Exploring the Decline of Agricultural Science Teachers in South African schools: A Case Study

  • Msawenkosi Sandile Mbokazi Department of Education Professional Practice Unit, University of Zululand, South Africa
  • Lazarus Donald Mokula Lebeloane Department of Science and Technology Education, University of South Africa, South Africa
Keywords: Shortage; Agricultural Science; Teachers; Basic Education; Higher Education and Training; South Africa


The Department of Basic Education in South Africa is experiencing a shortage of Agricultural Science teachers since their numbers are drastically decreasing. Several schools are failing to recruit appropriately qualified Agricultural Science teachers. This decline seems to be worsening annually. It is not peculiar to the Kwa-Zulu Natal Department of Education Kwa-Zulu Natal province only but seems to be a national phenomenon. This study aims to identify and analyse the causes of the decline of Agricultural Science teachers in the Provincial Department of Education. A qualitative method of research was employed. Data was collected by interviewing respondents on either cell phones or telephones. The findings revealed severe shortages of Agricultural Science teachers in Kwa-Zulu Natal schools. However, it is not peculiar to the Kwa-Zulu Natal Department of Education only, but it seems a national phenomenon. The study recommended, among other things, a clear line of the communication channel between the national Department of Basic Education, Kwa-Zulu Natal Department of Education and the Department of Higher Education and Training to facilitate at local, provincial and national levels, a comprehensive recruitment and training plan for the Department of Basic Education. The study also recommended the introduction of a Bachelor of Education degree with a specialisation in Agricultural Science in some universities, especially in rural areas.


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How to Cite
Mbokazi, M. S., & Mokula Lebeloane, L. D. (2022). Exploring the Decline of Agricultural Science Teachers in South African schools: A Case Study. International Journal of Social Science Research and Review, 5(5), 315-321. https://doi.org/10.47814/ijssrr.v5i5.315