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Social Responsiveness Report for 2007

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Social Responsiveness Report for 2007 SOCIAL RESPONSIVENESS REPORT portraits of practice 2007 UCT MISSION STATEMENT Our mission is to be an outstanding teaching and research university, educating for life and addressing the challenges facing our society. Educating for life means that our educational process must provide: a foundation of skills, knowledge and versatility that will last a life-time, despite a changing environment; research-based teaching and learning; critical enquiry in the form of the search for new knowledge and better understanding; and an active developmental role in our cultural, economic, political, scientifi c and social environment. Addressing the challenges facing our society means that we must come to terms with our past, be cognisant of the present, and plan for the future. In this, it is central to our mission that we: recognise our location in Africa and our historical context; claim our place in the international community of scholars; strive to transcend the legacy of apartheid in South Africa and to overcome all forms of gender and other oppressive discrimination; be fl exible on access, active in redress, and rigorous on success; promote equal opportunity and the full development of human potential; strive for inter-disciplinary and inter-institutional collaboration and synergy; and value and promote the contribution that all our members make to realising our mission. To equip people with life-long skills we must and will: promote the love of learning, the skill of solving problems, and the spirit of critical enquiry and research; and take excellence as the bench-mark for all we do. We are committed to academic freedom, critical scholarship, rational and creative thought, and free enquiry. It is part of our mission to ensure that these ideals live; this necessarily requires a dynamic process of fi nding the balance between freedom and responsibility, rights and obligations, autonomy and accountability, transparency and effi ciency, and permanence and transience; and of doing this through consultation and debate. This Mission Statement was formulated by a Working Group of the University Transformation Forum and was affi rmed and adopted at a University Assembly on April 24, 1996 CONTENTS SOCIAL RESPOSIVENESS REPORT 2007 Foreword by the Vice-Chancellor 2 Preface by the Deputy Vice-chancellor 3 Introduction 4 SECTION ONE Building Partnerships with the PGWC 6 SECTION TWO_Portraits of practice Portraits Of Practice 9 Centre For Leadership and Public Values (CLPV) 11 Planted Seeds Take Root: Postgraduate Programme in Disability Studies 15 Health and Human Rights Project in The Department of Public Health and Family Medicine 21 Environmental Evaluation Unit 27 Contributing to Economic Growth Policy for South Africa 31 Diploma In Education: Adult Education 35 PALSA Plus 40 African Cultural and Heritage Project 45 Centre for Popular Memory (CPM) 49 Cape Initiative in Materials and Manufacturing (CIMM) 55 Refugee Rights Project 60 Mathematics and Science Education Project 64 Mathematical Outreach 68 Honours Outreach and Community Involvement Programme 72 Inkanyezi: Student Voluntary Initiative 76 Masizikhulise 80 SECTION THREE_Analysis of the portraits of practice Analysis of the Portraits of Practice 84 contents_page one FOREWORD BY THE VICE-CHANCELLOR This, UCT’s fourth Social Responsiveness Report, serves as a tribute to the University’s outstanding intellectual capital and steadfast commitment to the betterment of society. The report describes the many ways in which members of the UCT community address the social, economic, cultural and political imperatives of the wider community and disseminate this knowledge. Their activities speak to the core of our mission. Although social responsiveness has long been part of our University’s ethos, the case studies reported here illustrate that we are progressing towards making social responsiveness an integral part of our academic enterprise – unequivocally enhancing excellence in both teaching and research. The intensifi cation of UCT’s social responsiveness mirrors the shift that is taking place globally. Whether this shift has been spurred on by a series of crises such as intensifying confl icts throughout the world; the scandals that have rocked the global fi nancial services industries; or the recognition of the increasing gap between rich and poor; it is apparent that there is a move towards civic mindedness across the world. A central goal of our mission is to produce graduates who are capable of critical and creative thinking, and who can also contribute to diverse social and economic needs, build a vibrant civil society, and consolidate democracy. As people in all walks of life realize that responsibility for positive changes rests initially with the individual, the tide is turning on the “me” society that was so pervasive during the latter part of the last century. At UCT we believe that our drive towards embedding social responsiveness on an institutional level is already nurturing a new generation of members of the “we” society who will go on to become citizens of the world, willing and able to develop their collective capacity to fi nd innovative solutions to common problems. The case studies contained in this report will serve as inspiration. Professor Njabulo S. Ndebele Vice-Chancellor and Principal foreword_page two PREFACE BY THE DEPUTY VICE-CHANCELLOR several ways), these provincial and municipal partnerships can provide the means of enhancing research and teaching in key areas of public service delivery, such as affordable housing, public health, transport systems and information technology. Several case profi les included here are central to these areas of focus, and UCT is well positioned to expand participation in these domains. It is revealing to read through the profi les with the concept of engagement in mind. Doing so reveals a rich variety of partnerships with different sorts of organizations. A number of projects already work directly with national and provincial government. The School of Economics reports work with the national Treasury, the Lung Institute’s PALSA initiative is a partnership with both the National Department of Health the provincial health department, and the Mathematics and Science Education Project has at its core a partnership with the Western Cape Education Department. The Cape Initiative in Materials and Manufacturing was launched with seed funding from the provincial government and bridges the public and This is the fourth year for which the University of Cape Town private sectors. has published a Social Responsiveness Report. As with the report for 2006, the momentum continues as an increasing Other projects reported here are engagements with NGOs number of groups across the range of the Faculties submit and Civil Society Organizations. The Health and Women’s cases of good practice for inclusion. For its part, the Social Rights project is a set of partnerships with the Centre Responsiveness Working Group has further developed the for Rural Legal Studies and other NGOs. The Centre for ways in which this work is reported. The result is a clearly Leadership and Public Values works with a range of civil emerging community of practice that is developing and society organizations across the country. SHAWCO’s enhancing the role of the university in an ever-changing Masizikhulise project is a partnership with community and uncertain world. A concluding essay analyzes these organizations in Nyanga and the Diploma in Education in trends and points to directions for continuing thought, Adult Education is grounded in work with trade unions. debate and improvement. Others are more direct engagements with less formal UCT’s Senate has defi ned social responsiveness as “the groups and individuals. The Programme in Disability Studies production and dissemination of knowledge for public works with disabled and non-disabled activists, policy benefi t”, where such knowledge is generated and spread makers and practitioners, the Centre for Popular Memory by means of “engagement with external constituencies”. with community groups and the Inkanyezi student voluntary This defi nition avoids a number of well known intellectual initiative with high school learners. Both the mathematical cul-de-sacs: the belief that we must make a choice outreach programmes and the African Cultural Heritage between “pure” and “applied” research and teaching; Project provide resources for teachers and learners. Work the argument that all work in a public university must reported by the Environmental Evaluation Unit includes be “relevant”; the belief that academic watchdogs a project with San communities to develop and protect must patrol the boundaries of the discipline. Senate’s intellectual property in knowledge of indigenous plants. concept rather insists that social responsiveness should be “scholarly”, and that “all academic staff are expected Accounts such as these, of engagement in action, help to to exhibit some level of social responsiveness through reconceptualize the university as a public institution. Rather teaching and learning, research or leadership”. The case than the caricature of a place apart – the ivory tower of profi les that follow in this report prove the wisdom of this myth and imagination – the work reported here shows a approach. fi nely-tuned appreciation of the needs and opportunities of the present and future. The socially responsive “Engagement” is a key concept, fl agging the importance university is part of a web of connections through which of partnerships in achieving
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