Madam Deputy Speaker, hon colleagues, South African scientists have reached for the stars to become part of the international scientific community. We are busy proving that our vast arid spaces are of the best sites in the world for the Square Kilometre Array radio telescope that will probe the heavens, seeking answers to the origins of the universe. A South African-built satellite is in Russia getting prepared for its August launch into space. From its orbit, 500km above the earth, the satellite will send back information to help us monitor and manage land and water usage.
These are high profile projects that inspire youngsters to explore the possibility of a career in science. Those lucky enough to attend schools with well-equipped laboratories and staffed by knowledgeable and inspiring teachers are light years ahead of their contemporaries in our many dysfunctional schools, but these disadvantaged children must not be denied the opportunity to pursue their dreams.
Technology in the hands of innovative and persistent individuals can make a significant difference to teaching. Let me tell you about a school teacher in Mpumalanga and the impact he is having on the futures of children hundreds of kilometres from his classroom.
In 2007 Frans Kalp, an electrical and information technology teacher at the Ligbron Academy of Technology in Ermelo, realised the potential of using interactive white board technology for teaching. These boards, connected to computer-based teaching materials and the internet, replace blackboards and can be used by both teachers and learners. He persuaded his school, which specialises in the teaching of maths and science, to use video conferencing software so that lessons could be shared between classrooms. Flushed with the success of this approach to teaching and learning, Frans Kalp broadened his idea and got the Mpumalanga Department of Education involved. Within a year he had three disadvantaged rural schools within a 50km radius of Ligbron connected via radio networks to the lessons in his school. The equipment was installed and, more importantly, the teachers were trained to use it.
The 2008 matric results are testimony to the effectiveness of the e- learning approach. The schools excelled in maths and maths literacy, achieving between 80% and 100% pass rates, but it doesn't end there.
The programme is being rolled out to more schools over a wider geographical area. Before the first ball is kicked in the 2010 World Cup, 17 more schools from Nelspruit, Hazyview and Middelburg will be linked via wireless networks to the Ligbron e-learning programme. This brings the total number of schools linked to the network within three and a half years to 21. Dr Hardus Maritz, who is project managing the e-learning programme for the Mpumalanga Department of Education, praises its success in bridging the urban-rural digital divide in education and enabling scarce skilled teaching resources to be shared effectively.
Where did the money come from for all this hi-tech equipment? Mpumalanga's business community sees tremendous value in this technology-based solution to boosting the education of its young citizens and future employees. So they established the Mpumalanga Education Development Trust to raise money from businesses and individuals and the department matches on a rand for rand basis the money given to and managed by the Trust. Without this partnership, the programme would have stalled.
The Ligbron e-learning programme is an example all education departments should follow. In our learning environment that is challenged by a lack of resources, we must use technology to share the expertise of our best teachers. The point I'm making is that we, government and citizens, need to invest more effectively in using technology to teach technology. The result will be a pool of motivated knowledgeable youngsters, keen to become scientists, doctors, engineers, product developers and technologists, and who will exercise their imaginations to solve the problems they see around them in our developing world. This include solutions that will streamline the way clean water is delivered to remote areas; the way goods are moved to areas where there are few roads; the way food is kept fresh without refrigeration; the way robust houses are built with clay and newly discovered compounds; and the way medicines are developed from indigenous materials.
These are African problems that can be solved by African ingenuity.
But the DA is disturbed that the department's expenditure for research development and innovation gives so little to biotechnology and health research, where we have major potential, compared to what it's prepared to spend on space science energy and new bureaucratic structures. I realise the latter are capital intensive, but our health and development challenges will spark great South African innovations given appropriate space and funding.
We believe the department should revisit these allocations. We need more scientists, not penpushers. Before the Minister rearranges the allocations, I request that she lights a rocket under the Department of Home Affairs. Government must break the logjam of work permits being sought by people with specialised skills wanting to use their talents for the betterment of all South Africans. Should the "reading matter police" on the other side of the House, find the rule book heavy going, may I suggest that they pop outside and pick up this comic, which will enlighten them on the Meerkat and the Square Kilometre Array. Thank you. [Applause]