Prof Brian O’Connell, Rector and Vice Chancellor;
Prof Zubeida Desai, Dean of Education;
Prof Renfrew Christie, Dean of Research;
Prof. Meshac Ogunniyi, Director of the School of Science and Maths Education and Director of the Science and IKS project;
Prof Yonah Seleti, Department of Science and Technology (DST);
Distinguished guests
It is an honour for me to address you at the start of this, the 3rd International Conference on Science and Indigenous Knowledge Systems (IKS), perhaps more commonly known by its abbreviation, IKS.
I am in a very happy state of mind this morning, ladies and gentlemen, as I have been given the opportunity to talk about one of my favourite topics, at one of my favourite venues: the University of the Western Cape. This is a place steeped in history and tradition, both in the academic and in the political sense. UWC has always been at the forefront of academic achievement in our country, and it was of course one of the most symbolic university campuses during our nation’s long struggle for equality. So I’m in a good place right now, literally and figuratively. I am also humbled by the stature of the speakers scheduled to speak at this conference, and by the impressive number of delegates attending. I sincerely hope that I can assist in setting the tone for the four days of debate and deliberation that lie ahead.
The next four days will no doubt be action packed with robust and vigorous debate. This is just what we need to place IKS firmly on the South African education agenda. The theme ”Into the Melting Pot" points at the challenges of integrating Indigenous Knowledge Systems Science (and technology) into every facet of modern life, including education – right from the Grade R level all the way to higher education.
Ladies and gentlemen, indigenous knowledge systems are critical in the development of a knowledge-based economy as envisaged by the department of Science and Technology. The integration of IKS and Science in the education system resonates well with one of Government’s national priorities, which is to develop human resources and to strengthen the skills of its citizens. I am delighted that the action plan ensures the training of many teachers to integrate Science and Indigenous Knowledge Systems by using a dialogue argumentation instructional model – in layman’s terms, methodical reasoning. I am informed that the model has been so successful that teachers have already reported an improvement in argumentation and high level thinking skills amongst schoolchildren. Now more than ever, it is important that we seize the opportunity, not only to deepen our understanding of development challenges, but also to provide potential solutions.
What strikes me most about this conference is the range and quality of the papers that will be presented on the teaching of Indigenous Knowledge in science, mathematics, technology and environmental education in the classroom. I am optimistic about the prospect of the conference showcasing practical examples focusing on medical education, modern traditional medicines and public health, Indigenous Knowledge, Modern norms and Intellectual Property Rights Colonialism.
Ladies and gentlemen, the attainment of democracy in 1994 afforded all South Africans an opportunity to develop our country’s diverse, yet inequitably distributed, public resources. The democratic government has systematically worked towards transforming its science, technology and innovation resources into a vibrant and effective national system of innovation, with the explicit objective of it contributing to the overall aim of improving the quality of life of all our citizens. The Indigenous Knowledge Systems Policy which was adopted by Cabinet in 2004 became an important component of this comprehensive innovation system.
As Deputy Minister of Science and Technology, I fully support the department’s prioritisation of three areas that are essential strategic drivers in the quest to derive value from the rich indigenous knowledge that is part of our legacy. Arguably the most important of these priorities is the development of a regulatory environment for the protection of Indigenous Knowledge Systems. The legislation for the protection of these systems should create authoritative enabling environments for the internal development and articulation of all the domains of indigenous knowledge and to establish it as a source of innovation.
The second strategic priority is the development of the National Recordal System for the collection, recording, documenting, storage and management, and dissemination of Indigenous Knowledge Systems in the communities throughout the country. Until the orally conveyed and rapidly disappearing indigenous knowledge is properly collected and stored, there will be no indigenous knowledge to protect or to establish as a source of innovation.
The third strategic drive focuses on the value adding knowledge generation activities based on applied research. The knowledge generation and value addition activities are driven through instruments such as ring-fenced research funds and research chairs. Given these initiatives, South Africa is well positioned to take advantage of this indigenous knowledge revolution to accelerate growth and competitiveness and to improve the welfare of our citizens.
Most of you will be aware that the DST’s the National Research and Development Strategy recognises Indigenous Knowledge as one of the scientific areas where South Africa has a competitive knowledge advantage. I would like to assure you that that Government is totally committed to harnessing the capacity of our indigenous communities. The department’s mandate of interfacing our indigenous philosophies and methodologies with those of modern science will hopefully contribute to the development of a unique set of graduates, committed to developing the social, environmental, cultural and economic health of communities. It is within this context that the DST has identified curriculum development as key for mainstreaming indigenous knowledge in the educational landscape. Unless we help to change curricula in institutions of learning, indigenous knowledge will remain on the periphery.
The challenge before us, therefore, is to bring about synergy in our actions in terms of indigenous and western knowledge, and other knowledge systems. Education in South Africa and elsewhere should reflect and nurture society’s values. Since our country is a multicultural society with a wealth of indigenous knowledge, this knowledge must be documented, recorded and integrated in the education system to reflect the abundance of knowledge in our country. I am hopeful that this conference will lay the foundation for ensuring that this crucial priority is achieved.
The development and registration of the four-year Bachelor of Indigenous Knowledge Systems degree, covering a range of streams mainly on science, technology and innovation is key to the realisation of the policy imperatives on Indigenous Knowledge Systems on Human Resource Development.
This degree is a multi-disciplinary qualification which has been designed to equip practitioners, policy-makers, and learners, who are interested in accessing tertiary learning, with the necessary knowledge and skills related to indigenous knowledge systems. The qualification is based on a holistic approach to the understanding of Indigenous Knowledge Systems and lays a solid foundation for students to gain academic and practical competencies. The latter will enable them to apply theoretical knowledge and understanding in a range of areas including health sciences, traditional leadership, tourism, communication, agriculture, nature conservation, arts and culture, education, law, human and social sciences, physical planning and construction, and many more.
The introduction of the Bachelor of Indigenous Knowledge Systems degree in universities will produce unique knowledge and human capital required to sustain the country’s National System of Innovation. It is my hope that the outcomes of this important conference will contribute to making the Bachelor of Indigenous Knowledge Systems a degree programme of an exceptionally high standard, and will make a significant contribution towards improving the quality of life of our people.
The provision of indigenous knowledge in our institutions of higher learning will not be attained if there is no further investment in the training of teachers to suit the new curricula intentions. The training of the teachers should be accompanied by the development of sufficiently sophisticated teaching and learning materials. This challenge is normally confronted by the institutions of higher learning; however, the imperatives of IKS require the integration of the knowledge holders in the process of knowledge production and dissemination. The extent to which these institutions of higher learning rise to this challenge could determine the success of the delivery of the new curricula on IKS and science. It is my hope that this conference will also make strategic contributions in this regard.
The DST’s support of the Post Graduate and Internship Programme in partnership with the National Research Foundation is another way in which Government is increasing the employment of South Africans and boosting their participation in economic activities. It builds on the funding Government has already committed to in assisting marginalised communities to provide scholarships for students to attend some of the leading research institutions in the country.
The real issue now facing you as academics and teachers, and as policy-makers, is how to respond to the challenges of getting young people to fully appreciate the value of indigenous knowledge. We will not achieve the objective of improving the quality of life of our communities if we do not embrace indigenous knowledge systems and encourage a relationship and dialogue between the youth and the elders who are custodians of this knowledge. Indigenous knowledge holders, for the first time perhaps, will also get an opportunity to participate in curriculum development. The integration of indigenous knowledge into the school curriculum would thus enable schools to act as agencies for transferring the culture of the society from one generation to the next.
In conclusion, I urge all of you to participate actively in the discourse at this conference, to cultivate a strong network of indigenous knowledge practitioners and champions, to reflect deeply on the key learning points, and to share your experiences widely with fellow teachers. Finally, I would like to thank this fine institution of learning, the University of the Western Cape, for hosting this conference. I would also like to extend my appreciation to our speakers and presenters. I wish you an enriching and stimulating time of learning and sharing over the next few days, from now right until the conference’s closing address to be delivered by the Chair of the National Assembly’s Science and Technology Portfolio Committee, Dr Ngcobo.
Before I let you go, allow me to leave in your thoughts a very curious quote, from the English poet and painter William Blake: “He who would do good to another must do it in minute particulars. For art and science cannot exist but in minutely organised particulars.”
If you’re still trying to decipher that one – I know that I certainly am – no need to feel that your grasp of poetry is perhaps not what it should be: William Blake’s idiosyncratic views led many of his contemporaries to believe that he was quite mad!
Moving on from that cryptic quote, here’s a much simpler and shorter one. The English philosopher Herbert Spencer – and he was not just a philosopher, he was a biologist too, so we would do well to note what he had to say on matters of life and science – once said the following, short and sweet: “Science is organised knowledge”
On that profound note, ladies and gentlemen, I thank you.
