Since its inception three years ago, the Grade 9 FUCHS Lubricants Mathematics Skills Programme introduced at several schools in Tembisa, a township east of Johannesburg has had a positive influence on benefiting lives that the schools support and the community at large.
FUCHS Lubricants is a global group with German roots that has developed produced and sold lubricants and related specialities for more than 85 years covering virtually all areas of application and sectors. With 58 companies and more than 5000 employees worldwide, the FUCHS Group is the leading independent supplier of lubricants.
The programme provides learners at under-resourced schools with an opportunity to enhance their maths skills as well as focusing on the provision of supplementary education to learners. The programme is in partnership with Star Schools’ mission to provide affordable, sustainable excellent education solutions.
The summery of the results of the 2018 Fuchs Lubricants Mathematics Skills Programme are as follows:
• 24% increase in pass rate when comparing benchmark assessment and final examinations.
• 8% increase in subject average.
• 75.6% of learners achieved Mathematics pass at 40% and above.
• Four learners produced distinctions in mathematics.
• Nine passed Mathematics at level 6 (70 – 79%)
• Thirty-three learners passed Mathematics at level 5.
• 92% of beneficiaries selected mathematics as a subject in grade 10.
“The programme is sponsored by FUCHS Lubricants as part of their corporate social investment portfolio or Socio-Economic Development Strategy. The aim of the grade 9 Mathematics Skills Programme is demystifying mathematics for learners and providing them with greater confidence at the end of grade 9, enabling them to make an informed decision, whether to choose Mathematics as a subject when they enter the further education and training (FET) phase of school,” explained Transformation Manager, FUCHS Lubricants SA, Esther Seabi .
“The intention is for learners to acquire a greater skill set in math, and bridge the gap between grade 9 and grade 10, making the transition easier from the general education and training (GET) to FET phase. The goal is also to increase both the results and performance of learners and their respective schools.”
“Our vision is to provide learners with the supplementary education to enable them to pass their examinations at levels that will equip them to fulfil their career aspiration,” she said.
“Nationally, the number of learners opting to do Mathematics and Physical Science at grade 10 level is falling, contrary to the National Development Plan which has proposed a target of 450 000 learners being eligible for bachelors programmes with mathematics and physical science by 2030. The intention of the programme is for learners to acquire a greater skill set in Mathematics and bridge the gap between grade 9 and grade 10, making the transition easier from GET to FET phases,” said Selebi.
“Furthermore, through the Star Schools Programme, learners are exposed to high-quality educational materials, enabling them to pass their examinations at levels which will allow them to confidently select mathematics in grade 10.”
The programme further provides opportunities to a selected number of learners to be part of the Peermont Community Benefit Trust (PCBT) Incubator Programme. The programme offers supplementary support from grade 10 to grade 12 in Mathematics, Physical Science and English.
The 2019, the Grade 9 Mathematics Skills Programme has 200 learners split between two centres, 120 at Ingqayizivele Secondary and 80 at Masiqhakaze Secondary School. The learners attend a mix of Saturday classes and intensive revision and pre-exam preparation sessions. Learners are formally assessed by conducting benchmark assessments during induction into the programme, and twice after that.
The selection criteria requires learners to achieve between 40% and 50% in their school examinations to be part of the programme requires. All learners are required to write a pre-project assessment, which is used as the selection tool onto the programme and to identify knowledge gaps.