N Pandor: Dinaledi Stakeholders’ meeting

4 April 2006

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