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Title: ASSESSING TEACHER-LECTURER COMPETENCY IN SCIENCE, TECHNOLOGY,
ENGINEERING, ARTS, AND MATHEMATICS (STEAM) IN KWAZULU-NATAL
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Authors: Simphiwe Buthelezi, PhD, Thobani Cele, PhD, Londeka Nxumalo, Nonkululeko Zondo and Bonginkosi Zondi , PhD, South Africa |
Abstract: The convergence of technology and digital communications has revolutionized most businesses,
including education and training facilities. Advances in technology has completely transformed
the world of work. Being well-educated is no longer sufficient. What matters is the possession of
critical essential talents, skill sets, and capabilities. South Africa is characterised by high
inequality, poverty and high unemployment. Thus, provision of quality education is one of
strategies that could be employed to address such developmental challenges. Hence, the objective
of this study was to assess teacher-lecturer competency in Science, Technology, Engineering, Arts,
and Mathematics (STEAM) in KwaZulu-Natal. This study was conducted in different parts of
KwaZulu-Natal province with participants from various schools and institutions of higher learning.
The study was commissioned due to skills deficit that is perpetrated by, amongst other things, the
poorly functioning basic education system, inadequate infrastructure, shortage of STEAM teacher
supply, and skills mismatch. The study employed an exploratory research design, and the survey
was used as the research strategy. Among other findings, the study found that while a significant
portion of educators expressed a commitment to promoting reflective and critical thinking among
learners and students, inadequate STEAM equipment and infrastructure continued to be the
primary challenge in implementing STEAM. Furthermore, the study found that there is a majority
support for the STEAM centres which suggests a positive inclination towards their establishment,
underlining the perceived value they could bring to the educational landscape for both teachers
and students. This study recommends a targeted professional development programs for educators
at primary and secondary schools. In addition, this study advocates for interdisciplinary
collaboration among educators in primary and secondary schools which must be pioneered by the
department of education. It was further recommended that knowledge exchange and knowledge
transfer be facilitated, and specialized training in the development and use of technology, software,
and other teaching materials for educators in primary and secondary schools be provided.
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