Summary of Gauteng Regional Meeting 17 September 2002 Held at the NRF, Pretoria Discussion group: J D Comins, Chair 1. Problems identified - Low entry numbers into physics at under-graduate level and resulting at least partly from inadequate qualifications and background in mathematics and physical sciences - Inadequate funding: - inadequate bursaries at both under-graduate and post-graduate levels - inadequate funding for equipment; the current exchange rate is very unfavourable - Relevance of degrees to job opportunities - degree structures are too rigid - part time study should be considered - flexible exit points could be introduced - specific training in management and business would be an advantage in entering an industrial position - Remuneration of physicists in many cases does not compare with other professions, making it difficult to retain the best people. Trained physicists are often attracted into other areas with their skills - There is insufficient and ineffective marketing of physics as a potential career and the comprehensive training that it provides 2. Draft terms of reference - We need to compare ourselves with the most advanced countries practicing physics, but also need to have realistic aims with respect to the level of development in South Africa as a developing country. In this latter regard, a comparison with the status of physics in other countries at a similar state of development should also be carried out. - In regard to points 9 and 10, it is appreciated that there is the need for large key projects and for programmes in regard to identified high impact areas. However, it was also considered necessary for the health of physics to recognise that world-leading work is being done by relatively small groups and in some cases individuals, thus in terms of funding a balance needs to be found to satisfy the needs of large and small groups. - There need to be more specific objectives in the terms of reference – examples of objectives are points 5 and 8 3. Scope Not considered owing to time limitations 4. Links with industry - Market physics to industry - Direct engagement of industry in training, e.g. sandwich courses - Universities should be more open to industry training, e.g. guest lecturers 5. What can Physics do for SA? - Training in physics is the universal toolbox for S.E.T. 6. Solutions - More and effective marketing of physics to employers needs to be done - Need to produce the right people to meet the demands of the future - Need to look at South Africa’s needs, niche areas and strategic advantages Discussion Group: Phil Anagnostaras, Chair The key problems that Physics in South Africa is facing are : relevance to market requirements, poor teaching and poor marketing. Further, S.A. physics is taking a follower role, feeding engineering and other disciplines but not seeking out niches where physics could multiply value. This contrasts with other countries where physics education and institutions take a proactive approach and impact technological advances. Consequences of these key problems are low demand and therefore pay (Appendix 1), loss to other countries (Appendix 1), a perception that physics is too difficult, and obliviousness to physics as a desirable career path because of poor representation (appendix 2). A typical example from the group is a person who did a first degree in physics then went into metallurgy. He is earning significantly more than acquaintances who did PhD’s in physics (in fact some of the latter are unemployed). Another example from someone who has done popular physics lectures in 150 schools and business : he observes a lack of a culture of science in S.A. This should be compared with the situation in for example the UK, where in the London area alone some 100 physics PhD graduates are absorbed into the financial sector each year. They are valued for problem-solving, computational and mathematical skills. The lack of a strong representation for marketing physics in S.A. (see Appendix 2) sharply contrasts with engineering, where the professional body makes its presence felt. The market needs to know what physicists can do (at one extreme they are viewed as technicians only, and at the other extreme as vaguely general problem solvers). This requires physics in S.A. to aggressively market itself, to push forward role models, and to create a demand, rather than bemoan the current state of affairs. Teaching techniques should be modernised, with a reshaping of (secondary and) tertiary syllabuses, for example along the lines of MIT. At Wits test marks improved radically when the teaching content was made relevant to the students. Foundational weaknesses in mathematics need to be addressed. Possibly physics and chemistry should be split at school level. The need for industry exposure and internships for students is clear. However, this cannot be driven by industry : S.A. physics representation must convince industry of the benefit of taking such students. With regard to the draft terms of reference : 1., 3. and 6. have a lot to do with marketing physics correctly. 4.: teachers should also be in the focus. 10.: key projects should not just touch SADC, but be international. 12.: feeling was that SAIP lacks influence. Conclusions Physics in S.A. must strongly reposition itself to teach and lecture the subject, and become proactive in seeking opportunities and marketing itself. This will require far stronger representation and direction than is evident at present. Appendix 1 (italics mine) “Study aims to quantify ‘brain drain’ impact A current study undertaken by the HSRC aims to quantify and understand the impact that the mobility of research and development workers has on the science system, on the economy and on society in general, and to design appropriate strategies to ameliorate the negative effects of this mobility. Statistics show that about 22% of South African immigrants over the past 5 years have been qualified personnel in science and technology fields. An estimated 4000 people leave S.A. to live in New Zealand, Australia, UK, US and Canada each year. Findings suggest that there is a set pathway in industry from research positions to management positions, and that many researchers are not necessarily leaving the country, but rather the research environment itself. Between 80-90% of research and development professionals leave the practice to enter other roles and levels of industry in the economy. Other findings indicate a very limited labour market for qualified researchers in South Africa. Case studies also found that black South African graduates tend to return home after completing their studies overseas, as opposed to other race groups which are more likely to make a life for themselves abroad. Also, the legacy of South Africa's capital-intensive business culture has sidelined the role of research and development in local private companies, with areas of operations and management far more enticing career paths to follow. Eng News Sept20-26 2002 p18” Appendix 2 Example of low profile of SAIP The experienced teacher who set last year’s IEB matric physics exam (considered by many to be the desirable standard for S.A. in about five years’ time) is also commissioned with setting the exam for the next few years. When I spoke to her on 23 September 2002 she had not heard of the SAIP. She does however have strong ties with the BIP (British Institute of Physics), partly through teaching A-levels. She says the BIP is very helpful with information and resource materials. DR. P. ANAGNOSTARAS 01 OCTOBER 2002