Establishing mathematics teaching and training institutes in South Africa
| dc.contributor.author | Mashile, Mahlogonolo | |
| dc.contributor.supervisor | Oba, Pius | |
| dc.date.accessioned | 2024-09-16T13:15:49Z | |
| dc.date.available | 2024-09-16T13:15:49Z | |
| dc.date.issued | 2020 | |
| dc.description | A research report submitted in partial fulfillment of the requirements for the degree of Master of Business Administration to the Faculty of Commerce, Law and Management, Wits Business School, University of the Witwatersrand, Johannesburg, 2020 | |
| dc.description.abstract | This business venture proposal presents an idea that seeks to scale up an existing entrepreneurial idea that provides mathematics tutoring services and proposes the establishment of mathematics teaching and training institutes in South Africa. The business falls under the private tutor industry, which has a growing market size and an opportunity for the business to gain a significant share. The services offered will be mathematics teaching to high school students and training to both existing and new mathematics teachers (those who are entering the field of education). The project initially reviews literature to gain deep knowledge and understanding of the challenges experienced in the mathematics education of South Africa, and to acquire enabling data for managing a business of this nature. This enables us to design a business that will yield considerable profits and be sustained. South Africa produces poor mathematics results annually, which is very concerning for multiple stakeholders that depend on good performance in the subject. The government has used several strategies aimed at improving mathematics results in South Africa, but there has not been any improvement realised. This is very concerning for a country whose future depends on the success in technical subjects like mathematics. Studies conducted on mathematics performance indicated that South African students and teachers perform very poorly when compared to their peers in other countries (McCarthy & Oliphant, 2013). This project used the qualitative research method to gather data from the field to assist in understanding the market, its appetite and opportunities available. Data was collected from three provinces in South Africa: Limpopo, Mpumalanga and Gauteng. The results showed a low pass rate in mathematics, particularly in lower quintile schools, which constitute the highest number of schools and students in the country. Lower quintile areas are an untapped market because most mathematics tutoring services are based in big cities where the affordability is higher. The business will have partnerships with organisations that have corporate social responsibility to serve this market, while also serving the high- income market that pays tuition fees. The results from the survey conducted indicated an acknowledged gap in mathematics teaching. Most respondents noted that their students perform poorly in the subject, which they attributed to lack of student commitment and lack of workshops addressing challenging topics, among others. Over 92% of the respondents recommended consistent training for mathematics teachers. Several marketing strategies will be employed to introduce the mathematics services to our target market, grow the market share and increase the brand awareness. These include advertising on social media platforms, billboards and promotions. The business plans to establish institutions in Gauteng and Mpumalanga in the initial stages, and work towards increasing enrolments year on year. The business is expected to make a net profit of R2.6 million in year one, R5.8 million in year two and R7.5 million in year three. The business will be expanding into other provinces after the initial three years and work towards establishing mathematics, science and technology institutions in the future | |
| dc.description.submitter | MM2024 | |
| dc.faculty | Faculty of Commerce, Law and Management | |
| dc.identifier.citation | Mashile, Mahlogonolo. (2020). Establishing mathematics teaching and training institutes in South Africa [Master’s dissertation, University of the Witwatersrand, Johannesburg]. WireDSpace..https://hdl.handle.net/10539/40836 | |
| dc.identifier.uri | https://hdl.handle.net/10539/40836 | |
| dc.language.iso | en | |
| dc.publisher | University of the Witwatersrand, Johannesburg | |
| dc.rights | © 2020 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg. | |
| dc.rights.holder | University of the Witwatersrand, Johannesburg | |
| dc.school | WITS Business School | |
| dc.subject | Mathematics | |
| dc.subject | Education | |
| dc.subject | Teaching | |
| dc.subject | Training | |
| dc.subject | Performance | |
| dc.subject | Business | |
| dc.subject | UCTD | |
| dc.subject.other | SDG-4: Quality education | |
| dc.title | Establishing mathematics teaching and training institutes in South Africa | |
| dc.type | Dissertation |