Date: 08/07/2004
Source: Ministry of Education
Title: N Pandor: SASCO conference
ADDRESS BY NALEDI PANDOR, MP, MINISTER OF EDUCATION, AT SOUTH AFRICAN STUDENTS CONGRESS'S (SASCO) NATIONAL POLICY CONFERENCE, "CELEBRATING A DECADE OF DEMOCRACY-BACK TO BASICS", Vaal Triangle University of Technology, 8 July 2004
"Quality Education for All - Challenges for Higher Education"
Secretary-General Malesela Maleka
SASCO members
Introduction
Those of us who have known SASCO since its inception in 1991 celebrate that memory and warmly honour the leadership of that time for the historic contribution they made in defining a student voice and making a definitive impact on higher education in turbulent and critical times.
As delegates know, SASCO was established as non-racial national student organisation with the clear mandate to locate the struggle against apartheid on South African campuses, in student residences, in lecture halls, and in teaching programmes.
One of its characteristics was the pursuit of non-racialism and democracy. The drive for non-sexism was unfortunately not paramount at the time, and this may have contributed to some of its negative features, but non-racism and democracy were and are important drivers in SASCO.
All of you are well aware that SASCO was able to organise and lead on most campuses, and that for many students it was a link between their desire for freedom and their resolve to fight on campus to achieve democracy.
Leaders like David Makhura, Robinson Ramaite, Mfundo Nkuhlu and many others shaped SASCO and gave students in the early 1990s a sense that there could be honour in intellectual pursuit and active struggle for political freedom.
Original features of SASCO
There are a number of features that characterised SASCO at the time and it is these features that must form the base of articulating a potential future direction for the organisation.
First, SASCO clearly understood and expressed the challenges that confronted South Africa, students, higher education and the Mass Democratic Movement.
Second, SASCO knew that the struggle was multi-facetted and so in identifying responses they would look at the financial, the academic, the political and the psychosocial aspects of the issues they addressed.
Third, SASCO was never afraid of coming to grips with the intellectual debates relevant to a society in struggle. It is for this reason that SASCO members formed part of the NEPI process, of the NECC deliberations, and of policy fora across the country.
Fourth, SASCO represented student interest from a rational perspective. The emphasis was on questioning with determination; students were encouraged to accept a rational outcome if one presented itself.
Fifth, many leaders and members accepted the usefulness of theory, and used theoretical perspectives to back up approaches and demands. The whole issue of the concept of the "disadvantaged student' is a case in point. Before many of us challenged this notion, members were asking critical questions about the appropriateness of focusing on individual students and not on the system or on institutions in their entirety.
SASCO's failings
That was SASCO then. I will not give you a sanitised version, because there were many failings too.
First, the earlier reference to blindness on gender equity is a case in point. There were some worrying incidents on some campuses that showed a lack of commitment to non-sexism. Even more troubling at times was evidence that members were prepared to protect each other as males when sexist behaviour was identified and challenged.
A second inadequacy is that it is not clear whether or not the non-racial test has been passed. It is an area that fell away by virtue of circumstance rather than design. This may point to the need to never assume that good principles are self-evident. There is a need to ensure political education and political orientation as a means of organisational renewal and survival.
A third failing may be that success is not always a good teacher. The early strong popularity of SASCO may have lulled the organisation into a false sense of security. It did not continue to scan the environment to seek renewal and contextual relevance. It may have assumed good principles are self-evident and would secure support and so allowed new organisations with different messages and approaches the space to steal away SASCO's support base.
A fourth gap might be the inadequate attention paid to issues of the day, and so an impression has been created among some that the organisation is not engaged on African renewal, on the socio-economic progress of South Africa, on defining a developmental state and on assessing institutional responsiveness to a transforming state.
It is, of course, absolutely unfair to expect SASCO to be active in all these areas, but our knowledge of its history causes us to be ambitious and optimistic for it. It is perhaps enough to say SASCO was relevant and successful then. It remains relevant today and can build firmly on its important role in our struggle for freedom.
The challenges SASCO faces now
What, then, are the issues we face today and how might SASCO play a defining role? The aspirations of President Mbeki, as articulated in the following extract from the NEPAD document, form the backdrop for any attempt at isolating current and future challenges:
Africa, impoverished by slavery, corruption and economic mismanagement is taking off in a difficult situation. However, if her enormous natural and human resources are properly harnessed and utilised, it could lead to equitable and sustainable growth of the continent as well as enhance its rapid integration into the world economy.
This is why our peoples, in spite of the present difficulties, must regain confidence in their genius and their capacity to face obstacles and be involved in the building of the new Africa. The present initiative is an expression of the commitment of Africa's leaders to translate the deep popular will into action.
(paras 52 and 55 of NEPAD).
The period since 1994 has been dominated by the government-led consolidation of a durable democratic and responsive framework of governance. There are many notable achievements and young leaders must begin to give attention to the massive task of ensuring that progress achieved is progress maintained.
The first challenge is the continuing pursuit of the fundamental transformation of higher education to create a responsive, credible and efficient sector.
Transformation is an easy term to use, but a difficult one to explain. It has many meanings in higher education. Most importantly, transformation has to do with the issue of access and the growing presence of black students from non-traditional backgrounds on all our campuses. This access cannot be limited to growth in numbers. Transformation means access to and success in non-traditional disciplines (science, engineering, agriculture, technology). It means redrafting of programmes and curricula to ensure that they respond to the fact that we are in the 21st century and in a world that has declining borders.
Transformation means recognising that we are intellectually active in a developing society in transition to a durable democracy and that such a scenario demands constant theoretical reflection and active scrutiny of the accepted norms and institutions.
Transformation means recognising and acknowledging in academic terms that we are in Africa and have to determine African innovations and Africa relevant solutions. It means a fundamental examination of course structure, course content, course approaches. A changing society requires adaptive intellectuals. Higher education based on 1960s theories and ignorant of Africa is of little use to students of today.
Transformation thrives on participatory approaches to education and to governance. This transformation challenge also faces us in the education department. I have indicated that we are examining and reviewing current models and practices in the NSFAS and we will indicate clear and improved directions soon.
Formative steps in the alteration of higher education have been taken and we believe that the critical steps in what we have begun will lead to significant positive developments in higher education. The unfolding process of mergers is an important phase of the changes that must happen. We will be monitoring and supporting institutions to give effect to our transformation objectives.
The mergers are intended to promote increased national development and the emergence of institutions firmly committed to promoting intellectual progress and development in South Africa.
The second challenge is associated with access - it is the linked challenge of success and quality of outcome. Far too many students exit the system wastefully. We need to arrest this trend. Failure to graduate results from poor application to work on the part of some, but the primary reason is to be found in the fact that our institutions have not made quality of outcome a priority.
It appears poor success rates are not viewed as a national disaster. We intend to give attention to this challenge. We have begun to address it by ensuring that institutions have academic development programmes. Real success will come from effective academic and institutional transformation.
A third challenge is the production of African intellectuals. By this I mean the development of scholars interested in actively pursuing and developing new knowledge about the continent, scholars who realise that Africa desperately needs intellectuals who focus on Africa. We have been subjects of scrutiny by others for too long. We have been defined, described, and explained by others for too long. You need to take on these tasks.
We must find ways of encouraging and supporting those interested in the pursuit of such knowledge. We must nurture South African intellectuals. We have to steer some young scholars away from the pursuit of the big buck into a pursuit of new knowledge. We need scientists in all fields, we need renewed, energised academics and I hope some of you will consider academic careers.
A fourth challenge is to confront the pandemic of AIDS. The situation has become so serious that each of you must make a contribution to addressing it. You should work with communities to educate, raise awareness and provide support where required. Youth as pace setters have to respond seriously to the transformation of values that confront you.
A final challenge is to build strong organisations, with a commitment to the principles of democracy, non-racism and non-sexism, organisations that are conversant with our national struggle for the true liberation of the black people of South Africa. The full freedom of all our people remains elusive. We have with the SASCO of then laid the basis for ensuring full freedom and transformation. The job for the SASCO of now is to strengthen its structures and membership so that it actively pursues this project of change to its logical conclusion, which is the fundamental transformation of South Africa and our higher education practices and institutions.
Close
In closing, let me remind you that as student leaders you must work within institutional governance frameworks and engage on an ongoing basis with councils and managements. You should not expect the Ministry to step into every institution to resolve crises, big or small. Instead, you must endeavour to follow institutional processes to resolve matters. The days of burning barricades must be a thing of the past.
Good governance does not only apply to our higher education institutions. Good governance practice must also inform the way in which you run your own organisation.
I would also urge you to give attention to broadening the base of SASCO itself, especially to ensure greater gender representivity. In addition, I hope that you will address the national question so that SASCO can better reflect the non-racial character of the progressive
Issued by: Ministry of Education
8 July 2004
Source: Department of Education (http://education.pwv.gov.za)
Source: Ministry of Education
Title: N Pandor: SASCO conference
ADDRESS BY NALEDI PANDOR, MP, MINISTER OF EDUCATION, AT SOUTH AFRICAN STUDENTS CONGRESS'S (SASCO) NATIONAL POLICY CONFERENCE, "CELEBRATING A DECADE OF DEMOCRACY-BACK TO BASICS", Vaal Triangle University of Technology, 8 July 2004
"Quality Education for All - Challenges for Higher Education"
Secretary-General Malesela Maleka
SASCO members
Introduction
Those of us who have known SASCO since its inception in 1991 celebrate that memory and warmly honour the leadership of that time for the historic contribution they made in defining a student voice and making a definitive impact on higher education in turbulent and critical times.
As delegates know, SASCO was established as non-racial national student organisation with the clear mandate to locate the struggle against apartheid on South African campuses, in student residences, in lecture halls, and in teaching programmes.
One of its characteristics was the pursuit of non-racialism and democracy. The drive for non-sexism was unfortunately not paramount at the time, and this may have contributed to some of its negative features, but non-racism and democracy were and are important drivers in SASCO.
All of you are well aware that SASCO was able to organise and lead on most campuses, and that for many students it was a link between their desire for freedom and their resolve to fight on campus to achieve democracy.
Leaders like David Makhura, Robinson Ramaite, Mfundo Nkuhlu and many others shaped SASCO and gave students in the early 1990s a sense that there could be honour in intellectual pursuit and active struggle for political freedom.
Original features of SASCO
There are a number of features that characterised SASCO at the time and it is these features that must form the base of articulating a potential future direction for the organisation.
First, SASCO clearly understood and expressed the challenges that confronted South Africa, students, higher education and the Mass Democratic Movement.
Second, SASCO knew that the struggle was multi-facetted and so in identifying responses they would look at the financial, the academic, the political and the psychosocial aspects of the issues they addressed.
Third, SASCO was never afraid of coming to grips with the intellectual debates relevant to a society in struggle. It is for this reason that SASCO members formed part of the NEPI process, of the NECC deliberations, and of policy fora across the country.
Fourth, SASCO represented student interest from a rational perspective. The emphasis was on questioning with determination; students were encouraged to accept a rational outcome if one presented itself.
Fifth, many leaders and members accepted the usefulness of theory, and used theoretical perspectives to back up approaches and demands. The whole issue of the concept of the "disadvantaged student' is a case in point. Before many of us challenged this notion, members were asking critical questions about the appropriateness of focusing on individual students and not on the system or on institutions in their entirety.
SASCO's failings
That was SASCO then. I will not give you a sanitised version, because there were many failings too.
First, the earlier reference to blindness on gender equity is a case in point. There were some worrying incidents on some campuses that showed a lack of commitment to non-sexism. Even more troubling at times was evidence that members were prepared to protect each other as males when sexist behaviour was identified and challenged.
A second inadequacy is that it is not clear whether or not the non-racial test has been passed. It is an area that fell away by virtue of circumstance rather than design. This may point to the need to never assume that good principles are self-evident. There is a need to ensure political education and political orientation as a means of organisational renewal and survival.
A third failing may be that success is not always a good teacher. The early strong popularity of SASCO may have lulled the organisation into a false sense of security. It did not continue to scan the environment to seek renewal and contextual relevance. It may have assumed good principles are self-evident and would secure support and so allowed new organisations with different messages and approaches the space to steal away SASCO's support base.
A fourth gap might be the inadequate attention paid to issues of the day, and so an impression has been created among some that the organisation is not engaged on African renewal, on the socio-economic progress of South Africa, on defining a developmental state and on assessing institutional responsiveness to a transforming state.
It is, of course, absolutely unfair to expect SASCO to be active in all these areas, but our knowledge of its history causes us to be ambitious and optimistic for it. It is perhaps enough to say SASCO was relevant and successful then. It remains relevant today and can build firmly on its important role in our struggle for freedom.
The challenges SASCO faces now
What, then, are the issues we face today and how might SASCO play a defining role? The aspirations of President Mbeki, as articulated in the following extract from the NEPAD document, form the backdrop for any attempt at isolating current and future challenges:
Africa, impoverished by slavery, corruption and economic mismanagement is taking off in a difficult situation. However, if her enormous natural and human resources are properly harnessed and utilised, it could lead to equitable and sustainable growth of the continent as well as enhance its rapid integration into the world economy.
This is why our peoples, in spite of the present difficulties, must regain confidence in their genius and their capacity to face obstacles and be involved in the building of the new Africa. The present initiative is an expression of the commitment of Africa's leaders to translate the deep popular will into action.
(paras 52 and 55 of NEPAD).
The period since 1994 has been dominated by the government-led consolidation of a durable democratic and responsive framework of governance. There are many notable achievements and young leaders must begin to give attention to the massive task of ensuring that progress achieved is progress maintained.
The first challenge is the continuing pursuit of the fundamental transformation of higher education to create a responsive, credible and efficient sector.
Transformation is an easy term to use, but a difficult one to explain. It has many meanings in higher education. Most importantly, transformation has to do with the issue of access and the growing presence of black students from non-traditional backgrounds on all our campuses. This access cannot be limited to growth in numbers. Transformation means access to and success in non-traditional disciplines (science, engineering, agriculture, technology). It means redrafting of programmes and curricula to ensure that they respond to the fact that we are in the 21st century and in a world that has declining borders.
Transformation means recognising that we are intellectually active in a developing society in transition to a durable democracy and that such a scenario demands constant theoretical reflection and active scrutiny of the accepted norms and institutions.
Transformation means recognising and acknowledging in academic terms that we are in Africa and have to determine African innovations and Africa relevant solutions. It means a fundamental examination of course structure, course content, course approaches. A changing society requires adaptive intellectuals. Higher education based on 1960s theories and ignorant of Africa is of little use to students of today.
Transformation thrives on participatory approaches to education and to governance. This transformation challenge also faces us in the education department. I have indicated that we are examining and reviewing current models and practices in the NSFAS and we will indicate clear and improved directions soon.
Formative steps in the alteration of higher education have been taken and we believe that the critical steps in what we have begun will lead to significant positive developments in higher education. The unfolding process of mergers is an important phase of the changes that must happen. We will be monitoring and supporting institutions to give effect to our transformation objectives.
The mergers are intended to promote increased national development and the emergence of institutions firmly committed to promoting intellectual progress and development in South Africa.
The second challenge is associated with access - it is the linked challenge of success and quality of outcome. Far too many students exit the system wastefully. We need to arrest this trend. Failure to graduate results from poor application to work on the part of some, but the primary reason is to be found in the fact that our institutions have not made quality of outcome a priority.
It appears poor success rates are not viewed as a national disaster. We intend to give attention to this challenge. We have begun to address it by ensuring that institutions have academic development programmes. Real success will come from effective academic and institutional transformation.
A third challenge is the production of African intellectuals. By this I mean the development of scholars interested in actively pursuing and developing new knowledge about the continent, scholars who realise that Africa desperately needs intellectuals who focus on Africa. We have been subjects of scrutiny by others for too long. We have been defined, described, and explained by others for too long. You need to take on these tasks.
We must find ways of encouraging and supporting those interested in the pursuit of such knowledge. We must nurture South African intellectuals. We have to steer some young scholars away from the pursuit of the big buck into a pursuit of new knowledge. We need scientists in all fields, we need renewed, energised academics and I hope some of you will consider academic careers.
A fourth challenge is to confront the pandemic of AIDS. The situation has become so serious that each of you must make a contribution to addressing it. You should work with communities to educate, raise awareness and provide support where required. Youth as pace setters have to respond seriously to the transformation of values that confront you.
A final challenge is to build strong organisations, with a commitment to the principles of democracy, non-racism and non-sexism, organisations that are conversant with our national struggle for the true liberation of the black people of South Africa. The full freedom of all our people remains elusive. We have with the SASCO of then laid the basis for ensuring full freedom and transformation. The job for the SASCO of now is to strengthen its structures and membership so that it actively pursues this project of change to its logical conclusion, which is the fundamental transformation of South Africa and our higher education practices and institutions.
Close
In closing, let me remind you that as student leaders you must work within institutional governance frameworks and engage on an ongoing basis with councils and managements. You should not expect the Ministry to step into every institution to resolve crises, big or small. Instead, you must endeavour to follow institutional processes to resolve matters. The days of burning barricades must be a thing of the past.
Good governance does not only apply to our higher education institutions. Good governance practice must also inform the way in which you run your own organisation.
I would also urge you to give attention to broadening the base of SASCO itself, especially to ensure greater gender representivity. In addition, I hope that you will address the national question so that SASCO can better reflect the non-racial character of the progressive
Issued by: Ministry of Education
8 July 2004
Source: Department of Education (http://education.pwv.gov.za)
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