Page 174 - UniZulu Annual Report 2020

developed. Sections of it are being implemented via different structures of the University.
Equity and Redress
(i) Staff and Student Access, Support and Success
• Equitable Admission Processes and Requirements – The University has since 2018 developed a Student Enrolment Plan with targets based on the geographical dynamics of the Province. However, gender and disability are not spelt out in the targets. It can be assumed that not having targeted recruitment plans could contribute to the University not paying particular attention to improving the infrastructure to suit these under-represented groups.
• Number and Distribution of Development Grants (e.g. nGap, Growing your Own Workforce Programmes) – Phase one of NGap started in 2016 where one staff member was appointed. Further appointments have followed in subsequent years. However, the programme is not able to sustain appointments as candidates leave for appointments elsewhere.
• Diversity, Training, Development and Personal Growth – There are opportunities for staff self- development. For example, the University has been running leadership training via Stellenbosch University.
Transforming the Academic Project
(i) Teaching and Learning
• Several student developments, student success programmes and initiatives have been set up to bridge the gap from school to university and ease the transition. A Residence Support Programme is in place as part of the First-year Entry Programme under
the Living Learning Programme. The programme is run in collaboration with the Student Services Department and Student Housing Department.
• The University is currently developing a science, technology, engineering and mathematics (STEM) proposal to reach learners from diverse backgrounds and shape their career decisions timeously.
• UNIZULU is among a few universities that puts great effort into Agriculture. This area is cited as one of the great economic spin-offs in many development programmes of the country and the Province. There is also significant progress in the introduction of Engineering programmes at the University.
(ii) Research
There is not much evidence of attracting underrepresented groups into postgraduate levels of study. There is also a shortage of publications by these groups. 2017-2018 publications, for example, indicate that people who mostly publish are males at the age of 41 and older. Ages 40 and younger are lower with women even lower.
(iii) Community Engagement
Policies on Community Engagement and WIL have been developed. While programmes have been going on, the changes in the structure have seen a delay in the finalisation of the framework.
(iv) Transformation and Diversity Competencies
The UNIZULU 101 Programme is currently piloted with first-year students. Engagements on this platform indicate an appetite from students to further engage on matters of social justice. Lectures conducted with both students and staff on diversity and social justice are guided by the DHET calendar of recommended activities also provide a good platform for the University community.
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