mathematical sciences 2
M A T H E M A T I C A L S C I E N C E S
ties, states that (in South Africa): “most post- by gaining excellent foreign talent, who
graduates and staff are foreign-born”. The now dominate the faculties of some uni-
report continues: “South Africa has become versities.” It is not possible, nor desirable,
a destination of choice for thousands of to obtain data on the nationality of math-
students from sub-Saharan Africa wishing ematics staff in universities across South
to pursue postgraduate studies. The coun- Africa, but in the case of postgraduate en-
try’s institutions make available modern rolments, the assertions made in the IMU
research tools and facilities to other African report regarding the nationality of Masters
countries, helping to boost mathematical and Doctoral students are demonstrably
development. South Africa, in turn, benefits not correct, as shown in Table 2.4.
Table 2.4: Nationality of higher degree students in mathematical sciences in 2006
Nationality South African SADC* Other African Other Foreign
Masters 497 61 38 11
Doctoral 168 28 29 17
*SADC – Southern African Development Community comprising 15 member states from southern Africa.
Far from the claim that a majority of higher As indicated in the IMU report, there are
degree students in the mathematical scienc- many lucrative employment opportunities
es are foreign born, enrolments show that for students holding a vocationally-orien-
80% of Masters ‘head count’ enrolments and tated Masters degree by coursework in one
68% of Doctoral enrolments are South Afri- of the mathematical sciences and this con-
can students. The number of international stitutes a significant challenge to the impe-
students is healthy and desirable as this en- tus to increase Doctoral enrolments in the
hances the international nature of research mathematical sciences.
and creates future networks and linkages
that are beneficial in a broad context. Nev- It is evident from Tables 2.1 and 2.3 that the
ertheless, the IMU report does make a cor- ratio of available qualified research-active
rect and relevant point that does not bode academic mathematicians to higher degree
well for achievement within the mathemat- students is relatively high and indicates that
ical sciences sector, namely the ambitious there is significant research capacity within
objectives outlined in the Department of the higher education sector that is currently
Science and Technology (DST)’s Human not being utilised. However, this is offset by
Capital Development Plan 2008-2028, one the high student/staff ratio at undergradu-
of which is to achieve a five-fold increase in ate level (including service courses) which
the number of PhD graduates by 2024. An- militates against a productive research en-
other important objective in the DST plan vironment. It would be problematic to sim-
is to improve the participation and gradu- ply increase the numbers of higher degree
ation rates of black South African students. students in the mathematical sciences, if
73
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