Page 64 - Transformation Indaba Report

SUMMARY OF POINTS MADE DURING BREAKAWAY

a. Tension between industry goals and NMU’s transformation goals.
b. Institution’s transformation concepts & goals first need to be clarified, receive buy-in, checked for appropriateness before
interpreted and measured at classroom level.
c. Some transformation factors sit outside of our control.
d. How do we create a “Mandela University” graduate that stands apart from other graduates? And how do we best
prepare the Mandela University graduate for a rapidly changing world globally and a high unemployment rate, locally in
terms of competencies, attributes, mindset, and transferable skills.
e. Nelson Mandela University is ready to move towards actioning and tracking a decolonised curriculum.
f. Various case studies can be identified that speak to producing a distinctive graduate.
g. Could we introduce flexible qualifications?
h. How to address the gap between external accreditors’ agenda and our institution’s transformation agenda. Online T&L
and assessment has led to increased pass rates.

INPUTS MADE DURING BREAKAWAY • We need to be more intentional wrt decolonisation and
curriculum transformation. It needs to become a require-
• Expectations of industry professional bodies vs our trans- ment, be actioned. Enables institution to track/monitor
formation goals. progress.
• Interpretation of institutional transformation goals at • What do graduates need to function in a very rapidly
department level. Lack of clarity around transformation changing world, in terms of generic competencies and
goals makes it difficult. attributes.
• At department level, having to be accountable/take • Employability: Universum Survey shows what are our
responsibility for outcomes outside of our control. graduates are doing in the world of work. Are they doing
• Appropriateness of certain transformation benchmarks. what they were trained for or something quite different?
• Are we ready for ‘quantitative’ measurement, given lack of • What type of skills, qualities need to be included in our
clarity surrounding transformation? qualifications? Rework the curriculum so graduate can do
• Clarity around transformation concepts must be done first multiple tasks.
before setting targets, milestones and etc. • Prepare our graduates for going beyond doing further
• “What you measure, drives behaviour” studies or seeking employment. A Mandela Uni graduate
• Can you hold people accountable for factors outside of must fly out there because they don’t have limited abilities.
our control? Not just a teacher/accountant…
• We need to see ourselves as part of the solution. • Review of curriculum is NB. How to monitor if discipline
• Can we use graduates becoming employed in good time curriculum has been reviewed. External moderators of our
as a possible measurement? modules?
• What variables do we use to monitor ourselves? • Key curriculum transformation indicators could be
• Create entrepreneurial programmes. developed (see UCT’s bar graphs)
• Leverage technology for employability. • HoC case study: students obtain practical experience of
• Graduates to create their own companies that service working with marginalised communities.
Metro businesses. • Through that practical experience, we could produce
• Decolonisation of curriculum – we do have an adequate different graduates.
understanding by now. Let’s move on to actioning. Let’s • Also helps to build a two-way relationship and mutual
include in performance agreements. Start manifesting it. learning between community and university.

NelsoN MaNdela UNiversity • traNsforMatioN iNdaba • 2022 58