The Framework for Training Student Leadership

NASDEV WINTER SCHOOL

20 JUNE 2015TSHWANE UNIVERSITY OF TECHNOLOGY

Governance of public HEIs• Student leadership in South Africa has evolved since the

participation of students in the popular 1976 Soweto uprising and this has paved a way forward for the current generation of student leaders in influencing policy and other matters relating to students in the Higher education sector.

• Government recognises the importance of student participation in relevant institutional governance and leadership processes.

• Section 35 of the Higher Education Act 1997 allows for the establishment of the Student Representative Councils (SRCs) with a jurisdiction over student matters.

• The Act further provides for the representation of the SRC in the:– Council- highest governing body– Senate - accountable to the Council for the academic and research

functions – Institutional Forum.- advises Council on issues affecting the institutions

Some of the Challenges• Political intolerance• Inadequate Communication / Negotiation skills• Inadequate understanding of roles in the statutory

bodies• Functionality and effectiveness are constrained by lack

of research capacity (students leadership possess limited knowledge about issues they are required to engage with)

• Lack of comprehensive knowledge on available student support services and offices

• Inefficiencies in the handover process which hampers continuity 3

Other Challenges

4

Student Political Organisations contesting SRC elections Student Political Organisations contesting SRC elections

• The banning of political student organisations from partaking in SRC elections may be seen as a violation of the Constitutional right of freedom of association.

• Universities as a microcosm of society should reflect the realities of the societies in order to prepare students.

• The banning of political student organizations expose students to victimization by the Management.

• Often, students feel safe when they contest in an organized manner.

• The banning of political student organisations from partaking in SRC elections may be seen as a violation of the Constitutional right of freedom of association.

• Universities as a microcosm of society should reflect the realities of the societies in order to prepare students.

• The banning of political student organizations expose students to victimization by the Management.

• Often, students feel safe when they contest in an organized manner.

• Student governance model based on political formations and contestation is divisive and racially separates the student population and the entire university community, especially during the SRC election campaigns.

• National political party politics have

a negative impact on the academic enterprise, as well as the institutional image and culture.

• Student governance model based on political formations and contestation is divisive and racially separates the student population and the entire university community, especially during the SRC election campaigns.

• National political party politics have

a negative impact on the academic enterprise, as well as the institutional image and culture.

Other Challenges

5

• SAUS - a national structure established to ensure accountable representation, leadership and effective participation of students.

• Due to political issues, many SRCs do not affiliated which then negatively affects the credibility of the structure.

• SAUS - a national structure established to ensure accountable representation, leadership and effective participation of students.

• Due to political issues, many SRCs do not affiliated which then negatively affects the credibility of the structure.

South African Union of Students (SAUS) South African Union of Students (SAUS)

• “Helping students develop the integrity and strength of character that prepare them for leadership may be one of the most challenging and important goals of higher education” (King, 1997, p. 87).

6

Objectives• Research by the CEPD (CEPD, 2005) revealed that there

are few, if any, purposeful national leadership development programmes for students in South Africa.

• There is a need therefore to: – Train a student leadership body that can think creatively and

find progressive solutions to historic and emerging problems. Student leaders should be important partners in providing solutions to the immense challenges facing the sector and our society. In order to thrive and be constructive to the higher education system, student leadership needs to work beyond the narrow scope of student interests and provide intellectual leadership informed by the challenges of our country.

7

Objectives Contd…

• Research by the CEPD (CEPD, 2005) revealed that there are few, in any, purposeful national leadership development programmes for students in South Africa.

• There is a need therefore to: – Develop the capacity of student leaders so that they can

respond appropriately to the ever changing post schooling landscape and dynamic challenges of the system. Involvement in the governance of an institution, entails having a clear understanding of policies and rules of the institution, and, broadly, those of the higher education system at large.

8

Objectives Contd…• Research by the CEPD (CEPD, 2005) revealed that there

are few, in any, purposeful national leadership development programmes for students in South Africa.

• There is a need therefore to: – Strengthen leadership effectiveness and the improve the

quality of the SRC leadership and the understanding of their purpose. Being in student leadership is about understanding not only the role of their structure but that of other structures too.

9

DHET/CEPD Capacity Development Programme

• The programme will focus on the following themes: – Communication– Conflict management– Leadership theories– Diversity – Accountability and transparency– Change Management – Policies and regulations – Strategic Planning

10

STRATEGY• Seminars, workshops and conferences– relevant institutions/ service providers to design specialized programmes linked to the

topical issues to be covered in the programme. – Such institutions will be selected based on their ability to demonstrate their expertise

in curricular and co-curricular programmes, and their capacity to deliver such programme. Such institutions will develop the workshops and seminar materials, as well as facilitate the workshops.

• Mentorships and Participative Governance and Outreach– DHET & CEPD will facilitate student representation in some boards of governance as

part of student leaders’ experiential learning.

• Research– activities of the interventions, as well as undertaking broader theoretical and

practical research on leadership development.

• Administrative support– support to SAUS and SAFETSA to establish their operational system and build their

capacity to manage the affairs of their constituencies 11

2015 Capacity Development Workshops• DHET/CEPD conducting the first student leadership capacity

development workshops in the programme• Workshops are expected to enhance constructive dialogue on a

wide range of topical issues facing not only the general student body, but also South Africa as a country.

• The following themes will be deliberate on : – Leadership and Leadership Theories– Contemporary challenges of South Africa students– Co-operative governance: principles, history and philosophies

underpinning the concept of co-operative governance in South Africa– Diversity: tolerance, and other cross-cutting themes such as human rights

and social justice– Communication (Conflict and Conflict Management): focus on strategies

on dealing with conflict and conflict situations12

Structure of the Workshops

13

Region Date Host Institution

Institutions Number of Participants

Coastal 30 June – 01 July 2015

Buffalo City TVET College

Eastern Cape (8):Buffalo City; East Cape Midlands; Ikhala; Ingwe; King Hintsa; King Sabata Dalindyebo; Lovedale; Port Elizabeth

Three SRC members (President, Treasurer, Secretary General)

Student Service Practitioner Western Cape (6):

False Bay, Northlink, South Cape; West Coast; Boland; College of Cape Town

KwaZulu-Natal (9): Coastal; Mthashana; Esayidi; Elangeni; Umgungundlovu; Ethekwini; Umfolozi ; Majuba; Mnambithi

Northern Cape (2):Northern Cape Urban; Northern Cape Rural

Structure of the Workshops

14

Region Date Host Institution

Institutions Number of Participantsa

Inland 15 -16 July 2015

Central Johannesburg TVET College

Gauteng (8) Central Johannesburg; Ekurhuleni East; Ekurhuleni West; Tshwane South; Tshwane North; Western; South West; Sedibeng

Three SRC members (President, Treasurer, Secretary General)

Student Service Practitioner

Limpopo (7): Letaba; Lephalale; Vhembe; Capricon; Sekhukhune; Waterberg; Mopani South East

Mpumalanga (3): Ehlanzeni; Kangala; Gert Sibande

North-West (3): Orbit; Taletso; Vuselela

Free State (4): Flavius Mareka; Goldfields; Motheo; Maluti

Structure of the Workshops

15

Region Date Host Institution Institutions Number of Participants

Coastal 01 -02 October 2015

UWC Eastern Cape (4):

NMMU, RHODES, UFH,

WSU

Three SRC members (President, Treasurer, Secretary General)

Student Service Practitioner

Western Cape (4):

CPUT, SU, UCT, UWC

KwaZulu-Natal (4):

DUT, MUT, UKZN,

UNIZUL

Northern Cape:

SPU

Structure of the Workshops

16

Region Date Host

Institution

Institutions Participants

Inland 08 -09

October

2015

WITS Gauteng (6)

TUT, UNISA, UP, VUT,

WITS, UJ , SMU

Three SRC members (President, Treasurer, Secretary General)

Student Service Practitioner

Limpopo (2):

UL, UNIVEN

Mpumalanga (1):

UMP

North-West (1):

NWU

Free State (2):

CUT, UFS