What does it take to really shift South Africa’s future – not just politically or economically, but scientifically? If we want to build a continent-led research future, where our innovators deliver solutions shaped by African realities, we need more than just grand visions.
If Africa wants to set its own research priorities, it will need to strengthen maths and science education, according to Blade Nzimande, Minister of Science, Technology and Innovation. Speaking at the 10th Science Forum South Africa (SFSA) in 2025, Ndimande said the continent’s future leadership in science and technology depends on how well we invest in foundational maths and science skills today.
His message was consistent with a theme he repeated throughout the year: Africa cannot build a sovereign research agenda without mass participation in STEM fields, backed by modern science infrastructure and sustained research funding.
Why a sovereign research agenda matters
Nzimande said a sovereign research agenda is one set by African institutions and communities – and it should not depend on external funding cycles and donors.
African concerns and priorities should be central, supported by accessible research infrastructure, policies to retain scientific skills and intellectual property, and sustained investment in R&D and commercial pathways for tech-driven SMEs. AI and emerging technologies, while valuable, should be used strategically.
These priority areas connect directly to education. However, according to Nzimande, the journey from classroom to laboratory is a single pipeline – and a weak foundation in maths and science may break the chain.
The maths and science gap in South Africa
We know that South Africa’s education system struggles to expand access to high-quality maths and science instruction, especially in schools with limited resources. Multiple studies have shown a long-term pattern: gaps in maths proficiency early in primary school become barriers to STEM participation later.
At the launch of National Science Week 2025, Nzimande criticised practices that discourage learners from studying pure mathematics in favour of mathematical literacy, in pursuit of higher school pass rates. The shortage of qualified maths teachers, particularly in rural provinces, adds another layer to the challenge.
Expanding access: science centres and mobile laboratories
To broaden participation in STEM subjects, the Department of Science, Technology and Innovation (DSTI) has announced some vital initiatives for 2026, including:
- A transition from National Science Week to “National Science Month”
- Scaling mobile laboratory units to reach schools without lab facilities
- Upscaling provincial science centres to have one high-quality science centre in each province before the end of the current administration
These interventions were confirmed during the launch of National Science Week at Tshwane University of Technology, held in December 2025.
The department is considering a two-tier approach:
- A national flagship science centre that meets global standards, and
- A network of limited-scale, locally accessible science centres designed for community engagement.
Mobile labs – previously donated as customised vans – have proven particularly effective in reducing infrastructure gaps in schools without labs. According to DSTI, this approach will be scaled up with the Department of Basic Education in 2026.
Turning learners into researchers
A consistent thread in Nzimande’s thinking is the importance of early exposure. Many learners only encounter hands-on science in later grades, by which time their foundation in numeracy and scientific reasoning may already be fragile.
Nzimande has openly called for high-quality maths and science education at the foundation level, regardless of whether learners reside in urban or rural areas.
This echoes global research on STEM pipelines: countries that invest early – from primary school level – improve both research output and STEM labour force participation. National innovation depends not just on elite research institutions but also on broad participation in STEM fields.
The Numeric success story
In South Africa, impact studies of nonprofit programmes, such as Numeric’s, show that 100 hours of additional maths instruction in grade 7 can dramatically alter the long-term trajectory of learners from low-income contexts.
A RESEP evaluation conducted by Ros Clayton found that Numeric learners experienced meaningful gains compared with matched peers:
- They were about 10 percentage points more likely to write mathematics in matric (40.6% vs 30.8%).
- Participants achieved a 6.2% increase in Bachelor’s pass rates, a key indicator for tertiary education eligibility.
- The study also found modest improvements in mathematics pass rates and overall academic performance, demonstrating that sustained early support can positively influence learners’ trajectories.
This evidence supports Nzimande’s position that interventions must start early, rather than attempting to correct years of lost learning at the matric level.
Looking ahead: raising public awareness of science
A related challenge is public engagement. Nzimande has consistently argued that South Africa needs greater public awareness of the benefits of science, technology and innovation. This reflects a broader goal: rebuilding a culture of curiosity and scientific confidence, especially among young people who may see maths as intimidating or “not for them”.
The shift to National Science Month in 2026 is designed to showcase youth innovation, science careers, and accessible STEM opportunities.
A decade of opportunity if we act now
Africa’s demographic profile and creative potential position it uniquely for a new era of scientific leadership. But becoming a global contributor to breakthrough research requires more than funding and facilities. It rests on what happens in public school classrooms today.
To build a sovereign research agenda that reflects African realities, South Africa will need to:
- Strengthen maths and science teaching in early grades
- Scale local science centres and mobile lab programmes
- Support teacher development in STEM subjects
- Invest in African-led research priorities
- Attract and retain scientific skills
- Grow R&D investment beyond 0.62% of GDP
- Use AI strategically to accelerate Africa’s science goals
The stakes are high – not only for scientific progress, but for economic development, youth employment, and Africa’s place in the global innovation landscape.
In Nzimande’s words, placing science, technology, and innovation at the centre of society will require us to change several of our current practices. Education is just the starting point.
