Date: 04/04/2006
Source: Ministry of Education
Title: Pandor: Dinaledi Stakeholders’ meeting
Address by the Minister of Education, Naledi Pandor, MP, at the Dinaledi Stakeholders’ meeting, Johannesburg, Convention Dynamics
A NATIONAL IMPERATIVE
Minister Mangena,
Deputy Minister Surty,
Senior managers,
Ladies and gentlemen,
It is a pleasure to meet with you this morning. Let me take this opportunity to thank you for attending this gathering.
In 2001, we launched the national strategy for mathematics, science and technology education in general and further education and training (FET).
The strategy’s goal was to improve participation and performance in mathematics and physical science in general but in particular its aim was “to raise participation and performance by historically disadvantaged learners in senior certificate mathematics and physical science.”
As part of this strategy government established 102 dedicated mathematics and physical science schools. These schools were named Dinaledi Schools. The policy rationale was as follows (taken from the original strategy):
“The policy of dedicated schools is therefore the most cost effective way of deploying scarce resources in the teaching of these subjects. In the context of competing priorities and limited resources it is better to at least in the short term provide sufficient and adequate learning and teaching facilities to fewer schools with the aim of going full scale over a longer period of time. Secondly, this policy will respond better to a range of abilities and interests that learner display. It will allow those with the most ability to study intensively and learner preference in mathematics and science to be catered for. However, such a policy should not exclude other learners from studying basic mathematics, science and technology.”
In the short term the strategy aimed to improve enrolment and performance, particularly of grade 10, 11 and 12 learners from historically disadvantaged backgrounds.
The Dinaledi schools are mainly located in previously disadvantaged communities and primarily serve disadvantaged learners. Many of the pupils attending these schools live in poverty and daily face social and economic challenges. If they are not empowered to obtain the requisite skills for full participation as citizens of this country, the future is indeed bleak for them and the country. This country will not be able to face the challenges of the 21st without the full participation of these learners.
The Dinaledi initiative of 2002, 2003 and 2004 had mixed results. In some schools there was exceptional growth in passes in mathematics and science in others not much changed.
Our evaluation and analysis of the three year Dinaledi initiative as well as evaluations and research reports such as those of the business trust of the quality learning project and the centre for development and enterprise report on mathematics and science provided much food for thought. We have learned many lessons. Building on the research results and recommendations we began to plan for the expansion of the Dinaledi schools.
Our analysis suggested that we could with a huge collaborative and dedicated effort double the number of learners leaving grade 12 with a higher grade maths and science pass from 24 000 in 2004 to 50 000 in 2008. This is an ambitious target. And we decided that the Dinaledi schools, a special or focus school approach should continue to anchor this goal. In May 2005 the council of Education Ministers approved the expansion of the mathematics, science and technology dedicated schools to 400. In February 2006 the President included the Dinaledi schools initiative and the goal of doubling the number of maths and science graduates to 50 000 in his state of the nation address. You may also know by now that the Dinaledi initiative is part of the Accelerated and Shared Growth Initiative for South Africa (AsgiSA). In this year’s State of the Nation address, President Mbeki indicated that and I quote:
“Everything we have said so far, concerning AsgiSA points to the inescapable conclusion that to meet our objectives we will have to pay particular attention to the issue of scarce skills that will negatively affect the capacity of both the public and the private sectors to meet the goals set by AsgiSA.”
The statement underscores the fact that the Department of Education alone is not in a position to address the deficit of scarce skills in this country.
I therefore appeal to you to pledge your support to the 400 Dinaledi schools.
The need for collaboration between the Education Department and the private sector is essential. In the past we have seen that private sector involvement has brought positive results in education.
However, all of us here today know that this role has not always been well coordinated has led to overlaps and duplication, gaps and contradictions and generally has not been harnessed to ensure the greatest impact. Through positive collaboration, engagement and partnership between government and the private sector the Dinaledi schools can boost the attainment of pupils in fields of mathematics and physical science.
The Dinaledi initiative can boost the number of pupils qualified to follow careers in mathematics, science and technology after leaving school.
In conclusion, let me take this opportunity to thank those who have supported us through the years and others who intend to support us in the future. Your contribution means a great deal to us. I would like to encourage you to continue with your passion and dedication in support of education.
Thank you.
Issued by: Ministry of Education
4 April 2006
Source: Ministry of Education
Title: Pandor: Dinaledi Stakeholders’ meeting
Address by the Minister of Education, Naledi Pandor, MP, at the Dinaledi Stakeholders’ meeting, Johannesburg, Convention Dynamics
A NATIONAL IMPERATIVE
Minister Mangena,
Deputy Minister Surty,
Senior managers,
Ladies and gentlemen,
It is a pleasure to meet with you this morning. Let me take this opportunity to thank you for attending this gathering.
In 2001, we launched the national strategy for mathematics, science and technology education in general and further education and training (FET).
The strategy’s goal was to improve participation and performance in mathematics and physical science in general but in particular its aim was “to raise participation and performance by historically disadvantaged learners in senior certificate mathematics and physical science.”
As part of this strategy government established 102 dedicated mathematics and physical science schools. These schools were named Dinaledi Schools. The policy rationale was as follows (taken from the original strategy):
“The policy of dedicated schools is therefore the most cost effective way of deploying scarce resources in the teaching of these subjects. In the context of competing priorities and limited resources it is better to at least in the short term provide sufficient and adequate learning and teaching facilities to fewer schools with the aim of going full scale over a longer period of time. Secondly, this policy will respond better to a range of abilities and interests that learner display. It will allow those with the most ability to study intensively and learner preference in mathematics and science to be catered for. However, such a policy should not exclude other learners from studying basic mathematics, science and technology.”
In the short term the strategy aimed to improve enrolment and performance, particularly of grade 10, 11 and 12 learners from historically disadvantaged backgrounds.
The Dinaledi schools are mainly located in previously disadvantaged communities and primarily serve disadvantaged learners. Many of the pupils attending these schools live in poverty and daily face social and economic challenges. If they are not empowered to obtain the requisite skills for full participation as citizens of this country, the future is indeed bleak for them and the country. This country will not be able to face the challenges of the 21st without the full participation of these learners.
The Dinaledi initiative of 2002, 2003 and 2004 had mixed results. In some schools there was exceptional growth in passes in mathematics and science in others not much changed.
Our evaluation and analysis of the three year Dinaledi initiative as well as evaluations and research reports such as those of the business trust of the quality learning project and the centre for development and enterprise report on mathematics and science provided much food for thought. We have learned many lessons. Building on the research results and recommendations we began to plan for the expansion of the Dinaledi schools.
Our analysis suggested that we could with a huge collaborative and dedicated effort double the number of learners leaving grade 12 with a higher grade maths and science pass from 24 000 in 2004 to 50 000 in 2008. This is an ambitious target. And we decided that the Dinaledi schools, a special or focus school approach should continue to anchor this goal. In May 2005 the council of Education Ministers approved the expansion of the mathematics, science and technology dedicated schools to 400. In February 2006 the President included the Dinaledi schools initiative and the goal of doubling the number of maths and science graduates to 50 000 in his state of the nation address. You may also know by now that the Dinaledi initiative is part of the Accelerated and Shared Growth Initiative for South Africa (AsgiSA). In this year’s State of the Nation address, President Mbeki indicated that and I quote:
“Everything we have said so far, concerning AsgiSA points to the inescapable conclusion that to meet our objectives we will have to pay particular attention to the issue of scarce skills that will negatively affect the capacity of both the public and the private sectors to meet the goals set by AsgiSA.”
The statement underscores the fact that the Department of Education alone is not in a position to address the deficit of scarce skills in this country.
I therefore appeal to you to pledge your support to the 400 Dinaledi schools.
The need for collaboration between the Education Department and the private sector is essential. In the past we have seen that private sector involvement has brought positive results in education.
However, all of us here today know that this role has not always been well coordinated has led to overlaps and duplication, gaps and contradictions and generally has not been harnessed to ensure the greatest impact. Through positive collaboration, engagement and partnership between government and the private sector the Dinaledi schools can boost the attainment of pupils in fields of mathematics and physical science.
The Dinaledi initiative can boost the number of pupils qualified to follow careers in mathematics, science and technology after leaving school.
In conclusion, let me take this opportunity to thank those who have supported us through the years and others who intend to support us in the future. Your contribution means a great deal to us. I would like to encourage you to continue with your passion and dedication in support of education.
Thank you.
Issued by: Ministry of Education
4 April 2006
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