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19 March 2021 | Story Dr Martin Mandew | Photo Kaleidoscope Studios (Sonia Small)
Dr Martin Mandew
Dr Martin Mandew believes that the devastating impact of the pandemic will be felt for quite some time.

A Human Rights view by Dr Martin Mandew, Campus Principal of the UFS Qwaqwa Campus


It is not easy to discern the silver in the lining of the pandemic cloud that we have been living under over the past twelve months. I hazard to say that for those at the bottom of the socio-economic heap, those whose daily life is nothing but a gut-wrenching struggle to scrape together a semblance of a meal, talk of silver linings is foreign to their experience. The pandemic has shown just how low leaders can sink when elected public officials steal and redirect food parcels – meant for the poor and destitute – for their own personal consumption, for those close to them through family ties, through friendship and through political affiliation, or sell it for personal financial gain. The intended relief measures, designed to be non-partisan, are used instead to promote the socio-political divisions that already exist in the community. The unspoken mantra seems to be: If you look like me, if you think like me, if you believe like me, if you speak like me, if your political beliefs are like mine, only then can you expect me to do the public good for you and for your benefit that I have been elected to do, even though I get paid for carrying out this very important task. Talk of unity is rich in such an environment.

Nation-building
The devastating impact of the pandemic will be felt for quite some time. In the next twelve months we must, despite the enormous challenges ahead, re-imagine and craft a future of unity, where personal, political, ethnic, racial, gender, economic, and other differences will not stunt and sabotage efforts of socio-economic renewal. This Human Rights Month is a stark reminder for us to go back to our foundations as a South African nation. It is a time to press the reset button in the agenda of nation-building. Nation-building is not achieved through a fiat, a ‘let-it-be-so’ declaration. While taking the necessary steps to rebuild a battered economy, nation-building also entails making the necessary investments in social support to alleviate the impact of the pandemic on the most vulnerable in society, while also ensuring that the white-collared hyenas are kept at bay. The right to health care, food, water, and social security is enshrined in the Constitution.  

The future
Nation-building also entails making bold investments in education, taking care that as budgets are re-organised, re-prioritised and reduced, the education sector is not made a casualty of austerity measures. We must not falter to build our nation on a solid foundation of education, ensuring that we make the right investments and the required interventions in this very critical sector. There are components in the sector that are weak and glaringly under-resourced, such as early childhood development, as well as post-school technical and artisanal training. We need to strengthen these as part of building a firm foundation for our fledgling nation. This is a very important asurance for the future of our nation. Only an educated nation is best equipped to confront the challenges that lie ahead, such as those that the COVID-19 pandemic has thrust upon us. The right to education is enshrined in the Constitution.

News Archive

UFS hosts colloquium on technological higher education
2016-10-27

Description: Technology colloquium Tags: Technology colloquium

Prof Lew Zipin, Prof Sechaba Mahlomaholo,
Prof Marie Brennan and Dr Milton Nkoane,
attended the Faculty of Education’s colloquium
on the field of technological higher education
and its contribution to the knowledge society,
at the UFS Bloemfontein Campus. 

The University of the Free State’s (UFS) Faculty of Education, in collaboration with the Research and Development Unit from the Central University of Technology (CUT), hosted a colloquium on the field of technological higher education and its contribution to the knowledge society. Prof Marie Brennan and Prof Lew Zipin, both from Victoria University in Melbourne, Australia, presented the keynote addresses of the colloquium.

The past, present and future
The current fees protests in South Africa have caused universities to rethink and strategise new ways of delivering knowledge. Prof Brennan cautioned that when moving towards technological solutions for teaching, a crucial balance between past knowledge and practices and present and future knowledge and practices needed to be maintained.
“Knowledge is always dynamic, always generated from live problems, and therefore always relies on social interactions. Face-to-face interaction is removed by intense interaction with technology. If knowledge is presently linked to technology, we as academics must be able to move it. However, we should not neglect the indigenous knowledge that was generated through face-to-face interaction,” said Prof Brennan.
She purported that a reconnection between social relations and technology was important but to achieve this, a clearer pedagogical understanding of knowledge production was needed.

Never simplify complex problems

Prof Zipin said academics were constantly seeking complex problems and therefore could not reduce the complexity of a problem to simplify it for students entering the higher education space.
“We need to become a knowledge society. Ideologies often sway us not to look at the complexities of knowledge otherwise these ideologies would not be persuasive,” said Prof Zipin.

Is the technological move counterproductive?
Prof Zipin also cautioned that the move towards technological means for transferring knowledge had its own drawbacks. Institutions are a knowledge economy and its product is human capital. However, producing graduates who catered only to a technological society created downward mobility.
“People’s jobs are replaced by technology. This causes wages to decrease significantly because of structural inequalities, the move towards tech-based schooling should be done cautiously,” said Prof Zipin.

Simplicity not the ultimate sophistication
Prof Zipin concluded by stating that higher education had a responsibility to give its students the best possible future, this could be done by creating hegemonic relationships between institutions of higher learning, government and the private sector. Academics needed to fill the gap and apply their knowledge by applying complexity to social issues and allowing the complexity of these issues to flourish, the professor said.

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