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Prof Francis Petersen
Prof Francis Petersen is the Vice-Chancellor and Principal of the University of the Free State (UFS).

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

Unemployment remains one of the biggest enemies of our beleaguered South African economy. With education remaining the most important strategy to combat it, a university degree is undoubtedly one of the most effective weapons in the higher education arsenal.

The problem, however, is that a significant part of our student cohorts at South African universities is made up of individuals whose skills, career aspirations, and interests make them much better suited for vocational, technical, or artisanal training.

They represent a growing opportunity cost for post-school education in South Africa. And their presence necessitates an urgent, renewed focus on and comprehensive rethinking of tertiary study choices, says Prof Francis Petersen.

At our 26 public universities, we have become accustomed to the start of each academic year being marked by a deluge of first-year applications – with numbers that are completely out of kilter with the reality of available space. At the University of the Free State, for instance, this year we had 250 000 applications from prospective first-time entry students for the 8 100 available first-year spaces across our seven faculties. This is a ratio of roughly 30 to 1. Bearing in mind that many students apply to more than one institution, these colossal numbers are still indicative of an overwhelming interest in a university education that simply cannot be met by our existing institutions and facilities.

Perception of university vs TVET education

The solution does not necessarily lie in expanding universities’ capacity, or in building new universities or even expanding online offerings – but rather in exploiting the full potential of our technical and vocational education and training (TVET) college sector. These colleges have a vital role to play in equipping potential job seekers for the requirements of the world of work and ensuring a more integrated economy. There is, however, a prevailing perception that universities offer a far superior education and should be pursued above anything else. This narrow perspective fails to acknowledge the potential of certain individuals to thrive in non-academic pursuits, such as dedicated entrepreneurship, vocational training, or purely creative endeavours.  On the other hand, TVET colleges are often (wrongly) seen as a last resort for students who have not met the entry requirements at universities. These students often view TVET colleges simply as a ‘waiting station’ where they spend some time before ultimately re-applying to a university.

Making the right higher education choice

One should by no means deny the indispensable role of universities in equipping workers for the job market. But it is important to acknowledge that a university education is not the sole measure of a job seeker’s intelligence, capability or potential, nor is it the only route to success.

When making a decision around higher education studies, it is important to keep in mind the unique characteristics of each type of institution. Universities are marked by a more in-depth academic focus, characterised by critical thinking, research, analysis, networking, and engaged scholarship. TVET colleges, on the other hand, focus on providing practical, hands-on skills that are directly applicable in the workplace, with a clear emphasis on equipping students for specific trades and occupations. In both instances, successful graduates are prepared for careers that can be equally fulfilling and lucrative.

Aligning skills with job market demands

In South Africa there is a growing demand for skilled workers in sectors such as construction, manufacturing, and technology. There is also a dire need for scarce artisanal skills, such as boilermakers, plumbers, and electricians.  On top of this, the rapid pace of technological advancement has created new opportunities that do not necessarily require a university education to capitalise on. Skills such as coding, digital marketing, and graphic design can be acquired through online and self-directed learning. In the end, the private sector and industry need a combination of skills, trades, and knowledge in order to ensure a varied, integrated economy.

The skewed distribution of university enrolments in the post-school sector results in an unfortunate opportunity cost for the wider economy, as students who were supposed to boost another sector are spending their time pursuing university studies that they may not complete successfully or turn into a viable, fulfilling, sustainable career. Despite concerted efforts by universities to ensure the success of our students, it is estimated that around 40% of all first-year students in South Africa do not complete their degrees. A major reason for this lies in the fact that they make uninformed and ill-considered study choices.

Potential of a healthy TVET sector

The TVET sector in South Africa has faced historic challenges, with several attempts over the years to address and rectify them. These interventions unfortunately did not deliver the expected results. TVET colleges are currently still struggling with the implementation of effective management, efficient performance, and becoming institutions of first choice. In some cases, they are also battling with inadequate infrastructure and facilities. An overarching challenge remains the creation of a better alignment between education and training and the needs of the world of work. Although there are partnerships between industry and the private sectors and TVET colleges, this need to be enhanced considerably with more strategic intent.

Government seems to have acknowledged the need to market and promote TVET colleges more aggressively. Higher Education, Science and Technology Minister, Blade Nzimande, has been urging students to consider TVET colleges, announcing that blended learning models are to be considered to further expand accessibility. This, together with extended government learnerships and internships for TVET graduates, points to a real commitment towards strengthening this sector and establishing it as a driver in addressing inequality, unemployment, and poverty. Currently, around 500 000 students are accommodated in South Africa’s 50 registered public TVET colleges. This number is still substantially lower than the National Development Plan’s target of having 1.25 million students enrolled in the TVET sector by 2030. This will be in line with international trends to move towards making technical and vocational training more responsive to the labour market – increasing economic competitiveness and enhancing social cohesion in the process. It would, however, be irresponsible and shortsighted to simply expand enrolments without urgently attending to the issues of infrastructure, resources, human capital, and relevance.

Combating prevailing stigma

The root of many of the warped perceptions around technical and vocational training can be traced back to the apartheid era, which was marked by the exclusion of black people from much of the economy. This resulted in very few qualified black artisans in particular sectors, and an artisan sector in South Africa that was marked by coercive and exploitative relationships between master craftsmen and novices. In short, vocational training was used as a tool for social engineering, keeping black South Africans restricted to a certain level of skill and mastery. Any efforts to strengthen our current TVET sector will have to start with addressing the archaic perceptions around it, and firmly and deliberately establishing a new culture marked by accessibility, equity, and unhindered development opportunities.

Addressing career paths at a basic education level

Strengthening our TVET sector is, however, only part of the solution. A major challenge remains guiding our South African youth on career paths that resonate with their inherent skills, interests, and aptitudes and that aligns with job market realities – and doing so from early on. It is essential that more attention is paid to career preparation on a basic education level that is consistently re-visited throughout learners’ schooling journeys.

I firmly believe that in most cases, despite a less than ideal basic education background, our South African youth have the potential and the tenacity to make a success of higher education studies.  What they do need, however, is proper guidance and strong viable options in order to make informed, well-considered choices about their career paths.

News Archive

Position statement: Recent reporting in newspapers
2014-10-03

 

You may have read reports in two Afrikaans newspapers, regarding recent events at the University of the Free State (UFS). Sadly, those reports are inaccurate, one-sided, exaggerated and based not on facts, but on rumour, gossip and unusually personal attacks on members of the university management.

Anyone who spends 10 minutes on our Bloemfontein Campus would wonder what the so-called ‘crisis’ is about.

We are left with no choice other than to consider legal action, as well as the intervention of the South African Press Ombudsman, among other steps, to protect the good name of the institution and the reputation of its staff. No journalist has the right to launch personal and damaging attacks on a university and its personnel, whatever his or her motives, without being fair and factual. In this respect, the newspapers have a case to answer.

But here are the facts in relation to the reports:

  1. No staff member, whether junior or senior, is ever suspended without hard evidence in hand. Such actions are rare, and when done, are preceded by careful reviews of our Human Resource Policies, labour legislation and both internal and external legal advice. Then, and only then, is a suspension affected. A suspension, moreover, does not mean you are guilty and is a precautionary action to allow for the disciplinary investigation and process to be conducted, especially where there is a serious case to answer.
  2. At no stage was the Registrar instructed to leave the university; this is patently false and yet reported as fact. We specifically responded to the media that the Registrar does outstanding work for the university and that it is our intention for him to remain as our Registrar through the end of his contract in 2016.
  3. The Rector does not make decisions by himself. Senior persons, from the position of Dean, upwards, are appointed by statutory and other senior committees of the university and finally approved by Council. No rector can override the decision of a senior committee, and this has not happened at the UFS even in cases where the Rector serves as Chair of that committee. The impression of heavy-handed management at the top insults all our committee structures, including the Institutional Forum – the widest and most inclusive of stakeholder bodies at a university – which reports directly to Council on fairness and compliance of selection processes.
  4. In the case of senior appointments, Council makes the final decision. Council fully supports the actions taken on senior appointments, including a recent senior suspension. The fact that one Council member resigns just before the end of his term, whatever the real reason for this action, does not deter from the fact that the full Council in its last sitting approved the major staffing decisions brought before it. The image therefore that the two newspapers try to create of great turmoil and distress at the university, is completely unfounded.

Even if we wanted to, the university obviously cannot provide details about staffing decisions, especially disciplinary actions in process, since the rights of individuals should be protected in terms of the Human Resource Policies and procedures of the UFS. But that does not give any newspaper the right to speculate or state as fact that which is based on rumour or gossip, or to slander senior personnel of the university. For these reasons, we have been forced to seek legal remedy and correction as a matter of urgency.

Make no mistake, underlying much of the criticism of the university has been a distress about transformation at the UFS; in particular, the perception is created that white colleagues are losing their jobs. The evidence points in the opposite direction. Our progress with equity has been slow and we lag far behind most of the former white universities; that is a fact. More than 90% of our professors are white; most of our senior appointments at professorial level and as heads of department are still overwhelmingly white. Reasonable South Africans would agree that our transformation still has a long way to go and only the mean-spirited would contend otherwise. But based on the two Afrikaans newspaper reports, an impression is left of the aggressive rooting out of white colleagues.

In the past few years the academic standard of the university has significantly improved. We now have the highest academic pass rates in years, in part because we raised the academic standards for admission four years ago. We now have the highest rate of research publications, and among the highest national publication rate of scholarly books, in the history of the UFS. We have one of the most stable financial situations of any university in South Africa, with a strong balance sheet and growing financial reserves way beyond what we had before. We now attract top professors from around the country and other parts of the world, and we have the highest number of rated researchers, through the National Research Foundation, than ever before. And after the constant turmoil of a number of years ago, we now have one of the most stable campuses in South Africa. Those are the facts.

The UFS is also regarded around the world as a university that has become a model of transformation and reconciliation in the student body. The elections of our Student Representative Council are only the most visible example of how far we have come in our leadership diversity. Not a week goes by in which other universities, nationally and abroad, do not come to Kovsies to consult with us on how they can learn from us and deepen their own transformations, especially among students.

Rather than focus on what more than one senior journalist, in reference to the article in Rapport of 21 September 2014, rightly called ‘a hatchet job’ on persons and the university, here are the objective findings of a recent survey of UFS stakeholders: 92% endorse our values; 77% agree with our transformation; 78% believe we are inclusive; and 78% applaud our overall reputation index.  Those are very different numbers from a few years ago when the institution was in crisis.

This is our commitment to all our stakeholders: we will continue our model of inclusive transformation which provides opportunities for study and for employment for all South Africans, including international students and colleagues. We remain committed to our parallel-medium instruction in which Afrikaans remains a language of instruction; we are in fact the only medical school in the country that offers dual education and training in both Afrikaans and English for our students - not only English. We provide bursaries and overseas study opportunities to all our students, irrespective of race. And our ‘future professors’ programme is richly diverse as we seek the academic stars of the future.

We are not perfect as a university management or community. Where we make mistakes, we acknowledge them and try to do better the next time round. But we remain steadfast in our goal of making the UFS a top world university in its academic ambitions and its human commitments.

END

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