Employment equity in the South African institutions of higher education Presented by Malose Kola

Introduction The change to democratic dispensation in 1994 had compelled all institutions including higher education to conform to the new social and economic imperatives.

Higher education was perceived to be a springboard fro the establishment of an impartial and democratic society South African government introduced legislation to emphasize the workforce that is representative and this denotes that all institutions reflect the demographic realities of South Africa

Affirmative Action was firstly introduced in South Africa eliminate unfair discrimination Subsequently, Employment Equity Act (EEA) was enacted to eradicate all forms of discriminations and encouraged organisational change that promote equal opportunity

South African higher education institutions have developed far-reaching programmes in order to conform to the changes within society. However they are sluggish, but progressively supporting staff to reflect the demographics of the population while applying fragmented determination and piecemeal strategies

Statistics South Africa: South Africa population is approximately 49.9million:  Africans represent 79,4%  Whites comprises 9.2 %  Coloured make up 8.8%  Indians/Asian forms 2.6%

Statistics at University of Pretoria (2008) The designated group comprises 7% of the professionally qualified (specialists), and the designated group again represent 205 of the academically qualified and skilled employees. African represent 30% of the top management while other members of the designated group are not represented. White women comprises 26% of the academically qualified stratum.

Statistics at Witwatersrand University (2008) The report could not explicitly indicate who constitutes the top management. However, whites made up 100% of the senior management team. White female represented 69% of the professionally qualified class while white males dominated by 61%.

Problem statement The composition of staff in higher education institutions fails to reflect the demographic realities of South Africa so that black people and women are still severely under-represented, especially in the senior management positions.

Research questions What are the international trends in terms of affirmative action and in which ways should this action be deployed to achieve equal opportunity and access? What are the experiences and attitudes of the academic managers of the selected institutions of higher education?

Aims of the study To investigate international trends in terms of affirmative action and ways in which this action should be deployed to achieve equal opportunity and access to probe what are the experiences and attitudes of the academic managers of the selected institutions of higher education

Conceptual framework Egalitarianism Equity Employment equity Affirmative action

International trends United States of America Equal Pay Act of 1964 Civil Right Act of 1964 Disability Act of 1990 Australia Racial Discrimination Act of 1975 Equal Opportunity Act of 1984 Equal Opportunity for women in the workplace Act of 1999

International trends… Canada introduced employment equity instead of affirmative action and established appropriate legislation to support employment equity. Canadian Human Rights & Canadian Multiculturalism(1985) The federal Contractors Programme(1986) Race Relations Foundation Act(1991) Canadian Employment Equity (1995)

International trends… In order to enhance affirmative action and employment equity, both USA and Canada encouraged diversity management in their institutions Australia drew inspiration from Canada and adopted employment equity to promote equal opportunities in their institutions

Employment equity strategies (abroad) Support institutional culture that embrace and value diversity; Develop explicit articulated professional growth strategy; Provide opportunities for inclusive network; Implement gender-equity principles in leadership across the universities

EE strategies… Emphasise merit-based selection and performance appraisal at senior management level; Continuous consultation with target group on equity issues; Intensify employment equity awareness initiatives

Research methods Quantitative approach had been considered using survey design. A questionnaire was used. Deans, Directors of Schools, and Heads of Departments were considered as participants and cluster sampling was used.

Results The composition of staff in these selected institutions fail to reflect the demographic realities of South Africa and black people and women are still severely under-represented, especially in senior management positions.

Results… White males still dominates senior management positions; White females are sufficiently represented as compared to women from designated groups; Expert recognition and staff retention were not rated positively; However, participants responded positively for university commitment to employment equity.

Recommendations To rectify white domination calls for proficient leadership particularly from the top management team; Develop feasible action goals and integrated EE strategy with the existing university strategy; and Establish a culture that promote and embrace diversity.

Thank you