higher education sector’s response to ministerial report on “transformation”
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Higher Education Sector’s Response to Ministerial Report on “Transformation”. Higher Education and Training Parliamentary Portfolio Committee Cape Town, Tuesday, 23 February 2010 Delegation: Prof Errol Tyobeka (Board Chairperson) Prof Irene Moutlana (Deputy Board Chairperson) - PowerPoint PPT PresentationTRANSCRIPT
THE VOICE OF HIGHER EDUCATION LEADERSHIP
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Higher Education Sector’s Response to Ministerial Report on “Transformation”
Higher Education and Training Parliamentary Portfolio Committee
Cape Town, Tuesday, 23 February 2010
Delegation:Prof Errol Tyobeka (Board Chairperson)
Prof Irene Moutlana (Deputy Board Chairperson)
Prof Barney Pityana (Chair: Transformation Strategy Group)
Dr Max Price (Ordinary Member of Exco)
Prof Gordon Zide (Chair: Transformation Managers’ Forum)
Prof Duma Malaza (CEO)
Presentation Outline1. HESA’s mandate and role (Prof Tyobeka)
2. Challenges facing Higher Education (Prof Tyobeka)
3. HESA’s general response to the Report (Prof Tyobeka)
4. HESA’s approach to transformation (Prof Pityana)
5. Practices for the Advancement of Transformation (Prof Zide)
6. Way forward: Towards a Transformation Sector Plan (Prof Tyobeka)
7. Questions and Answers (All)
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HESA’s mandate and role
• HESA is a voluntary organisation which represents the public higher education sector in South Africa
• An independent body• All 23 public Higher Education Institutions in the country
are members of HESA• The Vice-Chancellors of these universities are Directors
of the HESA Board• The HESA Executive Office is led by the CEO with just
over 40 staff members• The Executive Office facilitates the design, planning and
implementation of programmes and projects to advance the sector’s interests
Challenges facing HE sector• Increasing the gross HE participation rate (our participation
rate increased by only 1% from 15% in 2001 to 16% in 2007 – far from the goal of 20% in the NPHE (2001) to be reached by about 2011 – 2016.
• The proportion of students enrolled in SET has remained fairly constant at 28% or 29% during the period 2000 to 2007 due to increase in enrolments in Business/ Management
• Graduation rates are skewed in favour of White and Indian students – while more African and Coloured have gained access to HE, relatively fewer of them complete their undergraduate studies.
• Graduates in human and social sciences above target and those in business, commerce and management and in science, engineering and technology below target.
• Meeting the needs of high-level professional and research skills
• Transformation 4
HESA’s general response to the Report 1. HESA welcomes the Ministerial Report
2. The Report:
a. provides a platform for the Sector to debate and engage on issues of transformation
b. provides important sign-posts for the Sector to work towards and assess the journey travelled since 1994
c. is like a mirror through which we view our achievements and weaknesses (blind-spots)
d. gives HESA the requisite impetus to forge a common approach and an action plan to address the challenges
3. However, individual HEIs’ implementation of the 40 recommendations in the Report is uneven given the historical contexts (both pre-and post-1994) from which these HEIs evolved. 5
Sector’s approach to transformation 1. HESA’s approach to transformation is informed by founding
preamble of the Constitution of the Republic (1996):a. Heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;
b. Lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law;
c. Improve the quality of life of all citizens and free the potential of each person; and
d. Build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations
2. Values in the Founding Provisions of the Constitution:a. Human dignity, the achievement of equality and the advancement of human
rights and freedoms.
b. Non-racialism and non-sexism.
c. Supremacy of the constitution and the rule of law.
d. Universal adult suffrage, a national common voters roll, regular elections and a multi-party system of democratic government, to ensure accountability, responsiveness and openness.
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Sector’s approach to transformation 3. Education White Paper 3: A Programme for the
Transformation of Higher Education (1997) contemplates a single national coordinated system that is democratic, non-racial and non-sexist, able to:
a. Promote equity of access and fair chances of success for all;
b. Eradicate all forms of unfair discrimination;
c. Advance redress of past inequities;
d. Meet, through its teaching, learning and research programmes, national development needs including the economy’s high skilled employment needs;
e. Support a democratic ethos and a culture of human rights through education programmes and practices conducive to critical discourse and creative thinking, cultural tolerance and a common commitment to a humane, non-racist and non-sexist social order; and
f. Contribute to the advancement of all forms of knowledge and scholarships and upholds rigorous standards of academic quality.
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Sector’s approach to transformation 4. The real measure of equity is not only the colour of the
student population on campus but:a. The participation rate of the different population groups
South African population (2007) 48,5m
HE enrolments 761 090
Population with HE attainments 8.9%
Participation rates in HE (2007): 15.88%
National plan participation target: 20%
National Senior Certificate passes: 344 797
Average annual intake into HE: 80 000
Participation by race
African: 12%
Coloured 12%
Indian 43%
White 54%
b. Addressing the inequity in pass rates – a challenge of both unequal school system and the universities (Source: Higher Education Monitor (2009), CHE)
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Sector’s approach to transformation c. Epistemological transformation and access by: Facilitating not just physical access of students into HE, but also support them
to gain access to knowledge to succeed and graduate within reasonable timelines;
Strengthening curriculum reform initiatives to include other forms and hierarchies of knowledge and worldviews to advance disciplinary knowledge and scholarship and challenge existing stereotypes about racial groups, the African continent;
Promoting induction, integration and retention of previously disadvantaged groups into the academic profession;
Producing graduates with a worldview informed by the values of the Constitution of the Republic;
Fostering a culture of critical and constructive engagement on socio-economic challenges facing SA nation, continent and the world;
Improving the overall student experience(s) in the sector to participate actively in the core business of HE: teaching and learning, research and community engagement.
Increasing the number of Africans and female in research productive activities of HE to contribute to the production of knowledge 9
Existing practices for the advancement of Transformation in the Sector
• HESA collated HEIs’ submissions to the Ministry• Analysed the submissions of 11 universities with a view to
highlighting good practices in the sector• The submissions critically engaged with the
recommendations from the Report• The responses varied greatly in their nature, length and
framing given the diversity of the HEIs• Since about 12 universities’ submissions were not available
at the time of preparing this presentation, and the HESA Board is still to finalise a sector position on the Report, the input remains a “work in progress”
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Existing practices for the advancement of Transformation in the SectorGeneral overview• Many HEIs have put in place initiatives to address
questions of staff equity, transformation and discrimination• However, cross-pollination of ideas amongst HEIs so that
effective practices employed in one context might be adapted to other contexts, remains a challenge
• There in no quick fix solution to the challenge, as it depends both on the commitment of the university’s collective leadership to drive change and the willingness and commitment of government to make funding commitments (new money)
• Universities have initiatives to build a culture and practice of anti-racism 11
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WHAT THE CONTINUED TRANSFORMATION ENGAGEMENT OF HIGHER EDUCATION SHOULD DELIVER?
• The Continued Transformation Engagement will be expected to steer the process towards achieving the following tangible and palpable Institutional Transformational deliverables:
a. Institutions should draw up and display their Transformation charters which should be navigators of transformation
b. A set of Core Values for Institutions should be drawn up and be embraced by all;
c. Identifying Key Strategic Pillars of Transformation;d. Promoting the principle of Corporate Governance as contemplated in the
King III Report;e. Developing an Integrated Strategic Document that would hold all
stakeholders accountable to the agreed upon transformational goals of the Institutions.
f. Promoting the idea of a Transformational Peer-Review Structure as a means of supporting one another but at the same time identifying barriers to transformation and providing ameliorative strategic intervention solutions
g. Deepening the spirit of Transformation throughout the Sector.h. The abovementioned deliverables will inevitably promote sound and
effective governance from a transformation point of view.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
The HESA Transformation Managers’ Forum is currently collating all the Institutional responses with a view to compiling a Sectoral Document to be sent to the HESA Board.
However, there is a cursory acquiescence on the following:
RECOMMENDATION TO THE MINISTER
1. General
1.1 Development of a Transformation Compact between Higher Education Institutions and the Department of Education
Comment
1.1 The Sector is in agreement with this
recommendation
1.2 The HESA Transformation Strategy
Group comprising:
Prof Barney Pityana
Prof Ihron Rensburg
Prof Derrick Swartz
Prof Roy du Pre
Prof Irene N Moutlana
Prof Gordon N Zide (co-opted)
Has to meet quite urgently so as to facilitate the discussion around the compact
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINIRTERIAL REPORT
1.2 Establishing of a permanent oversight Committee to monitor the Transformation of Higher Education
1.2 This recommendation falls within
the ambit of the Minister and the
Sector will not object to its
establishment. However, it must
have clearly defined ToR
1.3 However, its establishment should
be accompanied by making
provision for a transformation
specific budget so as to able to
affectively drive the transformation
plans and projects with specific
targets and timeframes for which
the Executive Management would
be held accountable.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINIRTERIAL REPORT
1.4 Further agree that all Institutions
should submit their ITPs to the
Minister so as to enable the
Monitoring Committee to have a
sense of what Institutions are doing
vis-à-vis Transformation
2. Staff Development
2.1 Funding for nurturing and mentoring Black staff members to take up Senior level positions – inadequate
2.1 This is an expressed view of all
Tertiary Institutions.
2.2 To deal with the matter more
holistically, there is consensus around
making ear-marked funding available
for this. However, the following needs
to be considered by Institutions:-
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
Staff Development Fund-
open to all including Whites if we are to promote multicultural and cultural diversity
Equity Development Fund-
This should specifically address the needs of the PDGs with a view to closing the skills gab occasioned by the Apartheid Education System.
2.2 UJ Scholarship Programmes 2.2 Depending on the financial situation
of the Institution, this is a good model
to follow.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
3. Student Learning Needs
3.1 Student Learner Support
3. Institutions are advised to consider the following:
3.1 Establishment of Student Learner Support Programmes, championed by the office of a DVC ; Academic in liaison with the Deans and other support function structures.
3.2 The introduction of a 4 year Programme is not something new as at VUT for instance we have established the following:-
3.2.1 Foundation Programme
accredited per Faculty 60
spaces) (Funded)
3.2.2 IntroSET (facilitates entrance
into Science, Engineering
and Technology
3.3.3 IT Boot-Camp facilitates
entrance into IT
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
3.2 Ear-marked funds for academic
development to support curriculum
development initiative.
3.2 Agree. As part of Government
subsidy, the Department is enjoined
to make provision for this.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
4. Student Accommodation
4.1 NSFAS
4.2 Shortage of Residences
Accommodation in the Historically Black Institutions.
4.1 Agree that more funds should be put
into this fund as the pool is getting
bigger and bigger.
4.2 Agree but the problem is no longer
strictly limited to Historically Black
Institutions. The opening up of the
HEd system to all Race Groups has
put pressure in all Institutions. A
Task Team from the Minister’s office
should visit all Residential
Institutions on a fact-funding mission
to assess the gravity of the situation
as to leverage resources to enable
the construction of additional
residences. Additional Residences
will also promote cultural diversity
where students of different cultural
background would stay together.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
5. Knowledge
5.1 Students who are not First
Language – Speakers of English
continue to face challenges in many institutions.
5.1 Agree with the recommendations
5.2 However, the Ministry should note that
some institutions have already taken
proactive steps to deal with the
problem e.g. EDL – which
is an English Foundation Programme
for non-speakers of the Language.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
6. Governance
6.1 Reviewal of the size and composition of Council
6.1 Agree – But to be done in consultation
with the Councils of the various
Institutions.
6.2 To identify those Institutions which
have a particular governance
problem as far as this is concerned
and not to treat all Institutions the
same.
6.2 Role of Institutional Forums 6.2 Agree – But most importantly there has
to be a compact between the
Chairperson of Council and the
Chairperson of IF so as to promote and
facilitate good working relations
between the two structures
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
6.3 Training of Council members 6.3 Recommendation is supported
RECOMMENDATIONS TO HIGHER EDUCATION INSTITUTIONS
7. Staff Development
7.1 Growing your own timber model 7.1 Institutions respond to this need
differently. However, the critical issue
here is again that of funding. Note
should also be taken of what was
mentioned earlier, i.e Staff Development Equity Development
7.2 State-ring fenced funds be made
available for this and that Institutions
should also take this on their own
7.2 Agree – especially if the state could
come in with increased subsidy.
Transformation needs money for its
success!
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
7.3 Restructuring support packages for
Black and Female Academics
7.3 Institutions use different consulting
Companies for this and such
Companies based their arguments on
National Benchmarking, e.g. PE
Corporate Services, Remchannel and
Delloitte & Touche to name but a few
and so a uniform approach has to be
developed.
7.4 Harassment by White students of
Black members of staff
7.4 Some Institutions have
developed a Staff/Student Grievance
Procedures to deal with such cases.
All Institutions are advised to adapt
the same Procedure so as to deal with
such racists incidents effectively.
7.5 Guidelines and Procedures pertaining
to Promotions
7.5 Agree – those Institutions which do
not have these should have them in
place and such guidelines should form
part of the Institutional Transformation
Plans.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINIRTERIAL REPORT
7.6 Difficulties in appointing female and
Black Academics in permanent
positions – consideration be given in
appointing retired staff in
supernumerary and contract posts
7.6 Agree – but funding will still be a
problem. Appointing retired people
can be considered as a very last
resort, in the event that we are unable
to fill the posts. What Institutions are
doing is to have collaboration with
the Industry in some cases so as to
draw and tap from their expertise, e.g
in disciplines like Accounting and
Engineering – Appointing retired
people can have both negative and
positive spin-offs.
7.7 Vice-Chancellor to be held directly
accountable for the achievement of
Employment Equity targets, etc.
7.7 Agree – but equally so the Vice-
Chancellor does not operated alone.
The DVCs should equally be held
accountable for this area as part of
their strategic operations in assisting
and supporting the Vice-Chancellor.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINIRTERIAL REPORT
7.7.1 This should be part of his/her KPAs and that of his/her DVCs – Agree
7.7.2 Agree with the recommendations
that Council should take responsibility
for this area by establishing an
Employment Equity Sub-Committee
chaired by an external member of
Council .
N.B The establishment of an Equity Committee is something that has already happened at many Institutions but the idea of an external member of Council as Chairperson is something that Individual Institutions would still have to consider as a wayforward.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINIRTERIAL REPORT
7.8 Lack of understanding on the part of
Academic and Professional staff
members of the importance of
Employment Equity
7.8.1 Composition of Interview Panels
should reflect, as well as be
sensitive to the issues of race and
gender equity.
7.8 We agree. To make sure that staff
are sensitised about this legal
imperative, the Transformation Unit
has to run Road-shows on Campus
and to even solicit the assistance of
the Department of Labour where
possible.
7.8.1 Recommendation is supported and
this is something that is already,
happening in many institutions
especially when interviews are held
for Executive and Senior Manage-
ment posts.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
8. Student Achievement
8.1 Universities are encouraged to devise
approaches that will improve through-
put rates of students, while government, as part of its human capital development initiatives, provides financial support to students who are studying in the fields where skills are scarce
8.1 Agree
8.2 Clear-admission criteria to avoid racial
stigmatication
8.2 Some Universities are already doing
this
8.3 Compulsory staff development programme to familiarise staff members with and sensitise them to the learning needs of students from diverse backgrounds
8.3 Stereo-type induction Programmes are
currently being run at some Universi-
ties.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINIRTERIAL REPORT
8.4 Protection of interests of women on
Campus (sensitivity to gender
discrimination and harassment).
8.4 The establishment of Women’s Forum
is a direct response to this challenge.
8.5 1st Year Orientation Programme 8.5 This is a familiar experience at the
Historically while Institutions and the
Sector also agrees with the
recommendation of the Ministerial
Report as to continue the practice in its
current form is flying in the face of
social justice and humanity.
8.6 Concerns of Disabled students to be
addressed
8.6 Infrastructural Development would
need to address the concerns and
funding will be a challenge, however,
this cannot be an excuse. Maintenance
Plans should consider this aspect.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINIRTERIAL REPORT
9. Student Accommodation
9.1 Integration of students from different backgrounds
9.1 UCT and RU Models to be adopted
by other Institutions.
9.2 Centralisation of Placement systems and accompanied by stringent monitoring system
9.2 Agree
9.3 Structure of the election procedures to be reviewed
9.3 Where glaring discrapencies have
been identified, agree that the matters
should be followed up as recommen-
ded.
9.4 Orientation, Induction and Citizenship Practices continue to be practised on the basis of sensitivity in a large number of Institutions
9.4 This would be a matter that is
peculiar to Historically White
Institutions and indeed where such
matters affect the dignity of human
beings should be dealt with through
a process of engagement and
awareness campaign.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
9.5 Choosing Residence Managers on the
basis of ethnicity
9.5 All Institutions should abide by their
Human Resources and Employment
Equity Policies.
9.6 Training Programmes to be run for
Residence Staff
9.6 Agree
10. Knowledge
10.1 Curriculum transformation 10.1 Agree as part of the Broader process
of engagement. Secondly the
curriculum transformation form part
of a broader debate at the level of
Faculty Boards and Senate.
10.2 Compulsory first year course for all students in South Africa, Africa and the World along the lines of UFH’s Grounding Programme
10.2 Institutions would have to have a
thorough understanding of the UFH
model so as to introduce the same
at their Campuses.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
11. Governance
11.1 Transformation framework, including transformation indicators accom-panied by targets as part of Vice-Chancellor’s KPAs
11.1 Agree – But not only the Vice-
Chancellor but the DVCs as well as
other Senior Line Managers.
11.2 Development of Transformation
Charter
11.2 Not only should Institutions develop
Transformation Charters but it should
be compulsory for them to develop
Integrated Transformation Plans
and that Transformation Charters
should form part of their ITPs
11.3 Freedom of right of students to organise along political lines seems to have been taken away at some institutions and this right has to be re-instated.
11.3 Agree – as part of encouraging free
Political debates and freedom of
expression as well as organising
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
11.4 Establishment of a Office of an
Ombudsman
11.4 Agree.
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IMPLEMENTATION OF THE RECOMMENDATIONS OF THE MINISTERIAL REPORT
• The above is a general response to the recommendations of the Ministerial Report.
• Many Institutions are in the consultation process by way of having a common understanding of what Transformation means.
• As soon as the Researcher (employed by HESA Transformation Managers’ Forum) has collated all institutional responses, a collective Sector response will be made available.
• The above is simply a cursory overview of the sentiments of the Sector, vis-à-vis the Report.
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SUMMARY
Brief synopsis of the genesis of my presentation:
Transformation requires that new values are shared and assimilated so as to provide inspiration and guidance for the change process;
Transformation encompasses changing the culture of a University as a perceived ivory tower serving the elite towards engagement with all our communities and being responsive to their needs;
Transformation means ensuring the demographic change in staff profile occurs progressively to reflect the demographic realities of the South African Society; This equally applies to the demographic profile of students.
Transformation commits to increasing student access to all who have the potential to succeed, especially in the fields of Business, Science, Engineering and Technology – this being in line with the Government’s call in promoting SET subjects;
Transformation nurtures and values social, epistemological and intellectual diversity. Diversity is central to the achievement of the institution’s goals. The creation of an affirming environment promotes effective teaching and learning.
Transformation thrives on innovation and demand a break with past structures and practices that are stumbling blocks to change
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SUMMARY
Transformation for Tertiary Institutions means embracing the new trajectory brought about by the merger process of having created Universities of Technology, Comprehensive Universities and Traditional Universities. This scenario saw the emergence of defined “Entrepreneural Universities” and “New Generation Universities”.
Transformation is about Human Capital Management that ensures that all employees are valued as key assets of the University. Employees must be treated equitably and fairly. Current and future wellness of staff are a prerequisite to success. Tertiary Institutions should strive towards empowering and building capacity of its staff to realize their full potential.
Transformation is about willingness towards embracing a New World Order
Key issues emerging from practices
• Most of the recommendations from the Report are being implemented, but more work needs to be done
• The report challenges the HEIs to be more critical and proactive and purposeful in their actions on Transformation
• Collaboration between the HE sector, DoHE&T & society• The role of Institutional Forums to purposefully drive
transformation is critical• Monitoring and reviewing the implementation policies to
measure the extent to which goals, objectives and targets are being met to be strengthened
• A Transformation Sector Strategy and Plan informed by inputs from HEIs has become necessary 36
Way-forward: Towards a Sector Plan
• HESA Board established a Transformation Strategy Group to develop and implement plan to advance transformation in the sector
• The Group will also advise the Board on initiatives advancing and/or undermining transformation in the sector
• It is envisaged that such a Sector Plan will assist the HESA Board to reinforce good transformation practices in the sector
• HESA looks forward to engaging with other stakeholders on this issue, in the planned Higher Education Summit of the Ministry of H&T.
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