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2 the state of science in south africa
M A T H E M A T I C A L S C I E N C E S
mathematics, applied mathematics, mathe- Research pipeline
matical statistics, and theoretical computer The research capacity pipeline consists of
science and mathematics education. students at the various academic levels in
a discipline. As indicated in Table 2.2, enrol-
2.2 Research capacity
ments (represented as full-time equivalent
(FTE) students) in courses in the mathe-
matical sciences at both undergraduate
Qualified instruction and research pro-
and postgraduate levels have increased
fessionals
from a total of 18 242 in 2002 to 21 147 in
2006, a similar percentage increase to that
R
esearch capacity can be defined as
of permanent academic staff in the mathe-
the number of qualified teaching and
matical sciences. The ratio between FTE
research mathematicians in the South
enrolments and student headcount is typi-
African higher education sector, as well as
cally 0.75:1 in residential universities, so the
qualified (usually with a PhD) research-ac-
actual current student headcount enrol-
tive mathematicians working in industry,
ment for courses in the mathematical sci-
commerce or science councils. This number
ences is roughly 27 000.
for the mathematical sciences represents
approximately 4 % of the academic popula-
Hence, the ratio of student headcount in
tion in the higher education sector and has
mathematical science courses, including
grown from 511 in 2002 to 618 in 2006, an
service courses, to permanent academic
increase of approximately 17% in 5 years
staff is of the order of 44:1. This is extreme-
(Table 2.1).
ly high in the context of a research-active
university environment, particularly one in
Table 2.1: Instruction and research profes-
which the level of preparedness of entering
sionals in mathematical sciences
students is very variable and requires re-
source-intensive bridging programmes to
Year Mathematical Total in All
Sciences Fields
address learning deficits. It should be noted
that these numbers represent enrolments
2002 511 13 794
in courses in mathematical sciences, which
2003 516 14 239
includes all service and other non-major
2004 491 14 200
mathematical science course enrolments,
2005 529 14 167 as well as enrolments in courses leading to
2006 618 14 968 mathematical science majors. In that sense,
the numbers in Table 2.2 do not accurately
Source: Higher Education Management Informa-
represent the research pipeline. Neverthe-
tion System (HEMIS) database.
less, they are useful and relevant in quan-
70
TWAS book_Chap1-6.indd 70 2009/10/06 12:03:47 PM
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