Thirty years into democracy South African (SA) Universities find themselves entangled in the complex historical legacies and systemic inequalities bred by apartheid. This paper presents and analyses transformation progress and trends regarding the state of HE in SA in the 30 years of democracy, focusing on unresolved inequities in access and success of previously disadvantaged students and staff. A descriptive evaluative research methodology is adopted to analyse data from scholarly literature sources and official annual reports of universities and accredited legislative organisations responsible for quality of HE in SA. Post-1994, the SA HE policy aimed to establish a single, coherent, well-coordinated system planned, governed, and funded at national level to enable Government to overcome the fragmentation, inequality, and inefficiencies, while meeting the goals of reconstruction and development. Whilst significant progress is evident in some areas, for example, enrolments of black African students improved from 40% in 1993 to 77 % in 2021, participation rate remains low with 25% to 30% of students dropping out of university. Black women are severely underrepresented in senior academic and leadership positions. Only five of the 26 SA universities are led by women Vice-Chancellors. In 2015, there were only 43 black female professors out of 552 female professors in the country, relegating black staff to positions that wield less power and wealth. Significant efforts are required to establish a truly transformed and equitable system. Staff agency, enabling environment, supportive culture, and review of policies by Government and Universities are imperative.

Authors:
Mabokang Liteboho Ednah Monnapula-Mapesela, Rhodes University, South Africa

About the Presenter(s)
Prof 'Mabokang Monnapula-Mapesela is currently the Deputy Vice-Chancellor: Academic and Student Affairs at Rhodes University, Makhanda, Eastern Cape, South Africa.

See this presentation on the full schedule – Sunday Schedule

Bookmark