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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

A year of various highlights for UFS
2016-12-19

Some other highlights:

Description: Prof Maryke Labuschagne, Bloemfontein Highlights Tags: Prof Maryke Labuschagne, Bloemfontein Highlights
The UFS was awarded five SARChI
(South African Research Chairs Initiative)
research chairs, the main goal of which is
to promote research excellence.
Read the full story


Description: Alumni Awards, Bloemfontein highlights Tags: Alumni Awards, Bloemfontein highlights

The UFS Chancellor’s Distinguished
Alumni Awards ceremony was held on
5 November 2016 on the
Bloemfontein Campus.
Read the full story


Description: Candice Thikeson, Bloemfontein Highlights Tags: Candice Thikeson, Bloemfontein Highlights

UFS student Candice Thikeson
completed a hat-trick of accolades when
she was named recipient of the Abe Bailey
Travel Bursary.

Read the full story

 

Description: Reitumetse Maloa, Bloemfontein Highlights Tags: Reitumetse Maloa, Bloemfontein Highlights

Reitumetse Maloa, a young researcher
at the UFS, is searching for a solution to
South Africa’s energy and electricity
problems from a rather unlikely
source: cow dung.

Read the full story


It was a year of various highlights for the University of the Free State (UFS) which has again illustrated the institution’s versatility by excelling on various fronts, from sports to research.

Some of these included Wayde van Niekerk winning a gold medal at the Olympic Games in Rio de Janeiro; research on the locomotion of the giraffe, and the awarding of honorary doctorates to people such as veteran journalist Max du Preez.

Van Niekerk breaks 400m world record

After his feat in Rio on 14 August 2016, Van Niekerk was described as “the next star” by former US sprinter Michael Johnson, whose 17-year-old 400m world record he broke in a time of 43,03. Johnson described the way in which the Kovsie outperformed the 400m field as “a massacre”.

Wayde van Niekerk was described as “the next star" by Michael Johnson, whose 17-year-old 400m world record he broke in a time of 43.03.


Max du Preez and Trevor Manuel honoured


Du Preez (Humanities) said he was excited about the young minds he had interacted with at the Winter Graduation ceremony of the UFS. The leading journalist and political analyst was one of four recipients of honorary doctorates from the university on June 30 2016. The others were Prof Joel Samoff (Humanities), former finance minister Trevor Manuel, and Dr Reuel Jethro Khoza (both Economic and Management Sciences.

Research of great value for conservation


Dr Francois Deacon, Department of Animal, Wildlife, and Grassland Sciences at the UFS, and Dr Chris Basu, a veterinarian at the Royal Veterinary College in the UK, conducted research on the manner in which giraffes locomote from one place to another.

Very little research has been done on the manner in which these animals move. The research will assist in understanding aspects such as the giraffe’s anatomy and function, as well as the energy it utilises in locomoting. Such information could help researchers understand where giraffes fit into the ecosystem and the data would be of great value for large-scale conservation efforts.

 

 

 

Read more on these highlights:

 

Wayde van Niekerk:

15 August 2016: Wayde the next big star, says Michael Johnson
20 September 2016: I don’t see myself as a star, says Wayde
27 October 2016: Wayde, Karla shine again at KovsieSport gala night
24 November 2016: Wayde keeps winning off the track

Honorary doctorates:

29 June 2016: UFS will award four honorary doctorates during Winter Graduation ceremonies
2 July 2016: Trevor Manuel and Max du Preez among the recipients of honorary doctorates at UFS graduation

Giraffe research:

9 March 2016: Giraffe research broadcast on National Geographic channel
23 August 2016: Research on locomotion of giraffes valuable for conservation of this species
18 November 2016: Studies to reveal correlation between terrain, energy use, and giraffe locomotion

 

 

 

 

 

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