Academy of Science of South Africa
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African Academy Development: Strengthening Southern African Development Community (SADC) Science Academies for better service to society workshop
No full text23 pagesThe Academy of Science of South Africa (ASSAf), Department of Science and Innovation (DSI), SADC Secretariat, and Lesotho Academy for Science and Technology (LAST) jointly hosted a SADC Academies Workshop on 5 December 2022 on the sidelines of the World Science Forum 2022. The Workshop was hosted in Cape Town, South Africa at the Park Inn Hotel. The workshop objective was to facilitate the strengthening of Academies’ role in the development and utilization of the Science, Technology and Innovation (STI) ecosystem, as well as policy formulation and implementation.
Academies from eleven SADC Member States, DSI, SADC Secretariat, and United Nations Technology Bank for Least Developed Countries (UNTB LDC) participated in the workshop. The UNTB LDC and the Network of African Science Academies (NASAC) have been instrumental partners in establishing science Academies in Angola, Lesotho, Democratic Republic of Congo and Malawi. The Angola Academy of Science (AAS), LAST, and Botswana Academy of Science as some of the recently established academies presented on respective progress to date. Progress by the newly established Academies was appreciated as successful and it was agreed that more needs to be done collaboratively to support these Academies, including joint fund raising and science advisory activities with older Academies. Additionally, it was agreed that the African Academy has to establish and strategically maintain partnerships with policy makers (government), business, civil society, and STI ecosystem if the role and value of Academies is to be strengthened.
As a workshop outcome, a SADC Academies Working Group was established to steer the crafting of guidelines; the group consists of ASSAf, LAST, Academy of Sciences in Malawi, Kingdom of Eswatini Academy of Sciences, Academie Congolaise du Sciences, Zimbabwe Academy of Science, and SADC Secretariat. Additionally, UNESCO, NASAC, and UNTB LDC will be invited into the Working Group as they are key partners in operationalization of the African Academy.DSI for International Cooperation contrac
The threat of academic xenophobia to the future of South African universities
Full text linkMP4 video, Size: 1.69GB; Duration: 1:36Webinar presented on 24 November 2022 as part of the 9th ASSAf Presidential Roundtable series. The 9th ASSAf Presidential Roundtable Discussion topic is “The Threat of Academic Xenophobia to the Future of South African Universities”. The more visible signs of xenophobia happen on the streets of South Africa and are sometimes violent and disruptive. But universities as institutions have not been immune to what we call academic xenophobia. The dialogue brought together experts to discuss the latest data on African scholars and scientists in South African universities, their experiences on campuses throughout the country, and what can be done to develop a progressive employment regime that is built on the academic values of the modern university. The Panellists included Prof Evance Kalula (Emeritus Professor of Law, University of Cape Town), Ms Nicole Fritz (Director, Helen Suzman Foundation), Dr Precious Simba (Lecturer, Department of Education Policy Studies, Stellenbosch University) and Prof Sakhela Buhlungu (Vice Chancellor, University of Fort Hare). The Academy of Science of South Africa (ASSAf) runs these series of ASSAf Presidential Roundtables on Science, Scholarship and Society bi-annually and are hosted and moderated by ASSAf’s President, Prof Jonathan Jansen. The roundtables are an evidence-based dialogue that brings together experts and stakeholders to address critical issues affecting society at large and are of interest to a broad audience
Science action plan for shale gas exploration in the Karoo Basin
Full text link54 pagesPlease cite as: Academy of Science of South Africa (ASSAf) and Department of Science and Innovation (DSI) (2022) Science action plan for shale gas exploration in the Karoo Basin. Available at: http://dx.doi.org/10.17159/assaf.2022/0080This document presents the response of the Academy of Science of South Africa (ASSAf) and the South African Academy of Engineering (SAAE) to a request submitted by the Department of Science and Innovation (DSI) for a Science Action Plan (SAP) in support of an emerging shale gas industry in South Africa. As proposed in the DSI Concept Note, a researcher was engaged to develop the draft document, which was compiled jointly by ASSAf and SAAE. The report has clustered the SAP proposals into three groups:- Proposals that focus on fundamental research that will lead to knowledge generation- Proposals that focus on the application of current knowledge to new circumstances associated with a shale gas industry- Proposals that relate to enabling interventions to assist in the implementation of the SAPIt is important that this document be read in the context of the ASSAf report “South Africa’s Technical Readiness to support the Shale Gas Industry”, submitted to DSI in June 2015 and published in October 2016, since the Science Action Plan is a direct outcome of that study.Department of Science and Innovation (DSI
The District Development Model as a platform for innovation for inclusivity
No full text36 pagesPlease cite as: Academy of Science of South Africa (ASSAf) and Department of Science and Innovation (DSI) (2022) The District Development Model as a platform for innovation for inclusivity Available at: http://dx.doi.org/10.17159/assaf.2022/0081The Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) hosted the District Development Model as a Platform for Innovation for Inclusivity on 13 May 2022, virtually, as part of the Innovation for Inclusive Development (IID) seminar series. The objectives of the webinar were to showcase the DSI’s approach in positioning the model as a platform to drive innovation to solve development challenges and improve service delivery; and to engage and solicit views from participants on this approach. The outcome of these discussions will enable the Department to ascertain focus areas of the Decadal Plan to be implemented in the districts. The IID seminar series are learning interventions that use “knowledge, evidence and learnings” to inform, influence and demonstrate how innovative technology solutions may be used to achieve inclusive development, improve the capacity of the State to deliver and improve access to basic services, and thereby advance local economic development.Access the webinar recording at http://hdl.handle.net/20.500.11911/240 or https://youtu.be/KqJo_K9Qii8Department of Science and Innovation (DSI
Quest Volume 18 Number 2 2022
Full text linkPlease cite as: Academy of Science of South Africa (ASSAf) (2022) Quest: Science for South Africa, 18(2). Available at: http://hdl.handle.net/20.500.11911/241Getting the basics right: What are basic sciences and what do they mean for South Africa’s sustainability goals? - The science of stories, and the stories of science: ”Let me tell you a story...” - Bird is the word: The power of birding, birders and citizen science - Dung beetle guts!: A look at the critters that live inside other critters - Water services, South African law and your health: The role of science in legislation and service delivery - South African local, provincial and national government: A shared responsibility for adequate service delivery - Pushing the boundaries of SA wheat genetics: Genome sequencing for enhanced food security - The journey of a young science communicator: Building climate change resilience with the people, for the people - Air pollution in South
Africa: Why are the WHO air quality guidelines important? - The “How to get ahead during and after school” series: Part 1 - South Africa: Are we making any progress?: Looking at our education goals and the National Development Plan - Space travel and the human
immune system - Snowfall in the Sahara - What does it mean to be an environmental health campaigner? - Teacup artwork highlights
environmental issues - Working to alleviate succulent poaching - Book Reviews: Africa’s digital future: From theory to action - Vision never dies - Call for articles - Subscription.Department of Science and Innovation; Academy of Science of South Afric
Statement on Comments by former President Thabo Mbeki on HIV and AIDS Delivered at UNISA on Wednesday, September 21, 2022
Full text link2 page
Science, human rights and activism
Full text linkMP4 video, Size: 1.57GB; Duration: 1:16Please cite as: Academy of Science of South Africa (ASSAf), (2022). Science human rights and activism. [Online] Available at: http://hdl.handle.net/20.500.11911/236In celebration of Human Rights Day 2022, Prof Abdool Karim chatted to us on what led him to take on activism, his journey with HIV, the juxta positioning of science and politics and how academics should manage policy-related issues. We discussed his impression on the scorecard on human rights issues and the COVID pandemic and the most critical things regarding human rights. In this informal conversation, we got to know more about the man, his journey and his mission
Proceedings report of webinar on mental health and bullying
No full text15 pagesBullying among adolescents has been identified as a significant public health concern. It is a life-changing experience that has drastically affected more than a third of adolescents in schools globally. There are important negative consequences to victims, perpetrators, schools, families and communities at large. Several studies have shown that victims of bullying are at increased odds of adverse outcomes including physical health problems, emotional and behavioural problems, and psychiatric disorders. At the mental health level, evidence has linked being a victim of bullying to higher rates of depression, insomnia, feelings of hopelessness, loneliness, low self-esteem, suicide ideation and suicide attempts8. Due to the potential mental health effects on everyone involved, it’s important to heed the warning signs of bullying and to highlight intervention and prevention strategies.
This webinar sought to understand the impact of bullying on mental health, the mental health of those who experience and witness it and to identifying intervention and prevention strategies.Janssen Pharmaceutica (Pty) Lt
The status of coding and robotics in South African schools
No full textMP4 Video; Size: 540MB; Duration: 2:04Please cite as: Academy of Science of South Africa (ASSAf), (2021). The status of coding and robotics in South African schools. [Online] Available at: http://hdl.handle.net/20.500.11911/208Recording of a webinar hosted by ASSAf on 28 April 2021. Panellists included the following:
- Emma Dicks, founder and director at CodeSpace, an education institution that specialises in teaching coding & software development.
- Hussein Suleman, Acting Director of the School of Information Technology; and Head of Department and Professor in Computer Science at the University of Cape Town (UCT) in South Africa.
- Jean Greyling is an Associate Professor in Computing Sciences at Nelson Mandela University, Gqeberha (previously Port Elizabeth), South Africa. He is mainly involved in teaching and research related to programming. Since 2017 he has been coordinating the Tangibl Coding project (mainly with the TANKS coding app), introducing learners to coding without the use of a computer.
- Jonathan Freese is Chief Education Specialist (Technology) at the Department of Basic Education, Western Cape Government, South Africa.About this webinar: Developing countries need appropriate science, technology and innovation (STI) policies in order to absorb, diffuse and master advanced knowledge that fosters growth. There is a visible shift in government structures to ensure that the shift to a knowledge economy is innovation and technology driven. The introduction of vertical STI policies and horizontal intersections aimed at creating new sectors can solve the technological stalemate. However, for this to happen a throughput requires support and greater development. The White Paper on Science and Technology, Science Engagement Strategy and the draft Digital Skills Curriculum all seems to address this need.The world as we know it continues to rapidly change as a result of technology, and the careers of the future (across disciplines) are leaning more and more heavily on computer-based skills, with data scientist skills specifically high in demand.
The response of the South African Basic Education sector to these developments was the release of the Digital Skills Curriculum for Grades R to 9. According to the Minister of Basic Education, Minister Angie Motshekga, the teaching of this new subject “aims to equip learners to contribute in a meaningful and successful way in a rapidly changing and transforming society”.
Since school forms part of a much bigger ecosystem in which we all co-exist, it has the responsibility to prepare and sufficiently equip learners for both post-graduate studies and the world of work, addressing the need for more entrepreneurs and innovators.
This webinar – in the form of a panel discussion - brought together experts from the public and private sector to discuss the new developments and responses to – among others – the following:
1. What is the end goal of teaching coding and robotics on school level, and which foundational skills are required by industry, universities and other higher education institutions to sufficiently prepare learners and make the transition between school, those institutions and the world of work, seamless.
2. Language and mathematical literacy skills are essential to learn coding (indeed for all future learning and problem solving) yet the average primary school child in our country is not proficient in basic skills. 78% of grade four learners cannot read for meaning in any language, and 61% of grade five children cannot do basic mathematics (Dicks, 2020). In this context, what is required in order to address the implementation of the new curriculum, without further increasing inequality?
3. Teachers are being trained as we speak, and there is great collaboration among the private and public sector in this regard. The question is, what is needed for schools to successfully teach digital skills, and how can various sectors further collaborate and contribute to this?
4. What is the current status of existing and new curricula and their rollout in schools? What are the future actions from the Department of Basic Education? What is the way forward
SALGA-ASSAf seminar on disaster risk management, fire & emergency services capabilities assessment of municipalities
No full textMP4 Video; Size: 1.35GB; Duration: 1:55Please cite as: Academy of Science of South Africa (ASSAf), (2021). SALGA-ASSAf seminar on disaster risk management, fire & emergency services capabilities assessment of municipalities. [Online] Available at: http://hdl.handle.net/20.500.11911/223In partnership with the South African Local Government Association (SALGA), ASSAf hosted a seminar to discuss the output of research commissioned by SALGA. The research sought to determine the ability of municipalities – across all municipal categories – to perform functions in relation to disaster management, fire services and emergency services. The work was a “deep-dive” analysis to obtain a detailed understanding of the challenges faced by municipalities, and to describe the essential elements of “best practice” and how the elements interact as a complex adaptive system.The purpose of the seminar of Friday 26 November, was to engage with the academic community in providing details of the research (including the findings and recommendations), to raise awareness of this research and to afford an opportunity for engagement and further deliberation on the findings and recommendations. The intended primary outcomes of this event were to:1) Provide a deepened understanding of the challenges faced by local municipalities;2) Foster increased engagement or development of new partnerships with SALGA to support their efforts in supporting local municipalities;3) Encourage targeted and informed research, incorporating the disaster management assessment, by the academic community to further support SALGA; and4) Support for SALGA from the academic community through access to current knowledge and research.Academy of Science of South Africa (ASSAf); South African Local Governments Association (SALGA)South African Local Governments Association (SALGA