Students in South Africa have been positioned at the bottom of the global rankings in mathematics and science according to the 2023 Trends in International Mathematics and Science Study (TIMSS).
The assessment involved students from 59 nations, and although South Africa included older participants—fifth graders for the fourth-grade evaluation and ninth graders for the eighth-grade evaluation—the nation’s results continued to be the lowest.
South Africa achieved average scores of 362 in mathematics and 308 in science, which are significantly below the international benchmarks of 503 and 494, respectively. Leading the pack was Singapore, with impressive scores of 615 in mathematics and 607 in science.
Dr. Reginah Mhaule, the Deputy Minister of Basic Education, commented on the findings, stating, “While the TIMSS results are disappointing, they represent the current state of our educational system.
Although there are instances of improvement, the overall results indicate that foundational literacy and numeracy need our immediate attention.” She highlighted that government strategies, such as structured lesson plans and early-grade reading initiatives, are designed to bridge these gaps over time.
Mark Chetty, Director for National Assessments, remarked, “TIMSS serves as a diagnostic instrument that gives us insight into our global standing, but more critically, it assists us in pinpointing deficiencies and areas requiring action.”
Despite the inclusion of older students to match international criteria, South Africa’s scores were markedly lower than those of the next lowest performer, Kuwait, which achieved 382 in mathematics and 373 in science. Dr. Mhaule pointed out systemic challenges, mentioning resource inequalities and overcrowded classrooms as contributing elements. “Rural and marginalized schools bear the greatest burden of these issues,” Chetty added.
Socio-economic challenges such as poverty, malnutrition, and limited parental engagement further obstruct academic performance. Dr. Mhaule described the results as a rallying cry for action, not a condemnation of students or educators. “This is an invitation for us to reaffirm our commitment to a fair and high-quality educational system.”