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25 May 2020 | Story Dr Munyaradzi Mushonga | Photo Supplied
Dr Munyaradzi Mushonga

As we virtually celebrate Africa Month in 2020, it is worth reflecting on the journey of the African university as a reminder of where we are coming from, where we are today, and where we are going. The emergence and development of university education in Africa can be conceptualised in four distinct phases, namely the pre-colonial university (before 1900), the colonial university (1900-c.1960), the developmental (post-colonial) university (1961-c.1980), and the market (entrepreneurial)/crisis-era university (1980-present). If we follow this scheme, with the Coronavirus and COVID-19 in our midst, the African university is entering the fifth phase. Just a week into the pandemic, African universities were already experimenting with various online learning and teaching approaches to keep the academic programme afloat, away from the walled university. 

Higher education on the African continent long antedates the establishment of Western-style universities in the 19th century and is traceable to the 3rd century BC. The oldest university still in existence is Al-Azhar in Egypt, founded in 969 AD. It is regarded as one of the leading Islamic HE institutions in the world today. Not only did the idea of higher learning begin in Africa, but the spread of universities into “Western Europe was mainly through the traffic of knowledge and ideas that flowed across the Strait of Gibraltar from North Africa” (Tisani, 2005:2). 

Colonial universities were a product of the European colonisation of Africa and most of these emerged after the Second World War. Their mandate was to reorient European colonies through the idea of ‘colonial development’ as well as to “cultivate and sustain indigenous elites” moulded along European traditions; elites that would be crucial in maintaining links with the former colonial powers after the departure of the physical empire from Africa (Munene, 2010:400). Thus, colonial universities were among the major instruments and vehicles of cultural westernisation and assimilation, bent on removing the hard disk of previous African knowledge and memory, and downloading into it a software of European memory. Today, the continent remains dominated by universities shaped by the logics of colonialism. It is this resilient colonial university that decoloniality seeks to disrupt and to plant in its place an African university steeped in epistemologies of the Global South. 

Following the retreat of the physical empire, African states established development-orientated universities. It was readily accepted that HE was capable of contributing to the social, cultural, and economic development of Africa. As such, many universities were initially generously funded and supported by the state. However, this commitment only lasted for about a decade or so. The ‘independence’ university was overly concerned with first – ‘Africanising’ the public service, and second – with the anti-colonialist aspiration of taking over and ‘Africanising’ positions within the institution. The more nationalism turned into a state project, the more pressure there was on the developmentalist university to implement a state-determined and state-driven agenda, and the more this happened, “the more critical thought was taken as subversive of the national project” (Mamdani, 2008). Resultantly, the university lost its original mandate and the international policy environment did not help matters, as the World Bank and the International Monetary Fund suggested that ‘Africa did not need university education’ and called for the privatisation of public universities. 

The fate of the ‘developmental university’ was sealed in 1990 when the World Conference on Education for All prioritised elementary education. The increasing frustration with the perceived failure of the ‘developmental university’ on the one hand, and changed Western priorities and the inevitable influence of Western aid and Western academic organisations on the other hand, gave rise to the market (entrepreneurial)/crisis-era university. Since the structural adjustment programmes of the 1980s, many African universities have been under pressure to liberalise, following the retreat of the state in the provision of education. This led to various forms of disputes and contestations (#FeesMustFall is one of them) – contestations centred on the meaning, purpose, and mission of an African university (Zeleza and Olukoshi, 2004:1) in a fast decolonising yet liberalising environment. 

Today, with the Coronavirus and COVID-19 in our midst, one thing is certain – the pandemic will have a lasting impact on all national institutions, the African university included. It is not possible to predict the kind of university that might emerge both during and beyond the pandemic. However, the following questions might help us imagine such a university. What kind of university do we have (now/today)? What kind of university do we want? What kind of university do we need? What kind of university can we afford? These are transhistorical questions that have informed all previous versions of the university. Clearly, the COVID-19 pandemic is sure to give birth to another crisis-era university. While such a university will be dictated by the prevailing socio-economic and socio-political ideologies and landscapes shaped by the pandemic, we should also refuse to allow the pandemic to define such a university for us. The COVID-19 pandemic should only be used as a stage for a ‘great leap’ forward. The pandemic offers the African university a fresh start. Yet, we must, as some Kovsies have already cautioned, guard against the temptation to respond to crises in particularist and isolationist fashions. It is time to overcome. It is time to unite. It is time to grab the bull by the horns. It is time for Africa’s place in the sun. #ONEAFRICA.  

This article was written by Dr Munyaradzi Mushonga, Programme Director: Africa Studies, Centre for Gender and Africa Studies 


News Archive

Shimlas had the right attitude, says Scholtz
2016-02-10

 Description: Shimlas first match 2016  Tags: Shimlas

The lively Shimla flanker Daniel Maartens, who was the leading try scorer in the 2015 Varsity Cup, made a good impact as substitute against Ikeys in Cape Town.
Photo: Johan Roux

His rugby team had the right attitude to win in difficult conditions in Cape Town.

This is what Hendro Scholtz, Head Coach of Shimlas, had to say after the University of the Free State (UFS) started its Varsity Cup campaign on 8 February 2016 with a victory of 23-17 over Ikeys.

According to him, the UFS had to sweat hard until the end on a windy Green Mile, which has been the downfall of many opponents before. His substitutes also had a great impact.

Troublesome Cape wind

Shimlas have a tough draw this year, and to start in the Mother City was a huge task. Scholtz and his men have only three home matches and will play against most of the major teams in away matches.

“We knew it would be difficult in Cape Town. With the wind blowing as it does, one can't play as you would like to during the rest of the season,” the coach said.

“The guys had a will to win.”

The former Springbok believes that too much cannot be read from the first round results. The Shimlas will play their second match on 15 February 2016 against Tuks in Pretoria.

Replacements with good impact

Only the prop Rudolph Botha, flanker Fiffy Rampeta, and prop Teunis Nieuwoudt, who started against Ikeys, were involved in the 2015 final against Pukke.

Other big Shimla names, such as the prop Ox Nche, hooker Elandré Huggett, prop Conraad van Vuuren, and flanker Daniel Maartens, were sent onto the field in Cape Town after half-time.

“We had a plan with the replacements for the second half. They made a huge difference,” Scholtz said.

Rampeta was named Man of the Match, but it was Maartens and Co who turned the game in their team's favour in the second half.

Matsoele could be out of action for long

The Shimla fullback, Sechaba Matsoele, had to leave the game against Ikeys early because of a knee injury, and could be out of action for some time.

His scrumhalf, Zee Mkhabela, was also injured (by a blow to the head), so Shimlas will have to keep their fingers crossed for his quick recovery.

Scorers:
Shimlas 23 (7): Tries: Arthur Williams, Nardus Erasmus, Mosolwa Mafuma. Conversions: Stephan Janse van Rensburg (2).
Ikeys 17 (0): Tries: Khanyo Ngcukana, Nathan Nel. Conversion: Hilio de Abreu. Penalty: De Abreu.
Other results (home team first): Tuks 15, Pukke 38; UJ 19, Madibaz 12; Maties 40, CUT 0.

 

 

 

 


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