History
Celebrating 30 Years Supporting Quality and Innovative Mathematics and Science Education
History and Overview of CASME
The particular strengths which CASME can bring to government, university, school and community partnerships is the ability to innovate and implement professional development projects. This ability is derived from our focus on the professional development of teachers (reflected in our mission statement) and the experience and expertise we have gained through collaborative programme design, development of materials, management and evaluation. The models we have developed present the state and our other development partners with viable options for the professional development of science, mathematics and technology teachers.
CASME's Vision and Mission
Vision (1985)
To redress educational deficiencies in mathematics and science education in Natal
Vision (1998)
To be the Centre of excellence in Science, Mathematics and Technology Education
Mission
To contribute to the advancement of Science, Mathematics and Technology Education, and the development of Educators .
CASME's Professional Development Philosophy
Empowering Teachers & Learners
We believe that the way to bring about effective change in classroom teaching of science and mathematics is through empowering educators to assume responsibility for their own professional development.
Redress
South Africa has a shortage of trained scientists and mathematicians from disadvantaged backgrounds. The problem is exacerbated further by the fact that very few females enter these professions. The programmes described encourage participation in science, mathematics and technology by disadvantaged educators to increase the number of science and mathematics matriculants and educators in an attempt to alleviate this discrepancy.
Contribution to South African Community and Economy
South Africa's economic prosperity depends on the availability of sufficient highly educated and trained people in science, mathematics and technology. At present, the country suffers from a shortage of trained and skilled scientists, engineers and technologists, particularly people from disadvantaged backgrounds. There is thus an urgent need to focus on improving science and mathematics education. In addition, all citizens should be scientifically, mathematically and technologically literate if they are to cope with the social, economic and technological changes that are taking place in South Africa.
Relationships between CASME Programmes
CASME sees its education development intervention as a holistic one. Each programme must provide a foundation for, or build on existing programmes. Formal courses for example cannot be wholly successful unless the very real problem of insufficient resources faced by educators on a day to day basis, is tackled. Likewise, simply erasing a need for resources cannot succeed without the skills and knowledge to use them. Consequently our approach is multifaceted and varied but with a clear understanding of the relationships that exist between the individual initiatives.
The particular strengths which CASME can bring to government, university, school and community partnerships is the ability to innovate and implement professional development projects. This ability is derived from our focus on the professional development of teachers (reflected in our mission statement) and the experience and expertise we have gained through collaborative programme design, development of materials, management and evaluation. The models we have developed present the state and our other development partners with viable options for the professional development of science, mathematics and technology teachers.
CASME's Vision and Mission
Vision (1985)
To redress educational deficiencies in mathematics and science education in Natal
Vision (1998)
To be the Centre of excellence in Science, Mathematics and Technology Education
Mission
To contribute to the advancement of Science, Mathematics and Technology Education, and the development of Educators .
CASME's Professional Development Philosophy
Empowering Teachers & Learners
We believe that the way to bring about effective change in classroom teaching of science and mathematics is through empowering educators to assume responsibility for their own professional development.
Redress
South Africa has a shortage of trained scientists and mathematicians from disadvantaged backgrounds. The problem is exacerbated further by the fact that very few females enter these professions. The programmes described encourage participation in science, mathematics and technology by disadvantaged educators to increase the number of science and mathematics matriculants and educators in an attempt to alleviate this discrepancy.
Contribution to South African Community and Economy
South Africa's economic prosperity depends on the availability of sufficient highly educated and trained people in science, mathematics and technology. At present, the country suffers from a shortage of trained and skilled scientists, engineers and technologists, particularly people from disadvantaged backgrounds. There is thus an urgent need to focus on improving science and mathematics education. In addition, all citizens should be scientifically, mathematically and technologically literate if they are to cope with the social, economic and technological changes that are taking place in South Africa.
Relationships between CASME Programmes
CASME sees its education development intervention as a holistic one. Each programme must provide a foundation for, or build on existing programmes. Formal courses for example cannot be wholly successful unless the very real problem of insufficient resources faced by educators on a day to day basis, is tackled. Likewise, simply erasing a need for resources cannot succeed without the skills and knowledge to use them. Consequently our approach is multifaceted and varied but with a clear understanding of the relationships that exist between the individual initiatives.