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Published by HSRC Press
Private Bag X9182, Cape Town, 8000, South Africa
www.hsrcpress.ac.za
© 2006 Human Sciences Research Council
First published 2006
All rights reserved. No part of this book may be reprinted or reproduced or utilised in
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Contents
Tables and figures iv
Preface v
Acronyms and abbreviations viii
1 Introduction 1
Mokubung Nkomo and Derrick Swartz
2 The repositioning of two South African universities 15
Botshabelo Maja, Andile Gwabeni and Phuti A Mokwele
3 Constructing a conceptual framework for HBUs in a
developmental paradigm 47
Catherine A Odora Hoppers
4 Turfloop: where an idea was expressed, hijacked and redeemed 65
Abram L Mawasha
5 Fort Hare in its local context: a historical view 85
Seán Morrow
6 Intrapreneurial and entrepreneurial developments at the
University of the North 104
Patrick FitzGerald
7 New pathways to sustainability: African universities in a
globalising world 127
Derrick Swartz
Contributors 167
Index 170
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W I T HIN THE REALM O F P O S S I BILIT Y
iv
Tables and figures
Tables
Table 6.1 Fee waivers for students, 2001–2003 118
Table 6.2 Undergraduate and postgraduate enrolment, 1998–2003 118
Table 6.3 Characteristics of Mode 1 and Mode 2 knowledge
production 121
Table 6.4 UNIN’s new academic architecture 123
Figures
Figure 2.1 Sectors of the Limpopo economy and their contributions
to GGP 18
Figure 2.2 Major occupation groups in the UNIN catchment area 19
Figure 2.3 Sectors of the Eastern Cape economy and their contributions
to GGP 22
Figure 2.4 Breakdown of employment by sector 23
Figure 2.5 Student participation rate at UNIN, 1994–2002 27
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v
Preface
A great risk was undertaken when the idea of doing this book was hatched.
The idea was conceived at a time when there was a raging debate over the
land about whether the historically disadvantaged institutions (HDIs) were
viable or added intellectual value. (Never mind that the supposed intellectual
value added by historically advantaged institutions was suspect at least to
black people, even though they desired to be admitted to these institutions in
recognition of their rich resource endowments bequeathed by the apartheid
regime.)
Both protagonists and antagonists in the debate took strong fundamentalist
positions. Protagonists held these institutions inviolate, as custodians of the
struggle for democracy and nurseries of some of the leading personalities in
black society. Their view is represented by the following:
The [historically black universities or HBUs] located as they are
in the very midst of the underdevelopment and poverty of the
African Rural Community have their development mandate very
clear before us … to play a direct role in helping to eliminate
underdevelopment and poverty of this largest proportion of the
African population in the country.
1
On the other hand, antagonists charged financial ineptitude and, in extreme
cases, that these institutions were devoid of intellectual currency. Their
exasperation led to a pronouncement by the vice-chancellor of a historically
advantaged institution that ‘the crisis in the higher education system can be
overcome by closing all historically black universities’.
2
The protagonists represent a deep yearning for rediscovery and transformation,
a deep desire to give expression to the post-colonial/post-apartheid rise of the
subaltern, while the antagonists reflect a buoyant self-satisfaction, seemingly
inattentive to the development imperatives of present-day South Africa.
These passions yield more heat than light. Nonetheless, the fact that, in the
contemporary reality of an unfolding democratic culture, these institutional
archetypes are not fixed but increasingly fluid, metamorphic, and even
contradictory or dialectical, deserves mention. And therein lies the potential
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W I T HIN THE REALM O F P O S S I BILIT Y
vi
reach of immense possibilities for transforming institutions with purposeful
delivery capacity within their inherited spatial realms and beyond.
Inspiring the research that informs this book was the idea that a more
dispassionate but sensitive analysis of at least two universities from the HBU
fraternity, with a focus on possible ways to infuse some moderation among the
excesses of the combatants, could shed at least some light in the interests of all.
We wish to stress that, at this point, the emphasis of the study is on the spatial
location of the two institutions (even though rurality has been overtaken by a
creeping peri-urban and, most recently, urban reality, especially in the case of
the University of Fort Hare with its inheritance of the East London campus as
a result of the merger process) rather than their racial identity, although this
remains a stubborn imprint.
Initial dialogue about conducting the research took place around 2000 in
discussions between the Human Sciences Research Council (HSRC) and the
Centre for Higher Education Transformation (CHET). Shortly thereafter,
active support was given by Derrick Swartz at the University of Fort Hare,
who saw merit in a dispassionate probe, and the contagion quickly spread to
Patrick FitzGerald, who had been appointed Administrator of the University
of the North. Gerry Salole of the Ford Foundation believed in the idea and
authorised the disbursement of funds to make it happen; the support is
greatly appreciated and we hope this book will do justice to that act of faith
and commitment.
An advisory committee was established in order to give guidance to the
project, especially in its early days. The committee consisted of Derrick Swartz,
Patrick FitzGerald, Joe Teffo, Catherine Odora Hoppers, Wim Hoppers, Peter
Maleta, Tembile Kulati, Bulumbo Nelani, Botshabelo Maja and Mokubung
Nkomo. We are greatly indebted to the collective guidance and wisdom of
these individuals.
A joint research team was also established; led by Botshabelo Maja, it
consisted of Andile Gwabeni and Siyabonga Gwabeni of the University of
Fort Hare, Asaph Ndlovu, Sekgothe Makgoatsana and Phuti Mokwele of the
University of the North, and Catherine Odora Hoppers and Jane Kabaki, who
were commissioned to address identified areas in the research. More Chakane
and Brutus Malada were drawn in at critical points to assist in information
retrieval and consolidation exercises.
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P R E FA C E
vii
At various times, Barbara English and Richard Jewison gave attention to the
technical and harmonisation aspects of the manuscript in a most friendly and
efficient manner. Thanks also go to the HSRC Press staff for the interest and
forbearance they displayed in the editing and production process.
While eternally grateful to the insightful and practical inputs of these
individuals, they, most assuredly, do not assume responsibility for errors and
omissions that may inadvertently have been committed. Those, regrettably,
remain the editors’ sole and lonely responsibility.
Mokubung Nkomo
April 2006
Notes
1 Vilakazi H (2002) A new policy on higher education. Paper in response to Minister
Kader Asmal’s proposals on mergers and the transformation of institutions of higher
education.
2 Quoted in University of Durban-Westville (UDW) Working Group (2000) HDIs:
Development institutions of the future. Paper presented at the Association of Vice-
Chancellors of Historically-disadvantaged Tertiary Institutions in South Africa
(ASAHDI) Conference on higher education: Imperatives of equity and redress, at the
Sandton Convention Centre, Johannesburg, 19–20 October.
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W I T HIN THE REALM O F P O S S I BILIT Y
viii
Acronyms and abbreviations
ARDRI Agricultural and Rural Development Research Institute
BASA Black Academic Staff Association
BTC Broad Transformation Committee
GGP Gross Geographical Product
HBU historically black university
HDI historically disadvantaged institution
HEI higher education institution
HSRC Human Sciences Research Council
IAG Interim Advisory Group
ICT information and communications technology
ISRDS Integrated Sustainable Rural Development Strategy
IT information technology
Medunsa Medical University of Southern Africa
NP National Party
NPHE National Plan for Higher Education
R&D research and development
RDP Reconstruction and Development Programme
SADC Southern African Development Community
SASO South African Students Organisation
SMMEs small, medium and micro enterprises
SRC Students’ Representative Council
TELP Tertiary Education Linkages Project
UFH University of Fort Hare
UNIN University of the North
Unisa University of South Africa
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1
Introduction
Mokubung Nkomo and Derrick Swartz
So we have a fractured inheritance … and the question we face
is: what do we do with it? One possible answer is that we should
transform historically-black institutions from the educational
dumping grounds that Verwoerd designed them to be, and
make them bastions of the new democratic excellence. This is
not a vision entirely without merit. Whatever the intentions
of the apartheid rulers, the fact is that individual students and
professors – black and white – made, and continue to make,
valuable contributions from these venues that were intended
as dumping grounds. Their contributions cannot simply be
discarded.
1
Recently, a vice-chancellor of a rural-based, historically disadvantaged
institution made the following rather remarkable observation:
One thing that has struck me is that our institution, which has
been in existence for over half a century, has produced some
of the most outstanding leaders in politics, business, culture
and so on. Many of the leaders were South Africans and some
came from as far as Kenya. Yet, when you look at the immediate
environment of the university you would hardly notice its impact,
except in a limited sense. While we can and should take pride in
its remarkable achievements, despite all odds placed before it by
apartheid, it seems shameful, indeed unacceptable, that we have
made limited impact on our immediate surrounds. Something
must be done about this.
2
The question of ‘engagement’, of how universities (and, broadly, higher
education) relate their core mission (teaching, research and ‘public service’) to
society (civil, economic, cultural, political and so on), has become quite topical
1
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W I T HIN THE REALM O F P O S S I BILIT Y
2
in the post-apartheid period. Although university linkages, however defined,
have been a feature of most South African universities even during the pre-
democracy days, very little has been written either conceptually or empirically
on this, specifically in respect to post-apartheid university ‘engagement’
challenges. This question of how the university defines and relates itself to
its environment has become a particularly vital consideration for historically
disadvantaged universities in the post-1990 period as they grapple with new
conditions within a rapidly changing higher education sector.
This book examines the way two such institutions, the University of Fort Hare
(UFH) and the University of the North (UNIN), have defined and expressed
the new politics of ‘engagement’, their attempts to ‘reinvent’ themselves in
order to achieve new meaning in a post-apartheid democracy, their new vision
and mission orientations and ‘development’ strategies, as well as the forms
of engagement they have sought, and their underlying assumptions. In the
case of both UFH and UNIN, institutional change was the result of internal
and external pressures: on the one hand, a rising tide of political pressure
from students, academics and alumni pressing for these two institutions to
find a new meaning and role in a post-apartheid South Africa; on the other
hand, a contradictory combination of changes in higher education policy,
and structural changes in the higher education market that began to exert
themselves on the political economy of institutions. It is hoped that one
contribution this project can offer is a conceptual outline of some key tenets
that could assist other similar institutions to identify new points of departure
for developing strategies for social responsiveness, survival and innovation in
the current national context.
Around the mid-1990s, South Africa’s first democratic government adopted a
series of higher education policy reforms that significantly altered the terrain
of higher education provision, bringing with it a new and less favourable
funding regime, increased competition over students, and growing demands
for greater institutional ‘responsiveness’. Firstly, although the absolute level of
investment in public higher education increased during the first ten years of
democracy, in real terms subsidy levels have declined and, increasingly, have
been pegged to performance on student numbers, throughput, programme
mix and research output. Secondly, abolition of racial restrictions on access
after 1994 meant, in effect, an ‘opening up’ of the market for students – a
move that led to larger numbers of black, particularly black middle-class,
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[...]... in the west to the border of Lesotho and up to the north of the former Transkei bordering on KwaZulu-Natal However, the existence of the Universities of Port Elizabeth and Rhodes might suggest a longer-term catchment area that mainly focuses on the north and east of the province In particular, the areas of the former Ciskei and Transkei bantustans, the poorer parts of the province, provide many of the. .. consist mainly of general agencies, of which there are 51 The total number of employed in the province in 2003 was 789 942, which is growing at the rate of 9.2 per cent per annum However, the growth in employment 19 WITHIN THE REALm OF POSSIBILITy Free download from www.hsrcpress.ac.za opportunities has not been able to match the growth of new entrants (Bhorat 2004) So there is a high level of joblessness,... Bantu Education had the final say in all important matters affecting the running of the university Another Broederbonder, Professor JL Boshoff, became the first rector of UNIN as a university The academic and administrative structures of governance remained virtually the same The perception of the students and black staff, as well as that of the informed black general public, regarding the university was... most industrious metropole on the continent Thus, the province is placed at the centre of the vortex of developing regional, national and international markets The province is one of the poorest yet most populous of all the provinces in South Africa.2 Approximately 12 per cent of South Africa’s population live there, of which 97.2 per cent are black About 89 per cent of the total 16 T H E R E P O S... embraced and expressed within overall development strategies and plans, perhaps suggesting that these are not seen by institutional actors as necessarily in conflict The specific accounts of the experiences of UFH and UNIN (see Chapter 2) indicate different modes of accommodation of each of these imperatives, which are seen as extensions of the core missions of the universities Nonetheless, these accounts... transform the structural dynamics of the economy as a 7 WITHIN THE REALm OF POSSIBILITy whole Within their very limited sphere of influence, universities can begin to contribute to building up the critical social and community capital necessary for new social forces to emerge Free download from www.hsrcpress.ac.za Rural-based universities can also derive their legitimacy, if they need any, from the notion of. .. organisational forms Free download from www.hsrcpress.ac.za In the context of the developmental state in which the newly democratised South Africa finds itself, the role of universities has become important The role of UNIN and UFH in terms of the government’s ISRDS is critical to defining their role in relation to the communities they serve The objectives of the ISRDS include encouraging rural development that... any other form of discrimination (White 1997) Free download from www.hsrcpress.ac.za In August 1994, the BTC (then the Broad Institutional Forum) held a strategic planning workshop at makgobaskloof This historic workshop led to the emergence of conditions for the creation of a shared vision on campus, in the context of which the mission of the university could be collectively developed as part of strategic... only recently become part of their institutional definition In Chapter 5, Seán morrow gives a lucid historiographical account of the origins and development of UFH from the citadels of early colonialism, through the dark apartheid years, the brief homelands period and the awakenings of democracy The chapter vividly traces the university’s relationship with its local context from the very early days when... Africa The rector was Professor EF Potgieter, a leading Broederbond (a secret society of Afrikaner Nationalists) member Students organised against the administration as part of the wider struggles of the time In 1970, UNIN started operating as the University of the North It had five faculties: Economics and Administration, Arts, Education, mathematics and Natural Sciences, and Theology The minister of . especially in the case of
the University of Fort Hare with its inheritance of the East London campus as
a result of the merger process) rather than their racial. Administrator of the University
of the North. Gerry Salole of the Ford Foundation believed in the idea and
authorised the disbursement of funds to make
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