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Prof Stef Coetzee, former Rector and Vice-Chancellor of the University of the Free State (UFS), passed away in the Mediclinic Cape Gate on Saturday 27 October 2018.
Prof Coetzee assumed duty as the 11th Rector and Vice-Chancellor of the UFS on 1 April 1997. He will be remembered for his drive to promote transformation at the UFS. During his time as Rector and Vice-Chancellor, he initiated a revitalisation process (turnaround strategy) which was ultimately finalised by his successor, Prof Frederick Fourie.
Among others, he established a Broad Transformation Forum (BTF) and transformation office to draft a new political framework for the UFS. He strived to manage the university as a business enterprise and was focused on developing the academy in an entrepreneurial manner. His legacy includes the establishment of the BTF, the revitalisation process (turnaround strategy), academic revitalisation, growing student numbers, and increased research outputs. He stepped down as Rector at the end of 2002.
“The turnaround strategy initiated by Prof Coetzee during his term as Rector and Vice-Chancellor is still evident today in the management approach of the UFS. On behalf of the executive management and the university community, I wish his family, relatives, and former colleagues all the best during this difficult and sad time. I hope that they will find comfort in his significant contribution to various sectors in the country – especially at the UFS,” said Prof Francis Petersen, Rector and Vice-Chancellor of the UFS.
Prof Stef Coetzee obtained his MA degree in Economics at Stellenbosch University in 1973, and a DPhil in Development Economics at the University of the Free State (UFS) in 1980. He is a former Executive Officer of the Afrikaanse Handelsinstituut and was also associated with Unisa and the North-West University.
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Education is the key to the unification of black and white masses of South Africa
2015-11-13
From left are Dr Victor Teise (Head of School of Higher Education), Dr Mafu Rakometsi (CEO of UMALUSI), and Prof Sechaba Mahlomaholo (Dean of Faculty of Education).
Photo: Valentino Ndaba
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In view of the divisive nature South Africa’s (SA) schooling system during the pre-1994 period, education appears to be one of the most potent unifying mechanisms of the democratic dispensation. With the elimination of Bantu education and the subsequent gain of access to basic and higher education by the historically-disadvantaged of this country, the schooling system is said to be building and reconstructing bridges which were burnt by the apartheid administration.
This opinion was shared by Dr Mafu Rakometsi, Chief Executive Officer (CEO) of UMALUSI – the Council for Quality Assurance in General and Further Education and Training. Dr Rakometsi, a University of the Free State alumnus, presented a guest lecture titled: “Educational transformation in South Africa – lessons for the future” on Thursday 5 November 2015 at the Bloemfontein Campus.
The discussion of salient matters regarding education and transformation was hosted by the Faculty of Education in collaboration with Institutional Advancement: Alumni.
According to Dr Rakometsi, the transformation of education in SA can be viewed in the same light as that of government; where the nationalist policy was succeeded by democracy. “Education promoted the agenda of ensuring that there was no integration of the South African population,” he said of the past.
“Simply put, in SA, the black person was denied, and deprived of, human rights,” he added. Nonetheless, the declaration of human rights as enshrined in our constitution, and the conviction held by lobby groups, such as the Black Sash, that the young should seek and receive education led to transformation within the education sector.
Although that transformation has been accomplished, poverty continues to hinder access to education. Approximately 80% of the black students in higher education are from poor families, meaning that their parents are unable to fund the completion of their studies. Financial exclusion then translates to social exclusion, which relegates these underprivileged students into narrow enclaves. This results in a counter-transformation situation as a consequence.