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An education in progress

Nature Nanotechnology volume 8, pages 789–791 (2013)Cite this article

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In recent years, South Africa has, like other countries, increased investment in nanotechnology research, which in turn has had an effect on the curricula of its higher-education institutions. However, the focus of these changes, and the approach taken to achieve them, are unique to the circumstances of the country.

In all higher-education institutions, curricula change over time. Courses will evolve to keep abreast of emerging areas and this process can be shaped by a range of factors. These include the availability of skilled academics and research infrastructure for training students, the demand from industry for graduates skilled in specific areas, and funding opportunities created by national policy. The process can also be influenced by a broader public understanding or appreciation of a field, and interest from potential students to study certain disciplines. In the late 1990s, a comprehensive nanoscience and nanotechnology landscape — be it the necessary academics, equipment, funding or policy — was still to emerge in South Africa. Any meaningful progression of nano-related curricula in higher education was therefore limited.

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References

  1. South Africa National Nanotechnology Strategy (2005); http://go.nature.com/56HW7n (Last accessed 13 September 2013).

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Authors and Affiliations

  1. Tebello Nyokong is at the DST/Mintek Nanotechnology Innovation Centre – Sensors, Rhodes University, Grahamstown 6140, South Africa,

    Tebello Nyokong

  2. Janice Limson is at the Deparment of Biochemistry, Microbiology and Biotechnology, Rhodes University, Grahamstown 6140, South Africa,

    Janice Limson

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  1. Tebello Nyokong
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  2. Janice Limson
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Correspondence to Tebello Nyokong or Janice Limson.

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The authors declare no competing financial interests.

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Nyokong, T., Limson, J. An education in progress. Nature Nanotech 8, 789–791 (2013). https://doi.org/10.1038/nnano.2013.235

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