After Mining - Victoria Fabron

After Mining A new institution Planting the seed for a developmental South African University

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After Mining A new institution Planting the seed for a developmental South African University

Victoria Lee Fabron St Edmund’s College, Cambridge Pilot Thesis An essay submitted in partial fulfilment of the requirements for the MPhil examination in Environmental Design in Architecture (Option B) 2012-2014 8954 words Supervisors:

Ingrid Schroder

Joris Fach

History and theory supervisor:

Felipe Hernandez

Structural engineering tutor:

Simon Smith

Table of contents i

Introduction and methodology

1

A legacy of division - facing the issues in South African higher education

2

History case studies introductions

3

The developmental university

4

Kimberley, Northern Cape

5

Design strategies

a

Location in surroundings

b

Curriculum Content

c

Configuration

d

Space

e

Growth

Conclusion

Bibliography References

Introduction A new public university in South Africa

Following a dramatic restructuring of the higher education system in South Africa following the segregated apartheid era, the thesis stems from considerations of the role of a new university in the country could be.

This paper advocates for the university to be directly focussed on and actively involved in the development of its surroundings. This position is driven not only by consideration of what the university can and should aim to do in service to society but by exploring how this mission can inform strategies for growing an identity for the new South African university.

The initial architectural implications of this mission are introduced through the design strategies for a developmental research centre in Kimberley, capital of the Northern Cape Province. Historically one of the first and largest industrialized diamond mining sites of South Africa, the mining operations in Kimberley are planning a life span of little over 10 years. The institute forms its research topics around the “post-mining� realm, focussing on issues relating to the social, political, environmental and economic facets of sustainable development in this global industry.

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methodology Exploring the thesis topic, “a new South African University�, began from a particularly historic and theoretical position. As discussion on higher education was so vast and politically charged, it was important to understand what makes the university different from other systems of education and establish a core set of characteristics that defined the institution.

The relationship between the supposedly autonomous university and its surroundings was a prominent concern.

A theoretical overview of the University was followed by a historic account of the different political and social agendas that surrounded the establishment of institutions in South Africa. This was firstly in order to fully understand the current issues with the higher education system and facilities in the country. Secondly, by looking at the initial master plans of a range of cast studies, it was made clear how how ideologies, educational and extra-curricular objectives are manifested in the physical and pedagogical framework of institutions. These considerations led to an understanding that the design response would need to stem from a solid ideological position.

The developmental university model came up when looking at what issues were currently being discussed surrounding higher education in South Africa. This model advocates a deliberate and direct approach towards overcoming developmental problems.

After developing strategic model through considerations of history and theory, the model was explored through experimental design responses added to by investigations of a specific place - Kimberley, South Africa.

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1

A Legacy of division

A butchery remains open after part of the building was removed after the forced relocation of their neighbour due to the Group Areas Act. Photo - 1986 The group areas act is a one of the main acts of the apartheid regime - people of different race were designated different zones of the urban area and required by law to relocate there. This had a permanent impact on the organization of the towns and cities of South Africa.

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South African universities - Current issues Known for its wealth of natural beauty and resources, South Africa has also been characterised by economic and social inequality. However, its leaders repeatedly cite the importance of education in overcoming these issues and aiding in the development of the region. With regards to the university’s potential economic and socio-political position in the education system, it has a vast array of means with which to serve society.

University developments in South Africa were historically characterised the adoption of Western European philosophies and affected by the political agendas of the apartheid regime. These perspectives of civilization raised the view that African culture; its ideas, histories, traditions and forms of knowledge, were primitive, offering no value to the development of society. (Ramoupi, 2012)This suppression of African ideologies continued in South Africa under the apartheid rule and especially affected education systems. The main drivers of the apartheid regime related to the protection and promotion of white culture and reservation of jobs and resources for their particular demographic, and the university system during the pre-democracy era was largely directed by those in power to be a means of upholding the current order. (Sheehan, 2009) Thus the few universities catering to the African population in South Africa were established with very little autonomy or academic freedom (Napier, 1985) and did not reflect the cultures or aspirations of African people.

In the contemporary democratic era there is a desire to create universities for this “rainbow nation� that are more accessible to the society they serve, more responsive to their surrounding African context.

However, the Africanisation of the curriculum is just one of many issues facing the tertiary education system in South Africa. Expanding the range of courses available and improving access to higher education for disadvantaged black people is seen as key to overcoming apartheid inequalities, developing society, and producing the skills needed to drive industry in the country. Higher education in South Africa has a dropout rate of a worrying 45% (2011) Financial difficulties are partly to blame for this, but the lack of adequate social or academic support and the fairly alien environments that African students find themselves in when at university are also considered. Adding to the need to maintain and grow graduate numbers are the issues of overcoming the racial segregation within the system and institutions, continual funding of historic and emerging institutions and overcoming of great imbalances in quality of facilities.

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A divided system Apartheid was a series of laws passed by the National Party government from the 1950’s to the end of 1989 and officially ending in 1990, finding its close in the election of the African National Party in 1994. Although racial separation had been ongoing in South Africa from the colonial era, apartheid made this official and clearly enforced. These laws began with the registration of the population and categorization into different races, followed by the segregation of these races, providing separate areas, facilities and amenities. The laws resulted in the forced relocation of groups of people from land that was reserved for other races and delegated what levels of jobs non-whites were allowed to train for and obtain.

There has always been fierce controversy surrounding this regime, from both within the country and internationally. Within South Africa, both political talks and conferences and violent protests and acts of terrorism were ongoing. Many laws were passed; banning large gatherings in public areas, restricting movement geographically for different races, prohibiting the formation of black trade unions and many other union activities.

Education was seen as central to promoting the apartheid regime and the system was segregated in 1953, led by the Bantu Education Act. Apartheid acts originally created a separate education system for non-whites that was designed to prepare them for the working class in service to the white population.

Aside from the University of Fort Hare in the Eastern Cape, few black people were initially afforded a university education. The Extension of University Education Act in 1959 declared that whilst black students were not allowed to enrol at the existing universities, there was the establishment of racially exclusive universities for black South Africans. These “bush colleges” were located remotely from the towns, such as the University of Limpopo, in the later established Bantu Homelands, or in the middle of the areas designated for the non-white population.

The native universities were placed under control by the government with the intellectual agenda to educate these sections of the population for their prescribed role in the apartheid system, to be teachers and doctors for their own people, or Bantustan administrators in the established native areas.

For those classed as coloured (mixed) there were coloured institutions that grew into their own autonomous institutions in the 1970’s.

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Student landscape

Pretoria

Johannesburg

KIMBERLEY

SWAZILAND

Bloemfontein

LESOTHO

Durban

Cape Town

Total:900,000

Map showing distribution of university students across South Africa

Proportion 18-24 year olds entering higher education Proportion of of 18-24 year olds entering higher education

Student representation - total student numbers Student representation - total student numbers

18%18%

Proportion of 18-24 year olds entering higher education

KEYKEY Student representation - total student numbers 2000 STUDENTS == 2000 STUDENTS

18% Student representation - proportion of population STUDENTS: STUDENTS: Student representation - proportion of population KEY AFRICAN AFRICAN = 2000 STUDENTS COLOURED COLOURED INDIAN INDIAN WHITE WHITE

Student representation - proportion of population

DENTS: FRICAN

“some 60% of whites and more than half of Indians enter higher education, but the rate for Africans is still the lowest at 12,8%. The primary reason for this ongoing disparity is the low quality primary and secondary schooling�

OLOURED

DIAN WHITE

STUDENTS: AFRICAN COLOURED INDIAN WHITE

public university enrollments TotalTotal public university enrollments

Total public university enrollments

(45% students without completing) (45% students dropdrop outout without completing)

900000 900000

Postgraduate student enrollments Postgraduate student enrollments

25 yrs OverOver 25 yrs old old

900000

150000 150000

(48% of these (48% of these dropdrop out)out)

150000

(48% of these drop out)

(45% students drop out without completing)

900000

Over 25 yrs old

Postgraduate student enrollments

KEY = 2000 STUDENTS

360000 360000

(only 7.4% graduated in 2009) (only 7.4% graduated in 2009)

130000 130000

UNIVERSITY TYPE: International students students TRADITIONAL International COMPREHENSIVE TECHNOLOGY

360000

DISTANCE LEARNING(only 7.4% graduated in 2009) Total student numbers by institution type

360000

130000 International students

Total:900,000 7%7%

27.5% 27.5%

30%30%

42.5% 42.5%

Science, engineering technology Science, engineering andand technology Business, commerce management Business, commerce andand management Humanities social sciences Humanities andand social sciences

320,000

7%

152,000 128,000 27.5%

300,000

30%

7%

42.5%

Science, engineering and technology Business, commerce and management Humanities and social sciences

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Research in South Africa universities

80%

Basic research conducted in Southern Africa by South Africa Several South African universities conduct world-class research and feature in the top 1% of the world’s institutions

26

PhDs per million in South Africa (569 in Portugal, 264 in Australia)

7

Centres of Excellence - long term inter-disciplinary collaboration across institutions - Biomedical TB research - Invasion biology - Strong materials - Birds and biodiversity conservation - Catalysis - Tree health biotechnology - Epidemiological Modelling and Analysis

Who produces research in South Africa?

19.9% 20.4% 58.6%

universities

government

business sector

4 3 2 1

India Argen tina

Africa

Spain

South

USA Austr alia Franc e EU-2 7 ave rage China

Japan

Swed en

&

South Africa spends 0.92% of GDP on research

current

10-20 years

For a knowledge-based economy South Africa needs to increase its PhD production rate by a factor of 5

Funding universities in South Africa

150,000

Students provided for by National Student Financial Aid Scheme

0.74% % of GDP spent by state on higher education

2.5%

National budget spent on higher education

Average University income:

28% 32% 40%

32000

Students enrolled in foundation programmes prior to starting their degrees

from student fees

from donations and entrepenureal

from state

R5.5 billion

2011 South African government pledge to improve infrastructure across university facilities

Post 1994 restructuring With regards to university curriculums, distinctions between “teaching for professions” (engineering, design, architecture, teaching, law) and “teaching for other reasons” such as developments of human aspects (languages, history, philosophy, mathematics, chemistry, geography, human sciences) are often highlighted. This differentiation is essentially between vocational and liberal knowledge - vocational knowledge being that which is useful for contemporary society and liberal knowledge covering more longlasting knowledge. (Marsh, 2004) Whilst all higher education institutions may adopt a curriculum comprising of both types of knowledge, traditional universities have a more primary focus on the liberal or “pure” knowledge whereas technical universities gear towards vocational “applied” knowledge.

Given the history of the education system in South Africa, where the division between positions of leadership and general labour ran decisively along racial lines, these discussions are especially relevant to South African Universities in light the desire to overcome the previous regime.

In 2004-5 the higher education system was restructured in an attempt to join racially and programmatically segregated institutions into more comprehensive, multi-campus universities. Vocationally orientated technikons merged with traditionally orientated universities in an attempt to create “comprehensive” universities with a wider range of programmes available and bridge the historic rift between occupational and academic programmes. Some technical training colleges, called technikons were updated to “Universities of Technology” in order to elevate the status of vocational training.

Also through this restructuring, underfunded traditional universities established for the black population were adopted by larger, more established universities to increase the facilities and support available to the previously disadvantaged sites.

Restructuring of the Higher Education system

WHITE

POST-MERGER University of Limpopo

University of the Free State University of Cape Town University of the Witwatersrand University of Pretoria Rhodes University East London Potchefstroom Christian Higher Education University of the North-West University of Natal

Stellenbosch University Rhodes University Cape Technikon

University of the Free State University of Cape Town

University of Pretoria University of Fort Hare North-West University

Technikon Witwatersrand

Vista University Mamelodi Campus University of Fort Hare Vista University Sebokeng Campus

University of the Western Cape

Stellenbosch University Rhodes University Cape Peninsula University of Technology

Peninsula Technikon Vista University Welkom Campus Durban Institute of Technology

Tshwane University of Technology

Umlazi Campus of the University of Zululand Technikon Northern Gauteng Technikon North-West

Mangosuthu University of Technology

Rand Afrikaans University

Vista University Bloemfontein Campus

University of the Western Cape

Durban University of Technology

Port Elizabeth Technikon

University of the North Qwaqwa

University of Durban-Westville

Technikon Natal

University of Port Elizabeth

Medical University of Southern Africa

University of KwaZulu-Natal

Central University of Technology

Vaal Triangle Technikon

University of the North

University of the Witwatersrand

Free State Technikon

Technikon Pretoria

NON-WHITE

Mangosuthu Technikon

Vaal University of Technology Nelson Mandela Metropolitan

Vista University Port Elizabeth Campus

University of Johannesburg

Vista University East Rand and Soweto

University of Venda University of Zululand Walter Sisulu University

Split universities (multi-campus) Absorbed universities

University of Venda University of Zululand University of Transkei Eastern Cape Technikon Border Technikon

Traditional Universities Universities of Technology Comprehensive Universites

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University of Johannesburg - Merger The University of Johannesburg is an example of a large scale multi-campus merger, combining the Rand Afrikaans University, the originally British, industry-focused technical school of the Technikon Witwatersrand and the Johannesburg campuses of the Vista universities to form a comprehensive university serving a wide demographic.

Challenges faced by merging institutions included; establishing new identities for the new unified institutions, finding a balance between promoting a unified institution and the identity of individual campuses, accommodating different institutional cultures, traditions and policies, and the organisation of the significant size increase of the institutions. Locating the framework, faculties and programmes across multiple campuses has posed challenges, with many programmes being duplicated across the different sites.

Cross-campus integration has been possible in the context of a dense city location - however, in most other comprehensive universities, the distance between campuses has meant working across all of them has been less successful.

Map of Johannesburg showing different campus locations

1. Rand Afrikaans University - now Kingsway campus

2. Bunting road campus

3. Technikon Witwatersrand

1 2 3 4. Vista University Soweto - now soweto campus

4 19

Student representation - proportion of popul

Large institutions Johannesburg

SWAZILAND

Comprehensive and inclusive universities in South Africa created through mergers are very large in student Bloemfontein number and faculties, often distributed across multiple campuses.

When considering the establishment of a new university, one considers what a comprehensive institution would need to be on a smaller scale.

Durban

LESOTHO

Total public university enrollme University of Johannesburg 50000 students over 4 campuses

(45% students drop out w

Over 25 yrs old

= 2000 STUDENTS UNIVERSITY TYPE: TRADITIONAL COMPREHENSIVE TECHNOLOGY DISTANCE LEARNING

Total student numbers by institution type

International students

:900,000 students

Cape Town

320,000

152,000

128,000

300,000

Pretoria

Johannesburg

KIMBERLEY

SWAZILAND

Bloemfontein

LESOTHO

Durban

Walter Sisulu University 27000 students over 4 campuses

Nelson Mandela Metropolitan University 27000 students over 6 campuses

= 2000 STUDENTS UNIVERSITY TYPE: TRADITIONAL COMPREHENSIVE

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2

Historical background to pre-democracy universities

23

University establishments

Transvaal Technical Institute est.

Cape of Good Hope examining body est.

Stellenbosch College est.

PUCE est.

SA College prepares University examinations

1870

Rhodes College est.

PE Art School est.

1880

XHOSA / CAPE FRONTIER WARS

Political agendas

SOUTH AFRICAN SCHOOL OF MINES EST.

1890

Natal Technical College est.

Transvaal College est.

ANGLO-BOER WAR II

Cape Technikon est.

1910

Treaty of Vereeniging

University of Witwatersrand gains status

TUC becomes University of Pretoria University of University of Cape Town Fort Hare est. gains status

Grey college awards B.As

1900

Stellenbosch University gains status

1920

Technikon Witwatersrand est.

1930

UNISA distance education est.

ML Sultan College est.

University of Zululand gains status

Peninsula Technikon est.

Rhodes University gains status

Rand Afrikaans University est.

UWC est.

University of Natal gains status

University of Free State gains status

non-white medical school est.

1940

1950

MEDUNSA Medical est.

University of Bophuthatswana est.

University of Port Elizabeth gains status

University of DurbanWestville est.

1960

University of Venda est.

VISTA Universities est.

1970

3 Universities for non-white students

5 Native Universities

underfunded

NATIONAL PARTY ELECTED

Technikon Free State est.

Vaal Triangle College est.

University of the North est.

Mangosuthu University of Technology est.

University of Tranksei est.

University of Western Cape gains status

Uni of Zululand est.

Potchefstroom University for Christian Education gains status

Vaal Triangle Technikon

Eastern Cape Technikon est.

1980 Government can restrict student organizations

1990

2000

Homeland governments control Homeland Universities

Non-whites banned from non-white Universities

POPULATION REGISTRATION ACT ID documents required

Univeristy of Fort Hare under government control

BANTU EDUCATION ACT Universities segregated

Racial segregation of campuses loosened

INDUSTRIAL ACTS Prohibited mixed race workers unions Prohibited strikes PASS LAWS ACT GROUP AREAS ACT SEPARATE AMENITIES ACT Areas and facilities deemed “white-only”

APARTHEID DECLARED

Riotous Assemblies Act Prohibited public gathering

Univeristy of Fort Hare regains autonomy

EXTENSION OF UNIVERSITY ACT REPEALED

POPULATION REGISTRATION ACT REPEALED

Immorality Amendment Act Prohibits mixed-race relations

ANC ELECTED

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Oxbridge, Mining and Christian Roots University establishments in South Africa began to evolve in the 1870’s as a result of the increasing demand for skills in mining, geology and mineralogy following the discovery of diamonds and gold in the country. The substantial growth of these institutions followed large financial endowments from both the government and some of the country’s wealthiest entrepreneurs, most of whom made their fortunes following the mining boom. Many university developments in South Africa also followed from schools established by the Church, such as Stellenbosch and the University of Fort Hare.

The establishment of these schools into universities included strong investment from prominent English settlers and so the resulting education and built style was inherently Eurocentric with strong Anglo-Christian values. Most of these institutions prepared students for examination by the Cape of Good Hope University, an examining body centred on the Oxford and Cambridge systems.

The University of Fort Hare was the first university to serve the African population.

Founded primarily by the church in 1904, these British missionaries wished to make “civilisation” (set by western colonial ideals) available to native Africans. Whilst it was important for emerging graduates to know they were as good as any other, this was measured by European standards and thus, the affiliation to the nearby British-founded Rhodes University was determined.

University of Fort Hare

University of Cape Town

1870

1880

1890

1900

1910

1920

1930

1940

1950

1960

1970

1980

1990

2000

University of Fort Hare

27

Afrikaans Nationalist Ideologies Following a period of British colonial rule over Afrikaans, the existing universities were rooted in British Imperialism and English was their language of instruction - an unfamiliar medium for the large Afrikaans population. Amidst an increasing demographic of Afrikaans students ,the universities in Pretoria, Stellenbosch and Bloemfontein adopted Afrikaans as the principle language of instruction and began forming a nature of institution more centred around Afrikaans culture and traditions.

These universities were fashioned in the mould of the Volks University and became the intellectual centres of Afrikaner nationalism.

Their intellectual orientation was more to conservatism, communitarianism, rationalism and phenomenology. This was somewhat in contrast to the “liberal” English Universities that traditionally had the intellectual orientation to pluralism, liberalism, individualism and secularism.

The Rand Afrikaans University in Johannesburg was established in the 1960’s with the distinct political agenda of providing the new generation of the Witwatersrand area’s population with educational opportunities in the Afrikaans language.

Being spearheaded by the Afrikaans national party, the Afrikaans university supported a culture of traditional values and a premium was placed on innovation and enthusiastic participation. Amidst the Afrikaans National Government priorities these institutions were somewhat the intellectual justification of apartheid. However, they also gave rise to intellectuals who questioned the Afrikaans Nationalism, as well as providing students with a solid grounding in the history of philosophy. These universities were for whites only, although towards the end of the 1970’s some of those classed as black or coloured were accepted into the more liberal ones.

Rand Afrikaans Univeristy

1870

1880

1890

1900

1910

1920

1930

1940

1950

1960

1970

1980

1990

2000

Rand Afrikaans Univeristy

29

Bantu homeland Legitimacy Projects The Bantu Authorities Act of 1951 and the Promotion of Black Self-Government Act of 1959 were established to support the government’s plan of completely separate development in the Bantustans and sought to declare the black “homelands” as self governing nation-states. These states were governed by leadership recruited by the National Party and were essentially autocratic, with the promise later of autonomy and self-government and eventually Acts were set up to allow the transfer of capital to the homelands in order to redirect employment and industrial development there.

As the Bantustans received their autonomy, it was felt by some of the leaders that the establishment of a University would lend the territories “status, legitimacy and credibility in the eyes of the local and international community” - heading towards an ideal of the Transkei and Bantustans being independent nation-state. If these were recognised internationally, the apartheid doctrine would hope to gain legitimacy internationally.

There were proportionally significant grants awarded to the universities in the homelands that were declared independent, allowing for the imposing structures of the campuses.

The governments involved in the establishment of these universities however did not appreciate the concept of “academic freedom” but saw university as extension of the civil service where everybody is required to work according to strict codes of conduct.

Fearing the presence of a truly autonomous university, he governance of these institutions was kept under close control of the national and local political leaders. The curriculum or built environment did not facilitate activities to develop the culture or skills of democracy and conflict resolution that traditional universities enabled.

University of Transkei

1870

1880

1890

1900

1910

1920

1930

1940

1950

1960

1970

1980

1990

2000

KALAHARI DESERT Johannesburg

Upington Kimberley

Bloemfontein Durban

NORTHERN CAPE O

GREAT KARO Cape Town

1. Settlements in the Transkei 2. Ciskei homeland 3. University of Tranksei 4. Map showing Bantu Homelands 5. University of Zululand

31

Visa Universities and accessibility The urgent need for higher educated black Africans in the urban areas of South Africa led to the establishment of the Vista University sites by the national government. Low tuition fees and flexibility were key, with correspondence programmes on offer that were geared towards providing access to the world of work, especially field of education, to reduce number of unqualified teachers.

The Vista Soweto campus in heart of the Soweto township in Johannesburg was first constructed in 1989 following the same establishment conditions as the campuses in Pretoria and Port Elizabeth. It received both a traditional minister opening and a traditional African declaration held with ancestral praise, thanksgiving and slaughtering of animals. The first vice-chancellor of the university declared:

“Vista is a university for the community. In every sense of the word it operated within the community. It seeks co-operation within the community. It seeks co-operation from the involvement of the community. It takes note of the community and provides help and guidance where possible. It has a goal, not only to become an education centre of excellence, but also a cultural centre worth of note�

Vista University Soweto

1870

1880

1890

1900

1910

1920

1930

1940

1950

1960

1970

1980

1990

2000

33

3

Developmental university

“If the university can’t make a different to the pressing problems around us, it’s both an intellectual failure and an ethical failure” Brenda Gourley, Chronicle of Higher Education (2007)

35

University establishments Transvaal Technical Institute est.

Cape of Good Hope examining body est.

Stellenbosch College est.

PUCE est.

SA College prepares University examinations

1870

PE Art School est.

1880

Rhodes College est.

SOUTH AFRICAN SCHOOL OF MINES EST.

1890

Natal Technical College est.

Cape Technikon est.

Transvaal College est.

1910

University of Witwatersrand gains status

TUC becomes University of Pretoria University of Fort Hare est.

Grey college awards B.As

1900

Stellenbosch University gains status

University of Cape Town gains status

Technikon Witwatersrand est.

1920

1930

FORT HARE HIRES BLACK CHANCELLOR After protests from students and staff

UNIVERSITY POLITICS

NE TA

POLITICAL RESISTENCE & REPRESENTATION

GOVERNMENT

XHOSA / CAPE FRONTIER WARS

ANGLO-BOER WAR II

Treaty of Vereeniging

UNISA distance education est.

ML Sultan College est.

Peninsula Technikon est.

Rhodes University gains status

Rand Afrikaans University est.

UWC est.

MEDUNSA Medical est.

University of Bophuthatswana est.

University of Port Elizabeth gains status

University of DurbanWestville est.

University of the North est.

University of Free State gains status

non-white medical school est.

1940

1950

MANDELA AT WITWATERSRAND

1960

1970

3 Universities for non-white students Significantly underfunded

BANTU EDUCATION ACT Universities segregated

ELSON MANDELA & OLIVER AMBO ENROLL AT FORT HARE

VISTA Universities est.

Eastern Cape Technikon est.

1980

5 Native Universities

1990

Univeristy of Fort Hare regains autonomy Student arrested at Universities

Steve Biko attends Natal School Racial segregation of campuses loosened

African Students' Association ANC MEMBERS CHARGED WITH TREASON

Black Universities in strike action

Nelson Mandela president of ANC Youth League

2000

restricted student groups revived

Homeland governments control Homeland Universities

black student movement

Univeristy of Fort Hare under government control Mass school boycott

University of Venda est.

Government can restrict student Boycotts at schools organizations

Non-whites banned from non-white Universities

Nelson Madela Suspended from Uni Students boycott against university policies

Technikon Free State est.

Vaal Triangle College est.

University of Natal gains status

Mangosuthu University of Technology est.

University of Tranksei est.

University of Western Cape gains status

Uni of Zululand est.

Potchefstroom University for Christian Education gains status

Vaal Triangle Technikon

University of Zululand gains status

Attacks on ANC students

by Inkatha

Stellenbosch admits non-whites Bombings of offices at Universities

Fair wage drives for industry held at Univesities University Christian Movement restricted

Walter Sisulu encourages anti-apartheid action

ANC DEFIANCE CAMPAIGN Adoption of freedom charter NATIONAL PARTY ELECTED POPULATION REGISTRATION ACT ID documents required

INDUSTRIAL ACTS Prohibited mixed race workers unions Prohibited strikes Riotous Assemblies Act Prohibited public gathering

PASS LAWS ACT Immorality Amendment Act GROUP AREAS ACT Prohibits mixed-race relations SEPARATE AMENITIES ACT Areas and facilities deemed “white-only” APARTHEID DECLARED

Homeland Leaders reject the new Constitution

EXTENSION OF UNIVERSITY ACT REPEALED

POPULATION REGISTRATION ACT REPEALED

37

The nature of the university The University performs its core tasks of teaching and research in the context of its distinctive nature as a relatively autonomous institution, its distinguishing feature being the academic freedom to determine its own research agendas, curricula and mission.

This academic environment where its members are free to pursue knowledge without consideration of its implications or usefulness increases the limits of possibility beyond what is currently accepted or possible, affording the institutions a unique privilege.

However, the university cannot reliably operate in isolation from its surrounding society as the validity of the institution will ultimately be questioned - it should demonstrate interests outside of itself and consider the conversion of “knowledge� to tangible change.

There is the potential for the university members to compliment their specific expertise with a concern to respond to society from a critical position - to question the status quo.

Leadership Education has always been a highly politicised topic - those who develop the curriculum impact what the next generations consider and accept. The way that subjects are taught and the environments that students experience have acute implications on the practical and social skills these future citizens develop. Universities also offer the most elite level of education in the system - those emerging from the institution as graduates are those who are called positions of leadership, not just politically and in industry, but in everyday society - this places them as potentially powerful social and political institutions.

The university is defined by its graduate (people) output - what define these graduates are not just their commercial skills as workers, but as successful future citizens and leaders. Vocational competence and personal development are inseparable; meaning the experience of learning is as prominent a consideration for the institutions as the course subject itself.

The experience at university should nurture the growth of confidence and social skills, sharpening of consciousness with regards to their surrounding world, the production of critical, progressive thinkers, and inspiring of moral values. The ability to confront complex problems and the ability to create is described by Patrick Awuah (2007), founder of the Aseshi Liberal Arts College in Ghana, as the most empowering thing that can happen to an individual. These traits are seen as invaluable if a graduate is to become a solid leader - these leaders are trained to do the work they do, through their learnt experiences.

This highlights the importance for one to consider the tertiary education programme beyond that of industrial and vocational needs.

A student protests at the University of Witwatersrand, Johannesburg

39

“Africa can only be transformed by enlightened leaders and it is my contention that the manner in which we educate our leaders is fundamental to progress on this continent�

Patrick Awuah, Founder of the Aseshi Liberal Arts College, Ghana TEDGlobal (2007)

41

The developmental university Definitions of sustainable development widely advocate equal concern of economic, ecological and social issues. (Steiner & Posch, 2006) The social issues further highlighted by the definition of development by the first president of independent Tanzania, Julius Nyerere (1974) as “the process of advancing from a lower, less satisfying, less peaceful stage to struggle to higher, satisfying, emancipating conditions. Development represents not only material achievement, but also cultural freedom and the psychological upliftment of people.”

The South African Government is calling for more skills cultivation in science, engineering and technology, recognising these factors as a key driver for economic development in light of South Africa’s position as a developing country in the global market. Relating back to the view of sustainable development that equally regards economic and social implications in the development of a country suggests a drive towards raising the quality of life of the society. (Fourie, 2003)

The “developmental university”, a term described by Coleman (1986) is an institution where the research, teaching and especially local community outreach are specifically focussed on the reality of the developing context. Nkomo & Sehoole (2007) expand on this model, suggesting the University’s mission of service to society should be more direct – advocating a catalytic model whereby the university is not only internally focussed, but where it views itself as a developmental agent or node for potential development.

Emmanuel Ngara (1995) considers of three types of research; basic – exploring new frontiers of knowledge/discoveries/testing, applied – practical outcome, and developmental – of technology, skills or improvement of health, living conditions, cultural or intellectual life. Developmental research is not merely meant to solve a specific problem but has implications for the development of a people and therefore, in the long term the application of the findings of developmental research leads to social transformation. This strongly advocates the undertaking of activities relating to liberal and vocational ways of thinking, thus highlighting the potential for a developmental agenda to aid in testing the notion of “comprehensive universities.”

Examples of how research and curriculum concerns may be targeted at forming solutions specifically targeting problems in poverty-stricken areas may respond to issues such as such as waste, grave lack of resources and HIV/AIDS relief. These solutions may be tackled at a more experiential level, such as the “existential and cultural dimensions of African urbanism” in tackling growing urban inequality (this example is taken from the University of Cape Town’s African Centre for Cities programme) or practical level, such as the invention of an innovative new stove, or through the establishment of community projects. (Mbabane, 2010)

43

Localisation and Africanisation The university is distinguished by having both national and international interests. The benefits of developing a globalised curriculum include increased accessibility to the global market both logistically and culturally, access to the most up-to-date training or technology and contextually transferable skills (Neale-Shutte & Fourie, 2006) as well expanded research or lecturing horizons and generating income. The advantages for globalisation mean that responsibility to meet local needs is commonly outweighed by the strong desire to be successful in the international world of scholarship. However, given the nature of the university’s quest to appropriately serve the African community, the need to Africanise its curriculum should not be undermined.

Africanisation is described as “the process or vehicle for defining, interpreting, promoting and transmitting African thought, philosophy, identity, and culture.”

(Makgoba, 1998) These are referred to as African Indigenous Knowledge systems by Bitzer and Menkveld (2004) who expand the definition of Africanisation to include technologies, social structures such as legal and government systems and educational cultures. Thus, the Africanisation of education encompasses an education deriving influence from these systems.

Hoppers (2001) is not alone when he states that the African indigenous knowledge systems form the “backbone of the social, economic, scientific and technological identity” of African people and with particular consideration of the psychological upliftment of people in the context of sustainable development, strengthening of identity is significant. Waghid (2004) advocates the raising of an African philosophy of education;

“African philosophy of education aims to contribute to the transformation of educational discourse in Africa, in particular empowering communities to participate in their own educational development” However, N Botha (2007) appreciates that the term “Africanisation” is difficult to conceptualise. With regards to both Africanisation and internationalisation, there are inherent challenges in servicing a diverse society, both culturally and geographically.

Localisation; a developmental agenda responding to more specific areas of contextually relevant topics and a more societal-driven agenda could bring a local and African relevant focus to the curriculum in a more accessible way.

45

An interactive approach When considering the Africanisation of the curriculum, Botha raises the need to investigate models of an integrated approach to the Africanisation versus an “add-on” approach. The add on approach proposes that the university establish a department or institute of African studies and attempt to co-ordinate research and teaching of African studies with a range of wider range of departments.

However, following Jurgen Habermas’ theory of cognitive interests, referring to interests which influence how knowledge is constructed, theories that there are three ways – empirical-analytic (technical) historical-hermeneutic (practical) and emancipatory (critical). This model was developed by Grundy, to one that advocates a curriculum based on the practical interest (relating theory to action.)

The practical, applied approach to learning promotes interaction and understanding, self-reflection and values, facilitating the students’ engagement with regional and African content.

A developmental agenda responding to local and African issues through applied research and teaching projects is a good step towards an integrated approach to Africanisation of the curriculum. The model also advocates ways of understanding that relate to vocational methods of education in the application of knowledge as well as more liberal ways.

Strengthening the university core A publication for the Centre for Higher Education Transformation (2011) described the “Developmental University” concept as an instrumentalist notion that “assumes universities have a surplus of expertise, and presumably spare time, that must be applied directly, or in partnership, to pressing socio-economic issues, such as poverty, disease, governance and the competitiveness of industry.” However, Nan Yeld, dean of the Centre for Higher Education Development at the University of Cape Town warned of the chances that the “curriculum-as-a-vehicle-for social-change approach” would result in the “effective downgrading of knowledge and skill” (Dell, 2011) An overemphasis on the application of knowledge may be to the detriment of the advancement of knowledge from a liberal and critical point of view, articulated by Lategan, (2009) who states that “Society needs universities that can enlighten it and not universities that undertake all kinds of activities except those in which the university should be engaged”.

Therefore, should the university conduct developmental research it is important that the generation of new knowledge to strengthen the core of the university is still undertaken. These points advocate the importance of both knowledge generation through critical thought and direct application.

Diagram of relationship between generated and applied

47

The active Mission

The mission for the new South African university is to create an educational institution that is particularly rooted in the local and African context, primarily by cantering its curriculum and identity around playing an active role in the sustainable development of the region.

The production of new knowledge and the educating of the future generation is what defines the core of the university. It is an institution that is inherently geared towards the future and therefore sustainable development is a prominent consideration for the university to be centred on. This requires taking account of economical, environmental and social facets.

The university should also create a strong identity that fosters the coming together of its potentially large and diverse group of people towards shared goals. An action-centred developmental agenda creates the opportunity for this community endeavour.

A developmental university that is centred on direct action towards developmental issues can and engage its members with local, African issues, aiding a more inherently Africanised curriculum whilst nurturing desirable leadership qualities. Facilitating this requires area of the university to develop live projects and strong collaborative links with its surroundings, with regards to environment, industry and society, whilst upholding a strong academic core and generating new knowledge. The relationship between these two facets becomes charged.

Effectively implementing a developmental agenda with regards to teaching and research encompasses both liberal, critical teaching and vocational, applied teaching, the practice of these two pedagogies informing each other, acting as a potential testing ground for the “comprehensive university.�

teaching wider curriculum methods

CORE generated

PRAXIS

applied

ACTION sciences

arts

49

4

Project Introduction

51

As the built fabric for a mini-society, university master plans are built manifestations of ideologies

The Master Plan Universities are set to grow over time, sometimes from small colleges offering a higher curriculum to large scale facilities. The university is eventually set to facilitate the academic and extra-curricular activities of thousands of people, operating both as individuals and, more importantly, as a collective organisation that is engaging with their institution and its mission.

The nature of the university means that the site becomes a place where people both live and work within a framework that is influenced by distinct ideologies and agendas; the university forms a minisociety. As the institution gears for larger growth, the aspirations for them to maintain a coherent layout and continue to facilitate their collective mission bring the university master plan into play. These master plans are often a reflection of the ambitious nature of the institutions. This is where the objectives with regards to how those involved in the campus planning believe people should teach, learn, socialise, even live, shape the built configuration of the sites and therefore, particular ideologies are clearly manifest.

Univeristy of Port Elizabeth master plan

53

Building an identity

After setting the mission and aspirations for the developmental university and considering how identity is manifested through built space, the aim is to explore these aspirations through design interventions.

Within the university environment, the academic, administration and social buildings are essentially public buildings. These spaces can form identity of this “mini-society” into unified place; facilitate particular activities, create a sense of community and aim to project an ideology.

The built environment of the developmental university aims to foster an identity informed by the developmental agenda - the coming together of different people for a wider purpose. It aims to encourage interdisciplinary endeavours, strong community, and interaction between academic and civic or industrial realms. The desire to inspire a connection with the local place and wider “Africanism” should be also be at the forefront of design decisions.

Identity: Defined by Interaction Defined by Action Defined by Connection to surroundings

55

Rural and Urban development Concept studies, for example those by Nkomo & Sehoole (2007) for the developmental university have focussed on the potential for rurally-based universities such as the University of Fort Hare, University of Limpopo and Walter Sisulu University. These rural-based universities offer a strategic location in the disadvantaged community, providing infrastructure, facilities and potential intellectual capital to the area thus affording the institution the potential to interact with the disadvantaged communities in rural areas in a meaningful way – to build social capital and sustain development.

However, in a country where there are many large urban populations shifting from industrial economies to knowledge and service economies, urban universities or universities that are not in rural settings also play an equally important potential role in sustainable development.

57

Univeristy of Fort Hare

Univeristy of Limpopo

Univeristy of Johannesburg, Doornfontein

NMMU, Summerstrand campus

Univeristy of Pretoria

Univeristy of Johannesburg, Kingsway campus

Univeristy of Cape Town, Upper Campus

Univeristy of Johannesburg, Bunting Road

Univeristy of Witwatersrand

Walter Sisulu University, Mthatha campus

Univeristy of Limpopo

Univeristy of Johannesburg, Soweto

Case studies Each section of the design is preceded by an overview of the analysis of historic case studies. These studies represent the typical spectrum of university ideologies previously affecting the initial establishment of university master plans and aim to show how their built environment has been shaped.

59

Kimberley, NC

61

UPINGTON

The Northern Cape Province, South Africa the most sparsely populated province in the country, covering around 30% of the land area with only 2% of the population (around 1 million people) It covers parts of two distinct biomes, the Great Karoo and Kalahari deserts and it an area known for its natural landscapes - ranging from areas of semi-arid plateau to those with a famed variety of flora and fauna. The main industries are those of agriculture and community services, supported by retail trade, mining and manufacturing - essentially an industrial economy.

KIMBERLEY

NORTHERN CAPE

FREE STATE

Aerial terrain - Northern Cape Provice, South Africa

63

The Northern Cape Provice, South Africa

65

Kimberley, Northern Cape

The administrative capital of the Province is Kimberley, which sits between these two regions close to the border of the Free State Province. The estimated population is 140,000, with 300,000 in the surrounding Municipality making this the most populated area in the sparse province. The area surrounding Kimberley is of semi-arid conditions, with temperature extremes between -8 and 40 C.

Kimberley

67

A Mining heritage

69

A Mining heritage The urban fabric and topography of Kimberley is a physical manifestation of the effects of the diamond mining industry that fuelled much of South Africa’s original industrialisation. A Boer farm settlement until the discovery of diamonds in the 1870’s, forming the great diamond “rush” with an influx of people from all over Europe; in 1873 Kimberley was the second largest town in South Africa with 40,000 people. This formed a rapidly expanding Colonial city with buzzing trade and the beginnings of what are now monumental industrial landscapes.

The original South African school of mines was located in Kimberley when it was first established. However, after the gold mining industry of the Johannesburg Witwatersrand swamped the scale of the diamond industry in Kimberley, the school was relocated to Johannesburg.

71

Infrastructure of the city The proportionately large amounts of infrastructure; an airport, train station and roads; developed during the era of great ambition for the development of the town, have also contributed to employment and the area remains a potential transport hub.

This plays a notable part in supporting the growth plans for the city with the large number of additional population a university would bring to the town. The highly skilled and international nature of the university means that national and international connections play a big part in bringing specialists in their field from all over to the city.

73

Shifts in Industry Although the mines have been a major employer in Kimberley for over a century, from 2012, the mining operations in the city are planning a life span of little over 10 years and therefore a shift in industry has been inevitable.

This shift happening towards a number of other areas; as the administrative capital of the Northern Cape province there are an increasing number of civil service jobs, the tertiary education system is planning some growth and there are several heritagerich sites being developed for tourism.

However, the relative potential for these industries still leaves an employment deficit when in comparison with the previous economic power held by the mining companies. Kimberley continues to be considered a static town, with an unemployment rate of 40 percent.

Agriculture Mining Manufacturing Electricity & water Construction Wholesale & retail Transport & communitcation Financial Services Community services % 0

5

10

15

20

25

Employment in the Northern Cape by Sector

75

5

Design Strategies

1

Relation to surroundings

2

Curriculum content

3

Configuration

4

Characteristics

77

Revitalizing the northern cape city

Relation to surroundings Urban Campuses

81

Relation to surroundings - Urban Areas 10km

Industry Suburbs Township Central Business District

City of Johannesburg

200m

Industry Suburbs Township Central Business District

Suburban campus - Rand Afrikaans University Others: University of Johannesburg Bunting Road Campus Areas were cleared or donated for larger scale buildings to sit in open, landscaped grounds, creating private hubs of academia in otherwise quiet, low density surroundings.

200m

City centre campus - University of Witwatersrand Others: Stellenbosch, Pretoria Constant flow from central business district to campus, often with more traditional parkland and quad layout behind the initial public face.

Gradual take-over of surrounding land in growth

83

Relation to surroundings - Urban areas 10km

City of Johannesburg

10km

City of Cape Town

200m

Industry Suburbs Township Central Business District

Township campus - University of Johannesburg Soweto Others: Other Vista campuses, Mangosuthu Univeristy, In the centre of poor community townships. On the outskirts of the main cities in South Africa, often by the edge of large scale industrial areas. The agenda beind this situation was provising accessible education within the area reserved for their racial group.

200m

Edge of suburbs and landscapes - University of Cape Town Others: University of Port Elizabeth Situated on the edge of suburbs, often in dramatic landscapes and areas of natural beauty. The great ambitions for the growth of these institutions and the desire to create idyllic academic havens meant they were situated in plenty of open parklands.

85

Relation to surroundings Rural Campuses

87

Relation to Surroundings - Rural Areas 10km

Mthatha

10km

Alice

200m

Industry Suburbs Township Central Business District

Rural town setting - University of Transkei/WSU Located in the suburbs of main townships in rural areas

200m

Offset from larger towns - University of Fort Hare Others: University of Limpopo Situated away from the main towns and townships in the area, in smaller settlements

89

Relation to surroundings - Heights

High buildings set far back from suburban boundary so as to not overshadow their surroundings, views in are blocked by trees - little visual or physical connection

University displayed to town from the top of a steep slope, framed by open landscaping - strong visual connection, little physical connection

University buildings share a similar range of heights as their surrounding context - strong urban connection

Suburban range of heights in a park setting relate more to their rural surroundings - however, sttill disconnected

Imposing megastructure in very low lying rural townships disconnected

dwellings

main campus

50m

residences

University of Johannesburg Kingsway / Rand Afrikaans University

landscape

main campus

residences and sport

secondary campus

dwellings

University of Cape Town

50m

secondary campus

main campus

central business district

University of Witwatersrand

50m

main campus

residence and sports

dwellings

University of Johannesburg Soweto / Vista University Soweto

50m

rural dwellings

50m

dwellings

main campus

residences

Walter Sisulu University / University of Tranksei

91

Kimberley City centre

93

Kimberley city centre

“Big Hole� tourist site

Central business distric

Civic park

De Beers mine site

train line

suburbs main roads

95

The Big Hole The main tourist attraction in the era is known as “The Big Hole�, famous for being one of the largest hand-made holes in the world with a diameter of around 500 metres. The DeBeers mining company has developed the site to include a viewing platform, IMAX film theatre, museum exhibits and locally owned retail - attracting a reported 80,000 visitors per year. There is also a diverse selection of heritage sites and a number of museums throughout the city add to the cultural industry of the area.

Clockwise: 1. Digging of the mine 2. Big hole tourist site 3. Exhibition at the tourism information centre 4. Information centre 5. Observation platform 6. Sign showing section through Kimberley mine

97

Central Business District

Clockwise: 1. Shopping centre 2. Downtown view 3. Bean street 3. Downtown view 4. Woolworths building

99

Central Business District Colonial influences

Clockwise: 1. Jones street, 1919 2. Front of Town Hall 3. Magistrates Court 4. Colonial style shop building 5. De Beers offices 6. The Standard Bank building

101

Civic Park As the urban fabric progresses from the central business district to the civic park area, the massing of the space progresses from a more familiar density of urban space to a series of imposing block masses spread sparsely around a relatively underutilised park. These blocks house the existing tertiary facilities, namely technical training colleges and lack a sense of integration with their direct surroundings.

The potential for the spaces in between to become charged and facilities some kind of inter-disciplinary interaction is lost in the uninviting scale of the masses and the space between them.

Clockwise: 1. Urban FET College 2. Higher Education Centre 3. Municipality offices 3. Civic park view 4. Civic park view 5. Oppenheimer tower

103

De Beers Mine Directly to the east of the central business district lays the site of the old De Beers mine. In 2004 a combined treatment plant opened to refine the ore dumps from previous mining activities and recover small diamonds. Re-processing the tailing dumps has led to the mine refilling operation, where the soft refined ground has been used to fill the large void of the mine. This leaves a unique site condition characterised by the combination of soft, marshy ground and hard rock from the mine’s edge.

105

The urban void Having highlighted areas of the city that define the large industrial landscapes, economic centres and civic centres, the space in between these zones is considered as a place for the university to grow into and interact with the different facets of the urban realm.

Central business areaeconomic sphere

Disused mine environmental sphere

Civic Park Social sphere

Strategy Relation to city

Developmental research facilities form microcosms of the wider university and attract specialists in various fields

Active interface at central business district, for industry links

Strong academic core INTERFACE

Development of new buildings can infill otherwise sparse, dysfunctional civic park. Existing tertiary sites can be grown, links to municipal offices and magistrates courts

ACTION-ORIENTATED INTERFACE

ACTION-ORIENTATED INTERFACE UNIVERSITY CORE

N

109

Experiments in implementation - the seed Following an overall strategic plan for the location of the university in the city centre, one of the active interface areas was zoomed in on in order to test how the developmental university ambitions will inform the identity of physical fabric on a building scale.

This “seed� is a research centre, which will attract the required specialists and house small research student units. These are to develop the curriculum, provide teaching and are to be a microcosm of the larger university activities.

The chosen site for the research centre is at the de beers mine - a beautiful and unique site that is a physical manifestation of the history and changing nature of Kimberley.

Located directly adjacent to the central business district and close to the civic centre, the western edge particularly offers an advantage for potential growth strategies.

111

Defined by connection to surroundings

With a development strategy that is rooted in the local context with regards location in surroundings, the design continues with a desire for the building fabric to physically engage with the mine landscape. The resulting strategic, tectonic and spatial considerations are to aid the formation of identity, informing curriculum content, configuration of facilities, character of space and growth.

Although it is possibly problematic for us to argue that South Africans need to mobilise their society as a land-connected people, as in one regard, such a position appears to essentialise an African experience. But it is not so much that we are suggesting that South Africans (as Africans) are inherently born land-connected.

Rather, we suggest that a particular connection is formed because of the impact of the land itself, our climate, our languages and our activities.

Many of us, even in English tongue, will casually speak with affection, of our continent as “her”, as our “Mother Africa”, our country as “beloved”.

Many of the cultures that have informed our relationship with this land have been influenced by agrarian practices. Yet, what of our sense of “land-connection”, if in fact it does exist, is there to be found in our built environments?

113

115

Curriculum content

“In our curricula lies the very identity of our society If we therefore want to change our society, address inequalities and develop ourselves into a just and healthy society, we need to change the very content of the vehicle through which we teach and develop our young people.�

Nan Yeld, Centre for Higher Education Development, University of Cape Town (Dell, 2011)

117

Defining curriculum content Laetus OK Lategan, (2009) taking a philosophical view that all changes happen on the basis of constants, aimed to define the constant elements of the university.

Those elements that cannot be removed from the role of the university, regardless of changes in the institutions form, were the services of teaching and research within the organised cadre of the contact between teaching and student (Lategan, 2009).

This puts curriculum at centre stage of discussion surrounding Universities.

Curriculum is defined as both what is taught and the methods of teaching it.

(Grundy, 1987) Whilst there are important issues relating to teaching methods that need to be explored with regards to forming a curriculum that is more suited to African population, Ngara (1995) demonstrated the importance of consideration of course content, advocating that it plays a decisive part in the education of the graduate and therefore the quality of the graduate is not separable from appropriateness of what is learnt. Ngara argues that discussions surrounding the curriculum that focus purely on the extra-curricular, personal development of the graduates is inadequate – consideration of the appropriateness of what should be studied in a free, democratic and developing nation should be given to form a solid base of knowledge and skills.

Nonnie Botha (2009) outlines some current curriculum issues in South African higher education within certain categories; internationalisation as opposed to Africanisation vocational and liberal types of education diffusion between disciplinary boundaries the progression from diploma to degree mass education versus selective contact learning versus distance learning The topics particularly targeted in this project deal with the first three of these categories.

However, the author makes a point to highlight that these different clusters of issues are inter-connected, adding to the complexity of discussions surrounding curriculum.

119

Historic - Original curriculum content/configuration

University of Cape Town - Original curriculum 1896 Dutch, English Classics, Mathematics, Music, Fine Art, Law 1900’s Astronomy and Geography, Natural Philosophy, Physical Science, Botany, Zoology, Mineralogy and Chemistry

University of fort hare - original curriculum 1905 Education - teacher training 1920’s Agricultural education 1929 Pre-medical for local hospital 1916-37 Business and Commerce

1903 Engineering

1931 Law - clerk and interpreter training

1912 Faculty of Medicine, Department of Education

1949 Theology and minister training

1924 Commerce

The combination of rising industry and social influences resulted in the original curriculums of these universities being centred on the Arts and Sciences.

Whilst it offered a “higher” curriculum and was one of the first steps in producing a black elite, the original curriculum of Fort Hare was formed with a more vocational focus, originating in schools providing professional training and being established with the initial cause to improve the qualification of teachers and clerks in the area.

Note: University of Transkei carbon copied the Fort Hare curriculum

Rand Afrikaans University - original curriculum 4 faculties;

Humanities

Law

Science

Commercial Sciences and administration

Vista University - original curriculum 1989 Education Basic humanities: English, African Languages, History, Geography Social Sciences: Psychology, Sociology Commerce: Accounting and Economics 1990’s Law and Science added

Established to serve Afrikaners that felt they lacked the confidence and articulation to enter into academic conversation with other communities and had become disadvantaged in the area of industry.

The goal was to therefore serve the Rand community in both academia, particularly science, and in culture and character formation. The “ivory tower� began to be dismantled, with greater collaboration with industry leaders to be included.

The initial focus of the Vista Universities was to improve the skills of those living in the peripheral townships and serving the black African community.

The subjects catered for the professions that were open to this population - mainly teachers and clerks, and offered sciences and humanities to raise their general education and skills. The curriculum was centrally planned in the political capital of Pretoria and implemented with rote teaching on common subject content and prescribed books.

The distinct difference between the curriculum content of the historically black and white universities is what kinds and level of work they were geared towards, with the historically black universities more focussed on vocational training for tertiary and service industries.

121

Historic - Original curriculum content/configuration

University of Cape Town - Specialist

University of fort hare - Departmental

Science, engineering and technology Business, commerce and management Arts, humanities and social sciences Agriculture

Centralising of facilities into separate arts and science departments, modelled on tradition and in response to the increasing demands of the Oxbridge examinations

Science, engineering and technology Business, commerce and management Humanities and social sciences Mixed departmental

Separate science and non-science departments were housed as science building established later, added to more basic tutelage

Rand Afrikaans University - Interdisciplinary departments

Vista University - Group Learning

Science, engineering an

Business, commerce and Humanities and social sc Mixed departmental

Well-equipped, interdisciplinary science facilities in addition to housing of all subjects around a central area; a strong internal community focus

Need for affordability and community-

Science, engineering and technology orientated culture led to shared facilities Business, commerce and management across all departments and emphasis on Humanities and social sciences

group learning - teaching in smaller classes is supplemented with discussion

Mixed departmental

123

Post Mining - curriculum content As part of the mission to be connected to the place it lays, the centre forms its curriculum in direct response to the history and developmental issues in Kimberley.

The project considers the question -

what happens after the mines have closed?

This leads to the new institute that houses a collection of specialists from different academic disciplines that work to tackle issues surrounding sustainable development in the mining industry beyond the stage of raw material extraction. The highly skilled people, representing a section through the whole spectrum of potential university departments, each bring their own expertise to a real set of concerns. These departments reflect a wider university aim to encompass environmental, commercial and sociopolitical facets of development. This experimental centre therefore practices: - - - - - -

Geology Economics and business Sociology Politics Language/communications Ecology

This forms the core of the teaching expertise that soon aims to attract and sustain a wider, more general curriculum. The organisation will encompass both vocational and liberal programmes - a comprehensive range of interests reflecting an aspiration to bridge the traditional divide between occupational and academic courses which previously ran in parallel with the racial and socio-economic segregation of South Africa’s pre-democratic era.

liberal arts

vocational

Language/communications Politics

Economics and business

industry

Sociology

Geology Ecology

sciences

125

Wider implications

Placer mines/deposits Kimberlite mines

UGANDA GABON

DEMOCRATIC REPUBLIC OF CONGO

CONGO

RWANDA BURUNDI TANZANIA

ANGOLA MALAWI

MOZAMBIQUE

ZIMBABWE

BOTSWANA

NAMIBIA

SWAZILAND

LESOTHO

SOUTH AFRICA

Configuration

129

Historic - Layout University of Cape Town - oxbridge in Africa

stepped landscaping and large flat courtyards on each level - fully presented to city wide “streets� running on each step - rational circulation symmetrical layout

University of Fort Hare - Colonial university

linear grid seen as civilized organised around traditional quad aim to foster co-operation between people - academic buildings built together

sparse layout of residences enhance rural setting

0

50

100

150

200

Metres

Rand Afrikaans University - Communitarianism

- interconnecting buildings with lots of circulation - exhibition spaces on ground level passageways - central communal landscape - central meeting places for academics planned provision for expansion

University of Tranksei - Bantu Project

raised walkways inter-connectivity compact design - plenty of opportunities for people from all departments to meet

Vista University - Accessible education

No particularly strong form/identity in plan loose radial form - smaller spaces around larger teaching spaces no central social gathering space

Main circulation and gathering

131

Historic - Configuration of Facilities

University of Cape Town - oxbridge in Africa

hall, library and student services form dramatic finale to grand approach in centre of campus

tiers; academic, residence and sport

Academic departments Academic student support Personal student support Residences

University of Fort Hare - Colonial university

Christian Union as social building Residences arranged as hostels, with wardens - aim to “foster Christian witness, influence and activities�

Academic departments Academic student support Personal student support Residences

Rand Afrikaans Universty - Communitarianism

interconnecting buildings housing all departments together -group work priority all language departments on same level central communal facilities, including single restaurant as meeting place for academics smaller radial residential parks

Academic departments Academic student support Personal student support

University of Tranksei - Bantu independence project

no sports facilities, low quality student residences no students union builidng Academic departments Academic student support

library in centre, offices on floors above

Personal student support Residences

Vista University - Accessible education

small student admin office block - centralised govening located off campus no sports facilities learning from peers a key factor along - emphasis on shared academic facilities Academic departments Academic student support Personal student support Residences

Academic departments Academic student support Personal student support Residences

133

Configuration following mission The design proposal aims to test ways of building the developmental university. It forms the initial seed for a larger, more universal institution that to grows into the city of Kimberley and with it.

This initial seed is to be a developmental research facility within the the city centre area of Kimberley.

As an institution that centres itself around developmental action that is rooted in local context, the most prominent spaces in the centre are those where there is an active interface between the academic sphere and the wider world. The emphasis on working towards a collective topic also raises the prominence of the physical spaces that encourage interaction between different building users on both a social level and an academic level.

Identity: Defined by Interaction Defined by Action Defined by Connection to surroundings

A developmental research facility

public & industry links research collaborative projects ACTIVE INTERFACES

135

Defined by connection to surroundings Configuration of section

Taking the mine refill level as a datum line, the built spaces can interact with the ground; they are elevated above, floating onto or submerged - each with their own environmental, logistical or spatial implications. The vertical configuration of spaces around this datum can be symbolic of their more lateral connection to the city or curriculum.

connection to city

elevated above

floating

inserted submerged

137

Defined by connection to surroundings Configuration of section

connection to city

public interface teaching social middle ground between mine and city

research laboratory computers submerged - thermal mass and cooling from refilled ground

139

Defined by Interaction connected spaces

The configuration of the facilities is defined by a series of interfaces that form prominent or core spaces - these interfaces are between the university and the industrial, civic or environmental realms.

These are linked by formal and informal spaces, of both human scale and group scale, interwoven. The character of the institution is therefore defined by spaces that encourage connectivity and human interaction.

mine refill level

141

Defined by Interaction connected spaces

connection to city

academic Circulation and gathering

connection to landscape

143

Activating the curriculum The auditorium A large auditorium forms one of the most central and prominent spaces in the centre, a facility for big presentations, debates, policy discussions, conferences and lectures.

Smaller seminar spaces and meeting branch off this auditorium - the “active core� for the centre. These have different levels of public and academic use, with a clear link to the debate space - a symbolic move to advocate the power of discussion and project that the project work at this institution centre around critical and liberal work.

The Trade union The mining industry related trade union spaces bring a resident and integrated public section to the centre - this can house anything from representatives of the jewellery design trade to the mining workers union.

Public - skills and training centre Skills and training centre - training trade union members in leadership skills, computing skills - opening a face of the academic facilities to the public and creating an active space that mediates between the trade union and academic activities.

Good quality work spaces The most important aspect of the centre - research and teaching - must not be undermined. Comfortable, beautiful spaces for shared and individual working, with a strong connection to the landscape and the surrounding activities of the centre at appropriate points are allocated.

Computer labs and specialist equipment labs If the centre is to be progressive and competitive, technology and equipment is significant. The access to a computer is something that not everyone may have access to outside of university and the provision for adequate IT facilities is one of the most prominent concerns with regards to higher education libraries.

Social spaces The social experience at university is inseparable from the academic experience. Plenty of spaces should be available throughout the centre. Smaller spaces can encourage more intimate discussion and large spaces form the social hubs of activities that one often associates with extra-curricular aspects of university. The orchestration of these spaces can have an impact on how people relate to each other.

Defined by Interaction Defined by Action Defined by Connection to surroundings

Curriculum content liberal arts

vocational

Language/communications Politics

Economics and business

industry

Sociology

Geology Ecology

sciences

Diagram of spaces and their connection social spaces and circulation

research

CORE SPACES: teaching and knowledge generation, lecture room, seminar space, library/computer labs

shared work ACTIVE support

shared work spaces

core

public & industry

live projects in research and teaching PRAXIS

ACTIVE SPACES: trade union debate space, meeting rooms, industry-focussed research and training environmental/tectonic connections public face PUBLIC SPACES: public & industry links trade union offices, conferencing facilities, some academic facilities such as library ro computer work spaces

145

site plan

N

Scale bar 100m 50m

147

Plan - Level -2

floating foundations

laboratories

open sunken courtyard

soil mixing ground improvement

buildings services, environmental equipment, plant room

N

Scale bar 5m

10m

20m

Plan - Level -1

roof of computer labs line vertically with mine refill level (datum level)

soil mixing ground improvement

public & industry links circulation, gathering & social support academic facilities ACTIVE INTERFACES

N

Scale bar 5m

10m

20m

149

Plan - Level G

constant level - wider landscape brought into centre

AC TI

VE

AC TI

VE

lib wo rary a rks nd pac es

ent

ran ce

cen t

ral s

oci

al s

floa tin

pac e

gc our

tya

rd

lib wo rary a rks nd pac es

courtyard floats on level of refilled ground (datum level)

ent ran ce

skills and training centre shared section of academic facilities

public offices for trade union activities

prominent debate space and auditorium

N

Scale bar 5m

10m

20m

Plan - Level 1

A B

Main academic more teaching and work spaces throughout this level

skills and training centre additional height to relate to city centre

A B

public & industry links circulation, gathering & social support academic facilities ACTIVE INTERFACES

N

Scale bar 5m

10m

20m

151

Plan - Level 2

A

wa lk

wa y

B

public/academic meeting rooms

A B

seminar spaces and meeting rooms overlook the central debate space

N

Scale bar 5m

10m

20m

social and circulation Ample wide circulation areas weave throughout the building, connecting the various academic and public spaces. Larger gathering spaces such as cafes, informal social spaces and social support facilities spread out from the circulation spaces at intermediate levels.

circulation, gathering & social support

Scale bar 20m

40m

153

Character of space

155

Neo-classical style influenced by European and North American campuses and arranged the residences based on those at Oxford and Cambridge.

The campus was envisaged as a dramatic and ambitious development, with large block and rational facades. Landscaping was a prominent feature, set atop a steep slope at the foot of Table Mountain with stepped levels creating a series of street and courtyard spaces.

Clockwise: 1. Dramatic approach 2. Wide street/plateau 3. Jameson Hall steps 4. Field and sports grounds 5. Hall of residence

157

Large areas of open space, accentuating its rural setting.

The development of an agricultural training added to this setting, establishing acres of university farms.

Linear, neo-classically influenced academic buildings situated around attractively landscaped quads, with accentuated symmetry portray a level of dignity and rationale comparable with western universities

Clockwise: 1. Overall site 2. View towards Alice at landscaped quad 3. Livingstone Hall Science departments 4. Original Christian Union Building 5. Central buildings

159

Moves towards creating a sense of South African identity and modernity meant moving away from Eurocentric styles of neoclassicism to more modernist languages.

Impressive, imposing and unadorned built fabric reflected great ambitions and power, and conservative, possibly authoritarian cultures. The towers circling the park give a protected, “green haven� feeling.

Clockwise: 3. Central space 2. Raised walkways 3. Wide circulation spaces 4. Shared work space 5. Wide view over vast central space

161

The imposing, rational structure and modern style reflected an aspiration to project power and strength, demanding recognition - albeit on a lower budget than afforded the historically white institutions.

The unusual architecture was nicknamed “Bantubrutalism�

Clockwise: 1. Library approach 2. Raised walkways 3. Raised walkways 4. Extension

163

Made from basic prefabricated elements across all campuses.

Community-orientated campus provided many small informal gathering spaces, but with no distinctly landscaped central area.

Iconic vista tower - rumoured to be reminiscent of the University of Pretoria’s administration building.

Clockwise: 1. Cafeteria 2. View of arena 3. Entrance 4. Education department 5. Campus view 6. Vista tower

165

Multi-level hard landscaping

1. University of Cape Town 2. University of Transkei 3. University of Stellenbosch

large central area

1. University of Transkei 2. University of Stellenbosch 3. University of Pretoria 4. Cape Peninsula Technikon

167

Iconic towers and Clock Towers

1. Nelson Mandela Metropolitan University 2. University of Johannesburg 3. University of Pretoria 4. Vista University

1. University of Free State 2. University of Pretoria 3. University of Fort Hare 4. Rhodes University

169

Neo-classical influences

1. University of Stellenbosch 2. University of North West Potchestroom 3. University of Pretoria 4. University of Cape Town

1. University of Cape Town 2. University of Kwazulu-Natal 3. Tschwane University of Technology

171

Modernist influences

1. Nelson Mandela Metropolitan University, south campus 2. University of Johannesburg, Kingsway campus

1. University of Zululand 2. Walter Sisulu University 3. University of Pretoria

173

Engaging with physical landscape Material language

The material language aims to accentuate and create a strong connection to the natural site conditions. Concrete made with the local aggregate is the prominent material. The spaces mirror a displacement of the ground into a series of open voids, with the plain palette brought to life by the intense sunlight of the area and the character of space formed by a feeling of closed spaces being opened up.

175

Starting small - A reading space The first design response undertaken was a reading space. One of the smallest rooms required for research and teaching facilities, it gives each specialist a private place of their own for reading, reflection and writing - a core element of the educational institution.

The design of the space was a tool for the exploration of the spatial, environmental and material strategies of the proposal at an individual human scale.

However, the institution is not centrally about the individual, but the collective. The consideration here is where these spaces sit in relation to each other, to larger shared spaces within the facilities and to the outside environment.

library/shared space

break for air circulation and acoustics

thick concrete provides thermal mass to dampen temperature fluctuations

177

Models exploring plain material palettes and light Varying spaces are animated and interconnected by the lights and shadows they cast onto one another

179

Grouping the reading spaces

Shared

Politics

Language/communications

Economics and business

Sociology

Geology

Ecology

Clustered around compact shared area forms the potential for a tight-knit working unit

Having spaces lead onto a more open area, possibly one shared with those other than the research specialists provides more potential for interaction with others outside of specific research units

Shared

181

Identity in connection with landscape Exploring through tectonics

183

Exploring Tectonics Pile foundations and columns of varying heights achieve the variations in height of the different blocks. As blocks emerge to a level elevated above the ground, the columns are expressed.

185

Exploring Tectonics Triangulated supports stem from the vertical sides of the mine edge, or are wedged in the corners of the stepped levels, achieving cantilevered blocks. Foundations would bore into the both vertical and horizontal faces of the stepped mine edge. As the hard rock from the mine edge lines up with the area of foundations only at a much deeper level, triangulating supports from the side could be more accessible.

187

Exploring Tectonics Floating structures would sit on hollow box foundations, where the upwards resistance from lighter air and gravity find equilibrium with the amount of soil displaced, at calculated levels. This would mean the spaces sit at a certain height against the datum line and rise or fall should the level of the soft ground change.

189

Exploring Tectonics Suspension from structures embedded in the solid ground past the edge of the mine, with horizontal stability coming from propping against vertical mine edge. This would form a more visible connection between the ground conditions of the mine and the rest of the city.

191

Exploring Tectonics Soil mixing for ground improvement - in situ remoulding and mixing of soil with cement is achieved with rotary tools. The machines can be floated out on rafts and an engineered mix will be calculated. This would effectively stabilise some of the ground and provide solid footing for foundations.

This is direct intervention into the ground through technology, working with the existing.

193

Section AA

Large social spaces in centre of building at ground level

extended landscape from mine forms wet roof of computer labs providing evaporative cooling

Structure pinned back to vertical mine edge - void between inner wall and mine edge creates large spaces for environmental services

10m

Desk and eye level vertically aligns with mine refill level (datum line) Striking connection with landscape

Hollow concrete box foundation

Ground source heating/cooling

Open core with stepped edges - provides light and ventilation through windows

Soil mixing for ground improvement

195

Section BB

Trade union meeting rooms at public face to centre

Auditorium at centre. sunken into soft ground

Meeting and seminar rooms connected to large debate spce

Datum line of surrounding landscape continued into plan of building remade landscape as floating platforms

197

Growth

199

Campus Types

University of Fort Hare’s East London city campus

University of Pretoria

Nelson Mandela Metropolitan University, Port Elizabeth

Integrated

Campus Park

Megastructures

201

Growth

Arranged around quads or within city-like grid Grid arrangement of circulation and building axes Molecular growth and densification Less formal residences arranged at periphery

Linear - tiered arrangement along streets Expansion - mainly sprawl along one axis Courtyard spaces leading up to central buildings Residences arranged along lower streets

Radial - facilities centered around communal areas Expansion in multiple directions outwards from core Residences in separate cluster

203

Duplication along mine edge

growth through spaces in between

Growth

205

extension along mine edge on ground surface and upwards

responding to topography beneath

Growth

207

growth at sides along mine edge

growing upwards from submerged level

Growth

209

conclusion The developmental agenda for the new South African University has provided opportunities to focus not only on the relationship between the institution and wider society, but also on forming identity. Interdisciplinary and ethical at its core, the research centre provides a strong vehicle for exploring how the “mission� informed design strategies. Coming to the project with a strong position regarding what and how the university should teach was crucial and it would have been more successfully implemented had it been arrived at earlier in the project. However, exploring a widereaching range of higher education issues has been invaluable.

Whilst the research centre engaged in a variety of ways with its immediate context, namely the beautiful mine site, and has touched on issues of curriculum with regards to a focus stemming from the post-mining industry, it has not begun to connect fully with the urban realm. Detailed, first-hand experience of the city centre of Kimberley is one of the next steps.

211

Figure References pg 6-7 pg9

pg20-21 pg 25 pg26-27

pg29

pg31

pg 36 pg 39 pg41 pg47

pg53

pg56-57 pg58-59 pg60-61 pg62-63 pg64-64 pg70-71

pg74-75

pg77 pg83 pg88-89 pg93

pg95

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