Latha’s prepared Political input for SASCO Border Technikon Branch Executive Committee
The student populace as a section of the working class, in classical Marxist terms as it pertains to ownership and control of property, tends to be an easy casualty of the capitalist interests. In spite of capitalist apologists assertions that seek to convince us that there is no alternative to greed driven and malice infested system of capitalism, SASCO, as a sober Marxist-Leninist student movement, believes otherwise. SASCO understands that there is an alternative and that alternative is socialism: a system characterised by political and socioeconomic justice for the benefit of all instead of few “fortunate” individuals (which is the case in a capitalist system).
SASCO understands well that its noble struggle for free education is contained within and fused with the struggle for socialism. The knowledge and understanding of this truthful assertion is vital for every branch of SASCO, which is the basic unit of the organisation. This implies that branches of SASCO have got a burdensome yet welcome obligation to organise the student populace behind the vision and mission of the giant student movement for the achievement of free education and the long overdue socialist dispensation. Success in executing this task would mean a better life for all as we would have a really "democratic, non-racial, non-sexist and prosperous" nation which all progressive forces of the Mass Democratic Movement (MDM) still struggle for as they pursue the National Democratic Revolution (NDR). It should be noted that the left perspective of the NDR finds resonance in our pursuits.
The commoditisation of education helps the capitalist class to entrench its power and bad influence on the running of institutions of education. This unwarranted influence extends to curriculum content and delivery. Unfortunately, by either omission or commission, the government of the day encourages this disturbing situation at the expense of the disadvantaged institutions which, due to histotical and current injustices, could not develop to their real potential. The future of the working class offspring is compromised by the cowardly tendency of indicisiveness of our ally, the ANC.
The prioritisation of profit and market orientated education by the liberal education institutions and government's disappointing role which perpetuates capitals strengle hold on education, threatens the humble objectives of our quest for free, relevant, quality, and socially responsive education that the progressive student movement justifiably envisions.
Inasmuch as we want the private sector to contribute to education through bursaries, research funding, infrastructure development, sponsorships etc., we do not wish for the affluent individuals or profit motivated entities to undeservingly earn the influence (perhaps they already have too much influence) and hegemony over our institutions of education for their own selfish ends, at the detriment of the social mandate that is a natural obligation of higher education institutions.
Should money influence what is taught? The answer is categorically no! Courses and curriculum content should never be the province of the so-not-well-meaning capitalist minority. What and how we are taught, by whom, and for whose interests we are taught and teach, is the province of the state as the chief custodian of the public interest. It therefore stands to reason that, the government of the day (as currently led by the ANC) ought to be responsible enough to make certain that education that is provided by education institutions is in line with the nation’s intended developmental goals. Currently, the nation's developmental goals are defined by the Mational Development Plan (NDP). Higher education institutions have got to make certain that their operations serve the nation.
The above leads us to the highly contentious matter of institutional autonomy and academic freedom which present a challenge to the attainment of corresponding the course structure and content to what the nation seeks to achieve in short and long term periods. As matters currently stand, there is a highly liberal understanding of institutional autonomy and academic freedom, which seeks to portray the institutions of education as establishments which transcend the importance of public interest. SASCO, in 2006, submitted a well articulated input on the matter of institutional autonomy and academic freedom that sought to give a clear student movement’s perspective. The input correctly demonstrated that the state has a fundamental role to play in the education arena for the best interest of society. SASCO branches have a duty to make certain that the concepts of academic freedom and institutional autonomy are understood in the correct perspective as guided by the understanding and application of Marxist-Leninist tools of analysis.
Access and success are essential objectives of which SASCO cadres should consume themselves with. On the question of access, the exorbitant fees required for application, registration, tuition, accommodation and living expenses are exclusionary in the face of disgusting poverty that overwhelms the masses of our people. Many education institutions, particularly the so called Historically Disadvantaged Institutions (HDI) though facts suggest that they are still disadvantaged, continuously get low graduate throughput. Among numerous reasons for the low throughput rate are: high number of dropouts, lack of academic support, financial exclusion and many more. These are challenges which call upon SASCO cadres and structures to wage persistent and organised struggles to ascertain victory for students as they usually do in their daily work.
As we continue our struggle for free education, we should loudly scream: “Fees no more!” Despite the anxious attempts by the 'well educated' liberal pawns to characterise us as mad, SASCO is still unapologetically calling for the introduction of a well run free education system, both in content and monetary terms, to bring to fruition the correct and ardent call by the freedom charter that "The doors of learning shall be opened to all". The charter continues thus: "Education shall be free, compulsory, universal and equal for all children; Higher education and technical training shall be opened to all by means of state allowances and scholarships awarded on the basis of merit". The constitution of the republic in section 29.1 states that “Everyone has the right
- to a basic education, including adult basic education; and
- to further education, which the state, through reasonable measures, must make progressively available and accessible." (my own emphasis)
Both the charter and the constitution of the republic, correctly recognise the importance of the state's role on education provision. It is then incumbent upon the ANC led government to fast track the process of rolling out free education and add more to the appreciated decision to turn NSFAS loans to bursaries for final year students (merits and demerits of this are a matter of another engagement as we still believe that this is not enough. What about the entry level students?). The ANC does not need bravery of acting against the liberal forces to deliver free education; what the ANC needs is the willingness and revolutionary discipline in executing the ANC resolutions and the promises of the 2009 election manifesto. SASCO, through its structures, should continue to clearly communicate that it is fast losing its patience due to the delaying tactics of the government of the day.
The students’ movement ought to continue in its efforts to persuade the ANC led government to cease its persistent effort to appease those who have no working class best interests at heart. The ANC government must decisively act on the call for free education, lest it betrays its historical mandate and invoke the wrath of the left forces, of which SASCO is part. Free education should be introduced cognisant of the important questions of curriculum content that should respond to societal needs and the skills question, hence our call for "free, relevant and quality education".
At no point must the student movement be found tolerating our education to be used as a tool by which capitalists advance their narrow financial and ideological interests at the cost of innovation and critical knowledge and research that can adequately respond to societal challenges. As things stand today, there is no doubt that priority is given to the areas of expertise that promote and are vital to the profit motivated entities. These are science, engineering and technology. One does not suggest that these fields, which are crucial to the market needs, are not important. However, it should be brought forth that the society we live in requires an education that can respond to the political and socioeconomic challenges as well.
For the above reason, SASCO must demand (not request) the government of the day to encourage scholarship in humanities and social sciences. The purported notion that social sciences are of less value to our society should be rejected with the scorn it deserves. Humanities and social sciences are vital for many problems we face, be they unemployment, poverty, crime, inequity or other socioeconomic problems. These are socioeconomic problems, which require academic institutions to contribute in solving as part of their social mandate.
It has been quite a long time since the organisation started its Free Education Marches
The student movement ought to ensure that the organisation is sustainable and remains relevant in the eyes and minds of the student populace at branch level. SASCO ought to be effective in executing its mandate at branch level. The prospects of success in the struggle for better student services and free education will increase greatly. The struggle and currency of the organisation will remain intact.
The student movement ought to ensure that the organisation is sustainable and remains relevant in the eyes and minds of the student populace at branch level. SASCO ought to be effective in executing its mandate at branch level. The prospects of success in the struggle for better student services and free education will increase greatly. The struggle and currency of the organisation will remain intact.
The student movement cannot hope to triumph when its cadres are preoccupied with paltry matters which are elevated to, if not above, the status of core matters. For as long as comrades in the organisation, especially senior comrades, do not want to account for failures and ruin as they usually do for successes of the organisation and honestly assist without bullying the leadership of the organisation in tackling problems, the student movement may not endure and survive in the long run. The decline of SASCO will signal the compromise of students’ best interests.
Events such as AGMs, BGMs, NC, PC, marches, strikes etc., cannot bring about fundamental transformation that the student movement hopes for on their own. There is a need to make it clear to students that the challenges faced by institutions of learning are not a special vacation for a certain group of "expert political students". The bulk of students must be consciously involved in whatever possible way they can in their struggle. Student leaders, more especially SASCO comrades, should not be in their own “struggle" that is not understood, recognised and supported by students. This means that SASCO has to sharpen its communication with students so as to sail together with students with understanding in the sea of waves (caused by challenges) that need careful manoeuvring. The SPOT document (5th series) correctly instructs that " students must reclaim their high moral ground as the standard bearers of the new person that the revolution must build!". The SPOT documents statement can means that once students understand the serious and complex intricacies of the struggle we are involved in, they will not, hopefully, be ununserstanding of the struggle as they will be trained cadres and will thus not unfairly judge and punish us through the ballot. They will understand that the struggle is not simple and straight forward. Perhaps, to some extent, the 'high' and sometimes 'unreasonable' expectations that students posses would be curbed.
The narrow and compromising oppositionist politics seem to be the speciality of many of SASCO branches all over Mzantsi Afrika. "We do not want this and that!" approach must be deserted for proactive politics of serious activism. The movement ought to influence the discourse within our campuses and communities. The organisation cannot afford to be always responding to issues and fail to come up with anything on its own in the discourse that is taking place at campus level and in society, especially pertaining to education.
It is for this reason that activists should be perturbed by the prevailing situation of SASCO that is always a respondent and at a defensive position on campus issues. Students are primary stakeholders in the institutions of education, thus they ought to lead discussions and make the doctors and professors think more than twice before they make any assertions, not out of fear of strikes or unmelodious houling, but out of the knowledge of our advanced capacity tointellectually, critically, and efficiently engage in the interest of students. In any engagements, the Marxist-Leninist tools of analysis should continuously serve as our guide to make certain that we do not blunder and fall under the sugar coated spell of liberal ideology that overwhelms the academic world in Mzantsi Afrika and abroad. SASCO branches should adopt a revolutionary approach in tackling students’ matters in each campus.
SASCO branches, as components of a Marxist-Leninist student organisation must breed more left intellectuals and broadcast left ideas to all students and communities. "After all the revolution to triumph it must draw the best into its ranks..." (SPOT 5th series). This entails building and retaining effervescent cadres to assist in the revolutionary tasks of the branch. Through its programs and any of its activities, the SASCO branch have to revolutionise, politicise and build a conscious student body that does not only understand, but also support and participate actively in the struggle for the betterment of society in general and education in particular. Students, with the assistance of SASCO, should be able to apply Marxism-Leninism in all that they learn in class and encounter outside lecture halls. Students must be in a position to challenge the hidden, yet apparent liberal insinuations of our curriculum. Neoliberal ideology should be tackled head on wherever and whenever it raises its unsightly head.
SASCO branches should speak to and come up with workable solutions to questions of academic freedom and institutional autonomy; research priorities of institutions; students housing; funding model and administration of funds at campuses; in-service training challenges; sport, arts and recreation challenges; relationship of academic and non-academic departments and many other matters, especially those that speak to the students directly. To borrow from SPOT document for the last time, "The challenge is to maintain the policy efficacy and lobbying capacity of the organisation at all levels on matters of policy, particularly at the level of the branch" which will help us to make a strong impact in addressing these matters. The mentioned issues would demand a lot of time and space to be fully unpacked; it would thus be unwise to dwell much on them on this platform.
Every branch should make sure that it plays its role positively as required. A strong, united, vibrant and working branch can make wonders in ensuring that the organisation goes forward and succeeds in its struggle for better student life and free education.
By PATRIOTIC VALIANT
Comrade Dinileminyanya Sandile Latha (Writing in his own capacity)
Chairperson of SASCO: Border Tech Branch
081 075 6690
