The resuscitation of historically disadvantaged universities: the case of University of Fort Hare
| dc.contributor.advisor | Mazinga, Martino | |
| dc.contributor.author | Mdiya, Yolisa | |
| dc.date.accessioned | 2021-03-25T10:22:22Z | |
| dc.date.available | 2021-03-25T10:22:22Z | |
| dc.date.issued | 2020-11 | |
| dc.description.abstract | The South African higher education system has experienced many disparities that include racial and systemic classification of higher education institutions. Historically, universities in South Africa were located according to the apartheid states and Bantustans, and as a result created racially classified institutions which are now known as Historically Advantaged Universities (HAIs) and Historically Disadvantaged Universities (HDIs). While HAIs are established in city centres, HDIs, like the University of Fort Hare, are remotely located in the outskirts of cities, marginalised and isolated in rural communities. This study sought to analyse the role of the University of Fort Hare (UFH) in advancing the development of rural communities; and whether or not the university has adopted strategies to ensure if students partake in community engagement activities that ensure active interaction between the university’s students and its communities. Through the application of the Sustainable Livelihoods Framework, the study measured sustainability on programmes currently being implemented at the University of Fort Hare, particularly from two departments: Management and Commerce; and Social Science and Humanities. Overall, the study found that much effort is placed on an urban UFH campus, and rural activities are neglected. Apart from the academic and community engagement activities of the university, the constant protests and closure of the institution debilitate its functioning. The study recommends that the university implements more activities at the UFH Alice campus to ensure integration of learning and community engagement to be used to assist in the rural development of its community. | en_ZA |
| dc.description.sponsorship | National Education Collaboration Trust | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/10991 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Dissertation (MDS (Development Studies))--University of the Free State, 2020 | en_ZA |
| dc.subject | University of Fort Hare | en_ZA |
| dc.subject | Community engagement | en_ZA |
| dc.subject | Integrated learning | en_ZA |
| dc.subject | Sustainable development framework | en_ZA |
| dc.title | The resuscitation of historically disadvantaged universities: the case of University of Fort Hare | en_ZA |
| dc.type | Dissertation | en_ZA |