Issued by Department of Education
3 October 2000
The Consultative Conference that was called to consider interventions to improve science, mathematics and technology education yesterday concluded its business with the adoption of a Draft Strategy. The Conference brought together two hundred delegates from among the national Department of Education, provincial education departments, the Department of Arts, Culture, Science and Technology, schools, colleges, universities, teacher unions, organised labour, Science Councils, NGOs, associations and industry.
In his opening remarks the Minister of Education, Professor Kader Asmal, emphasized the commitment of the Department of Education not only to achieving improved performance in science and mathematics, but also to ensuring that a relevant curriculum was in place. He reminded delegates of the need for effective use of existing resources and pointed out that ‘to win additional resources would require a carefully motivated case.’ Delegates would therefore have to apply their minds to finding creative and innovative solutions to the problems at hand, he concluded.
Conference noted that achieving desired change would require constructive partnerships among Departments across Government, with NGOs, higher education institutions, teacher unions and organisations, independent schools, and industry. Educators, support services and managers are central to the process, and themselves require the necessary tools of trade. Their commitment, training and continuous development remain key success factors. Appropriate infrastructure would need to be in place to meet new demand, and this would include stepwise roll-out of information and communication technologies. Clear educational purpose and value should underpin such roll-out.
The Draft Strategy runs along three parallel thrusts: attending to immediate improvement, working toward the intended examinations for both the General and Further Education and Training Certificates, and human resource development. A set of indicators and targets is being laid down against these major thrusts so that all stakeholders will be able to monitor progress. While being encouraged by the increasing numbers taking Senior Certificate Physical Science and Mathematics, it is clear that efforts coordinated at school level involving educators, learners and other education providers, will be needed to boost learning and performance. Various ways of effecting this for grades 10 to 12 are being considered, and could entail working together with NGOs, higher education institutions, and better resourced government and independent schools.
Targets to increase the number of students from previously disadvantaged communities that enrol for higher-grade subjects and perform well will be set. Such targeting would be part of school-focused support. Particular attention will be given to the matter of girls’ participation and performance, which is presently below that of the boys. The question of medium of instruction, numeracy, literacy and acquisition of science process skills will receive high priority. The development of the National Curriculum Statements presents an opportunity to highlight the drive toward non-racism, non-sexism and a curriculum that embraces indigenous knowledge systems.
Dr. Ben Ngubane, the Minister of Arts, Culture, Science and Technology addressed the Conference on its first working day and gave particular stress to matters concerning personal and environmental health. Science teachers were frequently called upon to provide health and sex education, and needed adequate preparation to fulfill this role, he noted.
The Conference was co-organised with the National Science and Technology Forum and the National Research Foundation.
In his closing remarks, Deputy Minister of Education Father Smangaliso Mkhatswa emphasized the importance of understanding the implications of the information and communication technologies. ‘We must not be marginalised’, he warned. The so-called ‘digital divide’ was not simply a question of possession or the new technologies, it turned upon how these were used and extended.
The Draft Strategy will now be refined in the Department of Education, after which it will be considered by the national and provincial education departments, and ultimately the Council of Education Ministers.
Contact:
Professor Michael Kahn 082 –8549777
mkahn@wn.apc.org