Page 18 - Transformation Indaba Report

Prof Soudien mentioned that several interventions had Prof Soudien pointed out that historically “White” universi-
been organised. Of these, GBV and equity interventions were ties remain predominantly white and in deep contrast to his-
the most noticeable. The period post-1994 saw a 250% in- torically disadvantaged universities. Seeing a big divide in
crease in black student numbers resulting in a complicated staffing, universities employed various pro-equity interventions
shift because it brought the issue of class into the picture to increase the number of black and female academic staff
and propelled NSFAS into our attention. NSFAS applicants while seeking to maintain an acceptable balance between
have increased dramatically due to massification. permanent and contract staff appointments yet contain
salary expenses.

2.2 General features of the HE Experience: Staff (slide)

Prof Soudien pointed to the key feature of increased enroll- still have under-prepared students, requiring much support
ments since 1994. Although there’s an increase, universities and on-campus interventions.

2.2 General features of the HE Experience: Students (slide)

• While enrolment has increased by almost 250% since 1994, Africans and Coloureds continue to be under-
represented, including in certain fields of study. Several universities reflected on the problems caused by NSFAS.
In general, the richer institutions reported on the ways they were providing financial relief to students experiencing
NSFAS-related problems, while the poorer institutions reported on incidents of student protests caused by NSFAS-
related problems.
• The academic preparedness of students differs greatly. In response, universities have instituted a variety of inter-
ventions to support students’ transition from high school into higher education and academic success. Progression
rates still racially and class skewed.
• Some universities reported on the range of facilities and services they offer students (and staff) with special needs
and disabilities, as well as first-generation students and LGBTIQ+ students.
• Campus-life and student-life interventions to enhance students’ diversity, leadership and citizenship skills and to
level the playing field to some extent between rich and poor, and privileged and disadvantaged students. In this
regard, first-year and first-generation students for whom campus-based accommodation provided important
benefits were given priority in some residence allocation policies.

NelsoN MaNdela UNiversity • traNsforMatioN iNdaba • 2022 12