DST Human Capital Development Initiatives Presentation by DST Select Committee: Comms and Public Enterprises 18 March 2015

HCD Landscape: Institutional context HCD Landscape: Policy framework HCD systemic challenges DST HCD programmes Sector-specific HCD interventions Science promotion and engagement Conclusion Presentation outline 2

HCD Landscape (1/3): Institutional Context In 2013/14: DBE: responsible for basic education (over R205 billion including provinces; 25,826 schools, 12m learners) DHET: responsible for Higher Education (over R30 billion for universities; 25 universities; 972,000 students); NSFAS >R6 billion DST: responsible for research development and support, and innovation across the national system of innovation (R6.5 billion; 720,000 learners; 9,771 students) 3

HCD landscape (2/3): National policy framework National Development Plan (NDP)... by 2030 –produce more than 100 doctoral graduates per million of the population (increase the number of Africans and women); –produce an additional 100,000 PhDs; –at least 75% of academics with doctoral degrees; –acknowledges the importance of hosting science expositions as a way of stimulating interest in science among young people. Medium-Term Strategic Framework (MTSF) –will implement the first five-year of the three phases of the NDP –the DST contributes to Outcome (5): a skilled and capable workforce to support an inclusive growth path 4

National Research and Development Strategy (2002): –Human Capital Development, –investment in S&T infrastructure, –knowledge generation, –strategic management of the public S&T system, and –"centres and networks" of excellence Ten Year Innovation Plan HCD Strategy for Research Innovation and Scholarship HCD landscape (3/3): DST policy framework 5

HCD systemic challenges (1/4) Supervisory capacity to improve postgraduate completion rates (38.6% of academic staff with PhDs). Low bursary values resulting in low progression ratios (from Bachelors to Honours to Masters to PhD) and high demographic drop-off. Poor demographic representation at established researcher levels. Small science system (currently producing 34 PhDs per million population, GERD as percentage of GDP less than 0.8%). 6

HCD systemic challenges (2/4): “Demographic drop-off” For 2012U/BHMD Number enrolled781,71185,50049,56013,965 Number of graduates120,39433,28410,3311,878 % of black enrolled % of female enrolled

HCD systemic challenges (3/4) High attrition rates (e.g PhD cohort): –46% enrolled never completed degree –29% dropped out in first two years –36% drop-out in natural sciences, 53% in humanities Low bursary values (e.g. 2013/14) HMDPD Value of NRF bursary (R) 40,00055,00090,000178,000 Approx after-tax starting salary (R) 100,000140,000180,000210,000 8

HCD systemic challenges (4/4): “The Silent Majority” About 12,000 FT academic staff at lecturer and senior lecturer level –6000 black; 2500 black women DST/NRF support about 650 “emerging researchers” –140 black women 9

HCD Programmes 10 Established researcher level Emerging researcher level Next-generation level Science Promotion 10

HCD conceptual framework HCD Conceptual Framework Next Generation Researchers Emerging Researchers Established Researchers Postgraduate Bursaries Workplace Readiness Postdoctoral Fellowship Thuthuka SARChI CoE 11

(a) Post-graduate students (1/4): Students supported through NRF 12

(a) Post-graduate students (2/4): NRF support as percentage of total Targets Honours Masters Doctoral Average Number of Students 5,4538,2217, ,11810,750 Cost (Rm)

(a) Postgraduate students (3/4): Demographics of NRF-funded students Actual 2008/9 Actual 2009/10 Actual 2010/11 Actual 2011/12 Actual 2012/13 Actual 2013/14 Ministerial Guideline 2017/18 Undergrad Total Black37%76%54%62%63%69%80% Women49%56%45%41% 46%55% Honours Total Black66%73%75%79%78%77%80% Women55%59%54% 56%58%55% Master’s Total Black36%53%54% 57%58%80% Women51%52%50%49%50%52%55% Doctoral Total Black36%52%55%56%54%55%80% Women50%51%48% 50%55% Post-doc Total Black26%40% 42%46%49%80% Women41%48%42%40%45%44%55% 14

(a) Post-graduate students (4/4): Conclusions Over the past five years government has supported at least 34,030 postgraduate students (5,131 in 2009/10 to 9,771 in 2013/14), more than doubling the financial investments from R million to R million, during this period. In terms of black representation significant improvements have been made over the past 6 years. In terms of women the targeted proportional representation is close to being reached at masters and doctoral levels. 15

(b) Emerging researchers (1/3): DST/NRF interventions (2014/15) Postdoc programme (±R100m) Thuthuka programme (±R50m) Competitive funding for unrated researchers (±R22m) Research career advancement fellowship programme (±25m) 16

(b) Emerging researchers (2/3): Average grant values Funding YearNumber of Grants Average grant value excluding bursaries (Rand) , , , , , ,407 17

(b) Emerging researchers (3/3): Conclusions While significant investments were made in this category by the DST, it has not led to significant growth in numbers of supported researchers, but in the growth of average grant. A significant majority of early career academics remain dormant with respect to research. In terms of equity, consistent growths have been in the proportion of white women, while proportional representation for blacks and black women fluctuates. Careful implementation of these programmes is necessary to improve black (particularly black women) participation. 18

(c) Established researchers (1/4): National demographics of academic staff 19

(c) Established researchers (2/4): Demographics of NRF-supported researchers ): NRF supported: 20

South African Research Chairs Initiative (SARChI) Intended to expand and renew the SA scientific research base. Awarded chairs 157; Next call chairs: In 2013, research chairs supervised a total of 1612 students –662 funded through SARChI –950 funded through external funds. Centres of Excellence Programme (CoEs) Physical or virtual centres of research which enable collaboration across disciplines and institutions; Established CoEs = 14 In 2012/13 CoEs supported 652 postgraduate students (c) Established researchers (3/4): SARChI & CoEs 21

(c) Established researchers (4/4): Conclusions The DST interventions (CoEs and SARChI) are yielding results in terms of the expansion of the supervisory capacity of the science system. A number of organisations are sponsoring chairs outside the DST/NRF system and universities are adding full professors trying to emulate the SARChI example. The initiatives are gradually succeeding in improving the race and gender inequity among the students supervised. Additional investments in these initiatives would be essential to further expand the system while concomitantly improving student representation. 22

Summary: NRF Investment in HCD 23

Sector-specific HCD Interventions Established researcher level Emerging researcher level Next-generation level Science Promotion 24

General approach to sector-specific HCD Generic HCD interventions are applicable across all sector-specific programmes (e.g., bursaries, emerging researcher support, established researcher support, SARChI chairs, CoEs) Sector-specific programmes formulate HCD interventions and targets All sector-specific programmes seek to earmark 30% of budget to HCD Examples: –R&D-led industry development –ICT skills development –Green Economy R&D 25

(a) R&D-led Industry Development (1/6): Conceptual outline of HCD programmes HCD takes place in R&D-led industry development in two ways: i. HCD aligned with DST sector-specific R&D programmes, for example: Titanium Additive Manufacturing Fluorochemicals Information and Communication Technologies (ICTs) ii. Generic support: Science, Engineering & Technology Industry Internship Programme (SETIIP) 26

i. HCD Aligned with DST R&D programmes To identify, grow and sustain niche high-potential STI capabilities that improve the competitiveness of existing and emerging economic sectors and that facilitate the development of targeted industries with growth potential in aerospace, advanced manufacturing, chemicals, mining, advanced metals and ICTs. Opportunities Resource endowment Skill / Capability Local procurement Champion CoC OEM SoC Enablers Infrastructure Skills STI Outcomes New products New markets Competitiveness Projects under this portfolio aim at a 30% investment in Human Capital (Masters & Doctoral bursaries) (a) R&D-led Industry Development (2/6): How HCD fits into R&D programmes 27

Technology Assistance Packages (TAPs) Technology Development Support Packages Firm Level TAPs Sector Wide TAPs Technology Development Grants Human Capital Development - Internships Programme Technology Stations (Ring fenced funding to TIA) Profiling and Benchmarking database Other supplier dev Goals: - Improve the technological capability of local firms - Increased competitiveness (quality, cost, customisation) - Expanded capability (new products, services) (a) R&D-led Industry Development (3/6): Technology Localisation Programme 28

Science, Engineering & Technology Industry Internship Programme (SETIIP) Mainly targeted at: –Enabling UoT students to complete P1 & P2 training –Providing industry experience in B-Tech, M-Tech, D-tech in small percentage of cases Implemented via: Contracting Entity Implementing Entity Purpose & Footprint No of Interns Comments Technology Innovation Agency (TIA) Technology Stations (TSs) Build capacity at TS; complete P1 & P2 training; 18 UoTs with national footprint 92 Technology Localisation Implementation Unit (TLIU) Southern African Society on Cooperative Education (SASCE) Exposure & participation in broad industry, national footprint via UoTs 100 Interns linked to Technology localisation support, very broad industry participation Mintek Mostly Gauteng based53 Mintek provides additional coaching (a) R&D-led Industry Development (4/6) 29

Agro-Processing, Chemical, Other –CPUT: Agro Food Processing –UL: Agrifood Processing –TUT: Chemistry & Chemical engineering –NMMU: Petrochemicals, Bio- downstream chemicals –MUT: Chemistry & Chemical Engineering –UJ: Process, Energy, Environments –VUT: Panel-beating, spray-painting –CPUT: Clothing and Textile Technologies Manufacturing –TUT: Electronics & Electrical Engineering, including ICT –VUT: NMMU: Mechanical System Technologies & Automotive components; –Product Prototyping, materials, processing technologies –DUT: Fibrous Reinforced & Molded Plastics –CUT: Rapid Prototyping & Product Development –CPUT: Adaptronics –UJ: Light Metals Casting & Foundry technology –TUT: TDM Transfer, Training & Adv Manuf –SUN: TDM design, analysis & Adv Manuf –WSU: Design, Tooling, Dies, Mould making ii. Science, Engineering & Technology Industry Internship Programme (SETIIP): Sectoral clustering of the TS and IAT’s (a) R&D-led Industry Development (5/6): Scope of Technology Stations’ Programme 30

UJ-MCTS UL-LATS CPUT-TSC&T NMMU-DCTS CPUT-ATS WSU-IAT CUT-PDTS NMMU-ACTS VUT--TSMPT TUT-TSE DUT-RMPTS MUT-TSC SUN-IAT TUT-IAT TUT-TSC UJ-PEETS VUT-RSDTS CPUT-Adaptronics TSP National Foot-Print 31

Presentation Advanced human resource capacity – “achieve a marked increase in the advanced ICT skills base to improve the absorptive capacity in ICT and thereby enable focused research and innovation.”  Dramatically improve the postgraduate enrolment and completion rate in ICT by supporting young researchers as students in employment.  HCD Indicators – will ultimately be measured through PhD graduation rate and ICT FTE researchers with PhDs.  These measures will be supplemented by short-term indicators such as the enrolment at Honours, Masters and PhD levels as early indications of the effects of the ICT R&D and Innovation Strategy. (b) ICT Skills (1/4): 2007 ICT RDI Strategy HCD objectives 32

ICT ClusterMasters Students PhD StudentsTotal Broadband Infrastructure & Services ICT for Development Mobile Health437 Sustainability and Environment Astronomy and Data Science Information Security11314 ICT Multi-National Cooperation Programme TOTAL (b) ICT Skills (2/4): HCD Impact ( ) 33

 Take the national ICT RDI Strategy to the next level, in a way that strengthens the local ICT ecosystem  Enable DST to develop and implement a set of specific interventions required to guide and direct ICT RDI activity in SA  Position SA more competitively in the global market, taking cognisance of and addressing the challenges facing a developing economy DST and CSIR Meraka Institute partnered to develop this Roadmap for SA (b) ICT Skills (3/4): ICT RDI Roadmap ( ) 34

(b) ICT Skills (4/4): ICT RDI Roadmap HCD outputs ( ) 35

(c) Green Economy R&D Three programmes: –RDI Roadmaps for Waste and Water; Environmental Services Portfolio HCD commitments 2015/16: 35 Hs, Ms & Ds fully funded or co-funded in designated niche areas that support the green economy and sustainable development –15 from the Environmental Services –20 from the Waste and Water RDI Roadmaps –10 Yr target: Masters = 244; PhDs = 163; Postdocs = 65 Ten-year HCD commitments : –Waste: Masters = 244; PhDs = 163; Postdocs = 65 –Water: Masters = 805; PhDs = 537; Postdocs =

Science promotion & engagement (1/6): School-level interventions ( ) In February 2014, the DST adopted the “Framework for the DST’s activities in support of basic education” ( ). The Framework supports basic education through: –Promotion of public engagement with science –Enhancing effective teaching and learning environment through technology and educational research The science engagement programme comprises an established portfolio of activities, which in many ways: –complement the objective of the National Strategy for Mathematics, Science and Technology Education; and –generally contribute to teaching and learning of mathematics and science. 37

Contributing to increased learners’ participation in mathematics and science –Activities like the annual NSW, science festivals and science centre-based science awareness exhibits stimulate learners’ interest in mathematics and science, which enhances the DBE’s intentions to increase learners’ participation in these learning areas. –Up to 70% of about 700,000 participants in the NSW and festivals were learners, mainly in the FET band. –Up to 65% of the 1.6 million visitors to science centres in 2013 were learners (GET and FET combined). Science promotion & engagement (2/6): National Science Week (NSW) 38

Science centre-based support –In addition to pure science awareness exhibits, science centres have hands-on exhibits that are linked to curriculum concepts across grades. –Of the 33 science centres supported by the DST: 27% have fully equipped science laboratories, assisting learners from under-resourced schools with experiments. 42% have mobile laboratories, conducting scheduled school visits to assist with experiments. 12% collaborated with their provincial departments of Education in the delivery of teacher in-service training in the 2013 academic year. Up to 90% annually conduct supplementary tuition and/or exam preparatory sessions in Mathematics and Physical Science. Science promotion & engagement (3/6): Science Centres 39

STEMI Olympiads and competitions –STEMI Olympiads and related competitions create an opportunity for learners to apply and refine knowledge gained from formal classroom learning and teaching. –The DST supports 8 STEMI Olympiads and related competitions, which collectively contributed to 28% of the just above 1 million people who participated in the DST-supported science engagement programme in the 2013/14 financial year. SET career awareness –DST campaign on SET careers include profiling mathematics and science teaching. 10,000 copies of SET career booklet to be distributed in the 2014/15 financial year. First SET career workshop on the SET career booklet involving about 60 subject advisers of Limpopo happening during the NSW 2014 in Limpopo. Science promotion & engagement (4/6) 40

Science promotion & engagement (5/6): Learners and public reached in

Science promotion & engagement (6/6): SAASTA investment 42

Conclusions The system is growing and transforming in terms of human capital. However,... More funds will be invested in the post-graduate category, but tighter monitoring of demographics and completion rates will be essential (the demographic drop-off) Graduated PhDs need to be tracked to establish level of retention in system. Academics must become more research-active as emerging researchers (the silent majority). More resources are required to grow the established researcher initiatives and increase the values of average grants. NDP targets require significant ramping up in level of investment. 43

Ro livhuwa Siyabonga Siyathokoza Thank you Dankie Enkosi Ha khensa Re a leboga 44