University of Stellenbosch; South Africa

The Transformation of South Africa′s University System

by

 Franziska Pfund

TABLE OF CONTENTS

1. Introduction 1

2. South Africa′s Universities under Apartheid 1

2.1. The apartheid heritage 1
2.2. Role of the state 2

3. The Transformation 4

3.1. The new democratic policy 4
3.2. Increased Access for Disadvantaged Students 5
3.3. The language debate 8
3.4. Affirmative action staffing policies 9

4. Challenges and Future Perspectives 11

4.1. Distance learning 11

4.2. Influences on access policies 12
4.2.1. International influences 12
4.2.2. Social influences 13
4.2.3. Economic influences 13

4.3. A multi-dimensional view of diversity 14

5. Conclusion 16

6. References 17

1. Introduction

In South Africa the transformation of higher education is part of the broad political and socio-economic transition to democracy characterising the country and its people. The transformation of higher education is not only a comprehensive process, but also a radical one. Furthermore, it is a precipitous process - almost daily are shifts of emphasis and new issues which dominate the higher education debate.

In the second chapter this paper will give an insight in the South Africa′s system of higher education during apartheid with a special focus on the role that the state played , as this makes clear the reason for any transformation.

When discussing the transformation of South Africa′s higher education system, the first item of business involves changing the racial complexion of university student and staff profiles. Therefore it is necessary to discuss access policies for students and affirmative action programmes concerning staff policies.

In the fourth chapter future perspectives, such as distance learning programmes, and challenges will be considered that universities in South Africa are facing nowadays. The centre of attention are the miscellaneous influences on the higher education system. Finally, this paper will make clear the importance for South African higher education institutions to develop a multi-dimensional view of diversity.

2. South Africa′s Universities under Apartheid

2.1. The apartheid heritage

Education represented a key ideological element of the apartheid project. All aspects of learning were racially compartmentalized with Verwoerd′s 1960 imprimatur that Africans in the officially designated white areas should not be afforded education beyond the level of rendering ′certain forms of labour′ to the white economy, depicting the apotheosis of racism in the educational field (Schmidt, 1996).

The higher education dimension of apartheid took the form of creating racially and ethnically separate and unequal universities starting in the 1960s, a development which was apposed by the four existing English medium institutions (Cape Town, Witwatersrand, Natal and Rhodes) and welcomed by leading figures at the Afrikaans universities. The following universities came into existence in terms of this apartheid framework (Hugo, 1998): University of the North (1960), University of Zululand (1960), University of the Western Cape (1960), University of Durban-Westville (1960), Medical University of South Africa (1960) and Vista University (1982). In tandem with these developments the ′independent homeland′ state lets each established their own university: The University of the Transkei (1997); the University of Fort Hare, alma mater to so many luminary African leaders, which had been in existence since 1916 was located within the boundaries of the Ciskei ′homelands′; the University of Bophuthatswana (1980) - in 1995 renamed the University of the North West; and the University of Venda (1982).

At time of apartheid the 36 institutions (21 universities and 15 technikons) did not develop rationally, but they developed only to serve ethnic and racial needs as part of apartheid (Vergnani, 1998).
The universities were headed by government appointed white vice-chancellors and had white councils, white senates and separate advisory black councils and senates. All aspects of campus life were racially segregated, including catering and toilet facilities. Racially unequal salary scales and fringe benefits also applied. Black and white colleagues in the same department even used separate tea-rooms (Dlamini, 1995).

2.2. Role of the state 

Because of the centrality of the state to apartheid, it is important to focus on the role of the state in university affairs. During the apartheid years, the polity was largely state driven and access to the state apparatus was indispensable to the exercise of power. As far as universities are concerned, it was the state that was primarily responsible for shaping and maintaining the apartheid educational system (Davies, 1996).

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