Date: 23/10/2003
Source: Ministry of Education
Title: Mangena: Teachers' certificate ceremony for the Eskom Mathematics and Science Education Programme
ADDRESS BY THE DEPUTY MINISTER OF EDUCATION, MR MOSIBUDI MANGENA, AT THE TEACHERS' CERTIFICATE AWARDS CEREMONY FOR THE ESKOM MATHEMATICS AND SCIENCE EDUCATION PROGRAMME (EMSCEP) LADYSMITH EDUCATION PROJECT IN NEWCASTLE ON 23 OCTOBER 2003
Programme Director, MEC for Education in KwaZulu-Natal Mr Narend Singh, Chief Executive Officer of the Eskom Development Foundation Ms Makibelo, Chief Regional Director of Ladysmith Dr Mpofana, Mayor of Newcastle Rev Dlamini, principals, teachers, distinguished guests, ladies and gentlemen:
Delivering quality mathematics and science education to our schools is an imperative we can only ignore at our own peril. Dr Bruce Brown of Rhodes University captures the significance of raising the mathematical literacy of our nation in the following words:
Mathematics is a language of science and technology. Using this language we can make precise predictions about experiments and design our technology accurately to achieve desired performance objectives. In this way, mathematics functions as a fundamental tool, making possible the existence of science and technology. But mathematics is much more than just a tool. As we learn to work with mathematical skills and structures, we develop deep and powerful habits of thought. We learn to analyse relationships with precision and detail, isolate and identify quantities and patterns, and argue in a coherent and logical fashion. These habits of thought are a vehicle for the enrichment and empowerment of the mathematically literate citizen.
During the last decade of the twentieth century, the buzzwords were "information explosion" and the "information age". It was generally believed that the secret recipes for coping with the demands of this new era were to be found in the amount of information a person had access to, and the www.com almost assumed a sense of the omnipotent and omnipresent. Yet, now that we are living in that much talked about "information age", convergence, that is, the ability to condense and synthesise large volumes of sometimes-conflicting data into simple implementable decisions, has become the most reliable blueprint for survival.
To be able to function effectively in society, we now need ever-increasing levels of mathematical literacy, not only for pursuing careers in scientific and technological fields, but also occupations in commerce and industry, especially at managerial levels. More and more, computers are taking over most of the routine administrative processes. Now organisations survive only if they are able to create competitive advantages and stay ahead of the game through innovativeness in products, services, processes and people. That is, through their ability to pull together and focus all the hearts and minds of their entire management teams to contribute to the fulfilment of the purpose of the organisation and the individuals who spend their lives there.
The education system is the first line of defence in preparing our citizens to function in the manner already alluded to, and our teachers are the foot soldiers entrusted with the responsibility to ensure that the department strategies are implemented accurately and to the finest detail. Therefore, by focussing on the development of teachers in the critical fields of mathematics, science and management, the Eskom Mathematics and Science Education Programme (EMSCEP) is not only aiming to reach as many learners as possible, but it is also attempting to redress the decades-old legacy of Bantu education that is continuing to undermine the performance of our education system long after the abolition of that cruel system.
An organisation's values find expression in the programmes and projects in which it chooses to invest its resources, and in the heroes and heroines it decides to honour and acknowledge. Among its flagship projects, the Eskom Development Foundation has chosen to invest mainly in school management and the development of teaching and learning in Mathematics, Science and Biology, which cover a number of the strategic objectives of the National Human Resource Development Strategy. At the same time, it is important to note that the impact of education on the development of society and the lives of the youth are very profound.
One of our departmental priorities is to ensure that every class is run by a competent and qualified teacher, especially in the critical areas of mathematics and science. We are painfully aware of the fact that developing competent and successful learners depends on our first developing successful educators. We are, therefore, encouraged by the unwavering and very generous contribution of Eskom Holdings to a number of projects aimed at improving the performance of the learners and teachers from disadvantaged communities in Mathematics, Science and Biology.
I am particularly impressed by the progress that has already been made by the Ladysmith Supplementary Tuition Project for the Grade 12 learners. We certainly hope that you will be able to replicate the impressive matric results you achieved in your previous Second-Chance Project, with an added advantage that the learners you are supporting will now be able to complete their matric in the normal 12 years of study.
We understand that this intervention is targeting 2500 learners from 62 schools in this district. We salute Eskom for the crucial role it is playing towards improving our current human capital. Such initiatives are also important for our political, social and economic well-being.
The Department's National Strategy for Mathematics, Science and Technology Education, the Dinaledi Project, which was launched in 2001 in 102 schools nationally, will over time, extend its reach to all the schools in our country. I have attended a number of the Eskom Maths and science projects, and I am convinced that we would be well advised to learn from and incorporate the experiences and models of good practice that you have already achieved in this field. We would like to invite all our business partners to join hands in making our vision of a mathematically and scientifically literate society a reality.
This Teacher Certification Awards ceremony is another way of acknowledging those who uphold fundamental human values and norms. No nation can ever hope to succeed if its citizenry is not prepared to support, among others, the values of sacrifice, dedication and commitment that was shown by the teachers who will be receiving the certificates today. The Department is truly proud and encouraged to have teachers that are prepared to sacrifice their time and work during weekends and holidays to assist their learners to become the best they could be. Teachers such as you are the bedrock of our education.
We would like to salute and congratulate you for your achievements and your sterling contribution to the delivery of our education programmes. All our policies will remain but words on paper if teachers in our classrooms do not make them come alive.
In our quest to ensure that every child gains access to quality education and training, we have entered into partnerships with the business sector. Among others, the business sector has played a major role in financing the higher education studies for the learners with good passes in mathematics and science, and assisting them in the choice of relevant careers in related fields. Many of these young people come from poor socio-economic backgrounds and their families have had to make enormous sacrifices to get them where they are. Bursaries and scholarships offered by the private sector are often the only lifeblood that can make needy but deserving students to realise their full potential. Without the requisite skills our people will continue to be marginalized socially and economically.
We would like to once again congratulate the 99 teachers who will be receiving their certificates of recognition. As we brace ourselves for the challenges of the new millennium, your dedication and commitment will go a long way towards preparing our learners for a meaningful role in our future. We need to create a good future for Africa and you, the teachers, are in a position to make a huge difference towards that end.
I thank you.
Issued by: Ministry of Education
23 October 2003
Source: Ministry of Education
Title: Mangena: Teachers' certificate ceremony for the Eskom Mathematics and Science Education Programme
ADDRESS BY THE DEPUTY MINISTER OF EDUCATION, MR MOSIBUDI MANGENA, AT THE TEACHERS' CERTIFICATE AWARDS CEREMONY FOR THE ESKOM MATHEMATICS AND SCIENCE EDUCATION PROGRAMME (EMSCEP) LADYSMITH EDUCATION PROJECT IN NEWCASTLE ON 23 OCTOBER 2003
Programme Director, MEC for Education in KwaZulu-Natal Mr Narend Singh, Chief Executive Officer of the Eskom Development Foundation Ms Makibelo, Chief Regional Director of Ladysmith Dr Mpofana, Mayor of Newcastle Rev Dlamini, principals, teachers, distinguished guests, ladies and gentlemen:
Delivering quality mathematics and science education to our schools is an imperative we can only ignore at our own peril. Dr Bruce Brown of Rhodes University captures the significance of raising the mathematical literacy of our nation in the following words:
Mathematics is a language of science and technology. Using this language we can make precise predictions about experiments and design our technology accurately to achieve desired performance objectives. In this way, mathematics functions as a fundamental tool, making possible the existence of science and technology. But mathematics is much more than just a tool. As we learn to work with mathematical skills and structures, we develop deep and powerful habits of thought. We learn to analyse relationships with precision and detail, isolate and identify quantities and patterns, and argue in a coherent and logical fashion. These habits of thought are a vehicle for the enrichment and empowerment of the mathematically literate citizen.
During the last decade of the twentieth century, the buzzwords were "information explosion" and the "information age". It was generally believed that the secret recipes for coping with the demands of this new era were to be found in the amount of information a person had access to, and the www.com almost assumed a sense of the omnipotent and omnipresent. Yet, now that we are living in that much talked about "information age", convergence, that is, the ability to condense and synthesise large volumes of sometimes-conflicting data into simple implementable decisions, has become the most reliable blueprint for survival.
To be able to function effectively in society, we now need ever-increasing levels of mathematical literacy, not only for pursuing careers in scientific and technological fields, but also occupations in commerce and industry, especially at managerial levels. More and more, computers are taking over most of the routine administrative processes. Now organisations survive only if they are able to create competitive advantages and stay ahead of the game through innovativeness in products, services, processes and people. That is, through their ability to pull together and focus all the hearts and minds of their entire management teams to contribute to the fulfilment of the purpose of the organisation and the individuals who spend their lives there.
The education system is the first line of defence in preparing our citizens to function in the manner already alluded to, and our teachers are the foot soldiers entrusted with the responsibility to ensure that the department strategies are implemented accurately and to the finest detail. Therefore, by focussing on the development of teachers in the critical fields of mathematics, science and management, the Eskom Mathematics and Science Education Programme (EMSCEP) is not only aiming to reach as many learners as possible, but it is also attempting to redress the decades-old legacy of Bantu education that is continuing to undermine the performance of our education system long after the abolition of that cruel system.
An organisation's values find expression in the programmes and projects in which it chooses to invest its resources, and in the heroes and heroines it decides to honour and acknowledge. Among its flagship projects, the Eskom Development Foundation has chosen to invest mainly in school management and the development of teaching and learning in Mathematics, Science and Biology, which cover a number of the strategic objectives of the National Human Resource Development Strategy. At the same time, it is important to note that the impact of education on the development of society and the lives of the youth are very profound.
One of our departmental priorities is to ensure that every class is run by a competent and qualified teacher, especially in the critical areas of mathematics and science. We are painfully aware of the fact that developing competent and successful learners depends on our first developing successful educators. We are, therefore, encouraged by the unwavering and very generous contribution of Eskom Holdings to a number of projects aimed at improving the performance of the learners and teachers from disadvantaged communities in Mathematics, Science and Biology.
I am particularly impressed by the progress that has already been made by the Ladysmith Supplementary Tuition Project for the Grade 12 learners. We certainly hope that you will be able to replicate the impressive matric results you achieved in your previous Second-Chance Project, with an added advantage that the learners you are supporting will now be able to complete their matric in the normal 12 years of study.
We understand that this intervention is targeting 2500 learners from 62 schools in this district. We salute Eskom for the crucial role it is playing towards improving our current human capital. Such initiatives are also important for our political, social and economic well-being.
The Department's National Strategy for Mathematics, Science and Technology Education, the Dinaledi Project, which was launched in 2001 in 102 schools nationally, will over time, extend its reach to all the schools in our country. I have attended a number of the Eskom Maths and science projects, and I am convinced that we would be well advised to learn from and incorporate the experiences and models of good practice that you have already achieved in this field. We would like to invite all our business partners to join hands in making our vision of a mathematically and scientifically literate society a reality.
This Teacher Certification Awards ceremony is another way of acknowledging those who uphold fundamental human values and norms. No nation can ever hope to succeed if its citizenry is not prepared to support, among others, the values of sacrifice, dedication and commitment that was shown by the teachers who will be receiving the certificates today. The Department is truly proud and encouraged to have teachers that are prepared to sacrifice their time and work during weekends and holidays to assist their learners to become the best they could be. Teachers such as you are the bedrock of our education.
We would like to salute and congratulate you for your achievements and your sterling contribution to the delivery of our education programmes. All our policies will remain but words on paper if teachers in our classrooms do not make them come alive.
In our quest to ensure that every child gains access to quality education and training, we have entered into partnerships with the business sector. Among others, the business sector has played a major role in financing the higher education studies for the learners with good passes in mathematics and science, and assisting them in the choice of relevant careers in related fields. Many of these young people come from poor socio-economic backgrounds and their families have had to make enormous sacrifices to get them where they are. Bursaries and scholarships offered by the private sector are often the only lifeblood that can make needy but deserving students to realise their full potential. Without the requisite skills our people will continue to be marginalized socially and economically.
We would like to once again congratulate the 99 teachers who will be receiving their certificates of recognition. As we brace ourselves for the challenges of the new millennium, your dedication and commitment will go a long way towards preparing our learners for a meaningful role in our future. We need to create a good future for Africa and you, the teachers, are in a position to make a huge difference towards that end.
I thank you.
Issued by: Ministry of Education
23 October 2003
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