Page 104 - Transformation Indaba Report

Equity-based Ensuring alignment of alumni, • Technical review of impact of alumni organisations on
external student and staff organisations patterns of in/exclusion
engagement with the transformation objectives • Number of and diversity of external engagement
of the university practices
Teaching and Planning for Enrolling and graduating • Numbers and diversity profiles
Learning inclusive undergraduate students from • Graduation rates of designated groups
enrolment diverse environments, • Grant recipients and bursary rates; and diversity
geographical locales, ‘abilities’, and profiles of such
Access and socio-economic conditions (class • Gateway achievement levels
success and social status). • Level of diversity in different majors, e.g. STEM
• Number of 1 generation students
st
Critical pedagogies Aligning teaching practices with • Diversity in teaching awards
critical, just and humanizing • % research funds for critical scholarship
pedagogies • Qualitative assessment of pedagogical approaches
Transformation Ensuring that undergraduate • Compulsory general education programme focusing on
and diversity students acquire the knowledge, diversity, transformation, environment, development
competencies experience, and cultural and pluralistic societies
competencies necessary to • Credit bearing intervention at faculty level
succeed in a multicultural, globally (convergence/ divergence design)
interconnected world • Integration of diversity and social justice themes into
academic courses, living and learning activities, and
Equipping graduate students with other co-curricular activities.
diversity-related and social justice • Initiate process to link skills on diversity and social
expertise justice education to promotion and professional
development points
Increasing capacity to teach about • Review and realign academic development
diversity issues and to develop programmes of universities
inclusive learning environments • % of budget on infra-structural developments

VIII. Now what? The Perennial Questions

43. The idea of the barometer is to develop a template for integrated transformation
planning and execution and generate comparable reports across the sector, as well as
making possible the comparative sharing of ideas, good practices, learning and strategies.
The transformation report, and continuous future planning, will serve the general
principles of transparency, openness and accountability which should be the heart of
academic institutions.

44. One should ideally use this framework as a heuristic tool, using a series of key questions
against which to interrogate the information/evidence supplied by our universities
through their Integrated Transformation Plans and annual Transformation Reports on
their self-evaluation of the state of transformation across a range of tracks:

a. How can we demonstrate that the sum total of our transformation efforts
engender our universities with a higher commitment to its social justice
purposes?
b. To what extent have we tackled forms of symbolic and material domination and
exclusion in our universities?

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NelsoN MaNdela UNiversity • traNsforMatioN iNdaba • 2022 99