Assessing teacher-lecturer competency in science, technology, engineering, arts, and mathematics (steam) in KwaZulu-Natal

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</jats:p>