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12 May 2020 | Story Prof Francis Petersen | Photo Sonia Small
Prof Francis Petersen.

In a rapidly changing, uncertain and complex world, the role that universities are playing as the engines of social mobility, as drivers of the economy and as generators of new ideas, is now more critical than ever.  Due to the universal nature of knowledge, universities are global in scope – a space that encourages new ideas, controversy, inquiry, and argument and challenges orthodox views, but they are also deeply entrenched in their local environment, influenced by socio-economic and political dynamics.  There is an expectation that universities should exhibit great levels of responsiveness and public accountability, with higher levels of trust in higher education, and between higher education and government, and higher education and the public.  The challenge for both higher education and government is to allow institutional autonomy without oppressive accountability.  

Over the past few years, the purpose of universities has been challenged in relation to their role in society, their advocacy for speaking truth to power, their continuous strive to be great universities without being elitist, and their ability to function in an age of populism. The Trump administration and, more recently, Brexit have demonstrated that there is a decline in the respect for evidence and advice from subject-specific experts.  It seems (as in the case of the Trump administration) as if empirical reality does not matter, nor does empirical reasoning form the basis of public policy – a political place that is becoming increasingly anti-intellectual.  Emotion and personal belief have been shown to carry more weight than objective facts and evidence in terms of influencing public opinion.  Fake news and ‘the alternative truth’ have also challenged the fundamental principles of a university – academic freedom and the generation of new knowledge in the pursuit of truth.

A digitally unequal society
The COVID-19 pandemic has shown deep fault lines in our society – stark poverty and inequality – that universities should engage with (and they do); however, they cannot eliminate it on their own, but can be part of the solution.  South Africa is the most unequal society in the world.  Before the COVID-19 pandemic, the South African economy was already in deep trouble, with sovereign downgrades by all the rating agencies and with an unemployment rate close to 30%.   The national lockdown, in an attempt to ‘flatten the infection curve’ and hence manage the response of the national health system to COVID-19 cases, has added to the pressure on the economy.  It is envisaged that a large number of people (estimated between 3 and 7 million South Africans) will lose their jobs after the national lockdown period, adding to poverty and an already high unemployment rate.  Even during the lockdown period, there are many South Africans living in crowded spaces, hence finding it difficult to practise social distancing, may not have running water and proper sanitation, and possibly do not have regular access to food.  

As schools and the post-school education and training sectors move online with their learning, it further shows how digitally unequal our society really is – access to connectivity, data, and an appropriate digital device is a challenge, and electricity is not evenly distributed or is non-existent in our society.  These institutions, within the environment of digital inequality, are ensuring that digital equity is maintained as far as possible.  Many churches, business leaders, and certain politicians have called for a different social pact between business, labour, and government to address the state of the economy – any such action, however, must be supplemented by concrete measures for social reform.

Regaining trust in universities
But perhaps this pandemic has also created an opportunity for science and evidence to regain credibility in informing government decisions and public trust, and for universities to demonstrate respect for evidence. During the initial stages (early March) of COVID-19 in South Africa, the epidemiologists and virologists have shown through confirmed data from the National Institute of Communicable Diseases (NICD) that South Africa was in the early phase of the infection curve – also interpreted to be the relatively low-risk phase of the curve; this would be the right time to apply the principle of social distancing.  It allowed certain organisations (such as universities) to pro-actively suspend part of their activities so as to minimise the number of people in their operational environment, well before the national lockdown was announced on 26 March – a decision based on science.

Through data and proper analyses, the NICD, other scientific bodies and the Ministerial Advisory Committee on COVID-19 provided evidence-based information to government and the public, from which meaningful decisions could be taken.  The South African government has made it perfectly clear that decisions around COVID-19 will be made based on the science associated with this pandemic – a stance to be applauded.  Hence, the risk-adjusted approach of ‘opening up’ the economy through easing the lockdown measures but constantly monitoring the infection curve is an excellent example of risk management while continuously assessing the risks.

Universities, science laboratories, and pharmaceutical companies around the globe are hard at work to develop an effective vaccine for COVID-19, which is another opportunity to demonstrate how science can assist in protecting people from this terrible virus. Universities are making advances in personal protective equipment (PPE), the development of new technologies for non-ICU provision of oxygen to COVID-19 patients, more advanced methods of testing (for the virus) to reduce turnaround times, and various other scientific studies.  

This platform is giving universities a renewed impetus to use science and scientific developments to advance societal agendas such as climate change, poverty and inequality, public health and social justice (ethics of care) – and more immediate – assisting in re-building a strong South African economy.  It is an opportunity for the public and politicians to regain trust in universities, but it is also an opportunity for universities to profile their public intellectuals so that the value of science and evidence-based output is part of policy debates and informed decision-making.  However, in doing so, universities must strengthen their relationship with society at large, be inquiry-driven, and at the same time be learning and co-creating.

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

News Archive

Prof Loyiso Jita appointed as UFS Dean of Education
2017-11-22

 Description: Prof Melanie Walker, Research chair into Higher Education gets boost for five more years Tags: Prof Melanie Walker, Research chair into Higher Education gets boost for five more years

Prof Loyiso Jita, UFS Dean of Education
Photo: Johan Roux

The Council of the University of the Free State (UFS) has approved the appointment of Prof Loyiso Jita as Dean of Education during its quarterly meeting held on the Bloemfontein Campus on 17 November 2017.

“Prof Jita has a strong academic background and a good understanding of the higher-education sector. I look forward to working with him and to realise the vision of the university as a research-led, student-centred and regionally engaged university that contributes to development and social justice through the production of globally competitive graduates and knowledge,” says Prof Francis Petersen, UFS Rector and Vice-Chancellor.

“It is indeed a privilege for me to lead a team of committed teachers and researchers in the faculty, providing excellent service to our undergraduate and postgraduate students. I thank the Council and executive management for their trust in me,” says Prof Jita.

In January 2017, Prof Jita was appointed as the Acting Dean of the Faculty of Education at the UFS. He will assume the position of Dean of the Faculty of Education on 1 December 2017.

Prof Jita began his career as a Science and Mathematics teacher, after graduating from Wits University in 1988. He later took up a lectureship position at the University of Zululand, where he was awarded a Fulbright scholarship to read for a PhD at Michigan State University in the USA. In the mid-1990s, he worked as a policy researcher at the University of KwaZulu-Natal where he, among others, helped to compile the submission on the Violation of Educational Rights of South Africans during apartheid, to the Truth and Reconciliation Commission (TRC).

He joined the University of Pretoria (UP) in 2001, after returning from a post-doctoral fellowship at the Northwestern University in Chicago, and was later appointed Director of the Joint Centre for Science, Mathematics and Technology Education (JCSMTE). He left the UP in 2008 for an appointment as an associate professor at the University of South Africa (Unisa), where he later became the inaugural Director of the School of Education. In 2011, he became a full professor and was appointed as the acting Deputy Executive Dean in the College of Human Sciences at Unisa.

In 2012, he joined the UFS as Research Professor in the School of Mathematics, Natural Sciences, and Technology Education. In November 2014, he was appointed as the SANRAL Chair for Science and Mathematics Education. Professor Jita has published many articles on instructional leadership, teacher development and change, Science and Mathematics education, and has presented over 50 papers at local and international conferences. He has also supervised to completion more than 37 master’s and PhD graduates, and is currently the editor-in-chief for the accredited journal, Perspectives in Education (PIE).

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