13 February 2001
Colleagues,
Members of the Diplomatic corps
Ladies and Gentlemen of the media
There is a critical need to shift our productive energies towards changing South Africa into a "knowledge-based" economy. This means that job creation, business development and the formation of new industries increasingly need to emphasise acquiring new skills and technology. And, as "grandfather" industries close down we must have smart, programme interventions to re-skill the workforce and to drive new entrepreneurial ventures. We should have a workforce that expects to have at least three career shifts in a lifetime.
The new industries and wealth creation opportunities are all in the technology intensive environment and the market is global. For South Africans to compete in this environment we need a society that has strong "problem-solving capabilities". Government has committed to growing our "problem solving" capabilities by:
RESEARCH GRANTS
In this context the interventions take the form of research grants, bursaries and scholarships. One of my department's agencies, the NRF does this. By design funding levels to the NRF have almost doubled over the last five years. In this past year 3 497 students, received bursaries. Of these bursaries 1 972 were awarded to black students. Also there are currently 59 Innovation Fund projects that draw in consortia made up of members from industry, the tertiary education sector, statutory research institutions and non-governmental organisations.
We will also, during the next year, be taking advantage of offers of bursaries and training made by our international partners. India and Finland for example have made offers in the area of science and engineering and the European Union in museum training. In terms of skills acquisition from abroad, discussions have been held at the highest level with Russia and Nigeria.
EQUIPMENT
Access to modern, state-of-the-art research equipment enables a research community to conduct competitive research, innovate and train human resources with adequate skills in research and innovation. An analysis of the research being undertaken by South African universities indicates that it overwhelmingly relates to real problems facing Southern Africa and if successful, will result in economic benefit and improvements in the quality of life for all South Africans. In 1996, South Africa was estimated to have scientific equipment with a replacement value of R1, 79 billion. At year 2000 prices this equipment is now assumed to be worth R2, 5 billion. This equipment is stationed in Science Councils, universities, Technikons and museums. We are also aware that the research infrastructure base is aging at an alarming pace and researchers find it hard to remain competitive. It is for this reason that I have introduced an "Equipment Placement Programme" this year.
TECHNOLOGY TRANSFER
I want to point out at this stage that all of our programmes are focussed on developing the right "human capital". It is for this reason that the programmes support human resource development within the tertiary education environment and in research institutions. More importantly they seek to establish a transfer of expertise and technology from the "knowledge base" in universities, Technikons and Science Councils into industry, particularly into SMMEs. There are technology transfer and diffusion programmes such as the GODISA incubation programme and another one called the Technology Stations Programme.
This year the GODISA programme will begin supporting two incubators, one linked to the capacity of the CSIR and the tertiary education sector in Gauteng and the other linked to infrastructure in the Eastern Cape. There is also a technology transfer and skills-training programme that Mintek will be driving within this programme for small scale miners and an Innovation Support Centre that the University of Natal is about to launch in embedded technology systems. There are currently seven Technikons participating in the Technology Stations outreach programme and the focus is in industries from electronics, metals & value-adding, chemicals, textiles and composite materials. Here Technikon students get experiential training with exposure to real problems of SMMEs in specific sectors.
I would like to specifically comment on a new HRD support project that another one of our agencies is about to implement. In October 2000 Cabinet appointed the HSRC as the official agency to undertake and provide government with research support services in the field of HRD. I have supported Cabinet's decision by committing R5 million to the cost of this project. The output that is expected is a Human Resource Development Strategy that the whole of government can commit to. Furthermore, this initiative will have to give answers on what specific high-quality skills our country needs. Amongst a host of other very important issues the HRD Strategy will interrogate changes in the labour market structure, new skill requirements, skills shortages, current and new training requirements, public sector skills needs and SMME sector skills needs as well as providing for mechanisms to systematically gather those skills.
ARTS AND CULTURE
In Arts and Culture we need to produce more engineers to work in the music industry, more cameramen to give colour to the film industry and within the sector of the crafts we need to develop appropriate technology that will enable South Africa to manufacture indigenous products. These goods may be clay pots, or glass substances to be used to make beads. In other words, literally putting technology in people's hands. To this end the CSIR has been commissioned to undertake training of crafters to assist them to produce a better quality product and to acquire skills in marketing and business management.
DACST is intervening vigorously in addressing strategic HRD needs of the Arts and Culture sector and assists our associated institutions to participate in training programmes. Presently new programmes are being negotiated with the British Council and the EU.
I must point out that our efforts both in Arts and Culture, as well as in Science and Technology are not only directed at the tertiary education research and the private sector. One project we have is in the field of adding value to agricultural products, in which training will be provided that will impact on 4 900 individuals in rural areas.
SCIENCE ENGINEERING AND TECHNOLOGY (SET) WEEK
Moreover, our children need to be given opportunities to develop as the knowledge base and entrepreneurs of today and tomorrow in new emerging fields such as biotechnology, new materials and information and communication technologies. I have introduced the practice of dedicating one week for celebrating science, engineering and technology awareness. We will be joining thousands of children across the country from 5 to 10 March 2001 in Science Engineering and Technology (SET) Week. This year I have given support for SET career exhibitions, school competitions, mathematics tents and workshops in Queenstown, Thohoyandou, Pietersburg, Durban, Pietermaritzburg and Richardsbay.
TRAINING
We are mindful of the dire need to create training opportunities for the youth. DACST is engaged in arts education and training within three different sectors:
DACST's role is to create linkages where there is a need, as well as assisting in compliance with the requirements of the SAQA Act. In this regard DACST is working closely with the National Standards Body for Arts and Culture to establish Standards Generating Bodies in the requisite sub-fields. Once these unit standards have been registered the accreditation of training in the non-formal sectors will be possible. In the area of non-formal arts education, the Department works with a number of tertiary institutions providing training and capacity building for staff running community arts centres as well as NGOs providing arts education and training. This includes training linked to the Poverty Relief programme, in which the CSIR is a strategic implementing agent.
Thank you.
Issued by Ministry of Arts, Culture, Science and Technology