The Geoscience Education Pipeline in South Africa: Issues of Skills Development, Equity and Gender

"South African mining operations depend on the skilled professionals produced through the tertiary education sector. In geoscience courses at the University of the Witwatersrand, which lead into the mining sector, there has been a significant increase in student intake over the past 15 years. This increase has been characterized by a radical shift in demography: in classes where white male students once formed the majority, black female students are now in the majority. This demographic shift appears closely linked to policies addressing issues of social justice and transformation in post-apartheid South Africa. We document this change and consider the role played by employment equity legislation (as in the Mining Charter) and corporate social investment strategies in the mining industry, notably through bursaries offered to black female students. We also look at the changing needs of the industry, where the critical need for managerial skills, not just technical knowledge, is highlighted through data from surveys of past students and industry managers. Our findings indicate the need for a curriculum adjustment to meet these changing requirements, as well as more rigorous selection criteria for bursars than simply gender, race, and appropriate matric results. IntroductionThe South African economy has historically been linked to mining and the exploitation of mineral resources. South African mining operations are dependent on the professional labour that is produced through the tertiary education sector, with critical thinking, teamwork, and the art of negotiation having been identified as the crucial skills required for this industry (Sideropoulos, 2014). Over the past three decades the South African system of education has gone through a period of dysfunction that it is struggling to rectify (Maphai, 2014). This has impacted on the levels of academic preparedness of students applying for places in higher education. Concurrently, government and university policies have widened access to higher education in response to the need to address issues of social injustice and transformation related to South Africa’s history of apartheid. As a result, the number of students admitted to universities has increased dramatically. In the School of Geosciences at the University of the Witwatersrand (Wits), the increase in student numbers has been accompanied by a significant change in demographics: classrooms which in the past were dominated by white males have given way to classrooms in which black females are often in the majority. This demographic shift is related to legislation such as the Mineral and Petroleum Resources Development Act and the Broadbased Socio-Economic Empowerment Charter, developed to reshape the socio-economic and equity frameworks of the country (Botha and Cronje, 2015). Requirements aimed at transformation in terms of management, skills development, and employment equity, together with corporate social investment (CSI) requirements, have resulted in bursaries being made available to attract students from designated groups, which in turn has increased the number of black students, and notably black female students, taking courses in geosciences. However, due to the economic downturn, instability in the mining industry has recently resulted in the downsizing of some mines, with international investors pulling out of South Africa. This instability resulted in devastating strikes across all sectors of the mining industry (Stewart, 2013) and in Marikana, an important platinum mining area, the strike culminated in a deadly shoot-out between miners and police. The resulting tensions spilled over into the gold mining sector, resulting in further strike action, shaft closures, and retrenchments. These challenges have implications not only for the mining industry in South Africa, but for the tertiary education providers whose graduates would have been absorbed into the mine-related workforce."