Electronic engineering research and development company Keystone Electronics notes that many of the engineering graduate candidates it interviews lack a firm grasp of key foundational mathematical and scientific concepts.

Keystone Electronics subjects candidates to three tests, one of which tests foundational concepts, typically learned in grades 10 to 12, says Keystone Electronics Solutions director and co-founder John Eigelaar.

“We have found that it is not because the candidates are not intelligent enough, but rather that early-stage mathematical concepts, including algebra, trigonometry and the initial calculus concepts, are poorly developed, despite these candidates having passed more difficult subjects at college or university.”

He adds that the problems involve basic concepts such as unit conversion and manipulation of numbers and equations into forms that can be used in standard, proven engineering formulae.

Eigelaar says this might be attributed to the concepts not being properly reinforced or practised during secondary schooling. As learners progress to tertiary education, they have to deal with more complex concepts as students, despite having insufficient experience of basic mathematics transformations.

While Keystone, owing to the technical nature of its operations, attracts higher-qualified individuals, its experiences could be a possible indication of a broader problem of poor-quality basic science and mathematics education.

Schoolchildren often find mathematics and science concepts difficult to grasp within their frame of reference.

However, an effective teacher can interpret the concepts for the children, making them accessible and leading the children along the logical paths to realise mathematical concepts and understand the principles. This must then be reinforced with practice and variation, similar to other subjects.

“Teachers act as interpreters or intermediaries between the children and the subject matter and, thus, make these concepts accessible to them. Highly interactive online resources can help to provide children with opportunities to practise their mathematics skills.”

While better access to mathematics and science information through telecommunications is beneficial, proper guidance through the foundational concepts remains crucial, he emphasises.

Eigelaar, in response to a question about skills immigration, says South Africa cannot turn down skills from other parts of Africa or the world, especially experienced teachers who can impart mathematics and science skills.

“Science training and knowledge encourages one to question the world and provides insight into one’s environment, owing to this inquisitiveness and interrogation of facts. This stimulates logical thinking and problem solving, which are useful in all disciplines and industries, as well as an enduring fascination with the natural world.”

While Eigelaar emphasises that Keystone Electronics employees are not education experts, the company wants to convey its experiences, as the lack of proficiency in foundational mathematical and science concepts makes the skills shortage more acute.

“We typically do not hire people who perform poorly in their foundational skills tests. Fundamental proficiency remains necessary even after one learns to use more complex concepts,” he concludes.