The College of Education recently hosted a thought-provoking seminar titled Resourcing the Futures of Education, which aimed to explore the evolving landscape of higher education.

The seminar kicked off with a compelling welcome message from Prof Thenjiwe Meyiwa, Vice-Principal: Research, Postgraduate Studies, Innovation and Commercialisation. Meyiwa highlighted that the future of education is not solely dependent on knowledge but on the holistic development of both mind and heart. "Resourcing education is not only about the heart, but the mind as well," she further remarked, drawing attention to the profound need for education to stay aligned with the principles of socio-economic transformation. "We must ensure education remains the backdrop of socio-economic progress," she continued, stressing that the growth of individuals and communities depends on a balanced and comprehensive approach to education.

From left: Prof Ramodungoane Tabane, Prof Thenjiwe Meyiwa, Prof Eva Cendon, Prof Mpine Makoe, Bryton Masiye, and Prof Luvuyo Lumkile Lalendle

Prof Mpine Makoe, Executive Dean of the College of Education, in setting the scene, offered an insightful overview of the seminar’s purpose, pointing out the increasing challenges of higher education in its current form, and stating that too many graduates are unable to secure employment despite obtaining qualifications. "We need to start humanising education," said Makoe. She continued by highlighting the need for education to be more than just an academic pursuit but a means to foster personal growth and societal change. Her vision for the future revolves around repurposing education, challenging current models, and rethinking what higher education should truly represent.

The keynote address by Prof Eva Cendon, Chair of Adult and Continuing Education at FernUniversität in Hagen, Germany, brought a global perspective to the seminar. She quoted the famous peace researcher and futurologist Robert Jungk, who argued that "inventing, thinking through and experimentally playing through possible, desirable, human futures is of primary importance". This idea set the tone for the rest of the workshop, encouraging participants to think critically about how they can shape future societies. Cendon in her address also introduced the FutureLab methodology, which allowed students and academics to voice their opinions on what the future of education could look like in 2050.

This seminar was a culmination of the two interactive FutureLab workshops with CEDU students and academics held a week prior to this session, where several themes emerged. Students raised concerns about ICT-related issues, academic dishonesty and the violation of rights, while academics focused on institutional expectations, workloads and work culture.

Despite the challenges, these workshop discussions, as articulated by Cendon in her keynote address, also highlighted the potential for change, particularly through technology, wherein students and academics alike shared a vision of a future where AI plays a significant role in addressing educational challenges. The utopia envisioned by students was technology-driven, with AI serving as a solution for many of the issues they face. Academics, on the other hand, emphasised the importance of good communication, solidarity and flexibility within the educational space.

Bryton Masiye, Acting Executive Director: Institutional Research and Business Intelligence, responded to the keynote address. He articulated on an expected strategic direction regarding reshaping the student experience in response to the evolving needs of modern learners. He further discussed how the institution must adapt to the changing educational landscape, particularly as students are increasingly tech-savvy and demand greater relevance from their studies. "We do not want to be technologically left behind," said Masiye, referencing the importance of staying relevant in the face of technological and generational shifts. He emphasised the need to embrace change, explore strategies such as real-time interactions with students, develop personalised learning experiences, and utilise modern tools like chatbots to facilitate communication and feedback. Additionally, building sustainable financial models and overcoming challenges to student engagement should also be high on the agenda, with participants echoing these sentiments and urging for a shift in mindset from "I can’t" to "I can".

Prof Luvuyo Lumkile Lalendle, Executive Director: Quality Assurance and Enhancement, highlighted in his address the importance of the "think process" that is under way. He noted that this process had begun in the College of Education, where the focus is on preparing the bright minds of the future, who will shape a better world going forward. Lalendle accentuated that when he joined the university, his team made a deliberate decision to maintain the vision and mission of the institution, while rethinking how things are done at Unisa. One of the key challenges was recognising the university’s competitiveness and delving deeper into the concept of open distance eLearning. Reflecting on the morning’s presentations, he shared his sense that there was a growing acknowledgment of the importance of student-centeredness, which should be at the heart of the discussions with academics, who play an integral role.

Lalendle stressed that no conversation about the future could ignore these two key stakeholders. Looking ahead to Unisa in 2050, he urged everyone to take the task of defining that future seriously, encouraging a more critical engagement with the university’s policies. He underscored the point that the future has now been outlined through catalytic niche areas, but that the challenge lies in determining how to align with these changes. Central to this effort, he reiterated, is the university’s primary responsibility: its students.

He further reflected on how the "resourcing futures" area has evolved, stating that the focus should be on ensuring that Unisa students are equipped to engage with the future world of processing knowledge, including African knowledge and philosophy, ensuring that the university remains true to its African roots. He concluded by stressing the importance of investing in youth, noting that nations that fail to do so have no future, and that the university as it exists today will not be the same in the future, regardless of its name or structure.

Prof Tabane Ramodungoane, School Director: Educational Studies in the College of Education, in his expressive task of facilitating the discussions in the seminar, concluded this responsibility with aplomb and made the process open and engaging to the audience.

Prof Johannes Seroto, School Director: Teacher Education in the College of Education, in his vote of thanks to all the speakers and the seminar attendees, concluded with a powerful reminder of the importance of active engagement in shaping the future of education. He stressed the importance of embracing change, incorporating diverse student needs and fostering critical engagement with the processes that define education today. He further accentuated that the seminar served as a reminder that while challenges remain, the future of education lies in the hands of those who are willing to rethink, reshape and resource it for generations to come.

* By Freddy Mlambo, Acting Communication and Marketing Specialist, College of Education, with input from ChatGPT