Describe the main features of the policy/measure:
1. The Arts-based platforms Four interventions feature under this platform. They include: Research: Continuous research takes place through the Institute for Reconciliation and Social Justice in terms of where cultural expressions and values of minorities in particular are challenged, and how this needs to be addressed. Research outputs include programme and intervention developments, publications, and partnerships. Arts and Social Justice platforms within the university space: At the UFS, art works are developed to raise awareness about cultural expression and cultural value challenges and are implemented on campus through the Arts and Social Justice programme. Dialogues and on-going research accompany these interventions. Similar interventions take place at RU and at NMU. Arts curriculum development: Rhodes University and the Nelson Mandela University Art Departments/Schools have instituted curriculum development changes. At Rhodes, Social Justice has been integrated into the third year art student curriculum, enabling students to engage with the broader community of Grahamstown and Rhini on issues of social justice, while the Nelson Mandela University has been integrating a more social justice oriented framework to curriculum interventions across years of study. Digital Development: The Institute for Reconciliation and Social Justice is currently developing a digital platform promoting and developing the concepts of social inclusion and social justice at the UFS, using the creative arts as the vehicle for communication. Called SoJo (an abbreviated form of the words, Social Justice), the platform is working towards the exploration of how the arts work with the field of the digital humanities in terms of human rights, social justice and social inclusion 2. Student Leadership Development in Social Justice Leadership for Social Justice (L4SJ): The Institute for Reconciliation and Social Justice, partnering with the Department of Student Affairs, the Centre for Teaching and Learning, faculties, the Office for Research and Innovation and the Office for Internationalisation at the UFS are working on the development of a curricular and co-curricular student leadership and innovation programme in social justice. Designed to engage a student over the first three years of their studies on praxes of social justice and social inclusion and which work towards the development of a culture of social transformation and innovation development at the UFS. The project was piloted in 2018 for first year students (intake was around 6 000 – 7 000 students). From the second year, students will have the option to apply to enrol for the programme, which moves into social justice project implementation at a local level. From the third year, the programme will then move into both a virtual and physical exchange programme with universities from South Africa, the African continent as well as with other university partners from Asia, European Union (EU) and the United States of America (USA). The curriculum framework development for the second and third year programmes are currently underway through the Institute for Reconciliation and Social Justice. The Global Leadership Summit: Coupled to the L4SJ programme is the continuation of the Global Leadership Summit, a strategic programme aligned to the L4SJ programme, and which brings in its higher education partners from across South Africa, Africa, Asia, the EU and the USA together every three years for reflection on issues of social justice and social inclusion as well as forward planning for new programmes and research. From 2018, the Arts and Social Justice platform will become a central vehicle for exploration and development at the Summit. Curriculum development for the Social Justice Virtual Exchange programme will also take place at the Summit.
What are the results achieved so far through the implementation of the policy/measure?:
• Broadly speaking, working towards the development and implementation of programmes aligned with the objectives of the policy framework for Social Inclusion creates a sustainable environment for the nurturing not only of creativity amongst youths, but also the nurturing of responsible citizenship and which places focus on the development of a democracy which works towards social justice and social inclusion of all cultural values and expressions. • At RU and NMU, the arts curriculum changes directly reach approximately 150 youths a year. • At the UFS, SoJo will be made available to a student population of around 38 000 students. • At the UFS, the L4SJ programme will reach between 6 000 – 7 000 first year students and draw in around 600 – 1000 second and third year students each year in a targeted programme. • The UFS Global Leadership Summit (2018) It is expected that around 150 – 170 students, staff and faculty from across the world will attend, with approximately 10 higher education institutions from the USA; 2 – 3 institutions from the EU; 1 – 2 institutions from Asia; and 1 – 7 institutions from South Africa and Africa attending
Financial resources allocated to the policy/measure in USD:
The NAC funded the first year of implementation, 2014/15, to the value of R750 000.00 ($63870). Subsequent years of project implementation have been funded within each of the institutions, usually aligned into existing programmes for budget purposes. Hence the integration of the project at the UFS into the Institute for Reconciliation and Social Justice’ Arts and Social Justice programme, and the alignment of the programme into curricular activities at the Nelson Mandela University and Rhodes University.
Partner(s) engaged in the implementation of the measure:
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Has the implementation of the policy/measure been evaluated?:
If yes, what are the main conclusions/recommendations?:
The policy framework of the Department of Higher Education and Training, which draws on and aligns with the 2005 Convention, provides a sustainable and innovative regulatory framework for the protection and promotion of a diversity of cultural expressions in higher education institutions.