Communications Minister Solly Malatsi has announced plans to roll out cyber technology to all rural schools by 2029, aiming to bridge the digital divide between rural and urban learners. The initiative seeks to provide students in underserved areas with the same access to connectivity and digital skills as their counterparts in more developed regions.
However, the announcement comes amid growing concerns over the declining availability of mathematics in schools, which critics argue limits students’ opportunities in science, technology, engineering, and mathematics (STEM) fields.
Closing the Digital Divide
Minister Malatsi’s cyber technology drive is part of broader efforts to create a digitally competent workforce in South Africa. The plan has been met with both praise and skepticism, with some arguing that other pressing issues—such as inadequate school infrastructure—should take priority.
Basil Manuel, executive director of the National Professional Teachers’ Organization of South Africa (NAPTOSA), acknowledged the importance of digital advancement but warned against neglecting other critical educational challenges.
“We can’t tell South Africa to wait while we address other issues like ablution facilities or dilapidated schools,” Manuel said. “The world is moving forward, and if we pause, we’ll fall further behind. We must tackle these challenges simultaneously.”
STEM Crisis: Over 460 Schools Drop Mathematics
A major point of contention in the discussion was the revelation that more than 460 schools no longer offer pure mathematics, instead opting for mathematical literacy—a less rigorous subject that restricts students’ career options in STEM fields.
Manuel attributed this trend to an unhealthy obsession with achieving high matric pass rates, which pressures schools to steer students toward easier subjects.
“This is a tragedy,” he said. “Schools are sacrificing long-term opportunities for short-term gains. A 100% pass rate means nothing if students aren’t equipped for the future.”
He also criticized the Department of Basic Education’s explanation that low student enrollment in mathematics makes it economically unviable to hire specialized teachers. “That’s a cop-out,” Manuel argued, pointing to schools that successfully maintain pure mathematics programs through additional support and catch-up lessons.
Call for Greater Subject Advocacy
Manuel emphasized the need for stronger advocacy to encourage students to pursue STEM subjects, including mathematics and physics. He also highlighted the importance of promoting arts and music to ensure a well-rounded education.
“STEM is critical for competing in the 21st century, especially with advancements in AI and technology,” he said. “But we must also nurture creativity. Our education system should offer diverse pathways for all students.”
Looking Ahead
As South Africa pushes forward with its digital inclusion plans, the debate continues over how best to balance immediate infrastructure needs with long-term educational goals. The success of Minister Malatsi’s cyber technology initiative may hinge on whether schools can simultaneously address systemic issues—such as teacher shortages and curriculum gaps—that currently hinder student potential.
For now, educators and policymakers face a critical question: How can South Africa prepare its youth for a tech-driven future while ensuring no child is left behind in the process?