CAPE PENINSULA UNIVERSITY OF TECHNOLOGY - Response to the Report of the Ministerial Committee on Transformation and Social Cohesion and the ...
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CAPE PENINSULA UNIVERSITY OF TECHNOLOGY
Response to the Report of the Ministerial Committee on
Transformation and Social Cohesion and the Elimination of
Discrimination in Public Higher Education Institutions
January 2010Table of Contents
1. Executive Summary 3
2. Background 4
3. Structure of the Response to the Report 5
4. Conceptualising a South African University
of Technology 5
4.1 Transformation in the Academic Project 6
4.1.1 Opportunity and inclusivity as
transformation agendas 6
4.1.2 Staff development 7
4.1.3 Student support and development 8
4.2 Growth and Change in Research 8
4.3 Transformation through Community Engagement 8
5. Transformation Process after the Ministerial Report 9
5.1 Process followed regarding the compilation
of the Report 9
5.1.1 Institutional engagement with the Ministerial Report 10
5.1.2 A proposed seminar on the Report 10
5.1.3 Invitation to the CPUT Community 10
5.2 CPUT bold initiatives 10
15.2.1 The establishment of the Transformation and
Diversity Office in the Vice Chancellor’s Office 11
5.2.2 Formation of the Transformation,
Diversity and Social Cohesion Forum 11
5.2.3 Epistemological transformation and re-curriculation
at CPUT 12
5.2.4 Students and living experience 14
5.2.5 Staff development 15
5.2.6 Research development 17
5.2.6 Governance 17
6. Conclusion 19
7. Annexure A: CPUT Charter 20
8. References 23
21. Executive Summary
The Cape Peninsula University of Technology, as a relatively young institution,
as the product of a merger, has up to now made every attempt to promote and
embed the culture of Transformation, Diversity and Social Cohesion in the
emerging new culture. The unavoidable challenges of a merger, which include
human distress, a transitional phase that disturbs systems and processes, and
the demands for new policies and guidelines could have easily superseded the
institutional focus on its own transformation processes. CPUT staff and students
have thus had the advantage of creating something new, informed by new values
and beliefs, as well as the disadvantage of being overwhelmed by the demands
of the process of change. Nonetheless, from the outset, in areas like staff
development, student support and development, research, and community
engagement, the University has not compromised its determination to create ”an
empowering environment for students and staff”. In the last two years, since
2008, developments at national level in particular, have necessitated greater
introspection for institutions with regard to their transformation agendas.
CPUT undertook two strategic moves on the issue of Transformation, Diversity
and Social Cohesion. This was the establishment of a representative body, the
Transformation Forum, which was placed within the Vice-Chancellor’s Office.
Secondly, the office of institutional Transformation Manager was created. Work
done through the Forum includes the writing of a Charter, and drafting of a
Transformation Strategic Plan. Above all, task teams within the Forum ensure
that work in various facets of the institution is done and accounted for. Thus new
impetus has been added to research, with added emphasis on bolstering
academics from the designated groups. Student support and development cover
a broader spectrum of student life which includes students at residences, in
governance, as well as in their learning. Governance structures have also played
an important role in the various constituencies within the University, keeping track
of the mandate of transformation.
32. Background
The Cape Peninsula University of Technology (CPUT), the only University of
Technology (UoT) in the Western Cape, is the largest residential university in the
region with a student population of 32 000, of which five percent are
postgraduate students. CPUT is a young institution, having evolved as a result of
the “Restructuring of the Landscape of Higher Education” through the mergers. In
2005 two institutions – Cape Technikon and Peninsula Technikon- ceased to
exist, as the Cape Peninsula University of Technology was established. Now in
its fifth year, this institution is spread throughout the Western Cape , and
comprises the Belville, Cape Town, Mowbray, Wellington and Granger Bay
campuses.
Heritage institutions have brought diverse histories, experiences and
expectations which create a colourful backdrop full of possibilities. At the same
time diversity can be a source of challenges, tension and even pose a serious
threat to staff. Indeed, the negative impact mergers sometimes have on staff has
been likened by some writers as akin to the sense of loss and grief following the
death of a loved one.
In the midst of such contradictions CPUT has forged ahead in the task of creating
an institution where all South African citizens, as well as international students
and staff, find a home where they have an opportunity to grow and reach their
optimum. It is also a place of learning that promotes the goals outlined in the
National Plan on Higher Education (2002). These goals have informed the new
business systems, policies and guidelines that have had to be constructed in the
creation of a viable institution that is set on realising its Vision, “to be at the heart
of Technology Education and Innovation in Africa”. Due consideration has also
been given to Acts, like Employment Equity and others, which help to usher in a
society that is free of discrimination and inequality. Within such a background and
context the Transformation, Diversity and Social Cohesion agenda has been at
the heart of the new institution.
4When the Ministerial Committee called on Higher Education Institutions (HEIs) to
submit reports on progress made, in their Transformation agendas, CPUT
perceived the invitation as an opportunity to reflect on ground covered on this
important yet sensitive issue. The call for an institutional response to the Report
is yet another chance to review work done over the two years since earlier
submissions. .
3. Structure of the Response to the Report
The institutional response to the Report is divided into two parts. The first section
is the phase before the Reitz incident in 2007. For CPUT, it was a time of
confluence of the old and new orders in a changing South Africa. It was a period
of hastened reconstruction as the new institution had to take shape with no time
to wait for the fluidity to gel. Nonetheless, the Transformation agenda was
integrated into all the other changes and developments. The second part of this
Report is the Ministerial Committee era which covers 2008 to 2009.
4. Conceptualising a South African University of Technology
Ordinarily, an institution of higher learning does not need a national tag to
describe its identity. In the case under discussion, however, the new institution,
has been challenged to construct an identity that is relevant and responsive to
the South African reality first, and then to broaden to include an African and
international context. Further, the national identity dimension is to be a negation
of the ethnic identity that characterized institutions under the apartheid regime.
The process thus, had to include receiving old wisdom, interrogating “received
knowledge” (Jansen: 2009,131) while making room for new knowledges. This
forms the crux of the new identity forged, constructed and beaten into shape after
the merger. This has meant, for example, that English is adopted as an
administrative language, which brings together diverse multilingual groups and
5also encourages access. This is despite the fact that almost 80 percent of the
registered students have English as a second language.
The identity of a University of Technology (UoT) has spawned another set of
challenges among staff and students at CPUT. UoTs are a novel institution type
in South Africa whose raison d’etre still has to evolve. At CPUT debates and
discussions have been held on the meaning of the type and implications for the
curriculum, staff, students, employers, and the public generally. At a national
level, the aspect of identity of UoTs has been addressed mainly by the South
African Technology Network (SATN). It is a debate that is still in its infancy but
which is also tied up with the transformation process, especially on issues of
relevance and responsiveness.
4.1 Transformation in the Academic Project
The academic project is the core business of any university. Therefore, if the
issue of establishing identity and bringing about change is to be effective, it has
to be directed at the academic enterprise.
4.1.1 Opportunity and inclusivity as transformation agendas
The heritage institutions of CPUT had built up some experience in the academic
enterprise at university level through the gradual change in the content and focus
of technikons, these institutions were granted permission to offer post-graduate
qualifications to the doctoral level in 1993. Such experience provided an
opportunity for inclusivity and access to higher education. The Programme and
Qualification Mix (PQM) of CPUT was built on the 2004 programmes that had
been approved. This included major fields of study and a range of qualifications
from certificates to doctoral degrees. The significance of this development cannot
be under estimated as such a PQM afforded opportunities to a number of
students, largely from previously disadvantaged communities, who otherwise
would not have qualified for admission to the traditional universities, to have the
6opportunity to enter the higher education sector and to be able to progress to the
highest qualification in the qualifications framework. It is important to note this
facet in the discussion about UoTs and the aspect of access to higher education.
Table 1: Black (African, Coloured, and Indian) Student Headcount by gender and qualification
levels
Year Headcount %Black %Female %New UG %Post
2002 22,857 75% 51% 30% 2%
2003 25,734 76% 51% 30% 2%
2004 27,863 77% 51% 27% 3%
2005 28,961 78% 51% 25% 4%
2006 29,158 79% 52% 23% 4%
2007 28,953 80% 52% 24% 4%
2008 29,367 82% 53% 24% 5%
Source: MIS; CPUT.
4.1.2 Staff development
The CPUT PQM, with its offerings extending to the doctoral level, posed a new
and serious challenge to the teaching staff. There was a need for a major
upgrading of staff qualifications. This was addressed through the creation of a
series of academic staff development initiatives. These covered study bursaries,
sabbatical leave, short courses, seminars and colloquia that helped to equip
academics in the work of facilitating learning . For a number of years CPUT has
offered a postgraduate qualification that equips academics with the competences
to be effective facilitators of learning. The transformation agenda is promoted
through this qualification as emphasis is given on fast-tracking inexperienced and
young academics, especially from the designated groups. Above all the
facilitators of learning are exposed to pedagogies that enrich the learning of
diverse students.
Related to the formal qualification is the Khula Project which also aims at fast-
tracking the development of budding academics from designated groups through
special arrangements like reduced workload and financial provision.
74.1.3 Student support and development
In response to the reality of unevenly prepared students, and in recognition of
practices that at times produce learning environments that are not conducive to
learning for some students, CPUT invested heavily in strategies for alleviating
such conditions. Writing Centres at CPUT campuses are places where students
are provided with an opportunity to acquire academic skills to attain an
acceptable level of academic literacy. Work done in these two areas is
underpinned by serious research that is shared with academia in national and
international conferences and through publications.
4.2 Growth and Change in Research
CPUT as a University of Technology has to define its focus in research. In
particular there are challenges to define and interpret the concepts of, applied
research, educational technology and innovation which have become part of the
discourse on research in UoTs. Such interpretations have to take place in the
context of a responsive approach to the needs of the country both in terms of a
skilled workforce and for solutions to debilitating problems that face South Africa
like poverty, the AIDS pandemic, climate change etc.. A positive development
that has expanded the world of some staff and students are the growing links
with international partners. The other side to this development is the
diversification of the student body and staff. International students comprise
seven percent of the total component of students. This group of students comes
along with their challenges of language, homelessness, and financial constraints.
At the same time helps to expose local students to the world and challenges their
sometimes parochial world views.
84.3 Transformation through Community Engagement
CPUT infuses a strong work-integrated learning (WIL) experience into its
curriculum. The change that has happened in this area has been a thrust to
develop a strong theoretical background to the practice. There is thus ongoing
curriculum renewal that is accompanied by staff development which ensures a
scientific foundation for the practice in accordance with the accepted norms and
standards in higher learning. An important transformatory facet of WIL is the
exposure learners and staff gain during their placements in industry and within
communities, especially under the service-learning programmes.
5. Transformation Process after the Ministerial Report
The second part of this Report begins with the shocking Reitz incident that drew
the eyes of the world to the state of transformation in South African Universities.
The setting up of a Ministerial Committee compelled individual institutions to
reflect on their own transformation processes and progress as they prepared
reports for submission to the said Committee. The “explosive report”, as it was
described in some newspapers, came out in November 2008 and painted a bleak
picture of South African Institutions of Higher Education in the areas of
discrimination, racism and lack of willingness by university authorities to confront
the challenges.
The Report thus managed to foreground the sensitive and difficult issues of race
and gender discrimination, whereas they had been gradually sidelined after the
euphoria and expectations of 1994 had died down.
5.1 Process followed regarding the compilation of the Report
Generally, a consultative approach was followed in compiling the report.
Feedback from the CPUT community was, however, far from satisfactory. The
returns in total were negligible. It is possible that the exercise was undertaken at
9the time the University was closing for the recess in November 2009. The
Response had to be compiled soon after the University’s re-opening for the new
academic year in 2010.
5.1.1 Institutional engagement with the Ministerial Report
Key features of the Report were first tabled at a Transformation Forum meeting.
The Forum is a representative body that meets quarterly and engages on issues
and challenges related to Transformation. A decision was taken that the
engagement should be broader and deeper by involving the greater community
of CPUT.
5.1.2 A proposed seminar on the Report
For greater inclusivity a seminar was planned which would have involved the
Chair of the Report, Professor Soudien to lead the discussions. This never took
place because of student unrest that engulfed the campus at the appointed time.
.
5.1.3 Invitation to the CPUT Community
A brief questionnaire was distributed to staff and students to submit views on the
Report and to suggest ways in which CPUT could respond to the
recommendations. There was a limited response. The Faculty of Education &
Social Sciences and other units like the Centre for Continuing Education and
Fundani: Centre for Higher Education Development gave a report on
transformation initiatives in the various centres. There was a lone voice from a
student.
Indeed, the level of response indicates that more work on raising awareness on
Transformation has to be done at CPUT.
105.2 CPUT bold initiatives
For CPUT the post 2007 phase has been a time for taking the Transformation
process beyond setting up policies to engaging staff and students in their
different areas of life at the institution.
5.2.1 Establishment of the Transformation and Diversity Office in the office of the
Vice- Chancellor
Theorists argue that little progress is made on sensitive issues like transformation
in organisations unless there is buy-in from the leadership. The creation of an
office in 2009, together with the appointment of a Manager of Institutional
Transformation, Diversity and Social Cohesion, is indicative of an important shift
and foregrounding of the Transformation agenda at CPUT. The Vice-Chancellor
took direct responsibility on the pace and quality of change taking place at CPUT.
This phase can rightly be described as the time of “conscious transformation”
(Anderson & Anderson; 2001,4) that goes beyond a focus on behaviour to
engage the emotions, mind and even spirit while taking into consideration the
dynamics of power. Most of the activities that are described below were informed
by the Report and, in particular the recommendations that were mapped out for
institutions to follow.
5.2.2 Formation of the Transformation Diversity and Social Cohesion Forum
The Forum, which is accountable to the Vice-Chancellor and the Executive
Management, operates as a platform where the various divisions within CPUT
have a space to strategise, implement, monitor and review transformation
processes. Strategies followed in the unit are naturally informed by diverse
contexts. Thus there are a myriad of responses that are then shared in the Forum
meetings. The Faculty of Education & Social Sciences, for example, has set up
task teams on Diversity and Social Cohesion at each of the three campuses that
the Faculty straddles.
11The Transformation Strategic Plan that is in the making will provide better focus
to all. In order to cover effectively its wide areas of activity, the Forum operates
through task teams and working committees among which are the following:
• Equity Monitoring and Evaluation Committee
• Disability Unit
• Khula – for Academic Staff Development
• Student life
The Forum task teams cover the work on the ground and are able to set plans
with targets.
The first task of the Forum was to compile a CPUT Charter on Transformation.
The Charter, which was put together in consultation with the CPUT community, is
underpinned by the following principles: (Charter: Appendix A)
• Equity and redress
• Access, retention and success
• Non-racism and non-discrimination
• Diversity
• Social cohesion
• Support for a conducive learning and working climate
• Gender
The Charter is the official document that encapsulates the University’s beliefs
regarding Transformation. It thus is distributed widely to help raise awareness on
Transformation at CPUT across campuses.
5.2.3 Epistemological transformation and re-curriculation at CPUT
The Report rightly cites the above issue as a challenge that faces higher
education. On the whole the transformation of universities under the restructuring
12of the landscape process remained largely structural. Some institutions were
brought together in unwanted unions; others were swallowed by bigger entities.
Considerable energy was devoted to managing harmonisation of processes and
even physical consolidation. There has been very little engagement on the
possibilities of creating new curricula and, better still, explorations on redefinition
of what knowledge is and how it can be produced differently.
An interesting initiative involved a year-long research project at CPUT which
involved a handful of practitioners who explored what Indigenous Knowledge (IK)
is and what implications it has for the courses on offer. This question was
examined from various angles ranging from Mathematics, Civil Engineering,
Architecture and Town Planning. Even though the initial view of a majority of
academics was a denial of the place of IK in their courses, it became clear that in
a South African context curriculum is a construct that has to be continuously
reviewed taking into consideration a number of factors, the least of which is IK.
Closely related to processes of re-curriculation and quality of student learning is
the issue of English as the “sole medium of instruction” in a multilingual society. A
pilot study in which multilingual teaching is promoted in selected courses and
tutorials has the potential to address the challenge posed by language to
successful learning by the majority of students at CPUT.
Transformation also calls for an exploration and charting of new pathways in
order to bring in new knowledge and understanding. Research done in the Work-
Integrated Learning Research Unit (WILRU) promotes such a line of thinking.
Further, work done in WILRU on knowledge production looks beyond the
conventional lecture and laboratory spaces to learning as it occurs in diverse
work situations. This calls for new research methodologies and pedagogies. The
transformatory nature of this work cannot be under- estimated.
135.2.4 Students and living experience
Student academic support and development continues to be a strong feature in
the learning experience of CPUT students. Special interventions are in place for
support to be given to those students who might find that they are lacking, for
example, English language proficiency, mathematics literacy and general
academic literacy. All these development programmes are to bolster the strategy
to improve access which needs to be accompanied by success in higher
education.
The Golden Key International Honour Society to which CPUT is affiliated, is a
platform where students can thrive as they are exposed to some of the central
tenets of the Society. These include recognition of academic excellence and
opportunity to connect with others across geographic and cultural boundaries.
The Student Legacy Project started in 2009, is premised on the “development of
a common identity for CPUT students” and has as one of its objectives “to create
a common identity through an all inclusive student culture that seeks to forge a
multi and transdisciplinary work ethic in an environment free of stereotypes”
(CPUT:ii).The CPUT’s Mission to provide an “empowering environment” extends
to the students as well. This includes both the formal learning and residential
environments.
This further flows to those students and staff with disabilities. A special unit has
been created during the past two years with professional staff and appropriate
technology made available to cater for the needs of those with physical
disabilities.
CPUT has about 19 percent of its students in residence. The intention is to
increase the percentage even though there is recognition that it is impossible to
provide accommodation to all students at CPUT. The process of availing
residences includes up-grading and maintaining existing structures and bringing
14them to an acceptable standard. This is a challenge as there are major financial
implications to such infrastructural developments.
Residences are being re-claimed as sites of learning. This involves setting up
computer laboratories and reading areas and providing trained mentors to
support, especially first-year students. Further, there is a strong focus on
nurturing a sense of “belonging” in these residences through creating a cultural
life that promotes social cohesion.
The majority of residences at CPUT are homogenous in terms of racial make-up.
However, there are some with multiracial communities and the Student Housing
Department has taken it upon itself to set up policies on how residences should
be open spaces where individuals from different cultural or racial backgrounds, or
sexual orientation, or who are physically challenged, as well as international
students, find these places a home from home. Staff attached to these
residences need to be helped to understand new challenges that have come with
the changes.
Table 2: CPUT Student Enrolment by group and gender 2005 – 2009
Year African Coloured Indian White Total
F M TOTAL F M TOTAL F M TOTAL F M TOTAL
2005 7475 5892 13367 4587 4476 9063 143 186 329 2863 3399 6262 29021
2006 7654 6014 13668 4841 4523 364 140 174 314 2804 3233 6037 29383
2007 7659 6172 13831 4982 4365 9347 134 189 323 2548 3024 5572 29072
2008 7778 6344 14122 5364 4426 9790 163 218 381 2483 2819 5302 29593
2009 8325 6843 15168 5737 4626 10363 175 214 389 2304 2798 5102 31022
5.2.5 Staff development
The University continues to view the development of human capital as a priority
and a long-term investment. The backlog faced by a university with a history of
15CPUT is not only skewed make-up of staff towards domination by white males,
but, the levels of qualification of staff needs to be improved in order to engage at
the level the University envisages. There are a number of incentives that have
been put in place to encourage and fast track the development of individuals,
especially from designated groups, who plan to pursue careers in academia. The
Ad Hominem Promotion Policy maps out conditions for the promotion of
academic staff to the positions of senior lecturer, associate, and full professor.
This process has opened up space for the promotion of women. For example, in
2009, of the applicants that received promotion, 71 percent of new associate
professors and the only new full professor are women. This is a process that is
conducted according to strict democratic and transparent criteria. Staff who wish
to be considered for promotion are given support to help them meet the set
criteria.
Fund-raising plans are in place to source funding for promoting staff exchange
and the exposure of CPUT academics to their counterparts abroad.
Table 3: CPUT Academic Staff by group and gender
No. of Staff % of Total
Group Gender
AFRICAN F 54 3.9%
M 132 9.5%
COLOURED F 247 17.8%
M 261 18.8%
INDIAN F 18 1.3%
M 22 1.6%
OTHER F 1 0.1%
M 1 0.1%
WHITE F 282 20.3%
M 372 26.7%
OTHER F 1 0.1%
CPUT Total 1,391
16Source: MIS ; CPUT
5.2.6 Research development
Research development continues to grow and entails, among other activities,
partnerships with industry, government departments and independent agencies.
Evidence on progress in research at CPUT can further be taken from the growing
number of post- graduate degrees awarded, especially at doctoral level. Equally,
there is increasing participation in national and international conferences. The
growing number of publications and DoHET subsidised articles further attests to
the healthy state of research development at CPUT.
To ensure the success of these initiatives, the University has established two
directorates: the Research Directorate and the Centre for Postgraduate Studies.
This is addition to the Research Centres with their areas of specialisation.
In addition to research development initiatives that are located in various
faculties, departments and institutes, a special effort is made to widen the circle
of researchers by broadening opportunities to include women. The Women in
Research Association (WIRA) was launched in 2008. This is yet another vehicle
for the promotion of women researchers as well as those men who conduct
research on women’s issues. There is also a noticeable increase in NRF- rated
women who constitute 35 percent of the current total.
Table 4: CPUT figures for Master’s and Doctoral Degrees awarded
Year Master’s Degree Doctoral Degree
2005 61 6
2006 53 6
2007 69 10
2008 82 13
5.2.7 Governance
17The CPUT Statute was approved at the beginning of 2010 by the Department of
Higher Education and Training. Before then the Institution was governed
according to the Standard Institutional Statute. The delay the University
experienced in the approval of its Statute meant that there was no clear process
of changing Council membership. With the recent Statute approval, however, a
Council Membership Committee has started the process of replacing
membership.
With democracy as one of its values, the CPUT community has gone a long way
towards establishing a culture of consultation and representivity in structures.
The governing structures are in place. There is a Chancellor and a Council that
are fully operational. Joint planning workshops between Council and Executive
Management have provided a platform for open discussion and defining of roles.
Global and national difficulties facing higher education have severely tested
governance at CPUT, but it has remained intact. Attempts are made to promote
greater transparency through use of different communication channels internally
and externally. A current proposal by the Institutional Forum for an Ombuds
Office is currently awaiting the finalization of a policy on whistle blowing. This is
work in progress.
Internal structures are in place as well which include, among others, the
Institutional Forum, Senate and the Student Representative Council (SRC)
which, under its Constitution is elected annually. Further attempts are made to
involve students in governance in faculties through faculty representatives and
participation in faculty boards as well as through house committees in
residences. For students, these are platforms where they hone their skills in
leadership, but where they also learn about being agencies of change.
186. Conclusion
In its brief history of five years, the CPUT community has worked hard to build on
some inherited traditions but to also create new systems and policies for the new
institution to move forward and accomplish its mission. The commitment to
building a new Higher Education Institution within the new ambits of a democratic
order, equity and redress, engagement with diversity and academic excellence,
has not wavered. The many CPUT structures with their differing mandates have
confronted challenges and ensured that the University remains true to its
Mission.
197. Annexure: A
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY (CPUT)
Transformation, Social Cohesion and Diversity Charter
We, the community of the Cape Peninsula University of Technology, mindful of
the past injustices that featured strongly in our higher education system under the
previous dispensation, undertake to participate in our respective positions and
capacities, to be drivers of change within our institution.
This Charter is a blue print for the process of embedding Transformation, Social
Cohesion and Diversity Engagement at CPUT. These three tenets can best be
realised through equity processes in the employment of staff, curriculum
development processes, teaching and learning, and governance that are
underpinned by democracy and transparency.
The Charter itself is underpinned by the following broad principles:
1. Equity and redress
After a decade and a half of the new socio-political dispensation in South
Africa, the need for pursuing practices that ensure equity and redress for
those previously disadvantaged, still exists. Each unit, within CPUT, has to
set clear objectives that are measurable, to bring about equity in the intake of
staff and students, in relation to the institutionally stated demographic ratios.
2. Access, retention and success
20As an institution CPUT will endeavour to broaden student participation,
particularly students from the Designated Groups – Africans, Coloureds,
Indians, White women and Disabled students - in our programmes.
Appropriate academic development and support initiatives will be provided for
students with potential, but in need of such help for them to succeed.
Resources will be leveraged through various means, including third-stream
income, to increase both the quality and quantity of postgraduate students
and the quality of supervision, to contribute to significant increase in research
productivity.
Employment, support and retention of underrepresented groups in faculties
and departments has to be pursued by all line managers.
3. Non- racism and non-discrimination
The institution espouses the pronouncements of the Constitution of the
Republic of South Africa on non-racism, non-discrimination and belief in
human dignity and equality for all. Staff and students at CPUT shall therefore
be treated with dignity and according to the dictates of human rights.
4. Diversity
The institution embraces diversity and firmly subscribes to the notion of unity
in diversity. The institution values what each staff member and student from
different cultures, religion, class and age bring to the community. As part of
ongoing efforts to address under-representation of particular groups in
administration, middle management, teaching and research, and promotional
opportunities, affirmative action, underpinned by inclusive excellence, will be
considered as corrective measure in enforcing positive discrimination as
21articulated in the labour relations and employment equity legislation of the
Republic.
5. Social cohesion
The institution has already started with initiatives that are aimed at forging
unity of purpose among staff through the Vision, Mission, Strategic Plan and
values in promoting a new institutional culture. Various initiatives will need to
be pursued to cultivate and deepen a sense of unity among the members of
the various campuses.
6. Support for a conducive learning and working climate
It is incumbent on all members of the CPUT community to contribute to
creating a conducive working, teaching and learning, research, and
community engagement environment for both students and staff, in particular
for under-represented groups. Rendering effective support, being sensitive to
linguistic and cultural diversity and disabusing of negative attitudes and
stereotypes in dealing with students, will go a long way towards the creation
of an empowering environment.
7. Gender
CPUT is very mindful of the negative effects of patriarchy in the psyche of
South African society and its ascription of certain roles, occupations and
division of labour on the basis of gender rather than ability. CPUT commits
itself to be sensitive to gender issues by creating equal opportunities in all
occupational categories and job levels, and representivity in institutional
committees – thus creating and affirming an empowering working and
learning environment for staff and students.
228. References
1. Anderson, D & LA. (2001). Beyond Change Management: Advanced
Strategies for Today’s Transformational Leaders. Jossey-Bass, San
Franscisco.
2. CPUT. (2009), The CPUT Legacy Project Proposal.
3. Jansen,JD. (2009). Knowledge in the Blood: Confronting Race and the
Apartheid Past. Cape Town
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