UNIVERSITY STUDENT GOVERNANCE: TRENDS, ISSUES AND CHALLENGES

1. UNIVERSITY STUDENT GOVERNANCE: TRENDS, ISSUES AND CHALLENGES A Presentation to the Convention of University students on 19th September 2019 at Kabale university in the new main hall By PROFESSOR BENON BASHEKA, PhD, FCIPS DEPARTMENT OF GOVERNANCE AND PUBLIC ADMINISTRATION FACULTY OF ARTS AND SOCIAL SCIENCES, KABALE UNIVERSITY

2. INTRODUCTION • University student governance has recently become central to the aspirations of any university as students are regarded as key stakeholders and their interests understood and managed-this is not however a ticket that any student demand has to be complied with by University Management/Council/Government • For the most part of the 20th century, developments in African higher education have been intricately linked to national and international politics, and African students have played a significant role therein. • Student organisations and student movements campaigned against Africa’s colonisation by European powers at the beginning of the century and struggled with increasing determination for African independence in the1940s and 1950s. • After independence, social justice and democracy continued to dominate the political agendas of students well into the 1970s (AduBoahen, 1994).However, since then, the centre of gravity has shifted gradually from political governance to economic governance (Federici, 2000; Mazrui, 1995).

3. UNDERSTANDING UNIVERSITY GOVERNANCE • There are four well documented perspectives or models used to describe how a university should be managed and governed to promote its efficiency and effectiveness. • The first view regards a university to be nothing other than a bureaucratic organization built on strong rules and regulations to govern the many aspects that take place in a university . • Student activities in this model must be undertaken within the existing rules of the university • Students go against the established rules at their own peril and destruction according to this model • While this model has been criticized for promoting inefficiency and ‘bureaucracy, its strong advocates suggest that bureaucratization of the university is inevitable owing to the university’s increasing size and the need to impose order on complexity through formal rules and the clear allocation of duties. • That this model is necessary given that some activities like management of examination and human resource systems need to have stringent formal rules and regulations followed by all actors.  

4. Cont’d • The second view (the collegial model); regards a university as a simple-organizing community of scholars who need less of any interference in managing university affairs. • This view believes the community of scholars can effectively manage all affairs of the university and at all times prefer sidelining the members outside their club from interfering with university affairs. • Experience in many universities however sharply questions the ability of scholars to manage their own affairs without interference • The activities of scholars need to be regulated by external bodies like the National council for higher education

5. Cont’d • The third view, regards a university as a business enterprise trading in knowledge and the major clients of this business are students. • This view leads to what has been regarded as an entrepreneurial university or an enterprise University • This perspective suggests that there should always be someone in charge and accountable for performance according to set targets. • The University‘s mission and relations with the outside world should be defined by strong corporate executive control imposing economic performance targets on internal structures.

6. Cont’d • The fourth view regards a university as nothing other than a clash of political interests and a university is a place of competing interests which have to be managed. • This model regards universities as complex political organizations that need political managers. • Structures of higher education systems find themselves at the crossroads of external expectations and internal dynamics, and were shaped by legitimate influences and interests of the public, governments in their steering and supervisory roles, the higher education institutions themselves, especially their staff, and students • Students and academic staff (and of late some administrative staff in unions) have created the greatest headache for effective governance and management of universities in the recent past • It is this context that now leads me to specifically turn to University student governance.

7. What is student governance? • The term ‘student governance’ is derived from ‘higher education governance’ and has come to be used quite commonly as shorthand to refer to the participation of students in the governance of higher education. • At the level of the university, formal student governance can thus refer to student government and its substructures, and to student representation in the deliberative organs of university decision-making such as senate and council and their subcommittees • At national level, students maybe formally involved somewhere in the policymaking process that affects higher education. • The defence of students’ right to co-determine the conditions of learning in higher education, however, may require students to partake in national and even international governance. • Student governance can therefore not only be about those channels that formally avail themselves to students to voice their concerns and participate in governing the university and the higher education sector-It also includes the manifold informal ways by which students voice their interests.

8. Tracing the History of student Governance in Africa • Students have been at the heart of Africa’s political developments since pre-independence colonial • Unlike today’s students who tend to be driven by emotions and petty issues, earliest student organizations were based on serious issues • Student governance can be historicized around the following periods: • 1900-1935-Colonialism and the emergence of African student organizations • 1935-1960-Student struggles for African independence • 1960s-1985-Repression and resurgence • 1985-2000s-Student struggle against SAPs • 2000-Todate?

9. 1900-1935-Colonialism and the emergence of African student organizations • In the early 20th Century, very few modern Higher Educational institutions existed on the African scene so were student organization's • Earliest modern student organizations were founded in South Africa and were religious and cultural character organizations • The South African student Christian Association came at the impetus of the World student Christian federation in 1896 • Until its demise in 1965, the Christian student association served South African students of all races • Another association was founded in Tunisia around 1907 • In 1924, the National union of South African students was formed

10. Cont’d • In Ethiopia, there was an active student organization between 1925-1935 • In Paris and London, significant student organizations by African students were formed in the period • Political demands of student organizations in this period were limited eg South Africa focused recreational and cultural student affairs • Later, Africa student concerns came to be around: • Improving learning conditions, particularly to do with accommodation, welfare and employment • Highlighting the evils of colonialism and racial discrimination

11. 1935-1960-Student struggles for African independence • African student politics took a decisive stage due to the invasion of Ethiopia by Fascist Italy in 1935 and this event politicized student associations in Africa • There was also the second world war and its claim on European claim of hegemony in Africa • The number of student organizations during this period increased greatly • The associations started under pan-Africanism but later faded into territorial groups • There was eventually the establishment of university colleges across many British Colonies • Many of the unions however never took the struggle for independence save the West African student Union (WASU) • WASU denounced colonial racism, forced labor, the expropriation of African lands, and the transfer of surplus from Africa and called for a return of all lands, the development of a diversified agricultural system, a classless society and mass education for all colonized people

12. 1960s-1985-Repression and resurgence of student organizations in post-colonial era • The 25 years after independence were years of political and economic turmoil • After independence, provision of Higher Education expanded rapidly • The 1960s and early 1970s were ‘Golden eras of the single prestigious national university’ • After independence, almost all governments started their own university • In 1960, there were 52 public universities in Africa • By 1980,the number of public universities were at 143 • The 1980s was however hit by problems and the HE sector was badly affected

13. Cont’d • After independence, African university students enjoyed some level of social prestige: • Lived in comfortable settings • Had the use of adequate educational facilities • Students paid no fees • Students enjoyed free lodging and boarding • Students received a stipend

14. Cont’d • In the above comfortable settings, student organizations directed their issues at national, regional and international levels • Most student organizations focused their attention on: • Academic freedom • Governance • Development ideology • Social justice • Democratization agenda

15. Cont’d • Governments were unhappy with the ‘official opposition’ position taken by most student bodies and had to do something • Government leaders (who themselves had been student leaders in their times) started establishing parallel student organizations • Governments turned autocratic and student agitation for freedom and democratization received repression, infiltration, and banning of student organizations

16. 1985-2000S-Student struggle against SAPs • A number of contextual factors forced student orientation • Bad political and economic governance • Environmental disasters • Global economic downturn • Worsening terms of trade • Mounting debt • High population growth

17. Cont’d • In an effort to stabilize African economies, the World Bank and International Monetary fund had some prescriptions-liberalise, stabilize and privatize • In education, the state was directed to disinvest from provision of public education • There was eventually the introduction of private modes of education service delivery and education became a good in the market • African students became preoccupied with survival issues at the institutional level • Rising student enrollments led to a deterioration of campus facilities and a sharp decline in the quality of African Higher education

18. AS A RESULT; • University accommodation became overcrowded • Basic physical learning environment like libraries and classrooms deteriorated • Conditions for academics deteriorated and many had to seek for second jobs • Cost-sharing was introduced • Introduction of student fees payment and other levies • Withdrawal of education subsidies like allowances and loan schemes • Privatization of various services

19. Cont’d • Due to the above conditions, there was clashes between the governments and students over structural adjustment programmes which started in the mid 1980s • Nigeria had 14 strikes • Kenya had 10 • Sudan 10 • Benin 7 • Zimbabwe 6 • Ivory coast had 5

20. Cont’d • Student activism now shifted from national issues to fundamental material grievances (bread and butter issues), academic efficiency and quality • There came certain emerging student organization features and trends • Students became involved in mass coalition with civil society • National student political organizations played a lessor role • University-based groups and spontaneous formations of student body • Increasing ethnic divisions in the student bodies

21. RECENT TRENDS IN STUDENT GOVERNANCE? • Strikes and Protests have taken a centre stage • Student demands are petty at times • Students are easily used by other forces to fight wars they are not aware of • Student reason is rarely applied before they join strikes • Students have freedoms of assembly and association but must be exercised in conformity with the laws of the country and the rules of the university

22. STUDENT ACTIVISM:FORMS AND RESPONSES • Informal governance tactics. These apply outside the form structures of governance. Some are co-operative while others are confrontational • Students have previously used typical protest form to inform, educate and instigate debate • In the past, African students used moderate tactics of publishing books, newspapers and pamphlets, organized meetings, congresses and conferences, holding symposia, debate lectures and seminars • Use of mass media like TV, radios, establishing student-owned campus media including websites are used by student leaders and organizations worldwide • Informal information sharing sessions and exchange between leaders and executives • Lobbying legislators and senior government officials is accepted and an effective tactic

23. Cont’d • Student protests: Termed as student unrest/indiscipline and misconduct • These break institutional rules: • Mass meetings • Organization of rallies • Protest matches • Street demonstrations and strikes • Class and examination boycotts

24. Cont’d • Formal organization of student governance • Establishment of student governments • Representation of institutional body • Involvement of national student organizations on higher education policy making • Democratic citizenship

25. A brief history of strikes and their causes in Makerere • Strikes at Makerere date before independence. The first significant protest was held in 1952. This strike involved a boycott of the dining halls in a demand for better food. The cause was student "welfare". • During independence, the strikes tended to be ideological. Ideology in-spired protests in the 1960s became a common feature as students demonstrated against American bombing in northwestern Uganda (a spill-over from conflict in Congo) and the hanging of three African nationalists by the Smith government in Rhodesia. • A decade later (in 1976), students plotted, bravely but unsuccessfully, to overthrow the Amin government. This was connected to the ideological orientation that a change of government would possibly come alongside a change of policies and better welfare.

26. Cont’d • In December 1990, the Student Guild president (Norbert Mao) spearheaded a rejection of a Guild constitution imposed by the Ministry of Education. Even as he put forward a host of economic "survival" issues--the abolition of allowances for books, transportation, and stationery--Mao connected the protests with the government's costly pursuit of war in the north and its tolerance of corruption. • In 1990, there was another strike caused by welfare and survival reasons. The government had just scrapped student allowances yet students expected the government to give them free housing, food, stationery, and even pocket money and transport back home.

27. Cont’d • In May 2005, there was a student demonstration which was caused by administrative challenges which students connected to their welfare. A placard reading: "Ssebuwufu was much better-We want him back.", signified the indirect demand of better welfare. This strike was caused by apparent weaknesses in university management systems which did not prioritize student issues as compared to what the Ssebuwufu administration had applied. • In October 2014- Makerere university students went on strike protesting a hike in graduation fees. This strike was again both a survival and welfare issue. The lack of effective consultation by university management and council before it was passed appears to have been interpreted by students as being intended to affect their welfare at the university.

28. Cont’d • In November 2006, there was yet another strike by staff demanding the government to honor a pledge it had made in April 2004 for a salary increase. The cause of this strike was purely related to the welfare of the staff . • In November 2007, the university was shut down for up to two months as lecturers laid down their tools and students turned rowdy over failure to study.  Please refer to the above comment • In February 2008, Makerere University students slipped out of a planned strike that was intended to be staged due to continued redundancy, following a lecturers strike. The students had for one week remained redundant, after their lecturers went on strike protesting against the lack of adequate teaching materials. Students tried to seek out a peaceful solution to the stalemate between the lecturers and the government and resolved to give the conflicting parties a chance to iron out the problem amicably without resorting to violence.

29. Cont’d • In September 2011, Makerere University was closed hardly two weeks into the new semester when authorities running the country’s oldest university failed to break a deadlock over a strike by academic staff who were demanding enhanced pay and clearance of their pensions arrears. Fear of a threat by students to join the weeklong lecturers’ strike prompted the sudden closure and saw the university campus, from the gate through to the halls of residence, turned into a mini garrison with hundreds of heavily armed police. Lecturers also demanded that top up allowances that University administrators got be scrapped and that government takes full responsibility of the payroll instead of the now shared salary payment between the University and Ministry of Public Service. • In 2013, there was a strike by Makerere University staff demanding for a salary increment from government. Government then made it clear that it did not have the funds. Government then directed the university council to consider using internally generated funds to provide an incentive to staff so that they could call off the strike.

30. Cont’d • In July 2014- there was a morning strike staged by students over the management’s decision to scrap meals in the halls of residence and the 10 percent tuition increment policy for the new students. Makerere University Council had scrapped free meals to all students due to the high food prices and the financial squeeze at Uganda’s biggest university. The council, the institution’s top governing body, resolved that every student in the Government scholarship scheme should instead be given a daily meal allowance of Shs2, 000. • In April 2016- students protested the institution's decision to scrap 32 courses. The report had recommended that 30 degree programmes be merged, 18 be restructured while 21 undergraduate diplomas, 11 undergraduate certificates and three degree programmes be phased out. • Beginning on 1 August 2016, the non-teaching staff also went on strike demanding their back pay. The strike lasted three weeks and the government agreed to pay them by the end of October; however, the government failed to do so.. • In November 2016-President Museveni ordered the closure of Makerere due to staff and later student strikes over unpaid arrears and lack of lectures respectively. 

31. STUDENT STRIKES AT KABALE UNIVERSITY? On 7th September 2017Over 30 Government-sponsored students at Kabale University on Wednesday demonstrated over delayed payment of their allowances.

32. IN 2018: • KABALE UNIVERSITY STUDENTS STRIKE OVER SACKING OF HUMAN RIGHTS CLUB PATRON • The students led by the President of Kabale University Human Rights Club Ritah Ainembabazi, accused the university administration of failure to explain the circumstances to the students why Tindyebwa was sacked

33. IN 2018: KABALE UNIVERSITY STUDENTS STRIKE OVER HIKED FEES. Students matched from the university premises at Kikungiri Hill, Southern Division, Kabale Municipality via Nyakambu and Kekuubo heading to the office of the Kabale Resident District Commissioner seeking intervention.

34. STRIKES AT KABALE UNIVERSITY? • Strikes damage the image of the university • Strikes reduce the standing of the students in society • Strikes reduces the chances of employability of university graduates • Strikes have numerous political implications • Strikes affect the running and functioning of the university • Strikes waste useful time for productive use • Strikes damage property and result in economic loss which has its own multiplier effect • Strikes lower the reasoning of mankind in solving problems • Strikes can lead to death of innocent lives of students and other members of the public

35. Student leadership and citizen responsibility • Student leadership is central in creating a responsible citizen for society. • Student leaders are at all levels: • Class leaders • Departmental leaders • Guild leadership • Association leaders • National student leaders • Members of Parliament for the youth • National Youth Council • East African and continental leadership forums • International student forums • Student representatives on university organs

36. Lessons and Concluding remarks • Student governance is not the same as student activism • The Primary responsibility of a student is to study and get a qualification not to be in activism • Students have a contract with the university and as such they often need to play by the rules of the game • There are formal and informal ways of making the university management get to know the concerns of students • Dialogue is the safest avenue for strengthening the image of a university • Student competitiveness in the job market is dependent among others on the perception the outside world has of the University

37. Cont’d • The world is changing at a fast pace and the use of social media has taken a centre stage-students spend most of their time on social media than they do in libraries • Universities have had to operate under constraints due to underfunding by government of the subsector and they often try to achieve the objectives of the university • While there are systems and personnel in the University that cause anger among students thereby necessitating some protests, a university as a civilized society should have better civilized ways of resolving disputes • Strikes and protests have short term, medium and long term effects and overall damage the brand of the University • Students and more so their leaders have a noble duty to create a responsible culture and citizenship responsibility (patriotism) that can make a university a peaceful place for intellectual activities. • Together as students, staff, and management, we can make Kabale university great by despising the culture of strikes

38. THANK YOU!!!!!!!!