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
Australia
• Equal Pay Act of 1964
• Civil Right Act of 1964
• Disability Act of 1990
• 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