preface
P R E F A C E
In Chapter , Kathy Driver documents the current position of the mathematical sciences,
comprising pure and applied mathematics, mathematical statistics, theoretical computer
science and mathematics education. The chapter places a heavy emphasis on student enrol-
ments and success rates, clearly sketching the many concerns within the discipline. Chief
among these is the fact that the mathematical sciences have the lowest ‘degree success rate’
of all disciplines. Others include the lack of growth in mathematical sciences majors, despite
an increase in undergraduate enrolments; a decline in the number of honours (year 4 of
study) students; and the relatively small cohort of secondary school students who are eligi-
ble to study mathematical sciences at university because of the poor state of mathematics
education in South African schools. Addressing these issues is of paramount importance if
the mathematical sciences are to fulfill their rightful role in the tertiary education system. In
contrast with these gloomy statistics, some of the positive research trends are highlighted,
including the evidence of an increase in total research output in the field, a relatively high
mean output per researcher, evidence that mathematical scientists comprise more than a
quarter of all NRF grantees, and that in terms of impact of published research (as measured
by an internationally recognised indicator), mathematical sciences are ranked first of 0 sci-
ence disciplines in South Africa that were considered.
As in the case of the mathematical sciences, the long history of physics in South Africa, which
dates back to the 80s when astronomical observations commenced at the Royal Observa-
tory in Cape Town, is noted as a strength by Harm Moraal in Chapter . South Africa was a
founding member of the International Union of Pure and Applied Physics in 9. Moraal
describes how, ironically, the isolation of the apartheid era strengthened South African phys-
ics as the country sought to become self-sufficient in nuclear energy and developed a sophis-
ticated armaments industry. The physics undertaken at universities at the time was of high
quality and innovative, but much of it was of a classified nature and did not reach the open
literature. Moraal traces the adjustments to the discipline that were required in later years
as national priorities shifted. He highlights the significant role of the South African Institute
of Physics in fostering the development of the discipline, including recognising the value of
large and established physics laboratories; flagship projects in physics and astronomy (which
explain the current emphasis on astronomy in the country); and recommending interven-
tions to improve physics education in schools. Finally, the strengths and characters of vari-
ous specialist sub-disciplines, including applied physics, astrophysics and space science, are
described.
In the chapter on chemistry, Raymond Haines describes how student numbers and focal
areas have changed in response to external drivers such as rationalisation in the chemical
and pharmaceutical industries; a paradigm shift to socially relevant research in South Africa;
and, the positive interventions of the DST in the form of research chairs and centres of excel-
lence at universities that have greatly benefited chemistry. The role of the National Chemi-
cal Research Laboratory at the CSIR, before it was dissolved in 988, was highly significant
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