/Impact Factors .......................................................................................................................... 1092.2.4 Proposed budget for the 2011 MERSETA Mathematics and Science Learner project .................Error! Bookmark notdefined.10

2.3 MATHEMATICS AND SCIENCE EXAMINATION PREPARATION PROJECT (MASEPP) FOR GRADES 11&12................................................... 102.3.1 Background to the MASEPP...................................................................................................................................... 102.3.2 Project Goals............................................................................................................................................................. 102.3.3 MASEPP Implementation Plan.................................................................................................................................. 102.3.4 MASEPP Outcomes/Impact Factors...................................................................................................................... 10112.3.5 Proposed budget for the 2011 MERSETA MASEPP Project for Grade 12 Learners Error! Bookmark not defined.11

2.4 INTEGRATION OF THE MASLP WITH A ENGINEERING AWARENESS WEEK (EAW) ................................................................................ 122.4.1 Background to EAW.................................................................................................................................................. 122.4.2 EAW Goals ................................................................................................................................................................ 122.4.3 Role of peer supporters (role models)....................................................................................................................... 122.4.4 EAW Implementation Plan for Somerset-East .......................................................................................................... 132.4.5 Proposed budget to implement the EAW in Somerset-East ..................................... Error! Bookmark not defined.14

3. FURTHER ENGAGEMENT ........................................................................................................................................... 14

3.1 FET COLLEGES........................................................................................................................................................................ 143.2 OTHER PARTNER INVOLVEMENT ............................................................................................................................................. 14153.3 NMMU CONTRIBUTION TO MSEDP ..................................................................................................................................... 14153.4 TARGET SCHOOLS LEARNER PROFILE............................................................................................................................................ 15

4. CONCLUSION ....................................................................................................................................................... 1516

4.1 MSEDP PROJECTED IMPACT FACTORS.................................................................................................................................... 1516

5. CONTACT DETAILS .................................................................................................................................................... 18

LIST OF FIGURESFIGURE 1: GRAPHICAL ILLUSTRATION OF SOMERSET-EAST MATHS, SCIENCE AND ENGINEERING DEVELOPMENT PLAN ............ 4FIGURE 2: TIMELINE OF PROPOSED MSEDP .................................................................................................................................... 4FIGURE 3: GENDER TOTALS AT TARGET SCHOOLS..................................................................................................................... 1516

LIST OF TABLESTABLE 1: MSEDP BUDGET SUMMARY............................................................................................................................................... 5TABLE 2: PROPOSED BUDGET FOR MATHSUP PROJECT ................................................................ERROR! BOOKMARK NOT DEFINED.8TABLE 3: PROPOSED BUDGET FOR MASLP.....................................................................................ERROR! BOOKMARK NOT DEFINED.10TABLE 4: PROPOSED BUDGET FOR MASEPP .................................................................................ERROR! BOOKMARK NOT DEFINED.11TABLE 5: PROPOSED BUDGET FOR EAW .........................................................................................ERROR! BOOKMARK NOT DEFINED.14TABLE 6: NMMU CONTRIBUTION TO MSEDP................................................................................................................................ 15TABLE 7: GENDER SPREAD AT TARGET SCHOOLS ......................................................................................................................... 15TABLE 8: IMPACT FACTORS OF MSEDP ......................................................................................................................................... 16


Math Skill Upgrade(MATHUP)

50 educators1 year programme

Grade 12 Math andScience exam

preparation project(MASEPP)

Increasedthroughput rateand quality of

Grade 12 Mathsand Science

passesResource benefits to schools:1. Virtual Science laboratory2. NCS Mathematics DVD Series3. NCS Science DVD Series4. Regional resource support

Nov Dec Jan Feb Mar April May Jun Jul Aug Sep Oct Nov

1. Executive summary

This document proposes the implementation of a merSETA Mathematics, Science and Engineering DevelopmentProgramme in the Somerset-East cluster of the Department of Education (DOE) in the Eastern Cape. It is proposed touse the Engineering Club at the Gill High School as the central hub to service the rural areas in this cluster. Figure 1graphically illustrates the concept of an incubator school in the Somerset-East district.

Figure 1: Graphical illustration of Somerset-East Maths, Science and Engineering Development Plan

Figure 2 illustrates a visual timeline for the proposed one year implementation of the project plan.

Figure 2: Timeline of proposed MSEDP

In order to implement this comprehensive development plan in 2011, we request sponsorship amounts assummarized below:

Somerset-EastmerSETA

Maths, Science and Engineering DevelopmentPLAN

(MSEDP)

IdentifySchools

Appoint coordinatorsin Somerset-East

Assesslearners

Grade 11 and 12Math and Science

Learner Project(MASLP)

100 learners14 week Saturdays

programme

EngineeringAwareness Week

(EAW)

1 week full-time30 Grade 12 learners

Target Schools:Blue Crane Municipality1. Gill College2. Pearson Sec3. Johnson Nqanqoza4. Aeroville Sec5. Cookhouse Sen Sec

Other Municipalities1. Adelaide2. Bedford3. Cradock4. Graaf-Reinett

merSETAand otherBursaries

Careers in:1. Engineering2. Science3. Math & Science

Educators

Skills upgrade foreducators to meetthe challenges of

the new NCSsyllabi for

Mathematics andScience

2011

Identify Schools Identification and selection

of learners and educators

Mathsup SLP 1(for educators)

Start 14 Weeks MathDevelopment Programme(for learners Grade 11,12)

Start of EAW (2 weeksfull time)(for learners)

Exam SLP 1(for educators)

Exam prep(for learners)

Technology WorkshopSLP 2(for educators)

2010

Exam prep SLP1(for educators)

Mathsup SLP21(for educators)

TechnologyWorkshop SLP 1(for educators)

Exam prep SLP2(for educators)


Project Abbreviation Amount RemarksMathematics Skills Upgrade Programmefor FET Educators

MATHSUP R320,000.00 Extension of successful 2010 MATHSUPprojects in the NMM, EL and Mthatha regions

Mathematical and Science Learner Project MASLP R500,000.00 Extension of existing MLP (incubator schools)Grade 12 Mathematics and ScienceExamination Preparation Project

MASEPP R60,000.00 Extension of existing MASEPP programmeIn NMM

Engineering Awareness Week EAW R200,000.00 Full-time 1 week programme at the NMMUNorth Campus

Bursaries for SET MSEDP Learners R200,000.00 10x R20 000TOTALS R1,280,000.00 Per annum

Table 1: MSEDP budget summary

A phased approach will be utilized in the payment schedule of the programme. The phases are illustrated inthe Deliverables Plan.

The overall objective of this proposed Mathematics, Science and Engineering Incubator School in Somerset-East isto:

Advance NCS Mathematics skills of educators in Maths and Science in the rural area of the Bue Cranedistricts of the Eastern Cape.

Promote the integrated use of technology in the teaching and learning of Mathematics and Physical Scienceat the FET level.

Support learners to be better prepared for the grade 12 final Maths and Science examination. Provide career guidance to learners (grade 9 -12) in order to promote careers in engineering related

industries Build confidence amongst FET learners in the areas of Science and Mathematics. Improve Mathematical insight, understanding and problem-solving skills of FET learners. Expose FET learners to a DVD-driven teaching model of the Core Mathematics and Physical Science topics

in the new NCS syllabi. Improve the quantity and quality of Grade 11 and 12 Mathematics successes in Mathematics and Physical

Science. Expose learners to various fields of engineering and make them aware of various career opportunities. Provide bursaries to ensure articulation to Universities (HEI) and Colleges (FET).

This proposed Maths, Science and Engineering Development Programme (MSEDP) for the Somerset-East region, isa quantifiable and qualitative programme where there will be measurable outputs.


2. Objectives and Project Plans for 2011

Currently, the NMMU has two registered entities that are involved with the development of learners in the fields ofMathematics, Science and Engineering. These two units manage various structured development programmes:

1. Govan Mbeki Mathematics Development Unit (GMMDU) – managed by Prof Werner Oliviera. Mathematics Skills Upgrade Programme for FET Educators (MATHSUP)b. Mathematics and Science Learner Project (MASLP) for Grades 11&12 learnersc. Mathematics and Science Examination Preparation Project (MASEPP) for Grades 11&12 learners

2. The Advanced Mechatronics Technology Centre (AMTC) – managed by Mr Karl du Preeza. merSETA Chair in Engineering Developmentb. The Automotive Engineering Career Development Programme (AECDP) sponsored by AIDCc. The AIDC Human Resource Development Programme

Somerset-East is a small town in the Eastern Cape that has vested interest in the development of the economy in thisarea. The local municipality and provincial government have initiated various macro projects in this area which haslead to job creation and the economic growth in the region.

The following sections summarizes the objectives and project plans for the following proposed interventions:

1. Mathematics Skills Upgrade Programme for FET Educators (MATHSUP)2. Mathematics and Science Learner Project (MASLP)3. Mathematics and Science Examination Preparation Project (MASEPP) for Grades 11&124. Integration of the MASLP with a Engineering Awareness Week (EAW)

The project plans also include the breakdown of the financial requirements for each of the projects.

NOTE:

DVD and related teaching and learning resources will also be distributed to all project schools in the region.These include one set of :

NCS Mathematics DVD series NCS Physical Science DVD series Casio DVD’s on the use of the FX 82 ES Plus Calculator to solve NCS Maths problems Technology in NCS Maths teaching DVD’s NCS Physical Science Experiments DVD series to serve as a Virtual Laboratory

2.1 Mathematics Skills Upgrade Programme for FET Educators (MATHSUP)

2.1.1 Project Goals

After a successful completion of the MATHSUP project, educators should be able to:

Teach the content of the new NCS Mathematics syllabi with confidence and understanding to learners inGrades 10-12.

Effectively utilize the Mathematics content DVD series as a teaching resource in Mathematics classrooms. Effectively utilize the scientific calculator as a teaching resource in the Mathematics classrooms. Use technology to also generate their own teaching resources for use in the Mathematics classrooms.


2.1.2 MATHSUP Implementation Plan

The 2011 merSETA MATHSUP will be offered to 50 in-service FET Maths educators who are linked to mostlypreviously disadvantaged schools in the Karoo region around Somerset East.

At least two FET Mathematics educators from each of more than 20 secondary schools from this region will betargeted to do the MATHSUP.

The MATHSUP consists of two formal Short Learning Programmes (SLP’s).The first of these SLP’s covers mostly the first two Learning Outcomes of the new NCS Mathematics syllabus(Number and Number Relationships, Functions and Algebra) and the second SLP will cover mostly the final twoLearning Outcomes (Space, Shape and Measurement, Data Handling and Probability).

The MATHSUP is based on an innovative technological teaching resource in the form of a series of 28 DVD’s thatcompletely covers the compulsory sections of the new NCS Mathematics syllabus. Each DVD covers a specific topicwithin a learning outcome and is designed to be a user-friendly independent instructional resource. Structured micro-lessons and interactive tutorials that are designed in PowerPoint format with animation and narration form thetechnical basis for each DVD. The latest Mathematics software packages were also used to enhance the quality of theDVD graphics.

A series of Mathematics exam preparation DVD’s (based on the existing NCS National and Exemplar papers) will alsobe used to complement the delivery of the content DVD’s. These DVD’s will be introduced towards the end of eachSLP and will empower the educator to facilitate the examination preparation of his/her learners in the period leadingup to a regional/national examination.

The final component of each SLP is the facilitation of a DVD that demonstrates the integrated use of the scientificcalculator, computer technology and software (MathType, Sketchpad and Autograph) to teach Mathematics in theclassroom. This software can also be utilized to generate additional resource material for use in Mathematicsclassrooms.

Each MATHSUP SLP will consist of the following learning periods and assessment sessions:

The facilitation of 14 Maths topic DVD lessons (2 topics per day for 7 days). This will normally take place duringthe January (SLP1) and the June (SLP2) school holiday periods.

A pre-test will be written on day one of a 7-day contact period. This will be used for project-related QA purposes. A structured Saturday workshop in February during which the educators will receive a Casio FX 82 ES Plus

calculator and training DVD on how to utilize this instrument in the classroom. Structured interactive Tutorial sessions will be conducted for each of the 14 examinable Mathematics topic DVD

lessons during this delivery period A short written Tutorial Test on the examinable DVD Mathematics topics that were covered the previous day will

be written each day of the 7-day contact period. A DVD on the use of the Casio FX 82 ES Plus calculator to solve NCS Maths problems will be made available at

the start of each SLP. A self-study period follows the 7-day contact period. During this period educators will work on problems that were

handed to them as additional exercises. They will have the Topic DVD’s and the resource text as a reference tosupport them.

The facilitation of a DVD on the integrated use of ICT in the Maths classroom will be done during a follow-upsession in March (SLP1) and August (SLP2). A formal written test will be written by educators during this session.

Facilitation of Mathematics exam preparation DVD’s will be done during a second follow-up session in April(SLP1) and September (SLP2).

A formal written examination (3-hours, 150 marks) will be written in May (SLP1) and October (SLP2). Post-tests will be built into the exam paper to assist researchers to ascertain whether and to what extent the skills

of a particular educator has improved during the project period.


Resource material that will be supplied to each educator during each SLP include:

Complete study guide that also contains all PowerPoint slides of the topic DVD’s in hard copy format. A list of web links to additional resources for each topic. A hard copy compendium of examinable Topic Exercises and model solutions 14 Mathematics content topic DVD’s (for own classroom use) 2 Technology DVD’s on the use of technology in NCS Maths teaching 4 Exam preparation DVD’s (based on National and Exemplar NCS Mathematics Papers) 1 Casio FX 82 ES Plus calculator(for own classroom use) 2 DVD’s on the use of the CASIO FX82 Plus calculator in the NCS Maths classroom 1 Independent Mathematics resource Text (for reference and additional exercises)

(The delivery architecture during all contact sessions will be a data-projector that is driven by a DVD-player/PC.)

A dedicated NCS teaching specialist will be tasked to support educators with any NCS-related Mathematics questionsduring the active project period between SLP workshops.

To be successful in any SLP, a registered educator must obtain a Final Mark of at least 50%.

Both SLP’s are registered at the NMMU as part of a BEd degree programme and as such carry 24 credits at theSAQA level 5. Certificates indicating this will be issued to all successful educators at the end of the projectperiod.

2.1.3 MATHSUP Outcomes/Impact Factors

Fifty FET Mathematics educators who are familiar with all the problematic areas of the new NCS Mathematicssyllabus and who are able to teach these topics with confidence.

Fifty FET Mathematics educators who are familiar with the use of a DVD support model to enhance theeffectiveness of teaching Maths in the classroom.

Fifty FET Mathematics educators who are familiar with the use of the CASIO FX82 ES Plus calculator and itsuse to enhance the effectiveness of teaching Maths in the classroom.

Fifty FET Mathematics who will have the skills to integrate the use of technology in the Maths classroom andgenerate their own classroom material based on some of the latest Mathematics graphing software packages.Proposed budget for the MATHSUP Project


2.2 Mathematics and Science Learner Project (MASLP)

2.2.1 MASLP Goals

Project to serve as a Science Engineering and Technology (SET) incubator school for previouslydisadvantaged learners before they enroll for degree/diploma programmes at HE institutions.

Build confidence amongst FET learners in the areas of Science and Mathematics. Improve Mathematical insight, understanding and problem-solving skills of FET learners. Expose FET learners to a DVD-driven teaching model of the Core Mathematics and Physical Science topics

in the new NCS syllabi. Improve the quantity and quality of Grade 11 and 12 Mathematics successes in Mathematics and Physical

Science.

2.2.2 MASLP Implementation Plan

Identify 50 Grade 11 and 50 Grade 12 Mathematics and Physical Science learners with potential frompreviously disadvantaged schools in the Somerset East region of the Karoo.

Invite the 50 Grade 12 learners to participate in a series of 14 Saturday morning interactive lecture andtutorial sessions. During these sessions the new NCS Maths and Science syllabi will be covered in asystematic way using a DVD based teaching model.

Invite the 50 Grade 11 learners to participate in a series of 14 Saturday morning interactive lecture andtutorial sessions. During these sessions the new NCS Maths and Science syllabi will be covered in asystematic way using a DVD based teaching model.

Mathematics and Science experts from the NMMU as well as local expert FET Educators from SomersetEast and neighboring areas will be responsible for the Saturday morning interactive lectures and tutorials.

During tutorial sessions learners will be given the opportunity to practice the newly acquired knowledge andskills under the guidance of top Mathematics and Physical Science educators.

A series of 28 Mathematics DVD’s as well as a series of 28 Physical Science DVD’s covering the newgrades 11 and 12 Core Syllabi have been designed and produced after an extensive period of research toestablish an optimal technology-based teaching model for these subject areas. These DVD series will beutilized as key elements of this intervention initiative. This will imply that lessons will be presented as a seriesof Maths (Science) micro-lessons followed by interactive tutorials in a structured way during each session.

In 2011 14 DVD’s will be utilized for the Grade11 group (Grade 11 work only) and 28 DVD’s will be utilizedfor the Grade 12 group (the whole syllabus will be covered. From 2012 the programme will be more relaxedfor the Grade 12 group as well.

A Casio FX 82 ES Plus calculator will be provided to each learner as well as a training DVD on how to use itto solve NCS Maths related problems.

An experienced team of well-trained and dedicated staff will be in place to facilitate the teaching andlearning.

Project learners and participating schools will each receive a set of DVD’s to practice and share with otherlearners in their respective schools during the week(s) that follow each of the Saturday morning deliveries.

Project learners will write a test each week on the work done during the previous week. Tests to beevaluated and learners will receive constructive feedback. These results will form part of structured researchaimed at ensuring the academic quality of the project.

Homework assignments each week will be structured in such a way as to serve as revision and preparationfor the tests to follow.

A pre-test will be written at the start of the project period and the final exam marks will be measured againstthis benchmark as way to determine the impact of the incubator school teaching model.


2.2.3 MASLP Outcomes/Impact Factors

One hundred previously disadvantaged Grade 11&12 Maths and Science learners with potential who aremuch better equipped to cope with their studies at HE institutions in the fields of Science, Engineering andCommerce.

Fifty previously disadvantaged Grade 11 learners with potential who are much better equipped to besuccessful in their Maths studies during the final year of NSC schooling.

One Hundred previously disadvantaged Grade 11and 12 learners with potential who are much betterequipped and skilled in the use of the scientific calculator to support their studies in Maths and Science.

Quality Maths and Science DVD teaching resources in 20 previously disadvantaged schools. Exposure of thousands of additional Grades 11&12 learners and educators from project schools to the

content of the NCS Science and Mathematics DVD series.

2.3 Mathematics and Science Examination Preparation Project (MASEPP) forGrades 11&12

2.3.1 Background to the MASEPP

For the past two years the GMMDU has offered a Mathematics and Science Examination Preparation Project(MASEPP) as an additional component of the incubator school programme. Due to the great success of this DVD-driven satellite project, we propose that the same extension be implemented for the Grades 12 merSETA MASLPlearners prior to the national exams.

2.3.2 Project Goals

The FET MASEPP for Grades 12 aims to:

Improve the poor end of year exam performance of Grades 12 learners in the Somerset East Region of theKaroo.

Enhance the understanding of and the ability to solve fundamental problem types linked to the new NCSMathematics and Physical Science exams.

Build confidence levels and ensure that the MASLP learners are familiar with the assessment structure of thenew NCS Mathematics and Science curriculum.

2.3.3 MASEPP Implementation Plan

Structured Maths and Physical Science Examination Preparation Workshops for Grade 12 MASLP learnerswill be conducted over a period of four days (possibly also on Saturdays) during and after the spring schoolholiday period.

Texts on Exemplar and National Maths and Science Papers and Memoranda for Grades 11&12 and/orspecialized Maths exam preparation DVD’s that were produced by the ExaMath company will be facilitated in asystematic way during all the MASEPP sessions.

Each learner will receive copies of the relevant exam preparation texts and Maths exam DVD’s for furtherrevision and sharing with other learners.

As in the past, the MASEPP programme will be administered by a dedicated team of GMMDP staff. Each day of the MASEPP programme will typically consist of 4-hours of interactive work sessions during

which standard exam questions and solutions will be discussed and reviewed.

2.3.4 MASEPP Outcomes/Impact Factors

Fifty previously disadvantaged Grade 12 learners with potential who are much better equipped to cope withtheir studies at HE institutions in the fields of Science, Engineering and Commerce.


Fifty previously disadvantaged Grade 12 learners with potential who are familiar with the structure andassessment levels of the NCS Maths and Science curricula.


2.4 Integration of the MASLP with a Engineering Awareness Week (EAW)

2.4.1 Background to EAW

The shortage of professional skills is an international problem, affecting not only South Africa, delegates at theInstitute of Municipal Engineering of Southern Africa's (IMESA's) seventy-first conference, held in Durban inNovember 2007, were told.1 "The engineering skills shortage is the single biggest issue facing public worksengineering today and is leading to a crisis that threatens Australia's engineering capability and its ability to refurbish,maintain and develop infrastructure," said Roger Byrne, international manager of GHD's Asset Management Group.

The low number of engineers is one of the clearest indicators of the skills challenges the country is facing as itstruggles to improve its infrastructure and create jobs.

However, the engineering sector does not have an accurate register of professionals in the country. At the same time,some engineers are emigrating while others are being poached by other industries.

"There are about 27 000 registered engineers in South Africa but the overall number of practising engineers isestimated at 60 000," says Ravi Nayagar, the chief executive officer of the Engineering Council of South Africa(ECSA).2

2.4.2 EAW Goals

The major objectives for an Engineering Awareness Week in the Somerset-East district are to:

Channelling learners to correct stages of study or career paths. Ensured exposure to engineering related career opportunities. Enabled learners to identify careers in the engineering industry. Ensured students have access to further studies in the fields of Engineering, Science and Technology related

fields at the NMMU through bursary schemes. Increased female participation in the engineering industry.

2.4.3 Role of peer supporters (role models)

It is proposed that at least three peer helpers are appointed to assist the organisers and learners during the course ofthe EAW. These students played a central role in the delivery of the programme especially the academic portion.Their ability to communicate with the students in their mother tongue and age played a significant role in thesuccessful implementation of the programme.

The main function of the peer supporters include:

Academic support for sections/modules contained in the programme Orientation support Role model leadership

1 http://www.engineeringnews.co.za/article/global-shortage-2007-11-092 http://www.fin24.com/Economy/SAs-wide-engineering-gap-20071021


2.4.4 EAW Implementation Plan for Somerset-East

Initial discussions with Ms Elize Lombaard (Gill College, Somerset-East) have indicated that:

Accommodation infrastructure for 30 learners is available in a hostel in Somerset-East Transportation for 30 learners for a factory visit in port Elizabeth is available Catering services for learners is available

It is proposed to establish a one week (full time) Engineering Awareness Week in Somerset-East during the winterholidays with the learners visiting VWSA in Uitenhage as part of a factory visit during this week. The followingprogramme is proposed:

Day 1

15h30 Afternoon Tea16h00 Computer room Surfing the Web (continues)

1. Introduction to Microsoft Internet Explorer2. Introduction to the world wide web3. Organizing favourites4. Search Engines

18h00 Hostel Supper

Day 2INTRODUCTION TO MS WORDTuesday 09h00 Computer room Introduction to MS Word

1. Drawing Tools in Microsoft Office2. Introduction to Ms Word

10h30 Tea timeComputer room Introduction to MS Word (continues)

3. Formatting a Word document4. Working with Tabs and Tables5. Changing Page Appearance

13h00 LunchSTARTING BLOCKS

14h00 Classroom Starting Blocks1. Orientation2. Introduction to engineering principles3. Introduction to Mechanical Dacta Lego4. Developing Lego projects5. Evaluation of projects

15h30 Afternoon tea16h00 Starting Blocks continued18h00 Hostel Supper

Day 3AUTOCAD

09h00 Computer Room AutoCad10h30 Tea time11h00 Computer Room AutoCad (continues)13h00 Lunch

INTRODUCTION AND ORIENTATIONDate Time Venue Module

Monday 09h00 School Hall General introduction:Presented by: Mr Karl du Preez, Meera Parshotam, Eunice Nortje

1. Introduce staff to students.2. Outline proposed programme3. Outline career path and description of associations with industry

and Professional bodies.4. Outline and brief students on procedures and responsibilities

relating to Engineering and the automotive Industry10h30 Tea time11h00 Classroom Study Skills: presented by Centre for Learning and Media

Learning Styles Workshop: Presented by Student Counseling13h00 Lunch

SURFING THE WEB


ROBOTIC LEGO14h00 School Hall Robotic Lego15h30 Afternoon tea16h00 School Hall Robotic Lego Cont and or HIV Aids module18h00 Hostel Supper

Day 4FACTORY VISIT VWSAThursday 09h00

13h00VWSA Uitenhage 30 Learners attend VW Factory Visit

1. Welcome and orientation of typical engineering divisions2. Discussion on careers in the automotive industry with specific focus

on engineering related career paths3. Plant tour, identifying various engineering career opportunities

Review and summary13h00 Lunch

PROGRAMMING14h00 M104/107 Programming

Presented by IT department15h30 Afternoon tea16h00 M104/107 Programming continued17h00 Hostel Supper

Day 5PLUG GAMEFriday 09h00 Classroom PLUG GAME

10h30 Tea Break11h00 PLUG GAME Continued13h15 Prize-giving

Ceremony15h00 Winter School concludes – learners leave for home

3. Further Engagement

3.1 FET Colleges

One of the objectives of the MSEDP is to uplift and prepare learners in the rural district of Somerset-East to qualify fortertiary education in engineering related studies at Universities. It is however, acknowledged that not all learners willachieve this academic requirement. In these cases, learners will be guided towards careers in the vocational fields ofengineering, ie to pursue careers in learnerships at FET Colleges.

3.2 Other partner involvement

The Blue Crane Development Agency (funded by IDC) is very active in the Somerset-East district. This proposal willbe listed with this agency to further compliment the proposed project plan.

3.3 NMMU Contribution to MSEDP

The table below summarizes the anticipated contribution of the NMMU to MSEDP (calculated over 12 month period).

Description ContributionMASLP, MATHSUP and Exam preparation DVD series development R 1, 000,000.00Unit secretary (salary portion) R 24, 000.00Hardware, office equipment, PC’s, printers etc R 15,000.00Vehicle usage R 5,000.00Operating expenses (water, electricity, physical infrastructure) R 50,000.00


Head of Unit (10% of time) R50,000.00TOTAL R 1,144,000.00

Table 26: NMMU Contribution to MSEDP

3.4 Target Schools learner profile

According to Mr Garth Jacobs from Department of Education, there are no official ethnic records for the school in thisdistrict. According to Gill College, there is a learner ratio of +/- 60% white and 40% non white. The table belowsummarizes the gender spread at the target schools.

Institution Name District Gender YearGrade

8Grade

9Grade

10Grade

11Grade

12 TotalAEROVILLE S SCHOOL GRAAFF-REINET Female 2010 138 108 80 82 54 462AEROVILLE S SCHOOL GRAAFF-REINET Male 2010 134 121 57 75 49 436COOKHOUSE SECONDARY SCHOOL GRAAFF-REINET Female 2010 34 38 28 16 5 121COOKHOUSE SECONDARY SCHOOL GRAAFF-REINET Male 2010 51 38 28 22 8 147GILL COLLEGE SS SCHOOL GRAAFF-REINET Female 2010 32 32 32 25 31 152GILL COLLEGE SS SCHOOL GRAAFF-REINET Male 2010 32 30 21 26 23 132JOHNSON NQONQOZA SS SCHOOL GRAAFF-REINET Female 2010 42 54 49 47 28 220JOHNSON NQONQOZA SS SCHOOL GRAAFF-REINET Male 2010 60 50 53 63 41 267PEARSTON S SCHOOL GRAAFF-REINET Female 2010 54 44 54 45 20 217PEARSTON S SCHOOL GRAAFF-REINET Male 2010 48 62 33 27 13 183

TOTALS 625 577 435 428 272 2337Table 37: Gender Spread at Target Schools

Figure 3: Gender totals at Target Schools

4. Conclusion

4.1 MSEDP Projected Impact Factors

Project Description ProjectOutcome

Number of schoolsthat directly benefit

Number of FET educators/learners who will directly benefit

Number of FET educators/learners who willindirectly benefit

Mathematics Skills UpgradeProgramme for FETEducators

NCS Skilled andDVD resourcedFET MathsEducators

25 50 FET educators &3 000 FET learners exposed in theirclassrooms

About 200 FET educators &2 000 FET learners haveaccess to DVD’s in theschools

Grades 11&12 Mathematicsand Science ExaminationPreparation Project

MASEPP 25 50 FET educators &50 Grades 12 learners receivetraining & DVD resources

200 FET educators haveaccess &1 000 Grade 12 learnershave access to Exam DVDand related resources in the


schoolsGrades 11&12 Mathematicsand Science Learner Project

MASLP 25 50 Grade 11 & 50 Grade 12 learners 1000 Grade 11 & 1000Grade 12 learners haveaccess through peer support

Grades 12 EngineeringAwareness Week (EAW)

EAW 25 30 Grade 12 Learners

Regional Training andLearning Resources

DVD Series 25 Target 2000 learners 50 Educators

Table 48: Impact factors of MSEDP

The GMMDU (Govan Mbeki Math Development Unit) is linked to the Department of Mathematics and AppliedMathematics (DMAM) and the Automotive Engineering Career Development Programme (AECDP) is linked to theDepartment of Mechanical Engineering at the Nelson Mandela Metropolitan University (NMMU). The GMMDU and theAECDP aim to promote Mathematical and Engineering awareness and problem solving expertise in regions of theEastern Cape Province (ECP) in line with the National Strategy for Mathematics, Science and Technology Education.The agenda of these units enjoys the full support of the executive management of our university as its aims and fociare aligned with the strategic Vision, Mission and Values of the NMMU as a new generation engaged institution.

The GMMDU and the AMTC also work side by side as a service provider with other stakeholders within and outsidethe NMMU to ensure a non-overlapping and effective united front in promoting excellence in Mathematics andScience teaching, particularly at the FET level. The GMMDU has an extensive team of academics and subjectspecialist educators who have contributed to the implementation of various successful Maths and Sciencedevelopment projects over the past eight years.

The GMMDU projects currently cover the following main thrusts:

Improving the Mathematical Problem Solving Skills of learners and educators to meet the challenges of the newNCS syllabi for Mathematics.

Promotion amongst educators of the use of technology in the teaching and learning of Mathematics. Facilitating the smooth transition of Grades 11&12 learners with potential into SET programmes at HE institutions. Attract, nurture and support Grade 11&12 learners to realize their full Maths, Science and Engineering potential. Project-related Mathematics support in the form of Web-based resources for schools in the ECP and beyond. Project-Related research to promote and communicate the successes and challenges of our intervention

strategies to a wider national and international audience.

Although the focus has up to the present being on the skills development of learners and educators mainly in theNMM and adjacent regions of the ECP, a strong thrust is proposed to also focus on the Mathematics skillsdevelopment of FET Mathematics educators and learners in the rural regions.

To enhance the above thrusts, we propose that the merSETA Mathematics and Science Development Plan include:

A group of 50 in-service FET Mathematics educators to be identified in the Somerset East -Karoo regions toregister for the NCS Mathematics Skills Upgrade Project (MATHSUP) project. For each group, this project willconsist of two formal SAQA accredited Short Learning Programmes which will cover, amongst other things, thenew NCS Mathematics syllabus over a period of a year. The existing infra-structure and expertise makesSomerset East the ideal hub for the implementation of such a rural intervention.

The successful Mathematics and Science Learner Project (MASLP) for 50 pre-selected Grade 11 and 50 Grade12 learners with potential from Somerset East region(s) be implemented.

The successful Mathematics and Science examination preparation project (MASEPP) for the Grade 12 learnerswill also be implemented.

The extended incubator school initiative for Grade 12 learners again feeding into a Engineering Awareness Week(EAW) in an effort to afford more learners from the rural areas maximum exposure to career guidance and toprovide a smooth transition for participating learners into SET programmes at HE institutions.


The ever-deepening crises in Mathematics and Science Education and the growing need of the country to producemore skilled manpower in the field of Science, Engineering and Technology, underlines the importance ofpartnerships between stakeholders to ensure that effective intervention strategies are initiated and maintained.

The management of the GMMDP and AMTC is convinced that, with the support of stakeholder funder(s) that areserious about SET skills development and capacity building of our people, a better tomorrow will be secured for manymore learners and educators in the rural areas of the Eastern Cape.

We therefore appeal to you to join hands with us by funding the implementation of the merSETA Maths, Science andEngineering Development Plan.


5. Contact details

Prof WA Olivier(HOD: DMAM, NMMU)Manager: GMMDU

NMMU - Summerstrand Campus (South)University WaySummerstrandPort ElizabethCell: +27(0)84 510 [email protected]

Mr K du PreezmerSETA Chair in Engineering Development

NMMU Summerstrand Campus (North)Gardham AvenueSummerstrandPort ElizabethCell: +27(0)82 575 [email protected]

Documents

Proposal for the Implementation of a merSETA MATHS ...mbeki-maths-dev.mandela.ac.za/mbeki-maths-dev/... · 3. Johnson Nqanqoza 4. Aeroville Sec 5. Cookhouse Sen Sec Other Municipalities