From academic reject to honours graduate

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South Africa’s current matriculation pass rate of 70.2% has increased from 67.8% since last year to much fanfare. However, this increase does not necessarily reflect the academic competency of the matriculants. Despite the low pass mark, only 24.3% qualified this year to study a Bachelors Degree. This is a 1% increase since 2010. Furthermore, only 46.3% of students passed mathematics which is a 1% decrease since 2011.

These statistics demonstrate the need for interventions which equip motivated students to pursue tertiary studies in mathematics- and science-related disciplines to enter university. Despite criticism levelled against bridging programmes for university admissions, the success of the Science and Mathematics at the University of Stellenbosch (SciMathUS) Programme counters this critique.

Started in 2001, SciMathUS provides promising matriculants with a year of intensive tuition and personal support to gain admission to university. Their model illuminates key problems within South Africa’s schooling system. The poor academic performance in Mathematics and Science can be attributed to school teachers who are ill-equipped to teach the subject and high school pupils opting to do Mathematics Literacy (ML). Easier than Mathematics, a pass in ML is insufficient to study Mathematics at tertiary level.

What SciMathus does best is filling this learning gap. Chumani Mandondo, a SciMathUS alumnus, currently completing an extended Engineering degree programme at Stellenbosch University (SU) believes that “if I had come straight from high school, in two weeks [at university, without SciMathUS], I’d be out”. Chumani was one of the 100 students SciMathUS admits annually following a rigorous selection process after which students focus on their specific Mathematics-related disciplines.

SciMathsUS covers material from Grade 10 through to Grade 12. This assists disadvantaged students to compete with other university applicants who are from more well-resourced schools. SciMathUS students must attain scores between 70% and 80% in their chosen subjects. Critically, children are given the support to achieve this. A small team of seven dedicated teachers (two of whom have been with SciMathUS since inception) uses innovative teaching strategies.

SciMathUS teacher, May Marnewick, insists that students are not spoon-fed. Their “Instructional Leadership” and “Problem-based Learning” approaches help students unlearn the reliance on formal note-taking, as they expect to be taught rather than to engage in their learning. The academic development of students is underpinned by personal development workshops and counselling that create familial bonds and generate improved self-esteem in individual students. This sound psycho-social foundation in students is fertile ground for academic excellence.

Since inception, 750 students have been through the programme. SciMathUS started with 40 students in 2001 and in 2011 helped 100 students improve their matriculation results. For the last four years SciMathUS has maintained a 100% pass rate with 57% qualifying for university. 74 former SciMathUS students have graduated from university since 2005, including five doctors and nine engineers. At least 75% of each SciMathUS cohort has continued on to university in the past four years. In 2010 their students have increased their Mathematics and Physical Science scores by an average of 15% and 25% respectively.

Although Stellenbosch University hosts SciMathUS, it receives no state subsidy for the programme but it provides minimal financial support. SciMathUS generates its own funding. Not just a financial partner, universities can be a potential resource for similar initiatives. At SciMathUS students can make use of the additional support and academic resources available at SU. As SciMathUS is based on campus, students acclimatise to university life and become part of its community. SciMathUS has shared their expertise with university bridging programmes around the country and the lessons from their methodology should be institutionalised nationally and more urgently.

SciMathUS’ 11-year track record proves poor South African matriculants can excel at Mathematics and Science when given the right mentorship and support.

Read about the creative ways South Africans alleviate poverty every week from the Impumelelo Social Innovations Centre, the country’s repository for solutions that improve quality of life for the poor. Visit impumelelo.org.za