Date: 26/01/2004
Source: Department of Education
Title: Asmal: Launch of the Dinaledi Awards
SPEECH BY THE MINISTER OF EDUCATION, PROFESSOR KADER ASMAL, MP, AT THE LAUNCH OF THE MATHEMATICS AND SCIENCE AWARDS, ANGLO AMERICAN BUILDING, JOHANNESBURG, 26 January 2004
The Deputy Chief Executive Officer of Anglo American Corporation of South Africa, Mr Lazarus Zim
Chief Executive of Tshikululu Social Investments, Ms Margie Keeton
Trustees of the Anglo-American Chairman's Fund
Adjudicators of the photo competition
Distinguished guests
Ladies and gentlemen
Good evening. Sanibonani. Dumelang. Goeie naand.
I would like to thank you for inviting me to officially launch the Dinaledi Awards - an initiative supported by Anglo American. It gives me great pleasure to participate in this most important event, an occasion where we announce a new incentive to further reward those schools that are making a genuine effort in increasing both participation and performance in the critical areas of Mathematics and Science.
Dinaledi is a very appropriate name for these new awards. As many of you know, dinaledi means "stars" in SeSotho languages. Stars shine bright, decorating our skies and giving us light. The schools that will receive the Dinaledi Awards annually for the next three years shall indeed be stars that shine for all our schools to emulate.
Mathematics and Science have for a long time been made a preserve of a select few. Many generations of young people have been denied access into these important subjects because of apartheid and because of the myth that one is born either with or without an ability to handle these subjects. By introducing these awards, we are making a clear statement that everyone can do Mathematics and Science, and that those who wish to do the subjects should not only be allowed to do so, but should also be inspired to reach for the stars.
That the awards are targeted at historically disadvantaged communities is significant and will complement many of the Government's pro-poor development initiatives.
I am aware that the Anglo American Chairman's Fund, in the true spirit of Tirisano - working together, has also supported many education initiatives in the most deprived of our communities. The Fund is known for many other deeds of social responsibility and responsiveness too numerous to mention.
Since we attained our freedom a decade ago, I have been amazed at the wonderful response to the Government's call for a social partnership from the private sector. It is inspiring and heart-warming to notice that the corporate world continues to work closely with the Government in bettering the lives of our people. Together we have made significant progress in the past decade.
For its part, the Government has always recognised the urgency of developing a strong base for improving the teaching and learning of Science and Mathematics. We need to produce more artisans, technicians, engineers, as well as more graduates in the natural sciences and in engineering. The number of natural science and engineering graduates as a proportion of the total number of graduates is still below what we as a nation aiming for.
In order to improve access to Mathematics, Science and Technology, my Department developed a national strategy in 2000. The strategy identified four major limitations.
Firstly, the number of candidates who enrolled for and succeeded in Grade 12 Mathematics and Science was low. The majority of students took these subjects in Standard Grade resulting in a further reduction of prospective university entrants in these fields. The situation was compounded by the fact that even fewer African candidates and girl children enrolled for and succeeded in these subjects.
Secondly, we had a large number of under-qualified and unqualified Mathematics and Science teachers. Talented mathematics and science graduates seemed to be attracted into and chose careers other than teaching. The shortage of competent teachers resulted in less qualified and inadequately prepared teachers assuming teaching roles. The negative consequence thereof was a vicious cycle of low quality teaching, poor student performance and a constant undersupply of quality teachers.
Thirdly, schools lacked adequate facilities and resources for effective teaching learning. Schools serving the majority of learners still lack appropriate physical infrastructure, such as laboratories and libraries, have inadequate teaching and learning support materials.
Fourthly, there were insufficient financial and other forms of support for talented students. Programmes aimed at increasing the number of learners that enrolled for and succeeded in Mathematics and Science were insufficient, uncoordinated and employed unsustainable strategies.
In order to address the above systemic weaknesses, our National Strategy identified three key thrusts, namely, to raise participation and performance by historically disadvantaged learners in Senior Certificate Mathematics and Physical Science; to improve on the number and quality of teachers of mathematics, science and technology; and to provide high quality mathematics, science and technology education from grade 1 to grade 12.
I am very pleased to report that since we adopted the National Strategy, we have made good progress towards achieving our goals. Firstly, we established 102 dedicated Mathematics and Science secondary schools in order to increase participation in these subjects and improve student performance.
Secondly, the number of students taking Mathematics and Science in Grade 12 has improved in the past three years. Despite a decrease in the total number of students writing the Senior Certificate in the past three years, the number of students enrolled in Mathematics Higher Grade increased from 25 384 in 2001 to 28 693 in 2003, the number in Mathematics Standard Grade increased from 97 765 to 123 212. In Physical Science Higher Grade, the number increased from 35 454 in 2001 to 40 004 in 2003, while in Physical Science Standard Grade the number of students rose from 70 098 in 2001 to 81 943 in 2003.
Thirdly, we have seen a steady increase in the number of students passing Mathematics and Science since we introduced the National Strategy. What is more pleasing about this is that schools from the most remote of areas have been consistently counted among the best performing Mathematics and Science schools in the country. The example set by schools like Mbilwi Secondary School in Limpopo and Mathenjwa Secondary School in KwaZulu-Natal is now being followed by a larger number of schools. More stars are shining brighter as a result of our efforts.
Fourthly, my Department, working together with universities and non-governmental organisations, has provided training and more support for teachers of these important subjects.
Fifthly, we have provided bursaries for students wishing to become teachers of Science and Mathematics through the National Financial Aid Scheme (NSFAS). We hope that the NSFAS funding will attract a greater number of Mathematics and Science graduates to make teaching their first choice career.
This year, my Department is looking at consolidating the National Strategy for Mathematics, Science and Technology. Among the things we are aiming to do are the following:
* Firstly, we want to improve the teaching of English as a Second Language (ESL). Many studies show that lack of proficiency in the language of teaching and learning is a major factor contributing to poor performance in these subjects.
* Secondly, we aim to place in every Mathematics, Science and Technology classroom a qualified and competent teacher.
* Thirdly, I am considering setting performance targets for our schools. Lessons we learnt from the National Strategy indicate that setting realistic targets for the system yields favourable results. Targets should relate to increases in participation and performance rates for schools and in certain target groups such as African and girl learners.
* Fourthly, we are aiming to make interactive digital content on mathematics, science and technology available via satellite television, the Internet, and print supplements. This goal is linked to a massive roll out of ICT hardware, soft ware and connectivity to schools. By 2013, every school should have access to a computer.
I am now pleased to official launch the Dinaledi Awards. These awards will be available for up to 10 schools every year and the winners will each receive a one-year grant of R100 000. The awards will be made at my Department's annual Most Improved Schools Awards ceremony.
Schools eligible for these awards should meet the following criteria:
* The school must offer Maths and Science at Standard and Higher Grade
* The school should be in a rural area or should service previously disadvantaged communities
* The school should show good performance in Mathematics and Science over a three year period, with at least a 60% pass rate in Mathematics and Science in the last year
* The schools should have to have a minimum percentage of total learners studying Mathematics and Science, with a minimum number per class/level studying Mathematics and Science
* High level of a culture of learning and a high standard in the teaching of all subjects should be evident.
I am looking forward to making the first Dinaledi Awards in March this year.
Finally, I wish to congratulate the winners of the photo competition who will be awarded various prizes this evening. To you, I say well done. May you strive to do bigger and better things in the days and years ahead. I am sure that the prize money is much needed and will assist your organisations in their plans for the future.
I thank you. Ngiyabonga
Issued by: Department of Education
26 January 2004
Source: Department of Education
Title: Asmal: Launch of the Dinaledi Awards
SPEECH BY THE MINISTER OF EDUCATION, PROFESSOR KADER ASMAL, MP, AT THE LAUNCH OF THE MATHEMATICS AND SCIENCE AWARDS, ANGLO AMERICAN BUILDING, JOHANNESBURG, 26 January 2004
The Deputy Chief Executive Officer of Anglo American Corporation of South Africa, Mr Lazarus Zim
Chief Executive of Tshikululu Social Investments, Ms Margie Keeton
Trustees of the Anglo-American Chairman's Fund
Adjudicators of the photo competition
Distinguished guests
Ladies and gentlemen
Good evening. Sanibonani. Dumelang. Goeie naand.
I would like to thank you for inviting me to officially launch the Dinaledi Awards - an initiative supported by Anglo American. It gives me great pleasure to participate in this most important event, an occasion where we announce a new incentive to further reward those schools that are making a genuine effort in increasing both participation and performance in the critical areas of Mathematics and Science.
Dinaledi is a very appropriate name for these new awards. As many of you know, dinaledi means "stars" in SeSotho languages. Stars shine bright, decorating our skies and giving us light. The schools that will receive the Dinaledi Awards annually for the next three years shall indeed be stars that shine for all our schools to emulate.
Mathematics and Science have for a long time been made a preserve of a select few. Many generations of young people have been denied access into these important subjects because of apartheid and because of the myth that one is born either with or without an ability to handle these subjects. By introducing these awards, we are making a clear statement that everyone can do Mathematics and Science, and that those who wish to do the subjects should not only be allowed to do so, but should also be inspired to reach for the stars.
That the awards are targeted at historically disadvantaged communities is significant and will complement many of the Government's pro-poor development initiatives.
I am aware that the Anglo American Chairman's Fund, in the true spirit of Tirisano - working together, has also supported many education initiatives in the most deprived of our communities. The Fund is known for many other deeds of social responsibility and responsiveness too numerous to mention.
Since we attained our freedom a decade ago, I have been amazed at the wonderful response to the Government's call for a social partnership from the private sector. It is inspiring and heart-warming to notice that the corporate world continues to work closely with the Government in bettering the lives of our people. Together we have made significant progress in the past decade.
For its part, the Government has always recognised the urgency of developing a strong base for improving the teaching and learning of Science and Mathematics. We need to produce more artisans, technicians, engineers, as well as more graduates in the natural sciences and in engineering. The number of natural science and engineering graduates as a proportion of the total number of graduates is still below what we as a nation aiming for.
In order to improve access to Mathematics, Science and Technology, my Department developed a national strategy in 2000. The strategy identified four major limitations.
Firstly, the number of candidates who enrolled for and succeeded in Grade 12 Mathematics and Science was low. The majority of students took these subjects in Standard Grade resulting in a further reduction of prospective university entrants in these fields. The situation was compounded by the fact that even fewer African candidates and girl children enrolled for and succeeded in these subjects.
Secondly, we had a large number of under-qualified and unqualified Mathematics and Science teachers. Talented mathematics and science graduates seemed to be attracted into and chose careers other than teaching. The shortage of competent teachers resulted in less qualified and inadequately prepared teachers assuming teaching roles. The negative consequence thereof was a vicious cycle of low quality teaching, poor student performance and a constant undersupply of quality teachers.
Thirdly, schools lacked adequate facilities and resources for effective teaching learning. Schools serving the majority of learners still lack appropriate physical infrastructure, such as laboratories and libraries, have inadequate teaching and learning support materials.
Fourthly, there were insufficient financial and other forms of support for talented students. Programmes aimed at increasing the number of learners that enrolled for and succeeded in Mathematics and Science were insufficient, uncoordinated and employed unsustainable strategies.
In order to address the above systemic weaknesses, our National Strategy identified three key thrusts, namely, to raise participation and performance by historically disadvantaged learners in Senior Certificate Mathematics and Physical Science; to improve on the number and quality of teachers of mathematics, science and technology; and to provide high quality mathematics, science and technology education from grade 1 to grade 12.
I am very pleased to report that since we adopted the National Strategy, we have made good progress towards achieving our goals. Firstly, we established 102 dedicated Mathematics and Science secondary schools in order to increase participation in these subjects and improve student performance.
Secondly, the number of students taking Mathematics and Science in Grade 12 has improved in the past three years. Despite a decrease in the total number of students writing the Senior Certificate in the past three years, the number of students enrolled in Mathematics Higher Grade increased from 25 384 in 2001 to 28 693 in 2003, the number in Mathematics Standard Grade increased from 97 765 to 123 212. In Physical Science Higher Grade, the number increased from 35 454 in 2001 to 40 004 in 2003, while in Physical Science Standard Grade the number of students rose from 70 098 in 2001 to 81 943 in 2003.
Thirdly, we have seen a steady increase in the number of students passing Mathematics and Science since we introduced the National Strategy. What is more pleasing about this is that schools from the most remote of areas have been consistently counted among the best performing Mathematics and Science schools in the country. The example set by schools like Mbilwi Secondary School in Limpopo and Mathenjwa Secondary School in KwaZulu-Natal is now being followed by a larger number of schools. More stars are shining brighter as a result of our efforts.
Fourthly, my Department, working together with universities and non-governmental organisations, has provided training and more support for teachers of these important subjects.
Fifthly, we have provided bursaries for students wishing to become teachers of Science and Mathematics through the National Financial Aid Scheme (NSFAS). We hope that the NSFAS funding will attract a greater number of Mathematics and Science graduates to make teaching their first choice career.
This year, my Department is looking at consolidating the National Strategy for Mathematics, Science and Technology. Among the things we are aiming to do are the following:
* Firstly, we want to improve the teaching of English as a Second Language (ESL). Many studies show that lack of proficiency in the language of teaching and learning is a major factor contributing to poor performance in these subjects.
* Secondly, we aim to place in every Mathematics, Science and Technology classroom a qualified and competent teacher.
* Thirdly, I am considering setting performance targets for our schools. Lessons we learnt from the National Strategy indicate that setting realistic targets for the system yields favourable results. Targets should relate to increases in participation and performance rates for schools and in certain target groups such as African and girl learners.
* Fourthly, we are aiming to make interactive digital content on mathematics, science and technology available via satellite television, the Internet, and print supplements. This goal is linked to a massive roll out of ICT hardware, soft ware and connectivity to schools. By 2013, every school should have access to a computer.
I am now pleased to official launch the Dinaledi Awards. These awards will be available for up to 10 schools every year and the winners will each receive a one-year grant of R100 000. The awards will be made at my Department's annual Most Improved Schools Awards ceremony.
Schools eligible for these awards should meet the following criteria:
* The school must offer Maths and Science at Standard and Higher Grade
* The school should be in a rural area or should service previously disadvantaged communities
* The school should show good performance in Mathematics and Science over a three year period, with at least a 60% pass rate in Mathematics and Science in the last year
* The schools should have to have a minimum percentage of total learners studying Mathematics and Science, with a minimum number per class/level studying Mathematics and Science
* High level of a culture of learning and a high standard in the teaching of all subjects should be evident.
I am looking forward to making the first Dinaledi Awards in March this year.
Finally, I wish to congratulate the winners of the photo competition who will be awarded various prizes this evening. To you, I say well done. May you strive to do bigger and better things in the days and years ahead. I am sure that the prize money is much needed and will assist your organisations in their plans for the future.
I thank you. Ngiyabonga
Issued by: Department of Education
26 January 2004
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