1. The Framework for Training Student Leadership NASDEV WINTER SCHOOL 20 JUNE 2015 TSHWANE UNIVERSITY OF TECHNOLOGY

2. Governance of public HEIs Student leadership in South Africa has evolved since the participation of students in the popular 1976 Soweto uprising and this has paved a way forward for the current generation of student leaders in influencing policy and other matters relating to students in the Higher education sector. Government recognises the importance of student participation in relevant institutional governance and leadership processes. Section 35 of the Higher Education Act 1997 allows for the establishment of the Student Representative Councils (SRCs) with a jurisdiction over student matters. The Act further provides for the representation of the SRC in the: – Council- highest governing body – Senate - accountable to the Council for the academic and research functions – Institutional Forum.- advises Council on issues affecting the institutions

3. Some of the Challenges Political intolerance Inadequate Communication / Negotiation skills Inadequate understanding of roles in the statutory bodies Functionality and effectiveness are constrained by lack of research capacity (students leadership possess limited knowledge about issues they are required to engage with) Lack of comprehensive knowledge on available student support services and offices Inefficiencies in the handover process which hampers continuity 3

4. Other Challenges 4 Student Political Organisations contesting SRC elections The banning of political student organisations from partaking in SRC elections may be seen as a violation of the Constitutional right of freedom of association. Universities as a microcosm of society should reflect the realities of the societies in order to prepare students. The banning of political student organizations expose students to victimization by the Management. Often, students feel safe when they contest in an organized manner. The banning of political student organisations from partaking in SRC elections may be seen as a violation of the Constitutional right of freedom of association. Universities as a microcosm of society should reflect the realities of the societies in order to prepare students. The banning of political student organizations expose students to victimization by the Management. Often, students feel safe when they contest in an organized manner. Student governance model based on political formations and contestation is divisive and racially separates the student population and the entire university community, especially during the SRC election campaigns. National political party politics have a negative impact on the academic enterprise, as well as the institutional image and culture. Student governance model based on political formations and contestation is divisive and racially separates the student population and the entire university community, especially during the SRC election campaigns. National political party politics have a negative impact on the academic enterprise, as well as the institutional image and culture.

5. Other Challenges 5 SAUS - a national structure established to ensure accountable representation, leadership and effective participation of students. Due to political issues, many SRCs do not affiliated which then negatively affects the credibility of the structure. SAUS - a national structure established to ensure accountable representation, leadership and effective participation of students. Due to political issues, many SRCs do not affiliated which then negatively affects the credibility of the structure. South African Union of Students (SAUS)

6. “Helping students develop the integrity and strength of character that prepare them for leadership may be one of the most challenging and important goals of higher education” (King, 1997, p. 87). 6

7. Objectives Research by the CEPD (CEPD, 2005) revealed that there are few, if any, purposeful national leadership development programmes for students in South Africa. There is a need therefore to: – Train a student leadership body that can think creatively and find progressive solutions to historic and emerging problems. Student leaders should be important partners in providing solutions to the immense challenges facing the sector and our society. In order to thrive and be constructive to the higher education system, student leadership needs to work beyond the narrow scope of student interests and provide intellectual leadership informed by the challenges of our country. 7

8. Objectives Contd… Research by the CEPD (CEPD, 2005) revealed that there are few, in any, purposeful national leadership development programmes for students in South Africa. There is a need therefore to: – Develop the capacity of student leaders so that they can respond appropriately to the ever changing post schooling landscape and dynamic challenges of the system. Involvement in the governance of an institution, entails having a clear understanding of policies and rules of the institution, and, broadly, those of the higher education system at large. 8

9. Objectives Contd… Research by the CEPD (CEPD, 2005) revealed that there are few, in any, purposeful national leadership development programmes for students in South Africa. There is a need therefore to: – Strengthen leadership effectiveness and the improve the quality of the SRC leadership and the understanding of their purpose. Being in student leadership is about understanding not only the role of their structure but that of other structures too. 9

10. DHET/CEPD Capacity Development Programme The programme will focus on the following themes: – Communication – Conflict management – Leadership theories – Diversity – Accountability and transparency – Change Management – Policies and regulations – Strategic Planning 10

11. STRATEGY Seminars, workshops and conferences – relevant institutions/ service providers to design specialized programmes linked to the topical issues to be covered in the programme. – Such institutions will be selected based on their ability to demonstrate their expertise in curricular and co-curricular programmes, and their capacity to deliver such programme. Such institutions will develop the workshops and seminar materials, as well as facilitate the workshops. Mentorships and Participative Governance and Outreach – DHET & CEPD will facilitate student representation in some boards of governance as part of student leaders’ experiential learning. Research – activities of the interventions, as well as undertaking broader theoretical and practical research on leadership development. Administrative support – support to SAUS and SAFETSA to establish their operational system and build their capacity to manage the affairs of their constituencies 11

12. 2015 Capacity Development Workshops DHET/CEPD conducting the first student leadership capacity development workshops in the programme Workshops are expected to enhance constructive dialogue on a wide range of topical issues facing not only the general student body, but also South Africa as a country. The following themes will be deliberate on : – Leadership and Leadership Theories – Contemporary challenges of South Africa students – Co-operative governance: principles, history and philosophies underpinning the concept of co-operative governance in South Africa – Diversity: tolerance, and other cross-cutting themes such as human rights and social justice – Communication (Conflict and Conflict Management): focus on strategies on dealing with conflict and conflict situations 12

13. Structure of the Workshops 13 RegionDate Host Institution Institutions Number of Participants Coastal 30 June – 01 July 2015 Buffalo City TVET College Eastern Cape (8): Buffalo City; East Cape Midlands; Ikhala; Ingwe; King Hintsa; King Sabata Dalindyebo; Lovedale; Port Elizabeth Three SRC members (President, Treasurer, Secretary General) Student Service Practitioner Western Cape (6): False Bay, Northlink, South Cape; West Coast; Boland; College of Cape Town KwaZulu-Natal (9): Coastal; Mthashana; Esayidi; Elangeni; Umgungundlovu; Ethekwini; Umfolozi ; Majuba; Mnambithi Northern Cape (2): Northern Cape Urban; Northern Cape Rural

14. Structure of the Workshops 14 RegionDate Host Institution Institutions Number of Participants a Inland 15 -16 July 2015 Central Johannesburg TVET College Gauteng (8) Central Johannesburg; Ekurhuleni East; Ekurhuleni West; Tshwane South; Tshwane North; Western; South West; Sedibeng Three SRC members (President, Treasurer, Secretary General) Student Service Practitioner Limpopo (7): Letaba; Lephalale; Vhembe; Capricon; Sekhukhune; Waterberg; Mopani South East Mpumalanga (3): Ehlanzeni; Kangala; Gert Sibande North-West (3): Orbit; Taletso; Vuselela Free State (4): Flavius Mareka; Goldfields; Motheo; Maluti

15. Structure of the Workshops 15 RegionDateHost InstitutionInstitutionsNumber of Participants Coastal01 -02 October 2015 UWC Eastern Cape (4): NMMU, RHODES, UFH, WSU Three SRC members (President, Treasurer, Secretary General) Student Service Practitioner Western Cape (4): CPUT, SU, UCT, UWC KwaZulu-Natal (4): DUT, MUT, UKZN, UNIZUL Northern Cape: SPU

16. Structure of the Workshops 16 RegionDateHost InstitutionInstitutionsParticipants Inland 08 -09 October 2015 WITS Gauteng (6) TUT, UNISA, UP, VUT, WITS, UJ, SMU Three SRC members (President, Treasurer, Secretary General) Student Service Practitioner Limpopo (2): UL, UNIVEN Mpumalanga (1): UMP North-West (1): NWU Free State (2): CUT, UFS