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From a pre-colonial to a COVID-19/post- university

25 May 2020 | Story Dr Munyaradzi Mushonga | Photo Supplied

Dr Mushonga_edit — 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

A time to celebrate: Autumn graduations

2016-04-07

General graduation information
Livestreaming

The first series of graduations for the year are upon us. Graduates from all seven faculties, the Business School, and the School of Open Learning at the University of the Free State (UFS) will be celebrating their academic achievements. A total of 3681 qualifications will be conferred at ceremonies on the Bloemfontein Campus from 12 to 15 April 2016.

Sejakhumo Makhetha, daughter of our Vice-Rector: Student Affairs and External Relations, Dr Choice Makhetha, will be among the graduates receiving BA Governance and Political Transformation degrees. Coincidently, Dr Makhetha obtained her PhD in Political Science in 2003 at the UFS. Sejakhumo Makhetha is currently busy with her postgraduate diploma in the same field.

The four-day celebration symbolises the UFS prerogative as an institution to transform lives by producing leaders of tomorrow. Dr Muavia Gallie, Dr Sello Hatang, Dawie Roodt, and Nikiwe Bikitsha are expected to address these future leaders and guests at these ceremonies.

Addressed by the best

On the guest speaker line-up, we have Dr Gallie, a School and District Turnaround Strategist and education activist, who has been identified as one of the 10 Most Impressive Public Leaders for 2015 by the UFS Vice-Chancellor and Rector, Prof Jonathan Jansen. The former Head of Operations, Human Resources and Information and Communication Technology at the South African Council for Educators (SACE) has had more than 30 years of experience in education.

Dr Gallie and Dr Hatang will address graduates of the Faculties of Education, Health Sciences, Law, and Theology on 12 April 2016. Dr Hatang is the Chief Executive of the Nelson Mandela Foundation. In addition to being a founding member of the Advisory Council of the Council for the Advancement of the South African Constitution, Hatang has had the privilege of serving as the Head of Information Communications, and spokesperson for the South African Human Rights Commission as well as Director: South African History Archive at Wits University.

Dawie Roodt, founder, director, and chief economist of the Efficient Group, will speak at the Faculty of Economic and Management Science ceremony on 14 April 2016. This nationally-renowned economist boasts 30 years of experience in monetary and fiscal policy, and is one of the most referenced authors. In 2013, he published Tax, Lies and Red Tape.

As one of South Africa’s leading journalists, Nikiwe Bikitsha will draw on her 20-year career in radio, television, and journalism to address the Faculty of the Humanities graduates on the final day of graduations. Through her passion for Africa’s economic development and women empowerment, the co-founder and CEO of Amargi Media has been a successful Programme Director for UN, IMF and AU-related events.

Details of event

Dates: 12, 13, 14, 15 April 2016

Times: 09:00 and 14:30

Venue: Callie Human Centre, Bloemfontein Campus, University of the Free State

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