Vision 2030 Transformation Report

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TABLE OF CONTENTS 1: STRATEGIC OVERVIEW 1.1.

Introduction 1.2.

Transformation as the driver of ‘oneness’ and smartness’ 1.3.

‘One Smart CPUT’ through the transformative lens of ‘Leaving No One Behind’ 1.4.

Digital transformation as tool for ‘oneness’ and smartness’

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2: SITUATION ANALYSIS

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3: APPROACHES TO IMPLEMENTATION

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3.1 3.2 3.3

Transformation approach Intersectionality approach Gender mainstreaming approach

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4: THE INSTITUTIONAL GOALS

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5: TRANSFORMATION BAROMETER FOR SOUTH AFRICAN HIGHER EDUCATION 5.1 Online Resource for Higher Education Transformation (ORHET)

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6: INSTITUTIONAL FRAMEWORK FOR GOVERNANCE AND MANAGEMENT 6.1 Introduction 6.2 Transformation reporting guidelines 6.3 Institutional roles and responsibilities 6.3.1 The University Council 6.3.2 The Vice Chancellor 6.3.3 The Executive Management 6.3.4 The Deans, Executives/Directors 6.4 Institutional programming Academic environment 6.4.1 Administration environment 6.4.2

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6.4.3

Safe and inclusive university spaces

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7: STRATEGIC OUTCOMES-ORIENTED OBJECTIVES

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8: REGULATORY FRAMEWORK FOR TRANSFORMATION 8.1.

Higher education transformation instruments 8.2.

Institutional transformation instruments 8.3.

Local transformation instruments 8.4.

National transformation instruments

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8.5.

8.6.

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Continental transformation instruments Global Transformation Agenda

9: PERFOMANCE ENVIRONMENT REGARDING SUSTAINABLE DEVELOPMENT GOALS (SDGs) 9.1.

Sustainable Development Goals (SDGs) as transformative pillars for Agenda 2030

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10: PERFORMANCE ENVIRONMENT ON STRATEGIC OBJECTIVES

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ACRONYMS AU

= African Union

BPfA

= Beijing Platform for Action

CEDAW

= Convention on the Elimination of All Forms of Discrimination Against Women

CERD

= Committee on the Elimination of Racial Discrimination

CGE

= Commission for Gender Equality

CES

= Community Engaged Scholarship

COGTA

= Cooperative Governance and Traditional Affairs

CRPD

= Committee on the Rights of Persons with Disabilities

CSW

= Commission on the Status of Women

DHET

= Department of Higher Education and Training

FTP

= Faculty Transformation Committee

FTPs

= Faculty Transformation Plans

IGR

= Intergovernmental Governance

ITF

= Institutional Transformation Forum

GBV

= Gender-Based Violence

ITPs

= Integrated Transformation Plans

LGBTQIA+

= Lesbians, Gays, Bisexual, Transgender, Queer, Intersex, Asexual

NPHE

= National Plan for Higher Education

SADC

= Southern African Development Community

SDG

= Sustainable Development Goals

SDGEA

= Solemn Declaration on Gender Equality in Africa

STEM

= Science, Technology, Engineering and Mathematics

UDHR

= Universal Declaration of Human Rights

UN

= United Nations

UNESCO

= United Nations Educational, Scientific and Cultural Organization

UNSCR

= United Nations Security Council Resolutions

USAF

= Universities South African Forum

AU

= African Union

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1 Strategic Overview

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1.1

Introduction The main purpose of the Vision 2030 Institutional Transformation Framework is to outline the guiding principles and key strategic drivers for implementing institutional transformation. The framework, building on Vision 2020 Institutional Transformation Strategy, addresses gaps and areas for improvement in a harmonised approach. It also provides a mechanism for a coordinated, integrated and holistic approach for institutional transformation to enhance effective collaboration and partnerships.

Higher education institutions are in the business of transforming lives, importantly, the lives ofstudents. Any transformation programme has the impetus for positive change and growth in a person’s life. The White Paper 3 indicates that the higher education system must be transformed to redress past inequalities, to serve a new social order, to meet pressing national needs, and to respond to realities and opportunities (White Paper 1997:3-4). The Ministerial Transformation Oversight Committee (TOC) describes transformation as: “… the improvement of the quality of teaching and learning; the elimination of weak administrative systems, especially at historically disadvantaged universities; the elimination of discriminatory practices based on gender, race, class and historical imbalances; the provision of adequate infrastructure so that all universities can adequately meet their fundamental mandates of teaching, learning, research, innovations and community engagement in the context of social cohesion; the expansion and improvement of research throughout the system; the expansion of access to university education to many more students…” (TOC Terms of Reference: 2015).

Administrative systems refer to discriminatory practices, infrastructure, safe and inclusive environment, responsive and accessible teaching and learning, curriculum, research and innovations.

The Vision 2030 Strategic Plan of the Cape Peninsula University of Technology (CPUT) identifies transformation as one of the cross-cutting pillars of the strategy. It is ‘everybody’s business’ and is integrated into the business of the university, affecting staff and students in administration, governance, policies, procedures, curriculum, teaching, learning, research, innovation and community engagement. It also includes digital transformation as a vehicle for mainstreaming a transformed environment within a human rights and social justice perspective.

1.2

Transformation as the driver of ‘oneness’ and ‘smartness’ Transformation is anchored in “ONE SMART CPUT” which incorporates ‘oneness’ and ‘smartness’ as key dimensions supporting the smart university concept. From a transformation perspective, ‘oneness’ refers to the degree of social integration and inclusion in university communities and the extent to which mutual solidarity finds expression among staff and students as individuals and as members of society. CPUT is cohesive to the extent that the inequalities, exclusions and disparities based on ethnicity, gender, class, nationality, age, disability or any other distinction which engenders division, distrust and conflict are reduced or eliminated in a planned and sustained manner. This is also achieved within the social justice and human rights perspective.

On the other hand, ‘smartness’ includes working together for the attainment of shared goals, designed and agreed upon to ensure student and staff centrism. The CPUT community is united in acknowledging that we have diverse origins, histories, languages, cultures, religions and other identities. Further, it continues to make progress on its digital transformation journey to ensure that there is no social, cultural or economic divide and that ‘no one is left behind’ through digital participation. We come together with shared symbols and values, as equals, to eradicate the divisions and injustices of the past; to foster unity; and to promote a conscious and intentional sense of being proudly South African, committed to the country and open to the continent and the world.

The above is in line with the United Nation’s ‘Leave No One Behind’ which is the central, transformative promise of the 2030 Agenda for Sustainable Development and its Sustainable Development Goals (SDGs). It represents the unequivocal

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commitment to eradicate poverty in all its forms, end discrimination and exclusion, and reduce the inequalities and vulnerabilities that leave people behind and undermine the potential of staff and students as a cohesive university community. Furthermore, it identifies the generation of evidence, data collection and disaggregation through digital transformation within a human rights and social justice perspective.

1.3

‘One Smart CPUT’ through the transformative lens of ‘Leaving No One Behind’ The lessons learnt from Vision 2020, the emerging technologies and the Sustainable Development Goals have put focus on ‘oneness and smartness’ at the heart of transformation to ensure ‘no one is left behind’. This notion was further elevated following the COVID-19 pandemic which foregrounded the social justice deficits due to socio-economic challenges of students from townships, villages, farms, informal settlements and small towns. This was exacerbated by the sudden shift to online learning without enough time to plan and establish risk-mitigation strategies to address social justice matters. Students risked becoming passive learners, while some deregistered due to socio-economic challenges.

This called for the unpacking of the notion of ‘leave no one behind’ to ensure its integration in teaching, learning, digital transformation and other university responsibilities. Students and staff often get left behind when they lack choices and opportunities to participate in, and benefit from, development progress.

The concept of ‘Leave No One Behind’ has five critical pillars: (i)

Discrimination: This includes bias, exclusion or mistreatment of staff or students based on one or more aspect of their identity (ascribed or assumed), prominently including gender as well as ethnicity, age, class, disability, sexual orientation, religion, nationality, language or related intolerances.

(ii)

Geography: This includes staff or students who endure isolation, vulnerability, absent or inferior transportation, Internet or other infrastructure gaps due to their place of residence.

(iii) Governance: This includes staff or students who are disadvantaged due to ineffective, unjust, unaccountable or unresponsive global, national or sub-national institutions, or in other words, those who are affected by inequitable, inadequate or unjust laws, policies, processes, procedures or budgets. In some instances, those who are unable to influence or participate meaningfully in decisions that impact them or their circumstances. (iv) Socio-economic status: This includes staff or students who face deprivation or disadvantage in terms of income, life expectancy and educational attainment. In other words, those whose conditions are vulnerable, who have less chance to remain healthy, or who lack clean water, sanitation, energy, food security, social protection, financial services and adequate access to education. (v) Shock and fragility: This includes those who are more exposed to or vulnerable to setbacks due to the impact of climate change, natural hazards, violence, conflict, displacement, health emergencies, economic downturns, price or other shocks (World Inequality Report 2018).

1.4

Digital transformation as tool for ‘oneness’ and smartness’ Vision 2030 Institutional Transformation Framework recognises that rapidly changing digital technology is bringing profound changes to the way students and staff study, work, interact, and conduct business in a university environment.

It also acknowledges that a lack of knowledge and information is a powerful barrier to tackling the disadvantages and deprivations that leave people behind.

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UNESCO (2017) identifies trends in digital transformation that impact student learning:

• •

•

•

•

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Augmented Reality/Virtual Reality/Mixed Reality: Examples of transformative technology that enhance teacher instruction while simultaneously creating immersive lessons, fun and engaging for the student.

Classroom Set of Devices: As students no longer need a technology lab to access a computer or laptop and today’s pervasive online environment poses exciting possibilities, students must be properly educated on cyber safety and individual responsibility.

Redesigned Learning Spaces: Today’s educational realm includes collaborative-friendly spaces to facilitate student learning where SMARTboards replace chalkboards and SMARTdesk pods replace individual seating.

Colleges and universities are creating informal campus learning spaces because they understand the importance of 24/7 collaboration, beyond the limits of class sessions.

Artificial Intelligence: The use of AI in higher education has already proven useful in creating a virtual student advisory service 24 hours a day, seven days a week. AI aspects include chatsbots and other applications of personalised learning, evaluating the quality of curriculum and content, and facilitating one-on-one tutoring with the use of Intelligent Tutoring Systems.

Personalised Learning: Blended learning, for example, grants more responsibility to the student as it involves less direct instruction from the teacher and more discovery-based learning. Adaptive learning is similar to blended learning in that it, too, allows students to make decisions about factors like timeframes and their learning path.

Gamification: Gamification makes difficult subject matter more exciting and interactive. As the technology progresses, it is quickly used to enhance educational games in every discipline, games designed to provide immediate feedback. Students are intrinsically motivated to continue playing, honing their skills.

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2 Situation Analysis

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The CPUT Council approved the Vision 2020 Comprehensive Institutional Transformation Strategy on 22 June 2013 and the strategy has since been evaluated based on transformation reports from faculties, units and departments to gauge its impact in accordance with the higher education Transformation Barometer Reporting Tool (2015). Despite some shortcomings, there have been considerable achievements, including the following: • • • • • • • • •

Commitment of the University Council by approving the Vision2020 Institutional Transformation Strategy on 22 June 2013; Commitment of university management by establishing the Transformation, Social Cohesion and Diversity unit at director level in the Office of the Vice Chancellor; Accountability of university management by establishing the Institutional Transformation Forum as its sub-committee to coordinate institutional reporting across the university; Accountability of Deans and Executive Directors by establishing transformation nodal persons to coordinate the implementation of transformation at faculty, unit and departmental levels; Commitment of Deans by establishing faculty transformation committees, ensuring transformation is an agenda item in faculty meetings; Integration of transformation in institutional policies and practice(s); Integration of transformation in curriculum, teaching & learning, research & innovation and community engagement; Inter-departmental and inter-faculty transformation initiatives to accelerate transformation; and Inter-disciplinary partnerships and networking with regional universities, government, private sector and civil society on transformation-related them

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3 Approaches to Implementation

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The Vision 2030 Institutional Transformation Framework will be underpinned by the following approaches:

3.1

Transformation approach Mainstreaming transformation is the process of assessing the implications for women, men, gender-diverse people, people with disabilities of any planned action, including legislation, policies or programmes, in all areas and at all levels. It encapsulates and gives effect to the constitutional vision of human dignity, freedom and equality based on acknowledgement, acceptance and accommodation of social justice, diversity and inclusivity. Further, it is anchored in the following pillars: ü ü ü

3.2

Rights-based – which requires processes, procedures, policies, programmes and actions centred on economic, social, and political rights in all spheres of life.

Outcomes-based – which directs processes, procedures, policies, programmes and actions centred on results with desired impacts.

Empowerment-based – which refers to processes, procedures and actions aimed at affording access, equal treatment, inclusion, participation, accountability and efficiencies. This includes digital transformation to enhance access, inclusivity, participation and responsiveness.

Intersectionality approach Intersectionality is an approach to understanding the relationship between gender, race, disability, language and other aspects of identity that are sources of systematic discrimination. Oftentimes, these intersections such as gender, race, disability, language, culture, digital transformation and related intolerances are conducted in separate academic silos, notwithstanding the fact that they are conceptual peers, interdependent and interrelated, and each member of any one group can possess more than two identities. The prior tendency has been to provide separate and competing accounts rather than joint responses and solutions, now in a holistic and integrated gender transformation agenda.

The intersectionality approach: • investigates how oppressive ‘isms’ in institutions such as racism, sexism, homophobia, transphobia, ableism, xenophobia, and classism are interconnected and cannot be examined separately from one another; • identifies subordination as not solely an issue of gender, race, disability or another intolerance, but as a location, often with simultaneous and compounding relationships of subordination; and • offers potential as a framework for contextual analysis to improve development outcomes to ensure that vulnerable groups are not excluded in policy or practice.

3.3

Gender mainstreaming approach Gender mainstreaming was adopted as a key methodology for achieving gender equality following the endorsement of the Beijing Platform for Action at the Fourth World Conference on Women. It is defined as “the process of assessing the implications for women, men and gender diverse persons (such as transgender binary and non-binary people); of any planned action, including legislation, policies, programmes, in all areas at all levels. It is a strategy for making women’s as well as men’s concerns and experiences an integral dimension of the design, implementation, monitoring and evaluation of policies and programmes in all social, economic psychological and societal spheres of life…. The ultimate goal is to achieve gender equality” (UN Women 2001).

Gender inequality is manifested in abuse, discrimination, gender-based violence, sexual exploitation as well as in all

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forms of bullying and stereotypes. Different approaches to mainstreaming gender exist. These include models based on sameness/oneness as in the sense of CPUT and what we are trying to become (equal opportunities or equal treatment) on difference (special programmes) and on transformation. This can also be described as the ‘equal treatment perspective’, the ‘women’s perspective’ and the ‘gender perspective’.

These perspectives are complementary rather than mutually exclusive. Gender mainstreaming: •

•

•

promotes human rights and social justice perspectives to ensure that women, men and gender-diverse people can influence, participate in and benefit from development processes; and have the agencies to do so – it is a capacity building approach, emancipatory in nature; incorporates issues such as gender, race, class, disability, and language perspectives in various areas of development such as research, teaching & learning, curriculum, community engagement, policy development, governance and administration to ensure the effective achievement of other social and economic goals; and encourages sex-disaggregated data that should be allow, at all times, a more informed understanding of an issue or situation and allow gender differences and inequalities to be identified and addressed.

These approaches are interrelated and interdependent with considerable overlap.

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3 Institutional Transformation Goals

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The institutional transformation goals to enhance ‘oneness’ and ‘smartness’ are the following:

GOAL 1: Equity and redress GOAL 2: Access, retention and success GOAL 3: Diversity GOAL 4: Inclusion and human rights GOAL 5: Social cohesion GOAL 6: Digital transformation GOAL 7: Sustainability

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5 Transformation Barometer for South African Higher Education

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In July 2015, the Department of Higher Education introduced the Transformation Barometer for South African Higher Education. The Transformation Barometer incorporates the targets of the South African Human Rights Commission (SAHRC) and the Commission for Gender Equality following the findings on human rights and gender transformation in a higher education survey. It is a reporting tool that the Department of Higher Education uses to assess the pace of transformation in the higher education landscape. While below are examples of key issues, institutions can expand and align these with creativity to fit the strategic plan of their respective institution: Fig. Transformation Barometer

1. Governance, leadership and management

2. Equity and redress

3. Research, scholarship and post-graduate studies

4. Partnership, community engagement and stakeholder engagement

i. Accountability, internally and externally

i. Access and success (staff)

i. Knowledge transformation, postgraduate studies or research agenda

i. Diversity, training development and professional growth

ii. Institutionalisation of transformation with dedicated human and financial resources

ii. Targeted recruitment plan (redress) to ensure race, gender, disability targets

ii. Interdisciplinary curriculum projects or post-graduate studies projects or agendas integrating diversity and inclusivity

ii. Transformational leadership and student transformative leadership

iii. Commitment of council and management

iii. Targeted skills development plan (redress) to address transformation gaps

iii. Number of curricula, research or postgraduate studies on intersections of race, gender, class, and related social justice areas

iii. Socially just, diverse, inclusive community engagement

iv. Commitment of government structures

iv. Number of NGap and skills transfer and career pathing or Khula “Growing your own timber” plan

iv. Internationally recognised research on race, gender, disability and social justice

iv. Equity-based external engagement with other universities, government, Chapter Nine institutions, private sector, research and professional councils, industries and communities

v. Student governance and transformative leadership

v. Change management initiatives to address diversity and inclusivity

v. Transformed research, curriculum, pedagogy and assessment

v. Community engaged scholarship to ensure gender equality, diversity and inclusivity

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1. Governance, leadership and management

2. Equity and redress

3. Research, scholarship and post-graduate studies

4. Partnership, community engagement and stakeholder engagement

vi. Dedicated transformation training, coaching and mentorship

vi. Levels of integration between academic and administration staff

vi. % funding for critical transformation-themed research

vi. Integration of internalisation

vii. Faculty, departmental and unit transformation plans including human and budget resources

vii. Financial, academic and psycho-social support

vii. Scholarly output on transformation themes

vii. Impact of alumni organisation on transformation and social justice

viii. Social inclusion/cohesion, language/multilingualis m and symbols

viii. Zero tolerance on gender-based violence (GBV), discrimination, bullying and corruption

viii. Integration of SDGs as transformative agenda

5. Teaching and Learning

6. Africanisation and decolonisation of the university

i. Enabling learning environment for students

i.

ii. Inclusive enrolment planning, including levels of diversity in different majors (Science, Technology, Engineering, Mathematics, Marine Sciences)

ii. Decolonisation research publication including public lectures, symposium/colloquia

Knowledge/epistemic freedom, decolonisation of knowledge (also epistemic or epistemological decolonisation) that challenges the hegemonic Western knowledge system

7. Gender equity and gender transformation strategies i.

Intersectionality and gender equality (‘isms’ phobia and gender equality)

ii. Gender-based violence

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8. Online Resource for Higher Education Transformation (ORHET) i.

Platform for online learning and social justice

ii. Location, tracking, sourcing, classification and categorisation of transformation-related teaching and learning, research, strategies, interventions, programmes, good practices within the sector

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5. Teaching and Learning

6. Africanisation and decolonisation of the university

7. Gender equity and gender transformation strategies

8. Online Resource for Higher Education Transformation (ORHET)

iii. Number of study programmes integrating: gender, disability, STEM, Africa, SDGs, inclusivity and diversity

iii. Teaching engagementthat balances theory and praxis on decolonisation agenda

iii. Masculinity, manhood and inclusivity (role of men in gender equality)

iii. Signature online resource with a massive international and national resource archive and training programme capability for short learning programmes

iv. Qualitative assessment of transformative pedagogical approaches, graduation rates of designated students

iv. Intellectual/institutional culture, fundamental shift in institutions of higher learning: values, practices, cultural norms, policies

iv. Women in leadership and gender sensitivity

iv. Transformation programmes and resources that make up the university community, with blogs, chatrooms and emails

v. First generation student interventions on social justice and STEM in terms of race, gender, LGBTQIA and disability

v. Integration of SDGs as transformation agenda

v. Women in Science, Technology, Engineering, and Mathematics, including Marine Sciences, gender equality and inclusivity

vi. Access and success (students)

vi. Gender responsive budgeting and women empowerment, gender scholarship in intersectional discourse (race, gender, disability, social justice)

vii. Critical pedagogies: transformative pedagogies and integration of SDGs

vii. Post-graduate transformative leadership and studies to enhance generation equality

viii. Diversity competencies: graduate attributes to enhance transformation

viii. Integration of SDGs as transformative agenda

ix. Diversity in teaching awards

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5.1

Online Resource for Higher Education Transformation (ORHET) This transformation pillar offers digital transformation in education as the response to the COVID-19 crisis in the spirit of ‘leave no one behind’. It also supports the principle of the educational value of ‘learning anywhere, anytime’ by adopting digital solutions that make e-learning more accessible than ever, empower digital-ready teaching ecosystems, and upgrade activities while cutting costs, risks and efforts.

The COVID-19 pandemic and other emergencies will continue to have wide ranging implications for education.

According to UNESCO Institute for Statistics (2020), the pandemic has led to the closure of schools in 188 countries, affecting more than 1.5 billion students at 63 million primary and secondary schools and universities worldwide. This education interference from COVID-19 serves as a reminder of the need for digital transformation to address social justice deficits.

The CHE, DHET and USAf have approved the Online Resource for Higher Education (ORHET) as one of the pillars of the Transformation Barometer. These advanced technologies have the ability to plan, manage, and support digital transformation in the education industry, helping institutions shift their focus from traditional learning models to digital.

They motivate immersive learning experiences, future-ready staff and digital tools for delivering educational content to students.

The higher education sector is now responding to new realities in addressing value chain social justice risks. In addition, research shows the value of ‘learning anywhere, anytime’. The developing levels of academic institutions are driving the ‘new’ tradition of digital learning. Online classes are now the most suitable solution to a continuous rise in education. The following are some digital transformation practices around the world: a)

Use of video broadcasting tools Various institutions have developed the intranet system, empowering a move towards video broadcasting tools – for example, Zoom, Google Hangout and WebEx – for learning at home. Choosing a video solution helps educators to organise live stream classroom sessions for students. Video broadcasting includes virtual learning like recording, live video, audio, live Q&A chat via mobile apps or websites.

b)

Use of asynchronous learning programmes Barriers caused by the pandemic have encouraged educational institutions to rely on asynchronous learning programmes. Asynchronous learning is student-focused. It allows learners to complete courses without the compulsion to be present at a particular time or place. Learners can share ideas and feedback, and query with educators and fellow learners, but they do not receive an immediate response. Digital libraries and discussion boards, for example, assist students to connect online without a facilitator.

c)

Use of real-time social media channels To address the remote learning challenges, various institutions have developed real-time messaging and social media channels through Facebook, WhatsApp and YouTube, to create online learning opportunities to guarantee education reaches every student’s doorstep. These social media channels are helping universities and other institutions to disseminate information with a multiplier impact and embrace the ‘learning anytime, anywhere’ tradition.

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Simultaneously, ORHET has raised a number of pertinant issues:

•

Rethinking the educator’s role COVID-19 has challenged educators to reinvent themselves. The educator must adopt digital transformation by accessing Smartphones, tablets and computers to encourage online lectures and smart classes. This will help in the long-term as the ‘new’ future is e-learning, where teaching will rely on remote, digital platforms.

•

Encouraging life skills for the future In this ever-changing worldwide condition, students need versatility and flexibility. Both are imperative for exploring through this pandemic. In the future, the vital skills that educational institutes will espouse are the 3Cs: creativity, communication and collaboration. Collaboration across demographic lines means ‘going digital’, bringing long-term benefits.

•

Multi-sectoral partnership Confronted with the COVID-19 crisis, digital transformation in the education sector is on the rise, leaving behind traditional teaching styles. The education sector is adopting digital solutions that make e-learning more accessible than ever, empowering digital-ready teaching ecosystems and upgrading activities while cutting cost, risk and effort.

This pandemic has brought an opportunity for institutions of higher learning to broaden their stakeholder partnerships beyond those of IT stakeholders only, to include government and community engagements as they augment online resources. For example:

•

The Department of Cooperative Governance and Traditional Affairs (COGTA) This can be a valuable partner because South Africa has 4 392 wards, 205 local municipalities, 53 districts and 8 metros. Each municipality is comprised of wards, the lowest level of governance.

Each and every ward has a school and a clinic available for students in cases where there is no safe space to study or connectivity. COGTA has an intergovernmental (IGR) system, a coordinating model system in every province with resources. A partnership with COGTA and their partners can assist universities to reach students ‘anytime, anywhere’ through innovative technology.

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6 Institutional Framework for Governance and Management

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6.1

Introduction The Leadership and Management of the Cape Peninsula University of Technology (CPUT) established the Unit for Transformation, Social Cohesion and Diversity on 01 March 2018 in the Office of the Vice Chancellor to give effect to the legislation and policies guiding transformation in higher education. Transformation is one of the crosscutting pillars of the CPUT Vision 2030 Strategy that should be mainstreamed across faculties, units and departments to ensure integration of ‘oneness’ and ‘smartness’.

The implementation mandate of transformation includes the following: • • •

student life and experiences staff administration knowledge production (curriculum, teaching & learning, research & innovation and community development).

At the faculty level, deans are at the helm driving transformation in their faculties with executives and directors at the helm driving transformation in their components. Each faculty, unit and department has appointed a Transformation Nodal person to coordinate transformation initiatives in their respective faculties, units and departments. The effectiveness of the Transformation Nodal relies on how clearly roles and responsibilities are defined, integrated and supported as well resourcing in terms of humans and budgets to execute functions. In addition, faculties have established Faculty Transformation Sub-Committees to coordinate transformation initiatives; transformation is a standing agenda item at faculty board meetings and unit or departmental meetings where transformation plans are integrated into programmes of work.

Management has established the Institutional Transformation Forum (ITF), a sub-committee of management, as a central coordinating and reporting platform for institutional transformation to ensure Integrated Transformation Plans (ITPs). The Council has an oversight role on institutional transformation through a Governance and Ethics Council Committee.

6.2

Transformation reporting guidelines The Department of Higher Education, Science and Technology has legislated transformation reporting in terms of the Revised Regulations for Transformation Reporting and the Transformation Barometer Reporting Tool. These guidelines require universities to submit mid-year and annual transformation reports to the Minister of Higher Education, Science and Technology. The mid-year transformation reports are signed by the Vice Chancellor and the annual transformation reports are signed by the Vice Chancellor and the Chairperson of the Council (Gazette N.R. 464 of 9 June 2014). In addition, they shall: • ensure that transformation is integrated in management and governance for inclusive and equitable structures; • integrate transformation in all institutional and policy guidelines to promote safe, equitable and inclusive institutional policies and procedures; and • ensure that transformation addresses societal needs at an institutional, local, national, continental and global level.

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6.3

Institutional roles and responsibilities These roles and responsibilities, though not exhaustive, provide guidance for institutional implementation.

6.3.1

The University Council shall: • ensure the sustenance of a transformation-friendly environment across the CPUT community; • provide oversight on the university to fulfil its institutional transformation mandate in line with higher education transformation legislation and policies; • receive progress reports and advise on areas for improvement; and • sign off on the annual institutional transformation report to the Minister of Higher Education, Science and Technology.

6.3.2 • • • • •

The Vice Chancellor shall: oversee the institutional implementation of transformation across the university; ensure that transformation forms part of the performance agreement of the Executive Management; monitor and evaluate reporting through the Institutional Transformation Forum (ITF); consolidate institutional progress reports through the Transformation, Social Cohesion & Diversity Unit; ensure the provision of human and financial resources to support the implementation of transformation across the university; and sign off on mid-year and annual transformation reports.

• 6.3.3 • • • • • • • 6.3.4 • • • • • • • • •

The Executive Management shall: ensure strategic guidance and support for implementation; allocate and disburse budgetary support for institutional transformation strategy to ensure the implementation across the university; incorporate transformation into the performance agreement of line management across the university; provide strategic and administrative guidance to ensure that transformation is mainstreamed in student life and experiences, staff administration and knowledge production; provide adequate budget to support reasonable accommodation and universal design for infrastructure and ICT logistics to enable access for students with disabilities, LGBTQIA+ and other special needs; support training, coaching and mentoring on transformation; and sign off on mid-year and annual transformation and training reports.

The Deans, Executives/Directors shall: ensure that transformation forms part of the performance agreement of Departments Heads and related line management in faculties and departments; provide strategic and administrative guidance to ensure that transformation is mainstreamed in student life and experiences, staff administration and knowledge production; ensure clearly defined faculty reporting protocol on the elimination of discrimination and human rights violations including gender-based violence (GBV), diversity and inclusivity; ensure adequate human and financial resources to support the implementation of transformation; provide adequate budget to support reasonable accommodation and universal design for infrastructure and ICT logistics to enable access for students with disabilities, LGBTQIA+ and other special needs; provide strategic support to eliminate barriers to transformation through interventions such as health and wellness, psycho-social support, advocacy and awareness raising; promote access, success and retention to enhance safe and inclusive student and staff centrism within a social justice and human rights perspective; support training, coaching and mentoring on transformation; and sign off transformation and training reports from faculties, units and departments.

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6.4

Institutional programming These roles and responsibilities, although not exhaustive, provide guidance for institutional implementation.

6.4.1

Academic environment These include: • implement affirmative action in the admission policies of students and staff to ensure diversity and inclusivity for people with disabilities, LGBTQIA+ students and other special needs; • ensure that curriculum, teaching & learning, research & innovation and community engagement are responsive to transformation themes: a decolonisation agenda, a nexus between teaching and learning, curriculum and Sustainable Development Goals–Africa and global agenda, graduate employability, entrepreneurship, poverty, job creation and other transformation pillars; • ensure transformation of responsive knowledge production to eliminate bias and discrimination and to enhance access, success and retention within a safe and inclusive environment; • integrate gender transformation in knowledge production including research focus areas to enhance SDGs; and • promote the participation of women, men, transgender, gender-diverse, and LGBTQIA+ people.

6.4.2

Administration environment These include: • promote an environment that fosters participation of women, men, transgender, gender-diverse LGBTQIA+ community and special needs in terms of recruitment, induction, mentoring and coaching; • establish reporting guidelines for responding to all forms of discrimination and gender-based violence (GBV) to eliminate abuse and human rights violations; • implement reasonable accommodation, universal design, ICT, infrastructure logistics and access to ensure that people with disabilities and LGBTQIA+ are included; • ensure infrastructure such as ablution facilities are gender and disability friendly; • ensure ongoing transformation discourse in dialogues and other activities; and • integrate transformation in institutional policy development, implementation, monitoring, reporting and adjusting to ensure diversity and inclusivity.

6.4.3

Safe and inclusive university spaces These include spaces: • that respect mutual understanding of diversity and inclusivity and allow students and staff to raise their voices against discrimination and gender-based violence; • that have safe, inclusive libraries, learning and working spaces and sport facilities; • that ensure that education content, including curricula, textbooks, pedagogy and classroom practices are gender-sensitive and promote peace and equitable norms and attitudes, including comprehensive sexuality education; • that provide gender-sensitive spaces for pregnant women, working mothers and breastfeeding mothers; • that allow civil society actors to advocate for the protection of students and staff within educational settings, especially in the context of GBV and all other forms of discrimination; • that provide infrastructure and ICT for students with disabilities and the LGBTQIA+ community and tackles bullying, cyber crime and cyber bullying; • that provide adequate temperature, ventilation and lighting, with water, electricity, Internet services and sanitary services; and • that develop talents, entertainment and other recreation for staff and students.

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7 Strategic OutcomesOriented Objectives

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The strategic outcomes-oriented objectives of the Transformation, Social Cohesion and Diversity unit to support the Vision 2030 Institutional Transformation Framework include the following:

1. Strategic Objective

To facilitate the mainstreaming of institutional transformation through diversity and inclusivity in line with the transformation barometer and with a human rights and social justice perspective

Strategic outcome

A coordinated, streamlined transformation reporting environment across faculties, units and departments; to include digital transformation

2. Strategic Objective

To facilitate the implementation of gender transformation to eradicate discrimination and ensure zero-tolerance for gender-based violence (GBV) and all forms of abuse, social justice and human rights violations

Strategic outcome

A university community with zero-tolerance of GBV, discrimination, bullying and corruption, enforced by university procedures; to include digital transformation

3. Strategic Objective

To integrate SDGs in curriculum, teaching & learning, research & innovation and research focus areas through scholarship in intersectional discourse (e.g. gender, sexual orientation, social justice and other ‘ism’ phobias)

Strategic outcome

An integrated gender transformation approach to ensure compliance with SDGs, ensuring that ‘no one is left behind’ in teaching, learning, curriculum, research, staff and student life and experiences; to include digital transformation

4. Strategic Objective Strategic outcome

5. Strategic objective Strategic outcome

To facilitate the Writing Hub to promote transformation community engagement and generation equality for the next generation women and girls and gender-diverse people An empowerment of the Writing Hub that reflects the voices of all genders to enhance transformative community engaged scholarship and leadership, mentoring and coaching approaches; to include inter-generational leadership and a platform for sharing ideas, strategies, stories, knowledge and experiences through research and published articles, case studies, books and community engagement To strengthen multi-sectoral partnerships in addressing diversity, inclusivity and digital transformation A multi inter- and trans-disciplinary approach in driving institutional transformation

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8 Regulatory Framework for Transformation

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The ‘fit for purpose’ transformation in higher education should address major socio-economic challenges facing communities, cities, provinces, countries, continents and the world. The Constitution of South Africa guarantees the rights to life, human dignity and equality before the law. As it contains the Equality Clause and the Bill of Rights, the Constitution guarantees socio-economic rights to all, including the right to social security and social assistance for those unable to provide for themselves and their dependents.

8.1

Higher education transformation instruments The Policy Framework on Differentiation in the South African Post-School System (2014) encourages the restructuring process of the higher education landscape into traditional universities, comprehensive universities and universities of technology.

Its three-fold institutional categorisation means that universities would focus on niche areas of ‘traditional’ general and professional undergraduate and post-graduate programmes and research; universities of technology would emphasise career-oriented programmes with a professional and community-oriented focus, mainly at the undergraduate certificate and diploma levels; and offer, with government approval, undergraduate and post-graduate degree programmes in identified areas of strength; and comprehensive institutions would offer a combination.

Differentiation principles of institutions in terms of the three-fold categorisation include the following: • meeting the national developmental needs; • having a clearly defined mandate within the system with its own identity; • offering high quality education with clear foundation for overcoming social injustices inherited from apartheid; • addressing challenges of poor throughput, engaging in some type of research relative to the institution type; • providing the appropriate differentiated support and resources to maintain strong institutions and campuses across the continuum; • aligning with national development policies such as the National Development Plan, the New Growth Path and the Human Resources Development Strategy; • addressing the imperatives of equity and social justice; • interfacing with TVET and other vocational colleges, SETAs, employers, labour and other stakeholders; • ensuring better inter-governmental coordination to support policy alignment and implementation in a differentiated system, particularly in research funding and development; and • aligning systemic policy drivers of planning, funding and quality assurance to ensure that various system components support the development of a differentiated system (Differentiation Policy: 2014).

The White Paper 3 (WP3) has established major objectives in higher education as follows: • promoting equity of access and fair chances of success for all, while eradicating all forms of unfair discrimination and advancing redress for past inequities; • meeting national development needs, through well-planned and coordinated teaching, learning, curriculum, community engagement and research programmes, for a growing economy operating in a global environment; • meeting digital transformation, digital pedagogies and changes in the mode of teaching delivery; and • contributing to the advancement of all forms of knowledge and scholarship, in particular addressing the diverse problems and demands of the local, national, southern African contexts and upholding rigorous standards of academic quality (WP3, 1997: 14).

The National Plan for Higher Education (NPHE) (1996) has a transformation agenda for: • increasing access for African students and women including girls in Science, Technology, Engineering, Mathematics and Marine Sciences;

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• • • •

generating new models of learning and teaching to accommodate an aging student population, preparing youth for jobs that do not even yet exist, including the 4 IR; integrating transformation in knowledge production (curriculum, research, teaching & learning); delivering the requisite real-life experience research; and capacitating society to participate competitively in a rapidly changing global context (Higher Education Act, 1997: Section 31).

The Policy Framework for the Realisation of Social Inclusion in the Post-School Education and Training System, Gazette No. 40496, 15 December 2016 espouses the following: • eradicating poverty and social exclusion in the system by mobilisation of student academic support, orientation, leadership coaching and mentoring throughout the academic years; • measuring progress via common indicators of the achievement of social inclusion; • developing evidence-based progress reports indicating performance against national action plans on social inclusion; • promoting mutual learning and social inclusion in the PSET system; and • assessing social inclusion in annual reports on the achievement of social inclusion in PSET. Other relevant legislation/policies include: • Education White Paper 4: Special Needs Education: Building and Inclusive Education and Training (1997) • Policy Framework to Address Gender-Based Violence in the Post-Schooling Education and Training System (March 2019) • Strategic Policy Framework for Disability in the Post-School Education and Training System (15 March 2015). This includes investing in smart technology that can assist students with various disabilities (e.g. Braille recognition and voice recognition).

8.2

Institutional transformation instruments The Vision2020 Transformation Strategy recognises the following institutional policies that underpin transformation:

Institutional policies • • • • • • • • • •

Policy for People with Disabilities Policy on Sexual Harassment Policy on Recruitment and Selection Policy on Performance Management Policy on Ad Hominem promotion Policy on Residence Allocations Employment Equity Policy Language Policy Teaching and Learning Policy Student Academic Development Policy outcome

Institutional policies • • • • • • • • • •

Recognition of Prior Learning Policy Policy on the employment of Foreign Nationals Khula Policy Assessment Policy & Associated Procedures Curriculum Development policy Quality Assurance policy Admission Requirements (Regulations) Student Support and Development Staff Development Experiential Learning

The Vision2030 Transformation Framework recommends the following: The integration of transformation in all institutional policies; and An institutional policy guideline to include transformation as one of the criteria for developing policies.

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8.3

The local transformation instruments At local level, the OneCape2040 Vision highlights gender mainstreaming as a key priority programme to enhance social cohesion, diversity and social innovation imperatives in Cape Town and the larger Western Cape. Further, it suggests the development of specific interventions to meet the practical and strategic needs of the Western Cape Women Empowerment and Gender Equality policy to enhance social cohesion.

Of the OneCape2040 Vision 12 Western Cape imperatives, several are relevant to transformation: • social transformation which includes women empowerment and gender equality • promoting social inclusion • eradicating violence and crime • talent development, developing excellence in mentoring and coaching.

8.4

National transformation instruments At national level, the National Development Plan (2030 Agenda) envisages a country where lived experiences progressively dissolve artificial divisions of race, gender, disability, space and class in South Africa: • Broad-based knowledge about and support for a set of values shared by all South Africans including the values contained in the Constitution, and the Bill of Rights; • An inclusive society and economy that integrates women empowerment and gender equality: the factors that sustain inequality will be met head-on by building capability and capacity; obstacles will be removed; the wrongs of the past will be systematically redressed.

Legislation/policy • • • • • • •

The South African Constitution Act No 108 of 1996 Labour Relations Act No 66 of 1995 Commission on Gender Equality Act (39 of 1996); Skills Development Act (97 of 1998) Preferential Procurement Policy Framework Act (5 of 2000) The Promotion of Equality and Prevention of Unfair Discrimination Act No 4 of 2000 Sexual Offences and Related Matters Amendment Act (SOA) No 32 of 2007

Legislation/policy • • • • • • • •

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The Employment Equity Act No 55 of 1998 Basic Conditions of Employment Act No 75 of 1997 Skills Development Act No 97 of 1998 South African Domestic Violence Act No 116 of 1998 Prevention and Combating of Hate Crimes and Hate Speech (2013) Broad Based Black Economic Empowerment Act (53 of 2003) Protection from Harassment Act 17 of 2011 The Prevention of Combating Trafficking in Person’s Act, Act no 7 of 2013 National Action Plan to Combat Racism, Racial Discrimination and Related Intolerance (2016)

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8.5

Continental transformation instruments Agenda 2063 is the blueprint master plan for transforming Africa into a global powerhouse of the future. It is the strategic framework for delivering on Africa’s goal for inclusive and sustainable development, a concrete manifestation of the drive for unity, self-determination, freedom, progress and collective prosperity pursued under Pan-Africanism and Africanism.

Agenda 2063 has the following aspirations: • • • • • • •

A prosperous Africa based on inclusive growth and sustainable development An integrated continent, politically united, based on the ideals of Pan-Africanism and the vision of African Renaissance; An Africa of good governance, democracy, respect for human rights, justice and rule of law A peaceful and secure Africa An Africa with strong cultural identity, common heritage and shared values and ethics An Africa whose development is people-driven, relying on the potential of African people, particularly its youth and women, and a continent that is well cared for Africa as a strong, united and an influential goal player and partner.

Other African instruments and protocols related to social transformation include:

Instruments/Protocols

Instruments/Protocols

• • •

• •

•

8.6

The African Union Agenda 2063 The AU Gender Strategy The Solemn Declaration on Gender Equality in Africa and other relevant instruments The African Union Gender Protocol

• •

The SADC Gender and Development Protocol The Protocol to the African Charter on Human and Peoples’ Rights Rights of Women in Africa (Maputo Protocol) The AU Protocol on Women’s Rights

Global transformation agenda The • • • • • • •

• • •

global transformation agenda has the following vision: A world free of poverty, hunger, disease and want, where all life can thrive.

A world free of fear and violence with universal literacy.

A world with equitable and universal access to quality education at all levels.

A world with health care and social protection, where physical, mental and social wellbeing are assured.

A world where we reaffirm our commitments regarding the human right to safe drinking water and sanitation; where there is improved hygiene; and where food is sufficient, safe, affordable and nutritious.

A world where human habitats are safe, resilient and sustainable and where there is universal access to affordable, reliable and sustainable energy.

A world of universal respect for human rights and human dignity, rule of law, justice, equality and nondiscrimination; of respect for race, ethnicity and cultural diversity; and of equal opportunity permitting the full realisation of human potential and contributing to shared prosperity.

A world in which every woman and girl enjoys full gender equality; all legal, social and economic barriers to their empowerment have been removed.

A just, equitable, tolerant, and socially inclusive world in which the needs of the most vulnerable are met.

A world in which every country enjoys sustained, inclusive economic growth and decent work for all.

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• •

• •

A world in which consumption and production patterns and uses of natural resources – from air to land, from rivers, lakes and aquifers to oceans and seas – are sustainable.

A world in which democracy, good governance and the rule of law as well as enabling environments at national and international levels are essential for sustainable development, including sustained and inclusive economic growth, social development, environmental protection and the eradication of poverty and hunger.

A world in which development and the application of technology are climate-sensitive and resilient and respect biodiversity.

A world in which humanity lives in harmony with nature and in which wildlife and other living species are protected.

Other global instruments related to social transformation include:

Instruments/Protocols

Instruments/Protocols

• • •

•

• • • •

Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) (1998) The Universal Declaration of Human Rights (UDHR) The Committee on the Elimination of Racial Discrimination (CERD) Convention on the Rights of Persons with Disabilities (CRPD) The Universal Declaration of Human Rights (UDHR) The UNSCR (1820)

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• • •

•

Committee on the Elimination of Racial Discrimination (CERD) Convention on the Rights of Persons with Disabilities (CRPD) Beijing Declaration and Platform for Action (CEDAW) The Sustainable Development Goals (SDG) Agenda 2030-Goal 5: Achieve gender equality and empower all women and girls (SDGs 2000) The United Nations Security Council Resolutions 1325 (UNSCR)

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9 Implementation Approach through Sustainable Development Goals (SDGs)

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9.1

Sustainable Development Goals (SDGs) as transformative pillars for Agenda 2030 The universal principle of ‘leave no one behind’ is the central transformative promise of the 2030 Agenda for Sustainable Development and its Sustainable Development Goals (SDGs). In practice, this means taking explicit action to end extreme poverty, curb inequalities, confront discrimination and fast-track progress for those furthest behind. It also adopted SDG-Goal 5 (Achieve gender equality and empower all women and girls) to cut across all 17 SDG Goals. The realisation of gender equality, diversity and inclusivity as a rolling transformation strategy is in line with the global imperative of ’Transforming our institution through the 2030 Agenda for Sustainable Development’ (UNDP: 2018).

Sustainable Development Goals

SDG 1 End poverty in all its forms everywhere Linked to SDG 5

CEDAW Articles

Article 11 • Right to the same employment opportunities for women, men, people with disabilities and gender diverse people • Right to job promotion, job security and all benefits applicable to your occupational category • Right to equal remuneration, social security and equal treatment Article 1 • Right to economic empowerment and gender equality

SDG 3 Ensure healthy lives and promote

Linked to SDG 5

Article 12(1) • Ensure appropriate measures to eliminate discrimination against women, people with disabilities and gender diverse people in health care and health services Article 12(b) • Provide appropriate services for pregnant women and breastfeeding women with adequate lactation policies

Beijing Critical Areas and Responsibility Strategic Objectives • • •

•

•

• • •

• • •

Article 15: • Combat and increase awareness through HIV/AIDS programmes

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Pillar 1: Women and poverty; Pillar 12: The Girl Child (Poverty alleviation) Revise policies and administrative practices to ensure gender equality, diversity and inclusivity and access to economic opportunities Develop gender-based methodologies and conduct research and curricula to address feminization of poverty Provide skills and knowledge production to ensure gender equality, diversity

All faculties, units, departments and research focus areas

Pillar 3: Women and Health Pillar 12: The Girl Child (Health) Increase women, people with disabilities, gender diverse people’s access to adequate health care and services Strengthen preventive programmes and provide research on women’s health Increase resources and monitor follow up on women’s health Undertake gender sensitive initiatives that addresses sexually transmitted diseases, HIV/AIDS and reproductive health issues

Health and Wellness Sciences, Education, units and departments and research focus areas

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Sustainable Development Goals

CEDAW Articles

SDG 4

Articles 10-14 Ensure inclusive and • Mainstream gender in curricula, research, teaching equitable quality and learning education and • Elimination of any stereotyped promote lifelong concept in all forms of education by integrating learning opportunities gender equality, diversity and inclusivity in teaching methods • Same opportunities to benefit Linked to SDG 5 applies to scholarships and other study grants • Reduction of female student drop-out rates, access and success rate

Beijing Critical Areas and Responsibility Strategic Objectives • • • •

•

•

SDG 5 Achieve gender equality and empower all women and girls

Linked to SDG 5

Articles 1-14 • End all forms of discrimination against all women, girls, people with disabilities and gender diverse people • Eliminate all forms of violence against all women, girls, people with disabilities and gender diverse people including trafficking and sexual and other types of exploitation • Ensure gender and disability friendly policies, infrastructure and logistics for women, girls, people with disabilities and gender diverse people • Ensure women, people with disabilities and gender people’s full and effective participation and equal opportunities for leadership at all levels of decision-making • Ensure universal access to sexual and reproductive health and reproductive rights

• • •

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Pillar 2: Education and Training; Pillar 12: The Girl Child (Access to Education) Integrate gender equality, diversity and inclusivity in knowledge production Ensure reasonable accommodation and access areas such as enrolment, admission, recruitment, appointments Ensure girls access to education through socioeconomic empowerment, pregnancy education, provision of sanitary wear, health education Ensure girls access in Science, Mathematics, Engineering, Construction, ICT, Ocean Economy/Marine Sciences

All faculties, units and departments and research focus areas

All Pillars of Beijing Platform of Action Goal 5 is a cross-cutting goal across all 17 Sustainable Development Goals This include gender-based violence (GBV), disability, gender expression and gender identity and other empowerment initiatives to cater for women, men, people with disabilities, and gender diverse persons (such as transgender binary and non-binary people)

All faculties, units and departments and research focus areas

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Sustainable Development Goals

CEDAW Articles

SDG 6

Article 14 • To enjoy equitable water and sanitation to accommodate women, people with disabilities and gender diverse people

•

Article 14 • To enjoy equitable energy and to accommodate women, people with disabilities and gender diverse people

•

Article 2 • The right to work as an inalienable right of all human beings • The right to the same employment opportunities, including the application of the same criteria for selection in matters of employment • The right to free choice of profession and employment, the right to promotion, job security and all benefits and conditions of service and the right to receive training • The right to equal remuneration, including benefits, and to equal treatment in respect of work of equal value, as well as equality of treatment in the evaluation of the quality of work

•

Article 14 • To ensure equal access to economic opportunities through employment or entrepreneurship • To promote public procurement practices that are sustainable, in accordance with national policies and priorities

•

Ensure availability and sustainable management of water and sanitation for all

Beijing Critical Areas and Responsibility Strategic Objectives

• •

Pillar 2: Education and Training; Pillar 12: The Girl Child (Water & ICT) This includes gender and water/women in water research initiatives

Applied Sciences, Built Environment & Engineering, FID and research focus areas

Pillar 6: Women and the economy Pillar 12: The Girl Child (Energy &ICT) This includes gender and energy/renewable energy/ women in energy/renewable energy research initiatives

Built Environment & Engineering, FID and research focus areas

Pillar 6: Women and the economy Contribution to productive employment and decent work to ensure equal access for women, men, people with disabilities, and gender diverse persons (such as transgender binary and nonbinary people) This includes cordial relation, conflict resolution, peacebuilding and reconciliation

All faculties, units and departments and research focus areas

Pillar 6: Women and economic empowerment Pillar 12: The Girl Child (Entrepreneurship & ICT) Promote women, people with disability, gender diverse people’s access to procurement systems and financial inclusion

FID, FBMS Finance, FDMS and research focus areas

Linked to SDG 5

SDG 7 Ensure access affordable, reliable, sustainable and modern energy for all

• •

Linked to SDG 5

SDG 8 Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all Linked to SDG 5

SDG 12 Ensure sustainable consumption and production patterns Linked to SDG 5

•

•

• •

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Sustainable Development Goals

SDG 13 Take urgent action to combat climate change and its impacts Linked to SDG 5

CEDAW Articles

Article 13 and 14 • To ensure equal access to climate adaptations to economic opportunities for adaptation and mitigations for women, gender diverse people • To participate in all community activities to promote gender equality, diversity and inclusivity

Beijing Critical Areas and Responsibility Strategic Objectives • • • •

•

SDG 14 Conserve and sustainably use the oceans, seas and marine resources for sustainable development.

Article 4 • To achieve the objectives of equality of opportunity and treatment have been achieved

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

• •

•

Linked to SDG 5

SDG 16

•

Article 3 • Enjoyment of human rights and fundamental freedoms • Access to justice Article 4-14 • To achieve the objectives of equality of opportunity and treatment have been achieved

• •

•

Pillar 11: Women and environment Pillar 12: The Girl Child Pillar 9: Climate change & ICT Contribution to climate change adaptations and mitigation to ensure equal access for women, men, people with disabilities, and gender diverse persons (such as transgender binary and non-binary people) This includes gender/women and climate change

Applied Sciences, FID and research focus areas

Pillar 11: Women and environment Pillar 12: The Girl Child (Marine science &n ICT) To ensure parity of esteem and end discrimination of women, people with disabilities and gender diverse people.

This includes gender/women and marine sciences/ocean economy

Applied Sciences, FID and research focus areas

All Pillars of Beijing Platform of Action Contribution to Goal 16 to ensure equal access for women, men, people with disabilities, and gender diverse persons (such as transgender binary and nonbinary people) Ensure procedures for ending GBV and all forms of discrimination

All faculties, units and departments and research focus areas

Linked to SDG 5

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10 Implementation Approach through Strategic Objectives

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STRATEGIC OBJECTIVE 1: To facilitate and support the mainstreaming the institutional transformation through diversity and inclusivity in line with the transformation barometer and within a human rights and social justice perspective STRATEGIC OUTCOME: Coordinates streamlined transformation reporting environment across faculties, units and departments

KEY PERFORMANCE AREAS

OUTPUTS

OUTCOMES

RESPONSIBILITIES

Mainstreaming institutional transformation

Institutionalised institutional transformation with dedicated human and financial resources. this includes transformation plans, faculty transformation committees and transformation coordinators

Coordinated reporting platform to assess implementation and impact

Faculties, units and departments

STRATEGIC OBJECTIVES 2: To facilitate the implementation of gender transformation to eradicate discrimination and ensure zero-tolerance to gender-based violence (GBV) and all forms of abuse, social justice and human rights violation STRATEGIC OUTCOME: A university community that provides zero tolerance on GBV, discrimination, bullying and corruption through procedures across the university

KEY PERFORMANCE AREAS

OUTPUTS

OUTCOMES

RESPONSIBILITIES

Eradication of all forms of abuse and social injustices

Zero-tolerance procedures in faculties, units and department to address discrimination, cyber-bullying and ‘ism’ phobias

Institutional, faculty, unit and departmental reporting guidelines

Human capital and faculties, units and departments

STRATEGIC OBJECTIVE 3: To promote the integration of SDG implementation in curriculum, teaching &learning, research and innovation as well as research focus areas through scholarship in intersectional discourse (e.g. gender, sexual orientation, social justice and other ‘ism’ phobias) STRATEGIC OUTCOME: An integrated gender transformation approach to ensure compliance with Sustainable Development Goals (SDGs) of ensuring that ‘no one is left behind’ in teaching, learning, curriculum, research, staff and student life and experiences; to include digital transformation

KEY PERFORMANCE AREAS

OUTPUTS

OUTCOMES

RESPONSIBILITIES

Integration of SDG implementation in knowledge production and Research Focus Areas

Transformation themed pedagogies, curriculum, research, innovations and community engagement in line with the transformation barometer.

Decolonisation agenda and transformation of knowledge production theory, praxes and research agendas

All

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STRATEGIC OBJECTIVE 4: To facilitate the Writing Hub to promote transformation community engagement and generation equality for the next generation of women and girls and gender-diverse people

STRATEGIC OUTCOME: An empowerment of the Writing Hub that reflects the voices of all genders to enhance transformative community engaged scholarship and leadership, mentoring and coaching approaches; to include inter-generational leadership and a platform for sharing ideas, strategies, stories, knowledge and experiences through research and published articles, case studies, books and community engagement

KEY PERFORMANCE AREAS

OUTPUTS

OUTCOMES

RESPONSIBILITIES

Establish generation equality Writing Hub to enhance community engaged scholarship and transformative leadership

Promoting voices of all genders through various transformative engagements and digital transformation, capturing their voices, knowledge- sharing, experiences, case studies, published articles, opinion pieces, books, and writing retreats

Community of practice addressing key social justice deficits, matters

Transformation unit

STRATEGIC OBJEC=TIVE 5: To strengthen multi-sectoral partnerships in addressing diversity, inclusivity and digital transformation STRATEGIC OUTCOME: A multi inter- and trans-disciplinary approach in driving institutional transformation

KEY PERFORMANCE AREAS

OUTPUTS

OUTCOMES

RESPONSIBILITIES

Establish a multi interand trans-disciplinary stakeholder engagement plan on transformation priorities

Promoting key cross-cutting institutional transformation flagship projects that will have a bearing a bearing on staff and student centrism

Stakeholder Engagement Plan (e.g. other universities, government, Chapter Nine institutions, industries, private sector, Research institutions, NGOs and CommunityBased Organisations (CBOs)

Transformation unit

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