ICONICONThe Durban University of The Durban University of

Technology Technology

The Challenge of The Challenge of Transformation in South African Transformation in South African

Higher Education Higher Education Crain SoudienCrain Soudien

University of Cape TownUniversity of Cape Town

Mandate of Committee into Mandate of Committee into Transformation in Higher EducationTransformation in Higher Education

The nature and extent of racism and racial The nature and extent of racism and racial discrimination in public higher education, discrimination in public higher education, and in particular university residences.and in particular university residences. While While the emphasis should be on racial the emphasis should be on racial discrimination, other forms of discrimination discrimination, other forms of discrimination based, on, for example, gender, ethnicity and based, on, for example, gender, ethnicity and disability should also be considered.disability should also be considered.

The steps that have been taken by institutions The steps that have been taken by institutions to combat discrimination, including an to combat discrimination, including an assessment of good practice as well as assessment of good practice as well as shortcomings of the existing interventions.shortcomings of the existing interventions.

MCTHE’s objectives MCTHE’s objectives An overview report on the state of An overview report on the state of

discrimination in higher education.discrimination in higher education. An indication of the most egregious forms of An indication of the most egregious forms of

discrimination that are taking place within the discrimination that are taking place within the system.system.

Insight into models of good anti-discriminatory Insight into models of good anti-discriminatory practice that were emerging within the system.practice that were emerging within the system.

An agenda for the areas of higher education An agenda for the areas of higher education most urgently in need of anti-discriminatory most urgently in need of anti-discriminatory work.work.

An identification of the most critical areas for An identification of the most critical areas for further investigation and research.further investigation and research.

ProcessProcess

Overview of the current trends – quantitative - Overview of the current trends – quantitative - HEMIS. HEMIS.

A survey of the relevant literatureA survey of the relevant literature Institutional submissions and policy and strategic Institutional submissions and policy and strategic

documents, including the HEQC Institutional Audit documents, including the HEQC Institutional Audit reports. reports.

Institutional questionnaire on the development and Institutional questionnaire on the development and implementation of policies relating to implementation of policies relating to transformation, discrimination and social cohesion.transformation, discrimination and social cohesion.

Submissions received from national organisations Submissions received from national organisations and public. and public.

Visits to all institutions to solicit the views of Visits to all institutions to solicit the views of institutional stakeholders and constituencies.institutional stakeholders and constituencies.

Consultation with national student and trade union Consultation with national student and trade union organisations.organisations.

What are the issues? What are the issues? Understanding how racism Understanding how racism

worksworks Race as a biological phenomenon has no Race as a biological phenomenon has no

scientific basis. It does not exist. Genetic scientific basis. It does not exist. Genetic differences that have been used to differences that have been used to distinguish the so-called races have no distinguish the so-called races have no significance in determining human significance in determining human capability, character. False beliefs about capability, character. False beliefs about race have come to be so significant that race have come to be so significant that they play a real role in determining they play a real role in determining relationships of human beings with each relationships of human beings with each other.other.

Racism, however, is a real phenomenon Racism, however, is a real phenomenon with real effects. Challenge about how to with real effects. Challenge about how to quantify/assess/work with these effectsquantify/assess/work with these effects

What did we find? What did we find? Institutional understandings and Institutional understandings and

interpretations of transformation, interpretations of transformation, discrimination and social cohesion broadly discrimination and social cohesion broadly consistent with the White Paper on HE. consistent with the White Paper on HE.

Sector has formally responded to the Sector has formally responded to the government’s transformation programme. government’s transformation programme.

Broad compliance with transformation Broad compliance with transformation requirements. Especially so with regard to requirements. Especially so with regard to employment equity.employment equity.

Overall AssessmentOverall Assessment

While there are good practices that While there are good practices that have been developed at some of the have been developed at some of the institutions that might serve as institutions that might serve as models for change in the country, models for change in the country, nobody must underestimate the nobody must underestimate the difficulties which still exist. There is difficulties which still exist. There is virtually no institution that is virtually no institution that is notnot in in need of serious change or need of serious change or transformation. transformation.

Overall AssessmentOverall Assessment

Disjuncture between institutional Disjuncture between institutional policies and the lived experience of policies and the lived experience of staff and students.staff and students.

Evident in the lived experiences of Evident in the lived experiences of staff and students.staff and students.

Learning, teaching, curriculum, Learning, teaching, curriculum, language, residence life and language, residence life and governancegovernance

Sexual harassmentSexual harassment

Macro-Cultural Settings of Macro-Cultural Settings of Universities DeterminativeUniversities Determinative

HEIs AND CULTURE• In English historically white institutions liberal tradition based on common social and cultural backgrounds.• Historically Afrikaans institutions more tightly linked to issues of identity, culture, religion and language in “autocthonous” sense.• Education defines and binds the institution and the community in historically-Afrikaans-medium institutions.• Historically black institutions less sense of tradition although ethnic sense of ownership present in many institutions.

Student Enrolments %Student Enrolments %

Race Race & & GendGenderer

20002000 20032003 20052005 20072007 Ave Ave AnnuaAnnual l IncreaIncreasese

AfricAfricanan

5858 5959 6161 6363 6.06.0

ColourColoureded

55 66 66 66 7.27.2

IndiaIndiann

77 88 77 77 4.24.2

WhiteWhite 3030 2727 2525 2424 1.51.5TOTALTOTAL 100100 100100 100100 100100 100100FEMALFEMALEE

5252 5454 5555 5656 5.55.5

MaleMale 4848 4646 4545 4444 3.53.5

StaffingStaffing

Race & Race & gendergender

20032003 20052005 20072007 Ave Ave IncreaIncreasese

AfricanAfrican 2323 2424 2525 2.02.0

ColourColoureded

55 66 66 3.63.6

IndianIndian 88 88 88 -0.4-0.4

WhiteWhite 6262 6262 5959 -1.7-1.7

TOTALTOTAL 100100 100100 100100 100100

FemaleFemale 4242 4242 4242 0.40.4

MaleMale 5858 5858 5757 -1.1-1.1

Institutional Climate – Institutional Climate – black staffblack staff

Almost ubiquitous sense of disenchantment, Almost ubiquitous sense of disenchantment, alienation and anger amongst black alienation and anger amongst black members of staffmembers of staff

Not feeling at home in the institution.Not feeling at home in the institution. ‘‘Culture of silence’ - fear of victimisation.Culture of silence’ - fear of victimisation. “…“…the problem is that people cannot talk the problem is that people cannot talk

freely. They fear being victimised and freely. They fear being victimised and punished. At a recent meeting, the point was punished. At a recent meeting, the point was raised that people were very vocal in their raised that people were very vocal in their exit interviews, but don’t speak up earlier. exit interviews, but don’t speak up earlier. This indicates that they are unhappy with This indicates that they are unhappy with the management style and fear victimisation. the management style and fear victimisation. They know people who have been victims….” They know people who have been victims….”

Institutional Climate – Institutional Climate – white staffwhite staff

General sense amongst white members of staff General sense amongst white members of staff that there had been significant improvement that there had been significant improvement in addressing racism and equity in higher in addressing racism and equity in higher education institutions since 1994. education institutions since 1994.

““There is no hint of racism in the faculty. It There is no hint of racism in the faculty. It is representative in race and gender terms is representative in race and gender terms and no groups have been formed along racial and no groups have been formed along racial or gender lines.” (UP meeting with unions)or gender lines.” (UP meeting with unions)

““I don’t pick up racist or negative vibes in I don’t pick up racist or negative vibes in my department.” (VUT meeting with staff)my department.” (VUT meeting with staff)

““Diversity is becoming a reality.” (CUT Diversity is becoming a reality.” (CUT meeting with staff)meeting with staff)

Student ExperienceStudent Experience African participation rate in 2006 was 12% for Africans, African participation rate in 2006 was 12% for Africans,

13% for Coloureds, 42% for Indians and 59% for whites. 13% for Coloureds, 42% for Indians and 59% for whites. Females was 18% in 2006 and for males it was 14%.Females was 18% in 2006 and for males it was 14%. African students accounted for 82% of enrolments in African students accounted for 82% of enrolments in

diploma programmes in 2007, and 52% in degree diploma programmes in 2007, and 52% in degree programmes, while white student enrolments were 9% programmes, while white student enrolments were 9% and 31% respectively. and 31% respectively.

Postgraduate enrolments African students accounted for Postgraduate enrolments African students accounted for 46% in master’s programmes and 39% in doctoral 46% in master’s programmes and 39% in doctoral programmes, with white enrolments accounting for 38% programmes, with white enrolments accounting for 38% and 47%. and 47%.

2006, the success rate of African students was 65%, 2006, the success rate of African students was 65%, while that of white students, against a target of 80% set while that of white students, against a target of 80% set by the DoE, was 77%. In 2004, some 65% of African by the DoE, was 77%. In 2004, some 65% of African students in this cohort had dropped out and only 24% students in this cohort had dropped out and only 24% graduated, while 41% of white students dropped out and graduated, while 41% of white students dropped out and 48% graduated. 48% graduated.

Structural Obstacles to Structural Obstacles to Student EquityStudent Equity

Firstly, the poor quality of black schooling, Firstly, the poor quality of black schooling, including the fact that for the majority of including the fact that for the majority of black students, English and Afrikaans, the black students, English and Afrikaans, the two main languages of instruction in higher two main languages of instruction in higher education, constitute at best their second education, constitute at best their second and at worst their third or fourth language. and at worst their third or fourth language.

Secondly, there is the fact that the large Secondly, there is the fact that the large majority of black students come from poor majority of black students come from poor families who do not have the wherewithal to families who do not have the wherewithal to finance their studies.finance their studies.

Institutional Culture and Institutional Culture and the Learning Experiencethe Learning Experience for for

StudentsStudents Immense unhappiness and frustration Immense unhappiness and frustration

amongst black students across amongst black students across institutions. It was clear to the institutions. It was clear to the Committee that, while there are other Committee that, while there are other forms of discrimination in institutions, forms of discrimination in institutions, including gender discrimination in including gender discrimination in particular, racism and racial particular, racism and racial discrimination constituted the central discrimination constituted the central problem as far as black students were problem as far as black students were concerned. concerned.

Black Students’ Black Students’ ExperienceExperience

‘‘Accounting is not for blacks’ or exam papers in Accounting is not for blacks’ or exam papers in Accounting were made ‘deliberately confusing in terms Accounting were made ‘deliberately confusing in terms of language’ to fail black students.of language’ to fail black students.

In some departments/faculties there were ‘policies that In some departments/faculties there were ‘policies that black students must not complete in time’. black students must not complete in time’.

‘‘Cum-laude passes belong only to whites’.Cum-laude passes belong only to whites’. Academic rules and regulations were differentially Academic rules and regulations were differentially

applied with regard to black and white students. For applied with regard to black and white students. For example, assignments that were submitted late were example, assignments that were submitted late were only marked if these were submitted by white students; only marked if these were submitted by white students; and white students were allowed to proceed to the next and white students were allowed to proceed to the next year, even though they had failed the prerequisite year, even though they had failed the prerequisite courses.courses.

In the historically Afrikaans-medium institutions, which In the historically Afrikaans-medium institutions, which offer parallel-medium courses, the English classes are offer parallel-medium courses, the English classes are held in the evening. held in the evening.

Black Students’ Black Students’ experienceexperience

Deep feelings of loneliness and Deep feelings of loneliness and alienation. A black student at UCT said alienation. A black student at UCT said that coming to the university ‘was like that coming to the university ‘was like coming to a new country’. coming to a new country’.

A student at Wits: students want to finish A student at Wits: students want to finish and leave and don’t want anything to do and leave and don’t want anything to do with the University in the future. with the University in the future.

Sexual harassment and the victimisation Sexual harassment and the victimisation of students. of students.

Knowledge ExperienceKnowledge Experience

In historically white universities, the In historically white universities, the curriculum is inextricably curriculum is inextricably intertwined with the institutional intertwined with the institutional culture and is not conducive to culture and is not conducive to curriculum reform.curriculum reform.

In historically black institutions very In historically black institutions very little curriculum innovation – also little curriculum innovation – also limited view of the knowledge limited view of the knowledge project.project.

Curriculum ExperienceCurriculum Experience

Firstly, in the historically English-Firstly, in the historically English-medium and black institutions, medium and black institutions, English is the default language of English is the default language of instruction. It could be argued, as instruction. It could be argued, as indeed UCT acknowledges, that this indeed UCT acknowledges, that this ‘may be a basis for unfair ‘may be a basis for unfair discrimination’, given that black discrimination’, given that black students and staff are not first-students and staff are not first-language English speakers.language English speakers.

Curriculum ExperienceCurriculum Experience Secondly, in the historically Afrikaans-medium Secondly, in the historically Afrikaans-medium

institutions, excluding Stellenbosch and NWU institutions, excluding Stellenbosch and NWU at its Potchefstroom campus (further discussion at its Potchefstroom campus (further discussion of these two institutions follows below), either a of these two institutions follows below), either a parallel medium or a dual medium language parallel medium or a dual medium language policy is in place. The parallel medium policy is in place. The parallel medium language policy, which is used at UFS, is based language policy, which is used at UFS, is based on teaching in both Afrikaans and English in on teaching in both Afrikaans and English in separate classes. It has been suggested by one separate classes. It has been suggested by one submission from a member of staff that, at UFS submission from a member of staff that, at UFS this policy discriminates against black students, this policy discriminates against black students, as the English classes are usually held in the as the English classes are usually held in the late afternoon and on Saturdays. late afternoon and on Saturdays.

GovernanceGovernance

Suggestion that there are underlying Suggestion that there are underlying weaknesses in governance weaknesses in governance arrangements that need to be arrangements that need to be addressed.addressed.

Leadership role of councils was Leadership role of councils was limited in a number of institutionslimited in a number of institutions

Limited visionLimited vision Provided little or no leadership Provided little or no leadership

Governance and Governance and TransformationTransformation

When issues of transformation raised When issues of transformation raised council representatives deferred to council representatives deferred to managers.managers.

Not aware of issues raised in the Not aware of issues raised in the institutional submissioninstitutional submission

Ambiguity about lines of responsibility Ambiguity about lines of responsibility and a reluctance of Council members to and a reluctance of Council members to be seen to be interfering and so very be seen to be interfering and so very little understanding of the nature of the little understanding of the nature of the institutions they govern.institutions they govern.

Issues in GovernanceIssues in Governance

Dominance of particular sectors in Dominance of particular sectors in some Councils especially Afrikaans some Councils especially Afrikaans universities – alumnae and universities – alumnae and ConvocationConvocation

Dominance in Councils of white Dominance in Councils of white alumnaealumnae

Marginalisation of black membersMarginalisation of black members Question around the role of Question around the role of

Ministerial appointeesMinisterial appointees

Governance IssuesGovernance IssuesInstitutional ForumsInstitutional Forums

Marginalisation of IFsMarginalisation of IFs Many stopped working and or not Many stopped working and or not

functioningfunctioning IFs paralysed because of their IFs paralysed because of their

advisory statusadvisory status

Governance IssuesGovernance Issues

Student issues – too focused on Student issues – too focused on national issuesnational issues

Residence and DiversityResidence and Diversity

Residences homes away from home. Residences homes away from home. However, unlike the homes from which However, unlike the homes from which

students come, they are not socially students come, they are not socially cohesive in the sense of shared norms, cohesive in the sense of shared norms, values and practices. This is especially so values and practices. This is especially so in the context of post-apartheid South in the context of post-apartheid South Africa in which institutional homogeneity Africa in which institutional homogeneity has been disrupted by the rapidly has been disrupted by the rapidly changing demographic composition of changing demographic composition of higher education, higher education,

Discrimination in Discrimination in ResidencesResidences

Pervasive racism appears in historically Pervasive racism appears in historically white institutionswhite institutions

Pervasive sexual harassment across the Pervasive sexual harassment across the divide of historically black and white divide of historically black and white institutions.institutions.

Xenophobia in some of the historically Xenophobia in some of the historically black institutions.black institutions.

Racial tensions between African, Coloured Racial tensions between African, Coloured and Indian students in historically black and Indian students in historically black institutions.institutions.

ImpactImpact Costs psychological. The humanity of Costs psychological. The humanity of

both the perpetrator and the victim is both the perpetrator and the victim is perverted. Psychologically, perverted. Psychologically, discrimination does grievous psychic discrimination does grievous psychic harm to those who believe that they are harm to those who believe that they are superior. Perpetrators never come to superior. Perpetrators never come to fully experience what it means to be a fully experience what it means to be a human being. Corrosive effect on the human being. Corrosive effect on the recipients of such discrimination. recipients of such discrimination.

Also material. Victims denied Also material. Victims denied opportunity to realise their full opportunity to realise their full potential. potential.

Role of Universities in Knowledge Role of Universities in Knowledge Production in the Past- Promoting Production in the Past- Promoting

Racial ScienceRacial Science Scientific theories of race - Scientific theories of race -

“negroes” had smaller brains “negroes” had smaller brains than “caucasians” were than “caucasians” were celebrated in universities and celebrated in universities and societies of learning, particularly societies of learning, particularly in South Africa, as late as the in South Africa, as late as the 1930s and 1940s1930s and 1940s. .

Higher Education and the Present Higher Education and the Present – the Role of the University in – the Role of the University in

Building CommunityBuilding Community Knowledge production for a new Knowledge production for a new

South AfricaSouth Africa

The challenge and the opportunityThe challenge and the opportunity

Epistemology, ontology and Epistemology, ontology and orientationorientation

Implications for the Implications for the UniversityUniversity

Determining an intellectual project?Determining an intellectual project? How does this project relate to How does this project relate to

peace, prosperity and progress for peace, prosperity and progress for all?all?

Understanding the contribution that Understanding the contribution that South Africa can make.South Africa can make.