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This article reflects on the giants stride made in Mathematics, Physical and Life Sciences. This is a qualitative study, with data collected through individual and group interviews. Some of the data collected were from questionnaires for Mathematics, Physical and Life Sciences students and teachers as well as from classroom observations. These observations were done by recording the lessons taught by these teachers. The findings were transcribed and interpreted in the form of Cultural Historic Activity Theory (CHAT) (Engestrom, 1987). Results obtained from primary data were collected from South Africa. Results from secondary data, extensive literature on South East Asia and Finland, reflected one thing in common: educational policies are performing excellently. The Haves as used in this article are the countries with good educational policies while the Have nots are the countries with poor performance. The limitation in this research article was the use of qualitative research for the data collection of data as it may have been a limited means of data collection for research of this magnitude. However, because of this approach, this research article serves as a lens to reflect on nuances present amongst the Have nots a result of their educational policies. Article visualizations:

EDUCATIONAL POLICIES: THE BIG GAP BETWEEN THE HAVES AND THE HAVE NOTS: A REFLECTION FROM FINLAND AND SOUTH EAST ASIA