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29 May 2019 | Story Valentino Ndaba | Photo Pexels
Prof Melanie Walker
Fostering human capabilities in universities may potentially transform education, says Prof Melanie Walker.
Education is at the centre of human life, and has the potential to be a crucial support for democratic life. Prof Melanie Walker’s recent research paper strikes a balance in dealing with people, education and the implications for democracy through the lens of human capabilities theory and practice and her own research.

People and papers

In her capacity as the SARChI Chair in the Higher Education and Human Development Research Programme at the University of the Free State (UFS), Prof Walker recently published a paper titled: Defending the Need for a Foundational Epistemic Capability in Education. It appeared in the special issue of the Journal of Human Development and Capabilities in honour of renowned Nobel Laureate Amartya Sen’s 85th birthday.

Nurturing epistemic justice

Within the context of existing literature such as that of Sen’s concern with the value of education on the one hand, and public reasoning on the other, Prof Walker argues for a foundational epistemic capability to shape the formal education landscape – as well as quality in education – by fostering inclusive public reasoning (including critical thinking) in all students. It would contribute to what Sen calls the ‘protective power of democracy’ and shared democratic rights, which, he argues, are strongly missed when most needed.

“Sen’s approach asks us to build democratic practices in our university and in our society in ways which create capabilities for everyone. If our students learn public reasoning in all sorts of spaces in university, including the pedagogical, they may carry this into and back to society,” she said.

Educating for equality

Empowering society and fighting for justice are some of the crucial contributions made possible through fostering the epistemic capability of all students. “The capability requires that each student is recognised as both a knower and teller, a receiver and a contributor in critical meaning and knowledge, and an epistemic agent in processes of learning and critical thinking,” states Prof Walker.

In a young democracy like South Africa’s, inclusive public reasoning becomes all the more essential in order to achieve equality, uphold rights and sustain democracy as enshrined in the constitution, thereby improving people’s lives. 

News Archive

Accreditation status of the UFS School of Medicine
2016-06-14

This communication is a factual correction of the misinformation and accompanying hysteria that appeared in a local newspaper this past week on the accreditation status of programmes in the Faculty of Health Sciences’ School of Medicine. Here are the facts:
 
1. The flagship programme of the School of Medicine, the MB ChB, was fully accredited by the Health Professions Council of South Africa (HPCSA) through the year 2020. This is the maximum accreditation status that any programme can achieve, and the UFS leadership is extremely pleased with this outcome, as it expresses confidence in the work done by our academics in the School of Medicine. Not only was the basic medical training for new doctors fully accredited, the HPSCA approved an increase in the number of trainee doctors from 140 to 160, and also approved additional training sites in Trompsburg and Kimberley.
 
2. The honours programmes of the School of Medicine received full accreditation as well.
 
3. All the master’s degree programmes in the School of Medicine also received accreditation. The UFS is especially pleased with the significant improvements in the Department of Cardiology, which now has a full complement of staff under the leadership of the highly regarded cardiologist, Prof Makoali Makotoko.
 
4. Four master’s programmes received provisional accreditation, which means that (a) these programmes continue to be taught and (b) outstanding issues, such as inadequate staffing, must be fixed. It does not mean that these programmes will be or are likely to be discontinued.
 
5. It is a fact that staff retire or resign in all schools and departments of any university. It is also true that these departures offer opportunities to bring new academic and professional staff into the UFS. In fact, for the first time virtually every department in the School of Medicine now has a full-time Head of Department and 46 new staff were appointed since January 2015.
 
6. The main employer of academic staff in the School of Medicine is the provincial Department of Health (DoH), and the UFS works very closely and persistently with the Free State DoH to ensure that vacant posts are filled.
 
7. The attacks on the integrity of the outgoing Head of the School of Medicine were malicious. Prof Alan St Clair Gibson did not resign ‘overnight’; his departure has nothing to do with the accreditation status of the School – in fact, he can be proud of this achievement; and he effectively takes up a promotion post in New Zealand as academic Dean at the University of Waikato. Prof St Clair Gibson will be remembered for his leadership in transformation, especially regarding staff and student equity in the School of Medicine, and for securing our programme accreditation. For this, the university is deeply grateful.

Released by:
Lacea Loader (Director: Communication and Brand Management)
Telephone: +27(0)51 401 2584 | +27(0)83 645 2454
Email: news@ufs.ac.za | loaderl@ufs.ac.za
Fax: +27(0)51 444 6393

 

 



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