Role modelling project

The role modelling project is a programme by the South African Agency for Science and Technology Advancement (SAASTA) as its contribution towards recognition of professionals who excel in the critical areas of mathematics, science and technology education. This project exposes learners to at least four appropriate role models in Science, Engineering and Technology (SET) with the aim of providing learners with role models and mentors.

The aim of this project is informed by the aim of the SET careers intervention which is; to create an awareness of SET careers amongst secondary/high school learners and thus increase the SET work force.

Role modelling was initiated in 2005 by the South African Women in Science and Engineering (SAWISE) in collaboration with SAASTA to recognise women in science and engineering and to encourage and inspire girl learners to follow careers in SET.

Background

The rapid advancement in Computer Science and Information Technology have brought the need for us to consider the question of how to prepare our youth to be effective citizens in a scientific, mathematical and technological world about which most of us could only dream. This rapid advancement is changing the ways we live and work. It is also changing and intensifying the problems we must face. We must be in a position to make informed decisions as a nation and as citizens of the world to secure our existence as a human race. It is likely that young people of today who do not understand Science and Technology will not be able to make informed decisions about the problems.

Therefore, this sudden advancement has brought the added need and challenge for qualified personnel such as engineers, biotechnologists, technicians, medical doctors, pharmacists, scientists, radiological technicians and other related professionals in order to cope with and address the needs of every nation, in particular South Africa. It is thus fitting that the school education system should be in a position to prepare our youth, especially in scientific and technological fields, to cope with and to contribute to the well-being of their communities.

Skills shortage in South Africa in Science, Engineering and Technology (SET)

South Africa 's Human Resource in SET is facing a great challenge. Among others, the following are some of the major challenges:

• Shortage of human resources skills in SET to service a population of over 44 million citizens;
• A human resources in SET which is not adequately renewed ( currently about 50% of scientific output is due to scientists over the age of 50, as opposed to a mere 18% in 1990);
• Only very few females professionals in SET fields. Thus lack of appropriate female role models that the learner can emulate;

• A skewed distribution of skills in SET careers along racial lines. While Africans constitute approximately 80% of the country's population, their out-put in terms of skills in SET careers in alarmingly low; and
• A skewed distribution of skills per profession.

The remedy for this disastrous state of affairs depends on:

• Increasing the number of matriculants, particularly the number of blacks and young women with an appropriate passes in Mathematics and Science;
• Being able to attract learners into degree courses in the science and engineering disciplines;
• Exposing learners (especially from lower grades, preferable grades 9 and 10) to career opportunities in Science, Engineering and Technology; and
• Exposing the learners to appropriate role models in SET .

Objectives and outcomes

•  To expose learners to career opportunities through contact with appropriate role models;

•  Encourage learners to enter into SET careers;

•  In the long term increase the number of learners choosing science and mathematics as subject in the FET phase; and

•  Ultimately increase the number of learners who opt for science and mathematics related tertiary study fields.

Target group

This intervention will mainly target the following groups:

• Learners (60% girls and 40% boys).
• Grade 10 and 11 learners, in particular those who are doing both Mathematics and Physical Science.

Selection of role models

• At least four (4) role models, preferably practicing:
• Biotechnologist
• Engineer
• Two others different science fields

Expectations from role models

• Interact with learners for at least 45 minutes per session
• Talk to learners about the following:

•  Institution where they have studied as well as the environment (Social and academic)

•  Requirements for that type of careers and career opportunities (Subject, skills, where to study and financial assistance).

Project roll out in 2008

The project has already been in some provinces as follows:

Gauteng Province

• Role modelling rolled-out at D3 schools on 16 August. Implementation to D11 schools is scheduled for 10 September at the SAASTA's Observatory

Limpopo Province

• Role modelling completed on 26 April at Makhado district. It was collaboration between SAASTA and Makhombandlela.

Free State

• Role modelling completed on 22 July at Kroonstad.

Mpumalanga

• Role modelling completed on 21 August with collaboration between SAASTA and Department of Agriculture & Land Administration.

Northern Cape

• The project was implemented by the South African Environment Observation Network (SAEON) on 7 August.

KwaZulu Natal

• The project will be implemented by Unizulu Science Centre. Date to be confirmed

Western Cape

• The project will be implemented by the Hermanus Magnetic Observatory (HMO) on 11, 12 & 15 September.

North West

• Role modelling completed on 26 – 28 August by HartRao.

Eastern Cape

• To be implemented on the 3rd and 4th September. This was done in collaboration between SAASTA and Department of Education.

More information

Ms Suzie Maruma
Tel: (012) 392 9300
Fax: (012) 320 7803
Mobile : 082 822 6423
suzi@saasta.ac.za