Page 26 - Transformation Indaba Report

Dr Levendal explained that senior leaders are responsible for In terms of the student success goal - ensure the improve-
driving institutional transformation (executive management, all ment of student success/throughput, particularly those with
executive deans and senior directors). With the approval of the disabilities and from historically disadvantaged groups – Dr
ITP, the senior leadership cascades the ITP via their portfolios, Levendal showed the targets for 2020 (Academic Plan). FY
thus involving all employees in advancing the transformation entry levels saw a significant drop in terms of targets set.
agenda. Dr Levendal compiled the report through direct inputs Overall, the UG enrolments increased by 1%. M and PhD saw a
from Manco portfolios and secondary sources (see list above). decline, but overall enrolments in PG led to management
The VC’s reports to the council are thematised, Q1 - student setting up a dedicated Task Team to investigate the declining
access and involvement, Q2 - student success, Q3 - transforma- PG and International student enrolments (a significant decline
tion and Q4 – sustainability. All these elements intersect with over the previous 3-year period).
the University’s transformation mandate and transformation
goals.

In terms of the first goal, to achieve academic excellence
through curriculum transformation to ensure that it is socially
relevant and responsive to the development needs of the
country, Dr Levendal advised that Mandela University has
adopted the Humanising Curriculum Framework, which also
speaks to curriculum transformation and comprises ten curric-
ulum statements covering various elements, and noted these
intersect perfectly with the economies presented by Prof Keet.

... “There’s no such thing as neutral education. Educa-
tion either functions as an instrument to bring about
conformity or freedom.” - Paulo Freire, Pedagogy of
the Oppressed

enablers of curriculum developmenT

The uptake of technology-enabled content delivery has
increased yearly since before 2020 but more noticeably during
the pandemic. Expanded access to eLearning resources was
facilitated by using Moodle (the University’s LMS). Challenges
associated with the platform and e-learning modalities
included limited access to devices and connectivity problems.
Mandela University responded by expanding its student
laptop initiative and addressed access by expanding Wi-Fi to
specific public spaces. An organisational redesign process
(started in 2018) helped reimagine the academic development
space, resulting in the Learning & Teaching Collaborative for
Success initiative. The LT Collab has positively impacted
eLearning, academics’ skills in presenting via online learning
and improving pedagogical praxis and curriculum design skills.
All in all, Mandela University was remarkably responsive
during the COVID-19 pandemic.

NelsoN MaNdela UNiversity • traNsforMatioN iNdaba • 2022 20