Director of Ceremonies
Principals,
Educators,
Members of School Governing Bodies,
Distinguished guests,
Ladies and Gentlemen
I sincerely value this opportunity to share information with you on some of the work being done by my Department to push the science agenda forward, and ensure that South Africa remains an active and competitive player in the global economy. As custodians of the foundations of our education system, I am encouraged by your understanding and appreciation of the importance of science and technology towards socio-economic development, and the need to integrate it with education.
Economic growth and wealth creation depend on invention and innovation. As the world rapidly moves towards the knowledge economy, scientific and technological innovations are increasing at an astounding rate. Given the rapidity of these developments, it is undeniable that we will expose ourselves to insurmountable security risks if we do not commit ourselves to maintaining and developing competencies in critical strategic areas within the science, engineering and technology (SET) sector. In order for South Africa to remain a strong player and a contender within the global economy, we must be able to timeously generate new knowledge, competitive technologies to service new markets. We must also prepare to be in a position to effectively build and exploit our intellectual assets to meet national and global challenges and market demands.
The Department of Science and Technology (DST) firmly subscribes to the often quoted dictum that 'science is the bedrock of economic development'. We are resolute in our commitment to developing, maintaining and broadening the excellence of our science and technology base because we firmly believe that science is a key driver for wealth creation, and improvement of the quality of life of our citizens. Our approach to SET is thus to provide a solid and enabling environment for basic and applied research through developing the required skills base. Our aim is to ensure that the production of new knowledge or invention results in the creative application of this knowledge to develop new products, processes and services that can profitably and beneficially be exploited by South Africa.
The pace at which South Africa moves forward in the science and technology race will depend significantly on its human capital. While we claim that science is the bedrock of the economy, we also maintain that human resources are the foundation of science. The availability of highly skilled scientific human capital is key to any nation's scientific and economic advancement. For South Africa to be able to transform knowledge into economic value, she must first develop a critical mass of well trained scientists, technologists and engineers that are capable of making scientific and technological advancements that can respond to the needs of national and international markets.
Currently, our human resources in science and technology are not being renewed at an adequate rate. South Africa's SET sector is characterised by what is termed the 'frozen demographics'. We have a shrinking scientific population of mostly old white males. The key performance indicators highlight that not enough women and black scientists, technologists and engineers are entering the academic ranks, and that our key research infrastructure is composed of people who will soon retire.
In 1990, the percentage of scientific publications produced by researchers 50 years and older was 18 %, but by 1998 this figure had increased to an alarming 45 %. Over the same period, the percentage of publications by black scientists increased marginally, and the publication output by women was also just 10 % of the total.
In order for South Africa to successfully develop a critical mass of competent scientists, engineers and technologists, it is imperative that there be a collective and concerted effort by the various actors in the system such as government, the private sector, parents and teachers. Most importantly, our leaders at school level, the Principals, need to play an active role. Mathematics and science are no longer the domain of the minority or a selected few. All of us must have a say in how we can use these disciplines to advance the socio-economic development of our country, in particular, and the African continent, in general.
As a part of the celebrations of the country's 10 years of democracy and freedom, the DST has been vigorously promoting science literacy, and the public understanding, awareness and appreciation of SET. Furthermore, since the adoption of the National Research and Development Strategy by Cabinet in 2002, the DST has placed specific emphasis on the youth as a pillar to our future science, engineering and technology.
Last weekend, I had the pleasure of addressing the Eskom Expo for Young Scientists. I also had the singular opportunity of driving a car made by one of our young scientists. I have never felt so elated. The Expo, which is an annual event organised by Eskom in collaboration with the Department of Science and Technology gave me hope. My belief in the potential of our young scientists has been strengthened. It is our responsibility as Principals, teachers, parents, officials, companies and the broader civil society to identify and nurture this potential and talent.
Indeed the goals of a scientifically literate society and deepened scientific knowledge and skills among our youth are achievable. The DST's annual National Science Week, which commenced in 2000, contributed immensely towards increased participation of no less than 460 000 learners, parents and members of the public in the SET activities.
Programmes offered by Science Centres are also proving to be successful in engaging our youth in science and technology activities such as science expos, clubs, fairs and supplementary tuition. Studies commissioned by my Department show that over half a million people, most of whom are learners, participate in activities organised by the science centres. The Department's feasibility study on a network of science centres has now been completed. The network is intended to promote science literacy, improve participation and performance and provide career guidance to learners. Soon I will be discussing with my Department ways of taking the network of science centres policy process forward.
The DST acknowledges that in order to achieve our goal of a sustainable and competent scientific human resource base, we need to work closely with the Department of Education. As such, a collaborative agreement that has been signed between the two Departments provides the framework we will use to exploit the resources at the disposal of our respective departments for the benefit of all learners; especially those from historically disadvantaged backgrounds.
We would like to re-emphasise the importance of a collective and concerted effort by all interested parties, particularly Principals, in the SET system to ensure that we successfully develop a critical mass of competent scientists, engineers and technologists. Educators are strategically positioned to effectively site2016 the status quo of our scientific human resources. They are better placed to identify, nurture and guide our future scientists, engineers and technologists from a very young age. We urge all educators to rise to the challenge, and make Science and Mathematics more practical, relevant, rewarding and engaging to learners. Work hard to dispel the notion that science and mathematics are for the privileged few. We now need creative teachers that are capable of capturing the imagination and enthusiasm of our young learners, and inculcating in them a desire to pursue science careers.
Seize the opportunities offered by events such as the National Science Week and expos and Olympiads as means of exciting the youth, identifying talent and nurturing scientific potential among them.
Even those of you who are not trained in Mathematics and Science must use your position to provide instructional leadership. Motivate and encourage your learners to become more aware and involved in science and mathematics. Highlight the importance of science and mathematics in our daily lives, raise awareness of the various career opportunities and involve your schools in SET events. This will expose your learners to the opportunities and benefits of science, and the experience of playing and competing on the global space.
We would like to close by re-iterating the adage, "he or she who would find diamonds must grapple in mud and mire. Diamonds are not found as polished stones; they are made." In like vein, the fate of our future scientists, engineers and technologists lies in the determination, creativity and dedication of our educators and principals in every classroom and school in South Africa.
I thank you.
