Strengthening the voice of African science through collaboration on the global stage is imperative
to help shape a stronger continent, says UP Future Africa Head.

Edwin Naidu

Inter-African collaboration among academics and science researchers on the continent remains low despite widespread calls at a political level to foster partnerships, according to Dr Heide Hackmann, University of Pretoria’s Director of the Future Africa campus at the University of Pretoria.

“There’s been steady growth in international (foreign) collaborative papers with countries outside Africa: 58% of all papers in 2022 were multi-authored papers with at least one African author compared to 34% in 2003,” says Dr Hackmann.

Dr Hackmann was part of a panel recently discussing “Research funding flows in and for Africa: A SGCI Masterclass Working Paper by, among others, fellow presenter Prof Johann Mouton, (Director of the Centre for Research on Evaluation, Science and Technology (CREST) at Stellenbosch University) at a Masterclass under the auspices of the Science Granting Council Initiative (SGCI) Annual Forum and Global Research Council (GRC) Sub-Saharan Africa Regional Meeting in Mombasa, Kenya.

She unpacked details of the draft paper during last week’s Science Forum South Africa session with scientists in Pretoria. The draft shows that an increase in foreign collaboration (measured only by multi-authorship) in any study of science in Africa was linked to the massive investment by international funders in fields (such as global health, agriculture, climate change, astronomy, and astrophysics) where international collaboration is essential.

In addition to Prof. Mouton, and Dr Hackmann, the research team that compiled the review was made up of Stellenbosch University’s Dr Isabel Basson, Dr Ahmed Hassan, and Ms Lynn Lorenzen; Future Africa’s Dr Jason Owen, STEPRI (CSIR-GHANA): Dr Wilhemina Quaye, Dr Gordon Akam-Yonga, Dr George Essegbey, Dr Justina A. Onumah and Dr Nana Kofi Safo; and the Centre for Science and
Technology Studies (Leiden University): Dr Rodrigo Costas, Dr Ismael Rafols and Mr Jonathan Dudek.

Considering the challenges faced by the world, Dr. Hackmann adds that people are recognizing the importance of strengthening African science systems by strengthening the voice of African scientists in global science arenas. Last week’s consultative meeting convened by Future Africa and the International Science Council (ISC), was entitled “Unleashing the global potential of African science:
Towards the next level of collaborative action.”

Dr Hackmann says longstanding efforts to build scientific capacity and develop African science systems are starting to yield positive outcomes with Africa’s share of academic publication output more than doubling from 1.5% in 2005 to 3.2% in 2016, and the citation impact of African-authored papers has been increasing steadily over the past 30 years from 0.48 in 1980 to 0.73% in 2014.

Furthermore, institution-building efforts such as the Science Granting Councils Initiative (SGCI) were trengthened, and new multilateral funding partnerships have emerged, for example, the 17 clusters of research excellence of the African Research Universities Alliance (ARUA) and the Guild of European Research-Intensive Universities (The Guild). Despite these positive developments,
persistent challenges exist across the broader African science ecosystem.

During the presentation in Mombasa, Prof. Mouton says, however, that the low public and private investment levels in research and development (R&D) remain a trend in most African countries. This bleak narrative contrasts with knowledge production patterns by African nations as bibliometric studies of articles authored or co-authored by scientists and scholars over the past two decades
show healthy annual growth, according to findings in a paper on global science funding flows in Africa. According to Mouton, research publication output increased nearly tenfold, from 13,470 articles in 2003 to 128,076 published articles by African academics and scientists in 2022.

Prof. Mouton indicates that the results presented at the Masterclass only constitute the work of the first three months of a more extensive study that will continue until the end of 2024 as the team will systematically track the flow of science funding to the 17 SGCI countries in Africa by analysing the top funders in the world. The aim is to understand better who funds science in what fields in African
countries and the beneficiaries of such funding.

Discussing the paper, Dr Hackmann adds that the extensive data-driven study notes a clear link between the increase in overall publication output (and world share), which is linked to a commensurate increase in foreign-authored publications.

“And the latter are most prevalent where African scientists have received the biggest chunks of international funding. The increased output and prominence of African science was driven by increased international collaboration, which is linked to the increased funding of research by international funders,” Dr. Hackmann says.

She says the paper reviewed many publications, highlighting the structural effects of the new and changing funding landscapes in and around Africa, with two significant aspects emerging from this overview of scientific research institutions in the African continent today: the increasingly complex governance arrangements amidst multilateral funding frameworks and the increasing involvement –
even need – of national institutions and the very central role of universities.

While knowledge production in many African countries remains fragmented, Dr Hackmann says the study attributes it to various factors: low academic population, low if non-existent participation of private businesses, insufficient budgets, and often uncertain commitments of national Governments.

However, large philanthropic funders and global actors have tried to address the issue with apparent policies or clustering of knowledge sources such as the Centres of Excellence.

Rwandan academic Dr Japhet Niyobuhungiro, a Research and Development Analyst at the Rwanda
National Council for Science and Technology (NCST), says that collaboration and funding received
through the SGCI, and other opportunities has led to the creation of an effective National Innovation
System in Rwanda.

Rwandan academic Dr Japhet Niyobuhungiro, a Research and Development Analyst at the Rwanda National Council for Science and Technology (NCST), says that collaboration and funding received through the SGCI, and other opportunities has led to the creation of an effective National Innovation System in Rwanda.

“Through this collaboration, we have been able to use the funds from the International Development Research Centre (IDRC) to leverage Government of Rwanda funding for an increased number of funded projects and to improve our grant management capacity and systems,” he adds.

Several funded projects have achieved proof of concept, and others developed and created prototypes and are ready for scaling up and testing towards commercialization in the East African country.

Despite positive developments, Dr Hackmann says persistent challenges still exist across the broader African science ecosystem, with a large share of scientific outputs from the continent primarily noticeable in “islands of excellence”, mainly in South Africa, Kenya, Egypt, Tunisia, and Algeria, leaving most of the continent with weaker science systems, underscoring the imperative for the
global science system to collaborate with the continent.

In terms of options for next-level collaborative action, Dr Hackmann urges the establishment of an African Science Leaders’ Forum – not a new institution, but an alliance of committed partners that will regularly convene and connect African science system leaders across various science sectors to boost the visibility and voice of African science on a global stage.

INSIDE EDUCATION

Edwin Naidu

SHE may come across as feisty, but Devi Sankaree Govender is a friendly face with a warm smile. I once bumped into her at a famous Fourways eatery which made the best Cornish chicken curry on a Saturday. She posed for a selfie.

But get on her wrong side and one would easily become a dog’s breakfast. The many tales of woe from those who have crossed paths with her cannot make for happy reading. But that is what happens when you play with fire.

One of the country’s foremost investigative journalists and consumer champions, stet Devi is fearless. She made her name during 18 momentous years on Carte Blanche and is currently stirring up a hornet’s nest among baddies on Devi, herself titled 30-minute weekly blast on e-tv on Sunday evenings at 6pm.

Asked how difficult it was to crack it in investigative journalism, in a male dominated field and what hope is there for young girls and boys who want to follow in her footsteps, stet Devi told Inside Education that television journalism may seem to be a really glamorous career choice but there is nothing glitzy about it.

“Behind the scenes there is a lot of slog, and you can forget working normal office hours. But, if you feel you have the gees for it, put your head down and get on with it,” she added.

School Days: in this pic: Devi Sankaree Govender receiving the Best Speaker Award in 1988 from
(left) Principal Mr WS Moonsamy and (right) Mr K Ramsugit.

She has received several awards and accolades, including the 2022 GQ Woman of the year. But her goal is not awards. Instead, Devi, who has two children aged 22 and 20, is happiest fighting for the underdog. Taking on bullies is par for the course.

At 15 Devi watched Carte Blanche and made up her mind that her future lay in television.

But her route to national television actually began as a teacher for a year before she joined the SABC’s Radio Lotus, which has spawned many a talent plying their trade on the national stage. Speaking about her school days at Umzinto Secondary School on the South Coast of KwaZulu-Natal, Devi shared her story on her favourite teacher.

What was his/her name?
Radha Guypersad Lalla

Name of school attended and year/s?
I attended Umzinto Secondary School from 1985 to 1990

How did your favourite teacher endear herself to you?

When I started high school, which in those years, you joined in Standard Five (Grade 7), I was always so fascinated by Mrs Lalla. She wore a sari to school every day and always had her hair in an updo. She looked so beautiful and really glamorous.

My admiration for her was certainly from afar because she only taught Standard Nine and Matrics – so I had to wait a bit longer before I could join her class.

What subjects did she teach you?

English. It was my favourite subject. I loved everything about it. The set-works, the grammar, the creative writing and most important of all – the class speeches. I had always been a voracious reader and gobbled up books at a fast pace.

I also had a flair for speech and creative writing – I really did look forward to opportunities where I could flex myself.

Did you look forward to her subject?
Absolutely!!!! Without a doubt. She was just so smart, and she did the cryptic crossword every day from the Natal Mercury. I felt we were kindred spirits and I love how she bent her mind, and mine too!

What did you like about your teacher?
I had to wait till Matric when I finally got to sit in her English class. I loved how she challenged me and kept pushing me to experiment with new writing styles.

What was your favourite subject at school?
English. There was no contest there!

Has this influenced your choice of career?
Mrs Lalla and I shared a deep love for the English language. I knew that writing would be the backbone of any career I chose.

What was the one phrase from any teacher that stuck with you or inspired you?
Mrs Lalla’s famous line was “do not be a one trick pony.”

Have you kept in touch with your favourite teacher?
I did stay in touch with her, but she sadly passed away a few years ago. The outpouring from her former pupils was testimony to the impact she had had on so many of us, growing up in apartheid South Africa.

If so, what was the first meeting like beyond being a learner in the classroom?
She spoke to me for the first time when I was in Standard 5. I had won an essay competition where you had to write an impactful piece on road safety. I titled it “Licence to Kill” and I still remember that moment when she came up to me as I was leaving the principal’s office and congratulated me with these words: “If you continue writing like that, then you will get an A in English in matric. But, you must continue to work hard at it.” I was beyond thrilled that Mrs Lalla, herself, had acknowledged me.

Why are teachers so important to society?

Teachers shape young minds. They provide safe environments where their young charges can explore a variety of subjects.
Most parents are so focused on getting their families across the breadline while teachers provide spaces where you are able to nurture your true self.

Finally, what advice do you have for learners?
Don’t be a one trick pony!!!

On final final were you naughty inquisitive or chirpy at school?
I was very well-behaved. Head Girl of my high school. Extremely inquisitive and a bundle of energy.

Did teacher’s sigh: Oh here comes big mouth Devi?

Probably – but I doubt the majority would have. I was extremely supportive of teachers, and I wouldn’t say I was argumentative.

Is there anything you felt that was not asked and should have been?

All through school, I was surrounded by the most remarkable teachers – which is probably what motivated me to become a teacher myself! I’m a qualified senior phase educator. I taught for a year – Effingham Secondary (1994) and Nilgiri Secondary in (1995) before I joined SABC Radio fulltime.

Anyone from your class (I know there is a huge Umzinto brigade in Jhb) doing amazing things and still in touch with you?
Three decades later, the Class of 1990, Umzinto Secondary, still shares a very strong bond. We are in daily contact via a WhatsApp group and everybody has done well in their own fields.

INSIDE EDUCATION

Dineo Bendile

Gauteng Premier Panyaza Lesufi has called for the creation of a singular matric final exam, that will be written by all learners regardless of whether they are private or public school educated. 

Lesufi says the current separation and  the existence of both the Independent Examination Board (IEB) exam and the National Senior Certificate (NSC) exam is an example of the continuation of the apartheid education system, through the separation of classes.

“This thing of an IEB examination for the rich and another examination for the poor must come to an end. We must have one examination for all our children in our country.

“There is no reason why some children should write IEB, [and] there is no reason why others should write the National Senior Certificate, but they will go to the same lecture room, to the same university,” says Lesufi.

Lesufi was speaking on Friday at the 10th annual Matthew Goniwe Memorial Lecture held at the Riversands Incubation Hub in Fourways.

The event is hosted by the Matthew Goniwe School of Leadership and Governance (MGSLG) as a remembrance of the anti-apartheid activist, who fought against the apartheid government’s enforcement of Bantu Education in favour of quality education for all.

Lesufi points out that the segregation of the IEB and NSC exams is reminiscent of the apartheid-era education system, as it afforded privileged learners an unfair advantage in their future studies and careers.

“Others [IEB learners] have an advantage because they write early. They get their results early. They apply [to universities] early and are taken in early. And we [NSC learners] have to come later. In our own country? It must not happen.

“We must remain firm in our beliefs. Every South African must write the same examination to go to the same universities. And if we fail to do that. We would have betrayed people like Matthew Goniwe”.

Lesufi, who is the former MEC for Education in Gauteng, also raises issues with the quality of teaching provided to learners attending schools in previously disadvantaged areas such as townships. 

For the Premier, clear differences in the quality of teaching provided in private and public schools, particularly those in townships, is another example of how the patterns from South Africa’s unjust history are continuing in present-day education. 

The Matthew Goniwe School of Leadership and Governance (MGSLG) serves as the training wing of the Gauteng Department of Education (GDE), providing courses in teacher development, Early Childhood Development, ICT and e-learning and School Governance. 

The organization has now set its sights on transitioning from being just a training agency under the GDE, to becoming a fully-fledged higher education institution with a national footprint.  

Lesufi has congratulated MGSLG for the work it has done to date, and says the next challenge would be for the institution to address the inconsistencies in the quality of teaching being provided to learners. 

“All teachers in this country are trained from the same institution(s). There is no university that prepares teachers for private school. There is no university that prepares teachers for former model-c schools, there is no university that prepares teachers for township schools. All teachers are trained from the same pot, but the outcomes are different when they are deployed. It must come to an end.

“If you [teachers] are trained from the same pot the outcome must be the same. And therefore Matthew Goniwe [School of Leadership and Governance], you should be that first institution that will train teachers and [ensure that] all the teachers trained by you give the same output”.

On a positive note, Lesufi is pleased with the adoption of the Basic Education Laws Amendment (Bela) Bill, which introduces penalties for parents who do not ensure their children are in school and stipulates that a school’s language policy should consider the needs of the wider community. 

Lesufi says the new guidelines on language also means that schools could no longer reject learners on the basis of language, a practice that has commonly been reported at Afrikaans-medium schools.

Calling on all leaders in the education sector to apply the guidelines of the Bill in order to honour the memory of activists like Mathew Goniwe, who fought for the education many enjoy today, Lesufi says: “They [anti-apartheid activists] can rest in peace knowing that we will implement that Bela Bill and we must not turn back.  

“You will be cowards MECs, you will be a coward if you are a minister, you will be cowards if you are principals or SGBs, if you can’t implement that bill so that our children can finally be free”.

INSIDE EDUCATION

STAFF REPORTER

Following the success of the winter games in July this year, PlayerNation brought yet another wave of excitement to the Karoo earlier this month, with its much-anticipated summer athletics games completing on December 5 and 6. School learners, communities and surroundings had an unforgettable experience.

The two-day event provided not only fun to sport enthusiasts but also relaxation for residents and school learners in the Karoo, offering a much-needed opportunity to unwind after long exams.

The winter holiday sports programme attracted more than 1000 young people, boys and girls from Somerset-East, Cookhouse, Bed-
ford, and Adelaide communities.

The programme, featuring rugby, soccer, netball, and indigenous games, surpassed expectations and set the stage for a comprehen-
sive rollout.

“PlayerNation is all about showing the incredible impact that sports can have on our young people, shaping their future in
ways beyond imagination. We are thrilled to bring this amazing wave of excitement to the Karoo with our upcoming summer athletics games,” said John O’Connor, CEO of Arch Group Holdings and its Institute of Sport.

“The games are not just about competition; they are about empowering youth through sports excellence. We are inviting all communities in the Karoo and surroundings to join us in this thrilling two-day event,” he added.

The two-day event took place at Bedford, Eastern Cape, and at tracted an overwhelming participation of young people who ea-
gerly engaged in a day filled with fun, and the joy of sports.

“This unique platform provides young athletes with the opportunity to showcase their skills, promote active living, and foster a sense of pride in their accomplishments. We could not wait to welcome the scores of talented individuals who will contribute to the vibrant sports community that we are building,” said O’Connor.

PlayerNation, is an initiative developed by the Institute of Sport partnering with Exxaro as the first founder partner, through its re-
newable energy business Cennergi.

It was launched in May 2023. With a multifaceted approach encompassing sport, health, education, and skills development, PlayerNation, in partnership with the Department of Sport and the Department of Basic Education aims to become the ultimate school sports programme, impacting 28,000 schools nationwide.

Designed as a day out event in the Karoo, for young people, family and friends, the summer games focused on empowering youth through sports excellence, contributing to their physical, mental, and emotional well-being.

Cennergi’s Economic Development and Community Programmes Coordinator in Amakhala Emoyeni Windfarm, Mr. Simphiwe Mbenya, expressed the organisation’s pride in supporting the programme to create a lasting impact on South African schools and communities. “PlayerNation goes beyond sculpting athletes; it’s about cultivating a new generation of champions and laying the foundation for a nationwide movement that extends beyond sports.”

“At Cennergi, we believe in contributing to the communities that we serve, and partnering with PlayerNation aligns with our commitment to holistic development. We are proud to support an initiative that creates a positive impact on the lives of young indi-
viduals,” he added.

The summer athletics games featured various types of sports including, soccer, rugby and netball and indigenous games.

Reflecting on the winter games, School Governing Body Chairperson for Templeton High School, Rudi Arends noted with satisfaction the remarkable transformation witnessed among school learners in the community. He stated that the spark of interest in sports that ignited during the winter games has continued to grow.

“It’s heartening to see our learners eagerly anticipating future sports games with such enthusiasm,” he said. The excitement and impact of the winter games have not only lingered within the school but has extended beyond our school gates. It’s not just the learners who are enthusiastic; even parents have expressed their desire for these games.”

Arends urged learners and communities in the Karoo to come out in full support and embrace the summer games as an opportunity to connect, enjoy, and actively participate in promoting a healthy lifestyle.

INSIDE EDUCATION