Secondary mathematics education in South Africa and Zimbabwe: Learning from one another

Abstract

This comparative research examines secondary school mathematics education systems in South Africa and Zimbabwe. Data were gathered through the examination of mathematics curriculum policy documents, syllabi, exam papers, research reports, and the author’s personal experiences. The findings suggest that both countries can learn from one another. Lessons for South Africa include increasing the time and pass mark for mathematics exams, as well as spreading continuous assessment over a longer period of time. South Africa may possibly reduce the number of subjects offered in grades 11 and 12 to allow learners more time to study mathematics. Redesigning question papers to include optional questions for learners could also be beneficial. Lessons for Zimbabwe include increasing mathematics education resources and mandating mathematics for all advanced level candidates. Zimbabwe may also conduct trial examinations and hire mathematics curriculum advisors to assist mathematics teachers in schools on a regular basis.

Examining the Predictive Capacity of School-based Assessment on Students' Mathematics Performance in Large-scale Examinations

“…The recommendations from the Machisi [32] study, which include adjustments to exam formats, increased resources for mathematics education, and support for teachers, are aligned with the implications of the current study's findings. The strong predictive relationship between internal scores and BECE performance underscores the need for educational policies and practices that foster effective internal assessment practices and support teachers in their efforts to enhance student learning in mathematics.…”

“…While school-based assessment scores in English predicted SSCE English grades for SSIII students, there was no significant predictive relationship for scores across different school years. Lastly, Machisi [32] conducted a comparative analysis of mathematics education systems in South Africa and Zimbabwe.…”

PC Towards Understanding Zimbabwe’s Competence-Based Science Curriculum and its Implications on the Study of Science, Technology, Engineering and Mathematics

“…In this regard, the new government embarked on a long and arduous curriculum reform process to address the imbalances left behind by the settler regime. For instance, the government in 1998 commissioned the Presidential Commission of Inquiry into Education and Training mandated of interrogating the curriculum with the view to identify gaps in teaching-learning (Machisi 2023). In this context, the commission made some recommendations that were viewed as having far-reaching socio-economic benefits to society, such as the need to craft a curriculum focused on skills development (Nziramasanga 1999).…”