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Prof Theo Neethling
Prof Theo Neethling is from the Department of Political Studies and Governance at the University of the Free State.

Opinion article by Prof Theo Neethling, Department of Political Studies and Governance, University of the Free State.


In recent days, 14 South African soldiers have died in clashes with the Rwandan-backed M23 rebels in the eastern Democratic Republic of Congo (DRC). Several analysts argue that this marks a low point for the South African National Defence Force (SANDF) and that it is almost too late to implement the reforms needed to restore the military to an institution South Africans can once again take pride in. The incident recalls the so-called Battle of Bangui in March 2013 during the Central African Republic civil war — a major defeat for the SANDF that led to the Séléka rebels seizing control of the country.

This article aims to shed light on the challenges facing the South African military.

Following the historic transition of 1994, South Africa’s foreign policy shifted from a stance of conflict with its neighbours to one centred on regional relations built on the principles of common destiny, friendship, cooperation, and conflict resolution. The South African government sought to take on a leadership role on the continent, creating new opportunities for the SANDF as a military instrument.

Towards the end of the Mandela presidency, South Africa’s involvement in peace and security operations became a defining feature of its post-1994 foreign policy. The government demonstrated its firm commitment to regional stability by deploying the SANDF in peacekeeping operations — first in Lesotho in 1998, followed by the DRC in 1999 and Burundi in 2001.

Dwindling defence budget

However, since 1998 it became evident that the SANDF found it increasingly difficult to conduct operations as a declining budget started to constrain the SANDF. This is linked to the fact that between 1995 and 1998, the defence budget was cut by 11.1%, which eventually resulted in a growing mismatch between policy intent and execution. As a percentage of gross domestic product (GDP) South African defence spending had been reduced to less than 3% in the mid-1990s, which boiled down to less than 10% of total government spending. The defence budget then further decreased to 1.54% of GDP in 2004/05 and levelled out in 2014/15 at around 1.2% to 1.1% of GDP.

Despite a dwindling defence budget, the government increasingly expected the SANDF to support the SAPS as murder and death rates rose to levels comparable to — or in some cases even exceeding — those in high-intensity war zones internationally. This has placed the SANDF in an almost impossible position, forced to balance its demanding regional deployments with ongoing appeals from politicians and the public to intervene in crime-ridden hotspots where the SAPS is unable to fulfil its constitutional duty to protect South Africans.

Given these constraints and the changing global and regional geopolitical landscape in which the SANDF operated, the government appointed a task team to draft a second defence review, following the South African Defence Review of 1998, which was finally published as the 2015 South African Defence Review. The task team made it clear that the decrease in funding levels was highly problematic, and that inadequate funding would eventually severely compromise the defence capabilities of the SANDF. They emphasised that the government had to decide on one of two options: approving a greater budget allocation to the SANDF or alternatively opting for a significantly scaled-down level of ambition and commitment which is aligned to the budget allocation. One thing was clear: South Africa’s spending was low in terms of comparative international military spending practice. Since 2015 defence spending in South Africa has declined even further to about 0.7% of GDP, which is way below the international norm of more or less 2% of GDP.

Despite its budgetary challenges, in 2023, the SANDF was the fifth largest troop-contributing nation in the UN’s operation in the eastern DRC and played a key role in the SADC operation against insurgents in northern Mozambique from 2021 to 2024. However, considering the history of SANDF operations, a major problem is that the SANDF’s deployments tend to be open-ended, resulting in protracted deployments with serious implications for the defence budget. Moreover, there is no plan to either opt for an adequate defence budget on the one hand, or to scale down the level of political ambition on the other.

It should also be noted that border protection and support for the South African Police Service (SAPS) in internal operations have become increasingly important and demanding in the SANDF’s activities and responsibilities and can even be regarded as among its primary functions. However, a major concern is that the SANDF is too often used as a stopgap in South Africa’s domestic security landscape — hindering its ability to function as a professional, well-equipped armed force with a clear mandate.

For instance, in 2023, politicians called on the SANDF to assist in combating violence linked to zama zamas after the government deployed soldiers in large numbers to curb illegal mining activities. Even local communities expect the government to utilise the SANDF internally, adding pressure on the state to consider such deployments. In this context, the SANDF has little choice but to respond to political calls to assist the SAPS in maintaining internal security. Another recent example of internal deployment was the government’s decision in 2023 to deploy the SANDF to safeguard the coal power plants of South Africa’s major power utility, Eskom.

In conclusion, it should be clear from the above that there is a significant mismatch between what is expected of the SANDF at the political level and its budget and capabilities. The challenge for the SANDF is that defence remains central to its raison d’être, yet it must also be ready to respond to political calls for assistance in peace and security operations across the continent. Additionally, the SANDF is expected to support the SAPS in providing security services in a crime-ridden and fragile South African society — all while operating on a budget of approximately 0.7% of the country’s GDP. It is therefore no surprise that the SANDF is often described as institutionally overstretched and has, in fact, been in a state of ongoing decline for some time.

Critics can rightly argue that the South African government has shown little to no political will to address the SANDF’s financial challenges over the past two decades, contributing to the difficulties its members face in defending themselves against the M23 rebels in the DRC. At the same time, growing fiscal pressures and severe socio-economic challenges leave the government in a weak position to significantly increase the defence budget. Be that as it may, the SANDF’s troubles in the DRC mark a low point for the institution. Perhaps now is the time to reassess both its mandate and funding, particularly in light of the persistent gap between political expectations and available resources.

News Archive

Teachers should deal with diversity in education - Prof. Francis
2010-10-08

At the occasion were, from the left: Prof. Jonathan Jansen, Rector and Vice-Chancellor of the University of the Free State (UFS); Prof. Francis; and Prof. Driekie Hay, Vice-Rector: Teaching and Learning at the UFS.
Photo: Jaco van der Merwe

Prof. Dennis Francis, the Dean of the Faculty of Education at the University of the Free State (UFS), recently delivered his inaugural lecture on Troubling Diversity in South African Education on the Main Campus in Bloemfontein.

He urged teachers to be open to what “diversity” might mean in a particular context and how diversity relates to either inclusion or exclusion.

“An approach that promotes the inclusion of all must be based on an understanding of how exclusion operates in ways that may have typical patterns of oppression, but differ in the specific ways that exclusion is expressed and becomes normalised in that context,” he said.

“The good teacher thus seeks to understand how these forms of exclusion may develop in the school’s context and respond through taking thoughtful action to challenge them. It may require creating a climate that enables the silent to speak and recognising that not all groups communicate in exactly the same ways.”

He said teachers also had to affirm the experiential base of learners and students. He said there was an assumption that students would be more effective practitioners if their own experience were validated and explored.

“It is crucial that the students’ own history is treated as valuable and is a critical part of the data that are reflected,” he said. “Equally important is that such stories and similar activities are intentionally processed to enable students to make the connections between personal experience and relevant theory.”

He also urged them to challenge the ways in which knowledge had been framed through oppression.

“Schools are often characterised by messages that draw on one or another form of oppression. Thus, expectations are subtly or in some cases unsubtly communicated, e.g. that girls are not good at physics, or that, while white learners are strong in abstract thought, African learners have untapped creativity, and so on,” he continued.

“For someone to integrate into their role as educators a commitment against oppression means confronting obstacles that one may previously have shied away from, such as challenging authority, naming privilege, emphasising the power relations that exist between social groups, listening to people one has previously ignored, and risking being seen as deviant, troublesome or unpopular.”

Furthermore, Prof. Francis said dealing with diversity in education was always affectively loaded for both students and teachers. He said in South Africa one injunction from educators was to be “sensitive” and thus avoid risking engagement with the contentious issues around imbalances of power.

“If both students and teachers are to confront issues of oppression and power in any meaningful way, we need to design more purposely for the difficulties they will encounter, for example, creating a classroom environment that promotes safety and trust so that all students are able to confront and deal with prejudice and discrimination. Classroom environments will need to balance the affective and cognitive in addressing issues of diversity and social justice,” he added.

He also said that teachers should recognise the need to complement changing attitudes with attempts to change the structural aspects of oppressions.

“To prevent superficial commitments to change, it is important for students to explore barriers that prevent them from confronting oppressive attitudes and behaviours. In this way students are able to learn and see the structural aspects of oppression,” he said.

“Equally important, however, is to get students to examine the benefits associated with challenging oppression. A fair amount of time must therefore be spent on developing strategies with students which they will be able to use practically in challenging oppression.”

He also advised educators to affirm the capacity of staff and learners to act and learn in ways that do not replicate patterns of oppression.

“Many South African schools have survived both the harsh repression of apartheid and the continuing legacy of oppression of various kinds. Despite that, we are often as educators made aware of the ways in which young people in particular affirm themselves and each other in creative and confident ways,” he concluded.

Media Release
Issued by: Lacea Loader
Director: Strategic Communication (acg)
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl@ufs.ac.za  
7 October 2010
 

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