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oa Discourse - How formally historically disadvantaged universities (FHDUs) can create academic excellence

Volume 38, Issue 1
  • ISSN :

 

Abstract

Excellence in education in a deeply unequal society like South Africa, is a controversial matter, which this article does not seek to address in any detail. It accepts that in general terms excellence means performing one's task at a very high level of competence and while it acknowledges the sterling role played by Formally Historically Disadvantaged Universities (FHDUs) in developing hundreds of thousands of black graduates, it also acknowledges the academic excellence challenges that they face post-1994. It argues that universities are crucial for the life-chances of our country, and FHDUs have a distinctive role to play as they mirror the life of the vast majority of our people, and their voices have special resonance. The main argument is that to place the emphasis on innovation is perhaps misguided, as many of the education challenges in South Africa, including higher education, are concerned with normality. This forms the basis for excellence and until we create a ''normal'' education culture, we will continue to experience educational disappointment. The optimistic view is that we can accomplish this relatively quickly because of the power of technology combined with powerful partnerships, as UWC, with the benefit of an urban setting and extraordinary partnerships, has in some respects been able to do.

Uitnemendheid in die onderwys in 'n grootliks ongelyke samelewing soos Suid-Afrika, is 'n kontroversiële saak, wat geensins in fynere besonderhede deur hierdie artikel bespreek gaan word nie. Die algemene betekenis van die term uitnemendheid word aanvaar as die vermoë van die mens om sy / haar taak op 'n baie hoë vlak van bevoegdheid te verrig, en terwyl dit die uiters belangrike rol erken wat deur formeel histories benadeelde universiteite (FHBU's) gespeel is in die ontwikkeling van honderde duisende swart gegradueerdes, erken dit ook die uitdagings ten opsigte van akademiese uitnemendheid waarvoor hulle na 1994 te staan gekom het. Voorts word geredeneer dat universiteite uiters noodsaaklik vir die lewensveranderings van ons land is, en dat FHBU's 'n onderskeidende rol het om te speel, aangesien hulle die lewe van die oorgrote meerderheid van ons mense weerspieël, en hulle stemme spesiale weerklank vind. Die hoofargument is dat om die klem op innovasie te plaas miskien 'n wanopvatting is, aangesien baie van die onderwysuitdagings in Suid-Afrika, insluitend hoër onderwys, met normaliteit gemoeid is. Dit vorm die grondslag vir uitnemendheid en totdat ons 'n "normale" onderwyskultuur gevestig het, sal ons voortgaan om teleurstelling in die onderwys te ervaar. Die optimistiese beskouing is dat ons dit relatief vinnig kan bereik as gevolg van die mag van tegnologie tesame met sterk vennootskappe, soos UWK, met die voordeel van 'n stedelike ligging en buitengewone vennootskappe, in sekere opsigte in staat was om te verrig.

Bobotse ka go tša thuto ka go setšhaba seo se sa lekalekanego se bjalo ka sa Afrika Borwa, ke taba ye e thulanago, ye taodišwana ye e sa nyakego go bolela ka yona ka go tsenelela. Taodi wana ye e amogela lebaka la gore, go mabaka a kakaretš o, bobotse bo ra go šoma mošomo maemong a godimo a phadišano mola e dumela karolo ya kgonthe ye e ralokwago ke Diyunibesithi tšeo peleng di bego di hlokomologilwe (FHDU) ka go tlhabollo ya makgolo a diketekete tša baithuti ba babaso, gape e dumela dihlohlo tše di lebanego le bobotse ka go tša thuto ka go paka ya ka morago ga 1994. E bolela gore diyunibesithi di bohlokwa kudu go dibaka tša bophelo tša naga ya rena, gomme FHDU di na le karolo ye bohlokwa ye di swanetš ego go e raloka bjalo ka seipone sa bophelo go batho ka bophara, gomme mantšu a bona a na le tumo ya go ikgetha. Segolothata ke go tš ea sekgoba gore go gatelela ntlha ya maithomelo mohlomongwe go a timetša, ka ge bontši bja dihlohlo ka ga tša thuto ka Afrika Borwa, go akaretšwa le thuto ya godimo, di mabapi le tlwaelego. Se se bopa motheo wa bobotse gomme go fihla ge re hlama setšo sa "tlwaelo" sa thuto, re tla no tšwela pele go itemogela maswabi ka go tša thuto. Kgopolo ye e kgodišago ke gore re ka fihlelela se ka bjako ka lebaka la maatla a theknolotši a kopantšwe le tirišanommogo ye maatla, bjalo ka UWC, ka dikholego tša peakanyo ya motsesetropo le tirišanommogo ye e fetišago go tla kgonega mabakeng a mangwe gore go dirwe.

Ubuhle kwezemfundo emphakathini ongalingani njengowaseNingizimi Afrika udaba olubanga ukuphikisana futhi le-atikili engahlosile ukubhekana nalo. Le atikili yamukela ukuthi ngokuvamile ubuhle buchaza ukwenza umsebenzi ngezinga eliphezulu lekhono kanti futhi livuma indima enkulu edlalwe Ngamanyuvesi Ayekade Esesimweni Esingagcwilisi Ngaphambilini ama-Formally Historically Disadvantaged Universities (FHDUs) ekuthuthukisweni kwezifundiswa ezimnyama eziyingamakhulukhulu, kanti futhi yamukele izinselelo abhekene nazo emuva kuka-1994. Ibeka phambili umbono wokuthi amanyuvesi asemqoka kakhulu ekudaleni amathuba empilo ezweni lethu, kanti futhi nokuthi ama-FHDU anendima esemqoka ayidlalayo njengoba eveza ubunjalo bempilo beningi labantu bakithi, kanti futhi amazwi wawo azwakala kude. Inhlosongqangi yalo mbono wukuveza ukuthi ukugcizelela ukuqanjwa busha kungenzeka kube nokudukisa, ngoba izinselelo eziningi zemfundo eNingizimi Afrika, kufakwa phakathi ezemfundo ephakeme, zibhekene nokuvamile. Lokhu kuba yingxenye yobuhle kanti kuze kufike isikhathi sokwakhiwa kosiko lemfundo "evamile", sizoqhubeka nokuhlangabezana nokuphoxeka kwezemfundo. Umbono onethemba kokuhle uthi singakufeza lokhu ngesikhathi esifishane ngenxa yamandla obuchwepheshe ehlanganiswe nobudlelwano obunamandla, njenge-UWC, ikwazile ukwenza njalo ngenzuzo bendawo esemadolobheni nobudlelwano obungafani nobunye.

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/content/discourse/38/1/EJC31204
2010-06-01
2016-12-09

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