Higher Education Sector’s Response to Ministerial Report on “Transformation”

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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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11.4 Establishment of a Office of an

Ombudsman

11.4 Agree.

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• 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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Documents

Higher Education Sector’s Response to Ministerial Report on “Transformation”