Date: 22/08/2006
Source: Department of Education
Title: Pandor: Sasol Techno X Exhibition
Address by the Minister of Education, Naledi Pandor MP, at the official opening of the Sasol Techno X Exhibition, Sasolburg
Science in action?
Programme Director
Mr Trevor Munday, Deputy Chief Executive Officer, Sasol
Mr Max Sisulu, Group General Manager, Sasol Visitors and other children
Last year?s exhibition attracted children from 44 primary school and 306 secondary schools. This year the event is larger and more children will come to see the wonders of science in action.
Sasol is renowned for providing South Africans with energy from coal mining on the one side of the production chain all the way to commercialising various kinds of fuel for consumption in homes and businesses across the land. It is also a very successful company and plays a leading role in scientific development in the chemicals industry. There is no better company to introduce our children to the importance of science and technology in our modern world than Sasol, as it clearly understands the challenges posed by a shortage of science and technology skills.
I would also like to applaud the organisers for selecting a theme that is so relevant. Many young people do not regard science as a viable and attractive career field. We are working hard to change perception and performance.
A society?s most valuable resource is its people and education is the process by which society invests in the development of its people. The Department of Education has strengthened its interventions in the areas of science and maths. Much more is being invested in ensuring that South Africa has a larger pool of learners competent in maths and science.
In particular, the number of African candidates who participate and succeed in maths and science is disturbingly low. We have expanded our programme which is directed at increasing success in science and maths. Events like these make that task a little easier. We also face the challenge of increasing the number of teachers who are qualified to teach these key subjects. However, those who have obtained a good pass often find it less attractive to choose teaching as a career and therefore opt to study in science-related fields. As a result, few enter teacher-training programmes in mathematics and science.
The majority of schools that offer mathematics and science have poorly equipped laboratories and facilities for promoting effective teaching and learning. The teaching of science in too many of the poorest schools remains theoretical without any experiments to enhance the understanding and application of knowledge.
Basic numeracy, mathematical, scientific and technological skills are critical for further learning and the world of work. Learners who are competent in these skills are able to engage in effective post-school learning across a wide range of learning fields. Therefore, we need to encourage all learners to excel at maths and science.
We have re-focussed our Dinaledi strategy to increase the enrolment and performance of learners in selected high schools. This shows our intention to accelerate the pace of learning and achievement in maths and science education.
Furthermore, we have also given attention to curriculum transformation across the education system. This year we introduced a new curriculum in our high schools. I am convinced that this curriculum will equip our children for the greater demands of a modern society. All learners at Grade 10 must be offered either Mathematics or Mathematical Literacy. We have set ourselves a target of 50 000 learners passing mathematics in 2008.
Events such as the Sasol Techno X present opportunities for the Dinaledi schools and other schools offering Maths and Science to excel. The Sasol Tencho X is an example of how companies can open their doors to our young people, to enable them to see the relationship between education and the world of work.
In 2007, we launch new programmes at our public Further Education and Training (FET) colleges. Many of the programmes will contribute to developing the skills we need in the advancement of science and technology. The curriculum design of these programmes requires learners to have hands-on experience.
I ask all exhibitors to study these programmes and to link with our colleges to help fast track skills development in science, engineering and technology. In fact, the advancement of our society relies on the extent to which we can encourage indigenous innovation in science and technology. Our aim is to encourage our learners to see that their future lies in learning how to innovate. I believe that events like Sasol Techno X are scientific kaleidoscopes that challenge the imagination and stretch the mind.
I thank you
Issued by: Department of Education
22 August 2006
Source: Department of Education
Title: Pandor: Sasol Techno X Exhibition
Address by the Minister of Education, Naledi Pandor MP, at the official opening of the Sasol Techno X Exhibition, Sasolburg
Science in action?
Programme Director
Mr Trevor Munday, Deputy Chief Executive Officer, Sasol
Mr Max Sisulu, Group General Manager, Sasol Visitors and other children
Last year?s exhibition attracted children from 44 primary school and 306 secondary schools. This year the event is larger and more children will come to see the wonders of science in action.
Sasol is renowned for providing South Africans with energy from coal mining on the one side of the production chain all the way to commercialising various kinds of fuel for consumption in homes and businesses across the land. It is also a very successful company and plays a leading role in scientific development in the chemicals industry. There is no better company to introduce our children to the importance of science and technology in our modern world than Sasol, as it clearly understands the challenges posed by a shortage of science and technology skills.
I would also like to applaud the organisers for selecting a theme that is so relevant. Many young people do not regard science as a viable and attractive career field. We are working hard to change perception and performance.
A society?s most valuable resource is its people and education is the process by which society invests in the development of its people. The Department of Education has strengthened its interventions in the areas of science and maths. Much more is being invested in ensuring that South Africa has a larger pool of learners competent in maths and science.
In particular, the number of African candidates who participate and succeed in maths and science is disturbingly low. We have expanded our programme which is directed at increasing success in science and maths. Events like these make that task a little easier. We also face the challenge of increasing the number of teachers who are qualified to teach these key subjects. However, those who have obtained a good pass often find it less attractive to choose teaching as a career and therefore opt to study in science-related fields. As a result, few enter teacher-training programmes in mathematics and science.
The majority of schools that offer mathematics and science have poorly equipped laboratories and facilities for promoting effective teaching and learning. The teaching of science in too many of the poorest schools remains theoretical without any experiments to enhance the understanding and application of knowledge.
Basic numeracy, mathematical, scientific and technological skills are critical for further learning and the world of work. Learners who are competent in these skills are able to engage in effective post-school learning across a wide range of learning fields. Therefore, we need to encourage all learners to excel at maths and science.
We have re-focussed our Dinaledi strategy to increase the enrolment and performance of learners in selected high schools. This shows our intention to accelerate the pace of learning and achievement in maths and science education.
Furthermore, we have also given attention to curriculum transformation across the education system. This year we introduced a new curriculum in our high schools. I am convinced that this curriculum will equip our children for the greater demands of a modern society. All learners at Grade 10 must be offered either Mathematics or Mathematical Literacy. We have set ourselves a target of 50 000 learners passing mathematics in 2008.
Events such as the Sasol Techno X present opportunities for the Dinaledi schools and other schools offering Maths and Science to excel. The Sasol Tencho X is an example of how companies can open their doors to our young people, to enable them to see the relationship between education and the world of work.
In 2007, we launch new programmes at our public Further Education and Training (FET) colleges. Many of the programmes will contribute to developing the skills we need in the advancement of science and technology. The curriculum design of these programmes requires learners to have hands-on experience.
I ask all exhibitors to study these programmes and to link with our colleges to help fast track skills development in science, engineering and technology. In fact, the advancement of our society relies on the extent to which we can encourage indigenous innovation in science and technology. Our aim is to encourage our learners to see that their future lies in learning how to innovate. I believe that events like Sasol Techno X are scientific kaleidoscopes that challenge the imagination and stretch the mind.
I thank you
Issued by: Department of Education
22 August 2006
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