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23 April 2020 | Story Prof Francis Petersen | Photo Sonia Small

The COVID-19 pandemic has created profound disruptions in our economy and society.  Due to the challenges of this pandemic, most universities have decided to move from face-to-face classes to online teaching (more accurately defined as emergency remote teaching and learning) so as to complete the 2020 academic year, and to prevent the spread of the virus.

Online learning vs emergency teaching and learning
Online learning is the result of careful instructional design and planning, using a systematic model for design and development.  With remote emergency teaching and learning, this careful design process is absent.  Careful planning for online learning includes not just identifying the content to be covered, but also how to support the type of interactions that are important to the learning process.  Planning, preparation, and development time for a fully online university course typically takes six to nine months before the course is delivered.

Emergency teaching and learning is a temporary shift of instructional delivery to an alternative delivery mode due to crisis conditions.  Hence, one cannot equate emergency remote teaching and learning with online learning, nor should one compare emergency remote teaching and learning with face-to-face teaching. What is crucial is the quality of the mode of delivery, and although assessment methodologies will differ between face-to-face teaching and remote teaching and learning, the quality of the learning outcomes should be comparable.

Funding to universities 
The financial model used in a South African (residential) university consists of three main income sources: (i) the state or government through a subsidy (the so-called ‘block grant’), (ii) tuition fees, and (iii) third-stream income (which is mainly a cost-recovery component from contract research, donations, and interest on university investments). The National Student Financial Aid Scheme (NSFAS) contributes to the tuition fees through a Department of Higher Education, Science and Innovation Bursary Scheme, providing fully subsidised free higher education and training for poor and working-class South Africans (recipients will typically be students from households with a combined income less than R350 k per annum).  

The negative impact of COVID-19 on the income drivers of the university can, and probably will, be severe.  Although the subsidy from the state or government can be ‘protected’ for a cycle of two to three years through the National Treasury, the pressure on income derived from tuition fees (that component which is not funded through NSFAS) will be increasing, as households would have been affected by the nationwide lockdown and with the economy in deep recession, a significant number of jobs would have been lost. The economic downturn, due to both COVID19 and a sovereign downgrade by all rating agencies, has already negatively impacted local financial markets as well as the global economy. The multiplier effect of this would be that the value of investments and endowments decreases (at the time of writing the JSE was still 20% down compared to the previous year), and philanthropic organisations and foundations will most probably reduce or even terminate ‘givings’ to universities.

Industry, private sector, and commerce will re-assess their funding to universities, whether for research or bursary support.  Overall, it is possible that the income sources for universities can be affected negatively in the short term, but it will definitely have longer-term implications on the financial sustainability of universities.  In this regard, it would be important for universities to perform scenario planning on the long-term impact of COVID-19 on the financial position of the university, and to adjust their strategic plans accordingly.

By Prof Francis Petersen is Rector and Vice-Chancellor of the University of the Free State.
 

News Archive

Is Al-Qaeda operating in South Africa?
2014-09-29

 
Our Department of Political Studies and Governance recently hosted a seminar with investigative journalist De Wet Potgieter – author of the book, ‘Black Widow White Widow’.During the seminar, Potgieter reflected on the research he has conducted for the book, revealing the unsettling presence of Al-Qaeda in South Africa.

The ‘White Widow’ in the book’s title refers to Samantha Lewthwaite, a British woman who was found in South Africa with a fraudulent passport. She was later linked to the Westgate shopping mall attack which took place in Nairobi, Kenya on 21 September 2013. In this mass shooting at least 67 people died and over 175 people were wounded. The Islamist group al-Shabaab – which is also linked to Al-Qaeda – claimed responsibility for the incident.

In contrast, the ‘Black Widow’ is the disclosed identity of an Afrikaans-speaking self-styled spy, who after being widowed became a counter-terrorist operative.

Potgieter’s book divulges details of Al-Qaeda paramilitary and urban warfare training on a secluded farm in the Little Karoo and reveals details of the support they receive from various local extremist groups. Potgieter’s investigation spans across two years and suggests possible future attacks from, or on, South African soil.

“South Africa plays a role in the bigger picture for Al-Qaeda Islamic terrorism,” Potgieter said. “For instance, the Navy Seal team who killed Bin Laden found reports pointing to active Al-Qaeda/Islamist presence in South Africa. South Africans need to know we are under siege by a small, well-trained Al Qaeda terrorist cell. Yet, operations – of which I know, but cannot disclose much – are also underway to contain these matters,” Potgieter added.

Potgieter’s sources suggest that Al-Qaeda has been active in South Africa since the 2010 FIFA World Cup already. The South African government seems to turn a blind eye, though, despite CIA and MI6 requests and enquiries on the matter.


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