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22 September 2021 | Story Prof Francis Petersen | Photo Sonia Small (Kaleidoscope Studios)
Prof Francis Petersen is Rector and Vice-Chancellor of the University of the Free State.

Opinion article by Prof Francis Petersen, Rector and Vice-Chancellor of the University of the Free State.


South Africa is in trouble. No matter what your political or ethical persuasion – this much is abundantly clear. And if some of the opinions expressed lately by prominent economists are anything to go by, many are losing faith in whether we can still turn around a downward economic trajectory. 

 

But before we make up our minds either way, it is important to first face a truth that lies at the core of it all:  It is impossible to build a thriving economy on the back of a divided society. This makes societal reform a logical departure point for any economic relief efforts.  

And here the higher education sector has a definite and vital role to play.

On the battlefield of unexpected calamities, the South African economy can be compared to a soldier who has taken too many hits.  First, the devastating impact on so many sectors of our society caused by COVID-19 lockdowns and restrictions; followed by the question over misspent or missing pandemic support funds; and then the final agonising blow – the looting and destruction in Gauteng and KwaZulu-Natal in July, leaving a gaping hole of around 50 billion rand in damages

Equally heart-breaking and disconcerting as the physical damages and loss of life, is the damage caused to our nation’s psyche, with racist and classist fault lines reappearing, fuelled by the divisive rhetoric of unscrupulous leaders.
Looming ominously over this crowded battlefield, are the murky clouds of corruption at the highest level and of the most disturbing kind, which have been systematically and painfully laid bare by the Zondo Commission over the past three years.

We truly find ourselves at a very low point as a nation. Financially, morally, and mentally.

And, like all other sectors of society, higher education needs to ask itself what it can do – if anything – to help fix what is broken. 

Changing role of universities

Universities used to have a rather narrow focus on education and the creation of new knowledge. This role has, however, evolved considerably over the past decade or two. Their function nowadays is very much a societal one, where the focus on using skills and knowledge to make a real difference in the societies they serve and draw their students from – the engaged university.  

Let’s be clear: Higher education cannot solve poverty and inequality. That is the domain of government, which needs to ensure that appropriate policies are in place that will constructively stimulate investment and assistance from the private sector and industry.

The higher education sector needs to focus on its strengths. And that is to do research; to offer advice and come up with possible solutions; to educate and to provide skills that will help uplift individuals, families, and communities.

In short: universities need to deliver graduates who will ultimately build a better society, and through engaged scholarship change the lives of people. 

What has become abundantly clear, though, is that education alone is not enough. The corruption implications and moral dilemmas that many of our highly qualified politicians and leaders are embroiled in, prove that more is needed than just academic aptitude. 

The purpose of universities should therefore not only be to deliver good workers or thinkers. Universities need to deliver good citizens. Citizens that possess unshakeable values and ethics, enabling them to become good leaders.

During a recent 2021 University of the Free State Thought-Leader webinar titled Is South Africa falling apart – where to from here? panellists stated that the role of universities is to create a culture of active citizenry, to play a part in the holistic transformation of society, to ensure the sharing of research and discoveries, and to ensure inclusive academic excellence. These are no small feats and something higher education institutions should strive for.  

Creating a new generation of leaders

While young people spend time on university campuses, it is vital that – along with academic knowledge – universities educate them about the norms and values that form the bedrock of a healthy, thriving society. Not only teaching these values of social justice, respect, tolerance, and care – but also demonstrating how they find practical application.   
Universities should be microcosms of an ideal society, where respect for human rights and diversity, equality, and care underpin all our policies, communication, and interactions.

Universities should consistently use discourse platforms to promote these values and to speak out against things that threaten them, such as corruption, injustice, and prejudice in any form.

But once again, it goes further than that. Not only do we need to teach and encourage our students to speak out. We need to educate them on how to speak out. 

Unfortunately, so many of the student protest actions on our university campuses often fall short in this aspect, as valid concerns and demands are regularly overshadowed by disrespectful rhetoric, accompanied by unwarranted destruction of property and endangering lives. 

Recently, the University of the Free State had the opportunity to host a book launch by Helen Zille, the Federal Council Chairperson of the DA. Among the guests was EFF leader Julius Malema.

Afterwards, some Political Science students remarked how surprised they were to witness the very civil interaction between Zille and Malema – in the light of their very public political spats and differences.

And here lies an important lesson for our young South Africans: that there is a level of maturity that needs to be displayed if we want to take our country forward together. 

We can differ from someone – and passionately express our differences – but retain an atmosphere of tolerance and mutual respect. Our young leaders of tomorrow need to understand that, in the absence of such an atmosphere, reasonable negotiations become impossible, and they run the real risk of thwarting the very cause they are fighting for. 

Interconnectedness of our society

As much as higher education has a clearly defined role, it can only fulfil this role effectively if it is part of a well-functioning, larger system. |

As higher education, government, private sector, and industry, we are interconnected and unable to function properly in isolation.

Universities can, for example, teach young people the value of entrepreneurship and equip them with the necessary skills to contribute to the economy. But without an enabling environment created by government, policies, and commitment, as well as buy-in and support from industry, it all falls apart.

As much as I cannot thrive if my neighbour is suffering, we cannot rebuild our economy if we don’t acknowledge our interdependence and find new, innovative ways to collaborate to move ahead together.  

The age-old principles of ubuntu need to find a renewed, modern application in South Africa today. 

Involving our youth

Whatever form economic rescue efforts take, it must involve the young people of our country. Making decisions that will profoundly influence our youth without involving them in the process, is downright irresponsible. 

We simply cannot afford to alienate our leaders of tomorrow and then expect them to be ready to take over the baton and not repeat the mistakes of their predecessors.

At the University of the Free State, our student participation in university governance structures was at an all-time high of 70% last year. We see this as an important accomplishment – we hope to build on and expand this even further. In most of my dealings with our young leaders of tomorrow, I certainly get the impression that they are keen to make a positive contribution to our country. But they yearn for guidance, encouragement, and opportunities.  

‘Nothing about us without us’, is a slogan used widely in various contexts nowadays, with its roots tracing back to South African disability advocates in the 1980s. It is equally applicable to young people in our current South African predicament.

Our youth needs to be turned from apathy to active involvement. Without them, no economic ‘rescue efforts’ will have long-term sustainability. 

After all: it is their future that is at stake.

News Archive

Publication on indigenous knowledge systems
2005-10-21

 

 

Dr Otsile Ntsoane (acting Director: IKS, Department of Science and Technology) and Prof Philip Nel (Director:  Africa Studies at the UFS and guest editor of the publication) at the launch of the publication

UFS launches most comprehensive publication on indigenous knowledge systems
A unique collection of essays on Indigenous Knowledge Systems (IKS) was launched yesterday (20 October 2005) by the University of the Free State’s (UFS) Programme of Africa Studies.

The essays are published as a special edition of INDILINGA, the African Journal for Indigenous Knowledge Systems and is an outcome of the colloquium on Indigenous Knowledge Systems that was presented last year by the UFS Director of Africa Studies in cooperation with the National Research Council.

“The amount and diversity of materials on IKS brought together under one cover is unique as there are no other South African publications of this magnitude on this issue.  It contains papers of international experts on IKS such as Prof Fritz Wallner from Austria and Prof Gayatri Spivak, foremost postcolonial theorist from India,” said Prof Philip Nel, Director of Africa Studies and guest editor of the publication.

“The publication is a rich source field for students and scholars to exploit because most of the sources quoted in the articles are recent, fresh and relevant.  The contributors are largely people responsible for managing, fostering and studying IKS in a responsible manner,” said Prof Nel.

“An added value of the publication is the inclusion of the policy document on IKS that was adopted by Cabinet in November 2004,” said Prof Nel.


“Millions of people in South Africa are faced with the painful choice of abandoning their heritage.  In this choice, the study and management of IKS has a major role to play; on the one hand, to encourage as much assimilation of traditional knowledge as possible into the modern systems, and on the other hand to provide a “language” and a “grammar” for indigenous people through which they can access modernity,” said Prof Nel.

The IKS debate involves questions of African identity, protection of indigenous communities and practices, political aspects as well as the scientific integrity of the enterprise. 

The publication displays the range of burning questions that have to be resolved in this field such as mainstreaming IKS in academic debate and practice, recognition and protection of the knowledge holders, bio-prospecting and bio-piracy, bio and ethnic healing, lack of textbooks and field manuals, etc and will prove worthwhile for future researchers.

 “One of the main reasons for publishing this volume is the fact that IKS should be studied not only to provide a sense of pride in the past, or  to engender respect for indigenous peoples, but also to enable people in indigenous mind sets to make a better transition into the world of science and technology,” said Prof Nel.

The guest speaker at the launch was Dr Otsile Ntsoane, acting Director of IKS at the Department of Science and Technology.  In his speech Dr Ntsoane stressed the symbolic and concrete value of the publication.  “The publication can have a great social impact and the research results can contribute to chancing the economic landscape of South Africa,” he said.

The publication can be purchased at R150 per copy.  For more information, Ms Steffi Cawood, Programme Coordinator for Africa Studies at the UFS can be contacted at (051) 401-2614.

Media release
Issued by:Lacea Loader
Media Representative
Tel:   (051) 401-2584
Cell:  083 645 2454
E-mail:  loaderl.stg@mail.uovs.ac.za
21 October 2005
 

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