Abstract
While the meaning of access to education differs across different contexts, in the wake of the fourth industrial revolution [4IR], mathematics has come to dominate expectations regarding what counts as successful schooling. In South Africa an inquiry into how far post-colonial education has closed the poverty gap between Blacks and Whites, of necessity must begin with an examination of mathematics education - given that the philosophy and ideology of apartheid deemed it absurd to teach a ‘Bantu’ child mathematics. This paper’s main thesis is that a distinction in mathematics matters for university entrance because without it, school leavers from historically disadvantaged backgrounds are not eligible for programmes in science or engineering. In 2001 cabinet together with the DoBE adopted the National Strategy for Mathematics, Science & Technology wherein it was stated that an adequate supply of graduates with mathematical sciences could be better assured by focusing on learners with exceptional potential in dedicated schools. Although this strategy gave a new breath to gifted education, gifted students were never identified and nurtured in those dedicated schools. Using a framework of cultural, social and human capital, this paper analyses its development over the last two decades. The paper concludes by showing, from a human capital development perspective, that unless we identify learners with potential (the quality seed) the failure rates will remain stubbornly in place. Similar findings from the Courses Impeding Graduation project confirm that even with the best teachers we need good seeds for a better yield.
Presenters
Michael MhloloProfessor of Mathematics Education, Natural Science Teaching, Sol Plaatje University, Northern Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Giftedness, Inclusive Education, Talent Development
