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1
High-Level Human Capital for the
National System of Innovation Presentation to the Portfolio Committee
for Science and Technology of the National Assembly
18 August2010
2
Delivery on the Government’s Mandate
• The MTSF has identified skills, including high-level skills, as a significant constraint in the ongoing development of the economy and society.
• SA must increase its investment and return in human capital development particularly in science, engineering and technology if we are to achieve “an equitable, sustainable, and inclusive growth path that brings decent work and sustainable livelihoods; education; health; safe and secure communities; and rural development”.
3
HRD-SAHRD-SA• Commitment Six: We will improve the technological
and innovation capability and outcomes within the public and private sectors (includes persons in employment) to enhance our competitiveness in the global economy and to meet our human development priorities.– Strategic Priority 6.1: To increase the supply of skilled
personnel in areas of Science, Engineering and Technology
– Strategic Priority 6.2: To improve South Africa’s performance in areas of teaching, research, innovation and the commercial application of high-level science, engineering and technology knowledge
4
Outcomes Framework• “a skilled and capable workforce to support
an inclusive growth path”. – Output 4: Increase access to high level
occupationally-directed programmes in needed areas – increasing the graduate output in the natural and physical sciences and engineering.
– Output 5: Research, development and Innovation in human capital for a growing knowledge economy – increase output of honours, masters, doctoral and post-doctoral fellows; provide increased support to industry-university partnerships; and increase investment in research and development, especially in the science, engineering and technology sector.
5
Priority Skills and Research Areas
• The five grand challenges:– The bio-economy, – Expanding the limits of space
science and technology,– In search of energy security,– Science and technology in
response to global change,– Human and social dynamics.
• The five geographical advantage areas:– Astronomy,– Human palaeontology,– Biodiversity,– Antarctic research, and– Indigenous knowledge.
• Scarce and Critical Skills– Engineering and built
environment– Animal and Human health
Sciences– Natural and physical sciences,
including agricultural sciences– Economic sciences – esp
accounting and actuarial sciences
– Social sciences and humanities – esp teacher education and histrory
6
Research and Innovation Enablers• Infrastructure and Equipment
– Scientific Equipment: discrete, free standing or mounted, desk-top to large, dedicated or multi-purpose.
– Specialized Facilities: A physical and/or organisational structure that provides a controlled environment for specialized experiments and is required to ensure the optimal performance of research equipment.
– Cyber-infrastructure: Comprehensive ICT -based infrastructures such as high performance computing, research networks, and data storage and management systems.
– High-end Infrastructure: infrastructure at the interface between the R&D and commercialization. e.g. pilot plants, incubators, and technology demonstrators.
– Global Infrastructure: International large infrastructures, both single-sited and distributed ones linked by high-speed networks for optimal sharing of data and resources.
• People
7
High Level Human Capital• Education WP 3, outlines mandate of universities in a
knowledge-driven world. – “Human resource development: the mobilisation of human
talent and potential through lifelong learning to contribute to the social, economic, cultural and intellectual life of a rapidly changing society.
– High-level skills training: the training and provision of person power to strengthen this country's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to the national development effort and social transformation.
– Production, acquisition and application of new knowledge: national growth and competitiveness is dependent on continuous technological improvement and innovation, driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and of social reconstruction.”
8
University Enrolments
500
550
600
650
700
750
800
850
Thou
sand
s
Head count 590,000 599,000 608,000 585,000 588,000 638,000 675,000 718,000 744,000 735,000 741,000 760,000 799,000
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Student head count
9
Shape of EnrolmentsEnrolments by Qualification Type
0
50000
100000
150000
200000
250000
300000
350000
400000
Occasional 12275 17682 20762 24766 23175 19264 22633 25679 27470
National diploma 145351 134552 138286 160344 190092 182113 177153 179052 185635
Undergraduate degrees 283144 313293 338567 352440 345354 348436 360572 370037 382088
Postgraduate below Masters 51922 56112 61385 64021 69263 61434 58510 59185 66917
Masters degrees 31816 35319 39463 43685 45331 44321 42899 41164 41711
Doctoral degrees 6400 6980 7766 8375 9104 9434 9828 10048 9994
1 2 3 4 5 6 7 8 9
10
Shape of Total GraduatesTotal Graduates
0
10000
20000
30000
40000
50000
60000
Occasional 55 136 222 184 117 33 123 48 383
National diploma 15158 16565 17667 19873 21041 20544 22445 23207 24250
Undergraduate degrees 41541 38399 39111 41968 46276 48444 51242 52292 54594
Postgraduate below Masters 17266 19045 20995 22432 24574 23253 21983 22119 23861
Masters degrees (Non Research) 0 0 0 4905 4472 4271 4026 4073 3734
Masters degrees (Research) 6151 6630 6975 2619 3424 3751 3857 3440 3780
Doctoral degrees 973 900 985 1052 1105 1189 1100 1274 1182
2000 2001 2002 2003 2004 2005 2006 2007 2008
11
International Profile of Post Graduates
Post-graduate graduates by Nationality
0
5000
10000
15000
20000
South Africa 17818 19889 21053 21736 21010 21163 22094
SADC 1049 1199 1478 1644 1712 1828 2102
Rest of Africa 447 576 660 654 720 695 778
Rest of the World 446 537 639 717 649 593 527
Unknown 184 177 207 185 202 188 250
2002 2003 2004 2005 2006 2007 2008
12
Total Doctoral Graduates ProfileDoctoral Graduates
0
100
200
300
400
500
600
700
800
African 229 242 298 341 331 405 383
Coloured 50 51 50 68 57 71 55
Indian 72 99 102 83 91 104 96
White 633 659 654 695 618 691 644
Unkown 1 1 1 2 3 3 4
2002 2003 2004 2005 2006 2007 2008
13
Profile of Female Doctoral Graduates
Female Doctoral Graduates
0
50
100
150
200
250
300
350
400
African 55 58 80 104 107 133 121
Coloured 19 25 14 26 24 26 30
Indian 28 44 42 39 45 35 44
White 278 281 284 355 298 335 323
Unkown 0 1 0 0 1 1 3
2002 2003 2004 2005 2006 2007 2008
14
Steering Enrolment and Output - 2008Level Total number of
NRF bursariesTotal number of registrations
Proportion of students supported by NRF
Honours 1 271 66 917 2%
Masters 2 657 41 711 6%
Doctoral 1 500 9 994 15%
All levels 5 428 118 622 5%
The Department of Higher Education and Training steers using institutional enrolment and output planning, funding and quality assurance while Department of Science and Technology steers at the level of the individual student or research staff.
15
Doctoral Graduates in some “Desired” Disciplines
0
2
4
6
8
10
12
14
Hu
nd
red
s
Agriculture 62 42 51 54 60 46
Computer science 14 12 9 12 17 29
Engineering 75 81 79 105 86 83
Health 126 123 175 110 131 118
Life & Physical sciences 212 206 211 206 232 250
Mathematical sciences 22 26 28 28 46 34
SET Total 512 490 553 515 572 560
National Total 1,045 1,104 1,189 1,100 1,274 1,171
2003 2004 2005 2006 2007 2008
Total research masters graduates increased by an annual average of 3.9% from 2728 to 3699 from 2000 to 2008
16
Rate of Doctoral Outputs
-
5
10
15
20
25T
ho
usan
ds
Nu
mb
er
of
Ph
D g
rad
uate
s p
er
an
nu
m
Early 90's 2,556 410 2,984 8,390 10,758 823 22,462
Early 2000's 23,446 1,964 7,946 15,260 16,909 1,274 23,138
% Change 817% 379% 166% 82% 57% 55% 3%
China TaiwanSouth Korea
UK JapanSouth Africa
Germany
17
Low Supervision Capacity% Staff with PhD
The carrying capacity of the HE system is low because there are too few instruction/supervisory staff with PhD degrees.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Other degrees
Masters degrees
Doctoral degrees
Other degrees 39 38 39 39 39 38 35 35 33
Masters degrees 29 29 30 31 32 32 32 32 33
Doctoral degrees 32 33 31 30 29 30 33 33 34
2000 2001 2002 2003 2004 2005 2006 2007 2008
18
Age of Researchers and Research Productivity
44.5 43.439.0
35.7
25.3
-
5.010.0
15.020.0
25.0
30.035.0
40.045.0
50.0
Humanities Social Sciences Health Sciences Natural &AgriculturalSciences
EngineeringSciences, Materials
and Technology
Mea
n a
ge
/ yea
rs
The average age of SA’s graduating with a PhD is about 40 years. The impact of this is that it usually takes them longer to complete and their productive time is shorter.
19
Women Academics
0%
10%
20%
30%
40%
50%
60%
Professors 13.00% 18.00% 18.50% 19.10% 26.00%
Senior Lecturers 28.00% 38.00% 39.50% 40.60% 42.30%
Lecturers 46.00% 53.00% 51.00% 50.90% 51.70%
Junior Lecturers 53.00% 55.00% 56.30% 54.70% 54.00%
1995 2002 2005 2006 2008
Women constitute over 40% of research workforce but only contribute 22% of total research outputs
20
SA’s Research Productivity
Low absolute outputs but efficient - generates more outputs per dollar when comparing GDP in terms of purchasing price parity .
21
Critical Issues for Attention
• Encouraging the new generation of researchers, i.e., support more postgraduate students and post doctoral fellows.
• Developing the emerging researchers. i.e., transform more new generation researchers into established researchers.
• Maximising the output of the established researchers, i.e., increase the number of active researchers and ensure that they produce the required knowledge and innovation outputs and supervise the next generation of researchers.
22
South African Research Chairs Initiative (SARChI)
• The aim is to: • Expand the scientific research base of SA in
support of the National R&D Strategy and other governmental strategies;
• Increase number of world class researchers;• Attract and retain excellence;• Create research career pathways for highly skilled,
high quality young & mid-career researchers - address historical racial, gender and age imbalances
23
SARChi• To date 82 Chairs awarded but 79 currently
operational at 16 Universities• Funding and Financing
• Award of up to R2.5 million per annum for Tier 1 and R1,5 million for Tier 2
• Covers salaries, postdoctoral student awards, research operating costs and small equipment
• Large equipment funded separately;• Co-funding options with industry and other
Government departments (First Rand – Mathematics Education)
24
SARChI: Institutional Distribution 2007 2008 2009
Chairs recruited from South African universities
28 82% 50 72% 58 73%
Chairs recruited from industry and abroad
6 18% 19 28% 21 27%
Total Chairs 34 100% 69 100% 79 100%
Tier 1 Chairs 25 74% 53 77% 63 80%
Tier 2 Chairs 9 26% 16 23% 16 20%
34 100% 69 100% 79 100%
25
SARChI: Equity Profile 2007 2008 2009
Female 3 9% 13 19% 16 20%
Male 31 91% 56 81% 63 80%
Total Chairs 34 100% 69 100% 79 100%
Black 11 32% 27 39% 30 38%
White 23 68% 42 61% 49 62%
34 100% 69 100% 79 100%
26
SARChI: Knowledge Distribution
16
16
5
9
36
Natural & Agriculturalsciences
Health sciences
Social sciences
Humanities
Engineering & appliedtechnology
27
SARChI: HCD supervision
Average Ratio 1:13
2007 2008 2009
Undergraduate 13 2% 12 1% 14 2%
Honours 84 13% 151 13% 119 13%
Masters 264 41% 466 40% 344 38%
Doctoral 219 34% 442 38% 310 34%
Post-Doctoral 64 10% 93 8% 124 14%
Total 644 100% 1164 100% 911 100%
28
SARChI: Research Outputs 2007 2008 2009
Postgraduate students 62 169 438
Peer review journal articles 162 385 477
Books 4 11 10
Book chapters 13 58 62
Keynote addresses or plenary presentations
3 28 63
Technical reports 4 20 16
Non-refereed articles 0 8 5
Patents 1 17 7
29
Centres of Excellence (CoE)• Guiding Principles:
– Are physical or virtual centres of research;– Cluster of researchers; – Concentrate existing capacity and resources; – Enable collaboration across disciplines; – Enable collaboration across institutions;– Work on long-term projects; – Conduct locally relevant and internationally
competitive research.
30
Centres of Excellence (CoE)
• At inception, the 7 CoEs were funded between R5 – R7 m; only 2 were funded at 50%.
• Funding escalated at 5% per annum;• Period of funding is 10 years, expected to
be self sustaining after this period; • Key Performance Areas: HCD, Research
Outputs, Knowledge Brokerage, Service Rendering and Networking.
31
Established CoEs1. Biomedical TB Research
– to research new tools for the diagnosis, treatment and prevention of tuberculosis (TB)
2. Birds as Keys to Biodiversity Conservation– to focus on understanding and maintaining
biodiversity using birds as indicators3. Invasion Biology
– to address the biodiversity consequences of biological invasions
4. Tree Health Biotechnology – to concentrate on understanding and
combating diseases affecting South Africa’s indigenous trees
32
Established CoEs5. Catalysis
– to drive innovation in catalysis, a key process in the chemical and manufacturing sector
6. Strong Materials – to understand and improve the properties of advanced
strong materials to increase their efficiency and reduce their cost
7. Epidemiological Modeling and Analysis – to use mathematical modeling to understand, predict
and ultimately combat diseases8. Climate and Earth Systems Science (To be launched
in 2010)– to better understand climate forecasting and
interactions between the atmosphere, land and oceans
33
CoE: HCD Supervision
Level 2005 2006 2007 2008 2009
Hons 25 9% 11 4% 19 5% 51 10% 33 9%
Masters 134 47% 131 44% 172 50% 217 43% 170 46%
PhD 92 32% 125 42% 125 36% 173 34% 119 32%
Post Doc 33 12% 33 11% 30 9% 66 13% 49 13%
Total 284 100% 300 100% 346 100% 507 100% 371 100%
34
CoE: Research Output
Output 2007 2008 2009
Masters and Doctoral students 60 65 84
Peer review journal articles 295 315 409
Number of joint ventures 27 36 60
Patents 15 0 6
35
Re ea leboha