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'Transformation' in the New South Africa

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'Transformation' in the New South Africa Note: This case was designed for use (along with similar cases) by leaders of educational institutions to discuss institution building in difficult contexts. PENINSULA TECHNIKON, CAPE TOWN: IN TRANSFORMATION1 Vijaya Sherry Chand and Sasi Misra “Peninsula Technikon, Cape Town: In Transformation” illustrates the responses of an institution to very strong pressures for change arising from outside the higher education system. The theme of transformation in a post-apartheid context provides the backdrop for the changes—in structure and processes—that Peninsula Technikon has initiated. The mechanisms developed for enabling a shift from being a historically-disadvantaged institution to a more open, democratic, representative and transparent institution are described. Responding to enrolment pressures has also included steps to ensure that redressing past enrolment inequalities does not mean creating a new problem in the form of ‘drop outs’. The equity imperative has also extended to staffing patterns. The institution’s responses to demands for a greater emphasis on science and technology education, and for creating a ‘university feel’, are also brought out. The end of apartheid has placed significant external demands on Peninsula Technikon, and the case is an illustration of the responses that are possible in a situation of drastic and rapid change in the environment. ‘Transformation’ in the new South Africa ‘Transformation.’ This is the key theme that underpins attempts to change institutions and their structures, systems and processes in post-apartheid South Africa. In practice, ‘transformation’ of the education system translates into redressing the historical inequalities that were built into the educational dispensations under apartheid and promoting the commitment of institutions to a new social order which reflects the social structure more accurately. Peninsula Technikon, Cape Town, is no exception to this upsurge. Historically a ‘Coloured’2 institution, it is now in the process of responding to a new mandate which calls for a rapid democratisation process to bring faculty and student 1 Finalized in August 1999. We wish to thank Dr. Johan Tromp, Deputy Vice-Chancellor (Academic) for inviting us to undertake this study and for coordinating our visit to Peninsula Technikon. Many other staff members of Peninsula Technikon (listed at the end of the case) contributed to this study. We thank all of them. 2 Under the apartheid dispensations for various social groups, institutions were designed for four ‘racial- social’ categories: Whites, Indians (people of Indian origin), ‘Coloured’ (mixed races, primarily an admixture of White and certain tribes of the Cape Province), and African. The quantum of financial assistance was also in that order, with the ‘White’ institutions getting the largest amounts and the African institutions “practically starving in the bush”. At the opening of his defence when facing the death penalty under the Suppression of Communism Act, on April 20, 1964, Nelson Mandela highlighted this disparity: “In 1960-61 the per capita Government spending on African students at State-aided schools was estimated at R12.46. In the same year, the per capita spending on white children in the Cape Province (which are the only figures available to me) was R144.57”; (R = Rand). The African community comprises 75.2 percent of South Africa’s population of about 42 million. Whites account for 13.6 percent, Coloured people for 8.6 percent and Indians for 2.6 percent. In the post-apartheid era, the former non-White institutions are also labelled ‘historically-Black’ or ‘historically-disadvantaged’ institutions. 1 profiles in line with demographic profiles, and for institutional priorities that are in line with national goals and aspirations. Peninsula Technikon was created in 1962 under the apartheid dispensation for ‘Coloured’ people. It began as the Peninsula Technical College with a student intake of 200 and 13 staff members. In 1972, it became the Peninsula College of Advanced Technical Education. The mode of establishment of Peninsula Technikon meant that Coloured youth comprised the entire student population initially, though the professional staff were all White. The staff profile remained all White until the mid-1970s when two Coloured professional staff were admitted. In the early days of its history, Peninsula Technikon’s mandate was to create Coloured apprentices for a variety of trades. In 1979, the College’s name was changed to Peninsula Technikon.3 The appointment of Mr. Franklin Sonn, a person of colour, as Principal (a position later designated as Rector) in 1978 has been seen as a turning point in Peninsula Technikon’s history. Prior to his appointment, the Soweto students’ revolt of 1976 and its aftermath had generated some pressure for change. At Peninsula Technikon the White Principal was replaced by another White person who was perceived to be a liberal, but this person was soon replaced by Mr. Sonn. At that point of time, about a third of the White faculty members preferred to leave the institution. In the mid-1980s Mr. Sonn started preparing Peninsula Technikon for a mixed student population. He introduced, in 1987, a “progressive admission policy that pushed for admitting African students, against the then prevailing apartheid policy. Peninsula Technikon was the first technikon to have such a progressive admission policy.” The late 1980s and 1990 were the final years of apartheid in South Africa. Nelson Mandela was released in 1990 after 27 years in prison, incarcerated for most of that period in the heavily guarded Robben Island off Cape Town. The apartheid system was finally being dismantled. The first democratic elections were held in April 1994, and South Africa had an interim constitution.4 During this period of transition, some of the principles which were stressed during reform talk, at various levels in society, were democracy and participation, human rights based on transparency, accountability and responsibilities, consultative processes and reconciliation. Peninsula Technikon was also subject to the same processes.5 In 1992, in response to political pressures to evolve a democratic, non-racist and non-sexist educational institution, a Transformation 3 There are 14 technikons or ‘technical colleges’ in the country. These colleges are parallel to, and outside the, university system. They focus on post-matric technical education which is more job-oriented. Up to 1995 they had conducted only three-year programmes leading to National Diplomas. Radical changes in this dual structure were made in 1995, when the technikons were granted a degree-awarding status. Around this time (1995) there were 70,000 students enrolled in the 14 technikons and about 300,000 students in the University system. 4 The final Constitution was adopted in October 1996. 5 Some of the powerful symbols of the long struggle against apartheid used by Peninsula Technikon on certain important occasions serve to reinforce these principles of democracy, freedom and participation. For instance, the case writers were witness to the singing of Plea from Africa during Peninsula Technikon’s Annual Memorial Service (October 27, 1998). This song, by Reverend John Knox Bokwe (1855-1922), was sung at the end of the inaugural conference of the African National Congress in January 1912. (See Exhibit 1.1 for the text of the song.) 2 Committee was established. This Committee comprised representatives of the Technikon Council (the governing council or the administrative body responsible for Peninsula Technikon as a whole), the rectorate (the executive council consisting of the Rector and three Vice-Rectors), the student body and workers’ unions on campus, and was expected to oversee the transformation process. Participation has been the key process stressed by this Committee, so as to involve the entire technikon community (most segments of which had been excluded from political participation in former times) in evolving systems for the management of Peninsula Technikon. This stress on participation and transparency was most evident during the appointment of a new Rector in 1994, when Mr. Sonn had to leave Peninsula Technikon to become South Africa’s first post-apartheid ambassador to the United States. The Selection Committee included representatives of the Technikon Council, faculty members, students, workers and the rectorate. All proceedings were recorded in writing and on video. The criteria for selection were drawn up by the committee and each short-listed candidate had to deliver a public address to the entire Peninsula Technikon community. The Committee then obtained feedback from various constituents and made its recommendation. Mr. Brian Figaji thus became the Rector in January 1995. The stress on democracy and participation was also useful during the political campaigns that preceded the first democratic elections in 1994. Hosting various political parties and evolving a code of conduct to deal with opposing views, were some of the events that tested campus life during those times. The same principles have been applied to the development of institutional policies, for instance fixing salaries of academic and administrative staff, conflict resolution and determining student fees. The ‘transformation process’ also included the evolution of a democratic and representative Technikon Council. After a series of consultations and discussions, a new Council was inaugurated in August 1996 by Archbishop Desmond Tutu. The new Council had representatives
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