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DST Human Capital Development Initiatives

DST Human Capital Development Initiatives. Presentation by DST Select Committee: Comms and Public Enterprises 18 March 2015. Presentation outline. HCD Landscape: Institutional context HCD Landscape: Policy framework HCD systemic challenges DST HCD programmes

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DST Human Capital Development Initiatives

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

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

  3. 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)

  4. 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

  5. HCD landscape (3/3): DST policy framework • 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

  6. 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%).

  7. HCD systemic challenges (2/4):“Demographic drop-off”

  8. HCD systemic challenges (3/4) • High attrition rates (e.g. 2001 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)

  9. 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

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

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

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

  13. (a) Post-graduate students (2/4):NRF support as percentage of total

  14. (a) Postgraduate students (3/4):Demographics of NRF-funded students

  15. (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 R194.77 million to R541.18 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.

  16. (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)

  17. (b) Emerging researchers (2/3):Average grant values

  18. (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.

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

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

  21. (c)Established researchers (3/4): SARChI & CoEs South African Research Chairs Initiative (SARChI) • Intended to expand and renew the SA scientific research base. • Awarded chairs 157; Next call 20 + 3 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

  22. (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.

  23. Summary: NRF Investment in HCD

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

  25. 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

  26. (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)

  27. (a) R&D-led Industry Development (2/6):How HCD fits into R&D programmes 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. • Outcomes • New products • New markets • Competitiveness • Enablers • Infrastructure • Skills • STI • Opportunities • Resource endowment • Skill / Capability • Local procurement • Champion • CoC • OEM • SoC Projects under this portfolio aim at a 30% investment in Human Capital (Masters & Doctoral bursaries)

  28. (a) R&D-led Industry Development (4/6) 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:

  29. (a) R&D-led Industry Development (5/6): Scope of Technology Stations’ Programme ii. Science, Engineering & Technology Industry Internship Programme (SETIIP): Sectoral clustering of the TS and IAT’s • 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 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

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

  31. 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 Presentation

  32. (b) ICT Skills (2/4):HCD Impact (2007-13)

  33. (b) ICT Skills (3/4): ICT RDI Roadmap (2015-20) • 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

  34. (b) ICT Skills (4/4): ICT RDI Roadmap HCD outputs (2014-24)

  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 2015-2025: • Waste: Masters = 244; PhDs = 163; Postdocs = 65 • Water: Masters = 805; PhDs = 537; Postdocs = 215

  36. Science promotion & engagement (1/6):School-level interventions (2014-19) • In February 2014, the DST adopted the “Framework for the DST’s activities in support of basic education” (2014-2019). • 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. Science promotion & engagement (2/6): National Science Week (NSW) • 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).

  38. Science promotion & engagement (3/6): Science Centres • 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.

  39. Science promotion & engagement (4/6) 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.

  40. Science promotion & engagement (5/6): Learners and public reached in 2013

  41. 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. DankieEnkosiHa khensaRe a leboga Ro livhuwaSiyabongaSiyathokozaThank you

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