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South Africa’s traumatic history of human rights neglect and abuse is a painful reminder of what can go wrong in the absence of a general respect for and protection of the fundamental rights and freedoms of every citizen. But the mere fact that we now have a Bill of Rights enshrined in one of the most progressive constitutions in the world is not enough to ensure a society based on fairness and equality. There must be a prevailing culture of human rights respect, observance, and protection that guides our attitudes and actions. What we have instead is a political and social landscape abounding with alarming instances of elected leaders embroiled in scandal and corruption, revealing selfish motives and a disregard for the common good. These are often individuals with impeccable academic credentials, but who end up either revealing a disappointing lack of integrity or losing their moral compass somewhere along the way.

Mandate of universities

As universities, our mandate extends beyond just equipping graduates with academic qualifications and skills.  We are not merely churning out competent professionals for the job market; we are shaping responsible citizens with a social conscience, who should be active agents in generating positive change. It is vital that our graduates’ vision extends beyond a narrow view or self-interest to a wider societal-focused view – which will ultimately see them become ethical-responsible leaders and advocates for fairness, respect, and long-term sustainability – in whatever career they pursue.

It is essential that universities prioritise the holistic and not just academic development of our students. This includes embedding human rights principles in our teaching methodologies, our programme content, and our institutional policies. Students need to learn about all the ethical considerations that inevitably form part of their specific discipline. But they also need to experience the observance of human rights in the way a university is managed, the way it approaches teaching and learning, and the way it conducts ethical research.

Knowing our student populations

In addition to this, we as university leaders need to have a keen insight into who makes up our student population and be cognisant of the unique challenges they face. In South Africa, we have to deal with the sobering reality that many of our students come from fragmented households, often with limited exposure to good role models in general – and good male role models in particular. A lack of exposure to moral and family values in their formative years can have far-reaching consequences on how they ultimately view the world and other people. Among the disturbing potential outflows of this is gender-based violence – a phenomenon that still has an unacceptably high prevalence on our university campuses. Of course – policies, policing, and proper processes need to be in place at universities to address gender-based violence. But we also need to focus on the root of the problem, which is often found in archaic and skewed perceptions of gender roles and male superiority. As thought leaders and social guardians, universities need to challenge these outdated ideas by stimulating innovative thinking and offering opportunities for dialogue and discussion.

Universities as catalysts for innovative thinking

Innovation is so much more than simply coming up with something that no-one else has thought of. It is also about sustained improvement, about applying knowledge in different contexts, and finding solutions that benefit more people. In short: innovation is all about progress. And progress should always be measured against increased societal impact. To achieve real progress, we need to stimulate critical thinking skills in our students, which includes the ethical application of their knowledge. Therefore, universities should be spaces for vibrant discourse, allowing the challenging of archaic ideas that stand in the way of progress. But important to do so in an atmosphere of tolerance and respect – focusing on the principle and not the person. Therefore continuously renewing our curricula where needed, incorporating human rights principles and fostering a culture of awareness and responsibility, is essential.

Building value-driven Institutions

Universities should focus on instilling a sense of respect in our campus communities for the values that underscore our institutional operations and decision-making processes. At the University of the Free State, our institutional value of Social Justice leads us to continuously seek ways to advance human dignity through ethical and transparent institutional responsiveness. We interpret social justice within the South African context to entail an emphasis on inclusiveness, the reduction of inequality, and the creation of opportunities and pathways out of poverty and dispossession. Our commitment to human rights is reflected in our elevation of the value of Care. This means that we are committed to creating circumstances that are not only conducive to high-quality teaching, learning, and scholarship, but doing this in ways that emphasise the happiness and well-being of our university community. In essence, we seek a new citizenship and new ways of belonging to the UFS that are premised on respect, inclusivity, listening, and empathy.

In light of this, our aim is not only to transfer knowledge, but to do so in an environment where everyone experiences acceptance and a sense of belonging, and where the names, spaces, and daily practices on our campuses all reflect a culture of equity, inclusion, and respect. 

Universal access and design

An essential component of establishing a human rights culture on our university campuses is to embrace the principles of universal access and universal design to make facilities and programme content accessible to students with differently abled and learning challenges. This encompasses the creation of accessible spaces and the improvement of support services.  But it also entails the creation of awareness and respect among the entire university community. Attitudinal obstacles should be fought as fiercely as the physical obstacles that stand in the way of full integration of all students – regardless of the nature of being differently abled.

Focusing on societal impact

Universities do not produce knowledge as an end in itself. Our envisaged outcome of our research and teaching and learning is to benefit society, bringing about positive change with a focus on sustainability. At the University of the Free State, the lens through which we view the measure of our societal impact is the United Nations Sustainable Development Goals. These have a set of unalienable human rights principles at its core, such as the right to life, the right to work and education, and the right to human dignity. By making societal impact our primary concern, human rights observance automatically falls within the ambit of our focus.

Being student-centred institutions

Students should always be at the centre of what we do. As student-centred institutions, we are continuously promoting learning experiences, academic support strategies, and other forms of assistance that respond to the various needs, aspirations, and social backgrounds of our diverse student communities. It also means equipping students with the requisite human rights knowledge and skills to become agents of change. One of the ways in which we do this at the University of the Free State is through our Peer Support Programme.  In this programme, senior students assist first-years towards academic success and personal development. One of the ways this is done is by raising awareness and facilitating discussions around human rights issues.  We also have a Human Rights Ambassadors Programme, where students use events such as poetry performances, debates, and awareness campaigns to inspire a culture of human rights in their residences.

Adopting practices and initiatives that create a human rights culture on our campuses enables us to send graduates into the world who can truly make a difference in their workplaces, communities, and homes. It helps us to create leaders with moral compasses firmly in place – who not only serve themselves and the economy, but humanity itself.