I always give credit to the wisdom
and visionary leadership of the two
organisations, SANRAL and UFS,
for mastering what has eluded many
who are committed to change in
education in this country. While many
agree that to address the challenges of
improving the quality of teaching and
learning in science and mathematics
in the majority of schools in South
Africa requires more than just a onedimensional
intervention from this
or that stakeholder, few have found
creative ways to do it.
The SANRAL Chair is premised on
a multi-pronged intervention that
includes doing cutting-edge research
in science and mathematics education,
postgraduate training of Master’s
and PhD graduates to provide highly
skilled practitioners and researchers,
recruiting and supporting talented
high school students into the teaching
profession, building and supporting
professional communities of teachers
(in each school, circuit and district)
through ongoing and targeted subjectbased
professional development in
science and mathematics; and finally
dissemination of research findings
and lessons from practice through
publications, seminars, colloquia and
conferences.
The dual focus on both research and
practice in science and mathematics
education, or the
personpower
in the form of PhDs in tandem
with the recruitment and support of
newly graduated high school students
who want to be teachers of science
and mathematics, is what makes the SANRAL Chair initiative a truly multidimensional
and unique intervention in
science and mathematics education in
the country.
In its three years of existence, since
the launch in September 2014, the
SANRAL Chair has supported and
produced 15 PhDs and six Master’s
graduates in science, mathematics,
technology and educational leadership
studies. Many of the SANRAL Chair
graduates have moved on to become
key players in the education sector and
continue to be movers and shakers
in society. Among its prominent
graduates or students, the SANRAL
Chair counts two heads of department
at different universities in South Africa
and Zimbabwe, two teacher-education
college principals in Zimbabwe, a
Deputy Director-General in the National
Department of Education in South
Africa, a mathematics teacher of the
year
awardee, and a district director
whose district has been recognised by
the National Minister of Education as officials from at least three countries
in the region, namely South Africa,
Lesotho and Zimbabwe. The sheer
scale of recruitment at this level,
together with the regional distribution
of the candidates, would never have
been possible without the financial
contribution of the SANRAL Chair
endowment.
To say the Chair is making a
contribution to changing the landscape
in science, mathematics and
technology education in South Africa
and the region, is no exaggeration. The
possibility of establishing and launching
a regional centre of excellence in
science, mathematics and technology
education to service the entire SADC
pool of countries is no longer just a
pipe dream, thanks to the seed funding
from the SANRAL Chair endowment.
Chair and the Dean of the Faculty of Education at the University of the Free State
Up
close
with...
Brian Nkwanyana
Brian, 30, who completed
his BSc Honours in Civil
Engineering at the University
of KwaZulu-Natal (UKZN) in 2017,
joined the Technical Excellence
Academy (TEA) programme in July
last year.
He had heard about the SANRAL
bursary and five-year training
programme from his friends at
university and applied at once.
“No one in my family could have
afforded to pay my fees,” he says.
“SANRAL was the only company
that came to my rescue. They took
over my studies and paid for my
meals, tuition, residence, stationery
and electronics – and even gave
me an allowance! This helped a
lot, because it lessened the burden
on my grandmother, who raised a
family of five with just a pension
grant.”
Brian grew up in KwaHlabisa, a
rural area gripped by poverty.
“It was hard growing up in a family
where my grandmother was the only
breadwinner,” he says.
SANRAL provides mentorship
and practical training in road
and bridge design for graduate
candidate engineers. This training
programme was introduced to equip
candidates with the necessary skills
and competencies to register as
professionals with the Engineering
Council of South Africa (ECSA)
within a five-year timeframe.
In his spare time, Brian tutors
high school pupils, inspiring
young people to take an interest in
Science, Technology, Engineering
and Mathematics (STEM).
“I have always loved engineering
and I am a person who is
passionate about developing and
assisting people, especially people
from previously disadvantaged
backgrounds. I also tutor
matriculants in my area in maths
and science.”
Brian believes there is a
shortage of people of colour in the
engineering sector and he wants to
help change that.
Building South Africa through better roads 