SDSSC Annex 2007/02/02

UNIVERSITY OF THE WESTERN CAPE

POLICY ON STUDENTS WITH DISABILITY

PURPOSE STATEMENT

The policy on disability sets out the responsibility and commitment of the University of the Western Cape

towards providing equal opportunities and equitable access for students with disabilities. In line with

Chapter Two of the Constitution of the Republic of South Africa, The White Paper on Higher Education

and all relevant legislation, the University of the Western Cape will continue to work towards a more

inclusive learning and work environment for students with disabilities.

DEFINITIONS

The University notes the following definitions:

Adopted by the World Health Organization

• Impairment refers to any loss or abnormality of psychological; physiological or

anatomical structure and function;

• Disability refers to any restriction or lack of (resulting from impairment) of ability

to perform an activity within the range considered normal for a human being;

■ Handicap refers to a disadvantage for a given individual resulting from an

impairment or a disability that limits or prevents the fulfilment of a role that is

normally possible for that individual.

In the Employment Equity Act:

• "people with disabilities" means people who have a long term or recurring physical or mental

impairment which substantially limits their prospects of entry into, or advancement in employment

(1)

REASONABLE ACCOMODATION

Reasonable accommodation means changing some feature of the learning and/ or work situation so that

people from a designated group can have access to, participate in and advance in their academic endeavours

and vocational training. The aim of reasonable accommodation will be to ensure that no student with

disabilities would be unjustifiably excluded from any University activity or facility because s/he is disabled.

POLICY STATEMENT

The University of the Western Cape will:

1. Endeavour to establish and uphold the rights of students with disabilities in accordance with the Constitution

of South Africa including, but not limited, to the right freedom of choice with regards to disclosure of the

disability;

2. Encourage the development and implementation of procedures to address the requirements of students with

disabilities, and to promote the functioning of all divisions within the university to operate within the

disability framework;

3. Endeavour to include clear recommendations about the reasonable accommodation of students with

disabilities in all university policy and operational documents;

4. Provide reasonable accommodations in the form of teaching strategies, alternative assessments and support

assistance for students with disabilities in all respects of the academic and extra-curricular programmes;

5. Endeavour to remove any physical access barriers to ensure our campus is as accessible as possible for

students, staff and visitors with disabilities;

6. Seek to foster positive attitudes amongst the campus community towards people with disabilities;

7. Actively campaign for and educate about the Disability policy and related procedures, as well as the provision

of support for students with disabilities in all areas of academic learning, research, employment

opportunities, and extra- curricular and support activities.

Reference List

1. Chapter 2 of the Constitution of the Republic of South Africa, Act 108 of 1996

2. The White Paper on Higher Education, Notice 1196 of 1997, S1.18

Office for students with Disabilities

Addendum on Operational Considerations for Students with Disabilities

REASONABLE ACCOMODATION

Reasonable accommodation means changing some feature of the learning and/ or work situation so that people from a designated group can have access to, participate in and advance in their academic endeavours and vocational training. The aim of reasonable accommodation will be to ensure that no student with disabilities would be unjustifiably excluded from any University activity or facility because s/he is disabled.

The University of the Western Cape will develop procedures for the provision of reasonable accommodation for students with disabilities with regard to the following aspects:

1. STUDENT RIGHTS

Students with disabilities have the following rights:

• Equal access to courses, programmes, academic adjustments (reasonable accommodation) and/ or auxiliary aid;

• Reasonable and appropriate accommodation, services, activities and facilities;

• Confidentiality of all information pertaining to the disability with a choice of whom to disclose their disability to, except as required by law;

• Information reasonably available in accessible formats.

2. THE PHYSICAL ENVIRONMENT

• Where a student has been accepted into a particular field of study, the university will endeavour to adapt the existing physical environment as well as teaching and research facilities, taking into account its financial implications and practicality.

• The university undertakes to assess, in consultation with barrier-free experts and the Office for Students with Disabilities, the possibility of, and financial implications to, adapting existing buildings for disabled persons. It will also, in conjunction with the planning unit, develop a scheduled plan for implementing these changes.

• All new teaching and research facilities will provide for the needs of disabled persons and consult with experts throughout the planning process.

• Additional wings in existing residences on campus will be adapted, while new residences will be planned with the necessary facilities in place.

• The Physical Planning Unit of the University will in consultation with the Office for Students with Disabilities and a barrier-free expert, prioritise the

• •

• implementation of making other university facilities such as the administration and the library accessible. o The Physical Planning Unit of the University will also, in consultation with the Office for Students with Disabilities and a barrier-free expert, prioritise the implementation of making sport and recreational facilities such as the student centre, the sports stadium and the pool accessible. o The Physical Planning Unit and the Department responsible for the physical environment of the university will ensure that these are kept as free from hazards as possible and that the Office for Disabled Students are informed if there are any building projects planned that could present a danger to blind and visually impaired students.

3. ADMISSIONS

• The university respects and acknowledges the constitutional rights of disabled persons. Application for admission to the university shall therefore not be refused solely on the grounds of disability, provided that the applicant fulfils the necessary entrance requirements, that the applicant is able to function independently, and that acceptance of said applicant can be accommodated within the budgetary constraints of the university.

• The applicant is responsible for indicating on the application form that he/she has a disability and what their special requirements are.

• Applications indicating a disability will be forwarded to the Programme Coordinator who will if possible contact each applicant personally to assess the level of disability and the particular needs of each applicant and the possible financial implications. Where applicable, a full medical report will be required before a final decision is made.

• The Office for Students with Disabilities will provide a profile of the applicant to the relevant departmental chairperson and course coordinator prior to registration. If possible, a meeting between the applicant, the relevant persons in the department and the programme coordinator will be arranged where the particular choice of study and its suitability will be discussed.

• In cases where students require a full time assistant for personal needs, this person should be employed personally by the student. Accommodation for this person is discussed in 8.

2

4. ACADEMIC SUPPORT

All departments that have registered disabled students will provide full academic support to these students so that their access to study material is equal to that of mainstream students. This will entail:

• Ensuring that lecture rooms are accessible to students in wheelchairs and that a writing surface is provided for them.

• Providing blind and visually impaired students with course outlines, notes, transparencies and any other study material in braille and on computer stiffy at the same time that it is given to mainstream students.

• Providing the Programme Officer of the OSD with a list of prescribed books and with copies of all notes and course readers as soon as a student's acceptance has been finalised so that the OSD can enlist the aid of outside agencies to timeously provide the student with material in Braille, on computer stiffy or on audio-tape.

• A full-time staff member to be dedicated to coordinating departmental input for disabled students. in the case of specific projects involving more than one student, outside funding could be sought to provide a mentor.

• Appointing additional support staff, e.g. tutors, laboratory Assistants and student assistants, to provide essential assistance to disabled students.

• Following the "Guidelines for Accessible Study Material" as outlined in the publication 'The Disabled Student at U.W.C."

3

5. EXAMINATIONS

Refer to Examination Procedure for Students with Disabilities (Appendix A)

6. FINANCIAL ASSISTANCE

The university will embark upon a concerted fundraising drive in order to provide:

• funds to the university to provide resources and staff for the Office for Students with Disabilities.

• Financial Aid (NSFAS) and the Office for Students with Disabilities will assist eligible students to apply for full cost bursaries from the Department. of Labour.

• funding for the gradual adaptation of the physical environment of the university.

• A specific budget amount will be allocated to the Office for Disabled Students to provide for the daily academic and practical needs of all disabled students, e.g. photocopying, Braille printing, typing services, student assistants, audio-tapes and computers.

• The Office for Disabled Students will assist in seeking financial assistance by liaising with agencies, state and otherwise, that provide assistance either financially or in the form of equipment and resources.

7. WORK STUDY EMPLOYMENT AND/OR PROJECTS

All on-campus student employment must adhere to the work study agreement. With regard to students with disabilities:

• Advertisements have to specify whether the post advertised requires skills that would render students with particular disabilities to be ineligible for applying for the post.

• Students with disabilities shall not be unfairly disadvantaged or discriminated against on the basis of their disability.

• Students with non-visible disabilities reserve the right to decide whether they will

disclose their disability to their potential work-study employer.

• Students who receive full cost bursaries do not qualify for Work study employment unless they have specific skills that are to be used in the work study position e.g. sign language etc. The employing department has to provide a special motivation for employing a student who already has a full cost bursary.

4

8. ACCOMMODATION

• All disabled students will be granted residence accommodation, if they so wish, irrespective of their geographical area of residence. They will receive priority for residences that have been adapted for use by disabled persons.

• Requests for single room accommodation, either in a mainstream residence or in the special residence, will be considered where appropriate motivation is forthcoming.

• The programme coordinator is to liaise closely with the Residence Administration and the individual residence coordinators and staff to provide the necessary information and support and to encourage a spirit of acceptance and co-operation.

• Prospective students who are dependent on a full-time assistant (who is not a student) will receive special assessment by the Programme Officer, a medical expert and a representative from the Residence administration before any decision regarding admission is taken. This would depend on the availability of rooms and such an assistant will be required to pay the same residence fees as other students.

9. COOPERATION WITH OTHER INSTITUTIONS & ORGANISATIONS

The University will strive to liaise with extra-University role players, e.g.

• The National Department of Education.

• The National Student Financial Aid Scheme of South Africa.

• National and regional organizations for people with Disabilities.

1 0. OFFICE FOR STUDENTS WITH DISABILITIES (OSwD)

The goal of the OSwD is to promote Equity, Equality and Inclusivity by enabling students to achieve their maximum potential by empowering them to function as independently as possible. The objective of the O.S.D. is to increase access to, and ensure participation in, the academic programme for persons with disabilities. Students with disabilities are encouraged to register with the OSwD in order to access the aid and support of the staff at the OSwD who will assist students with disabilities in advocating for and attaining reasonable accommodation in all areas of the academic programme at the University. The particular needs of students with disabilities will be addressed by the Programme Coordinator on an individual basis and by direct liaison with the relevant persons or departments concerned.

5

•

11 AFFILIATION TO THE STUDENT REPRESENTATIVE COUNCIL

Disabled students to be encouraged to form a society to address their own particular needs, with a constitution that conforms to the established format and requirements. They shall be given full affiliation to the Student Representative Council on an equal basis to any other student society.

12 MEMBERSHIP OF CLUBS AND SOCIETIES ON CAMPUS.

Applications for membership to clubs and societies shall not be refused solely on the grounds of a student being disabled. Social interaction and support should be actively encouraged.

13. SPORT AND RECREATION

The relevant departments involved in sport and recreational facilities will be given encouragement to initiate and develop sporting codes for the physically disabled student here on campus and also network with established sporting organisations in the community and at other tertiary institutions to promote integration and participation.

14. COMPLAINT AND DISCIPLINARY PROCEDURES

The University has comprehensive complaint, grievance and disciplinary procedures for staff and students. The scope of these procedures includes complaints arising from discrimination as a result of disabilities.

Reference List

1. Chapter 2 of the Constitution of the Republic of South Africa, Act 108 of 1996.

2. The White Paper on Higher Education, Notice 1196 of 1997, Sl.18.

6

UNIVERSITY oftlu, WESTERN CAPE

UNIVERSITY OF WESTERN CAPE (UWC)

POLICY:

Staff with Disabilities Policy

DATE OF APPROVAL: C2013/05

(Implementation Date: 1 January 2014)

Recommended by: SA2013/7

t.• Nl\'l R H Y ,, •	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT POLICY ON STAFF WITH DISABILITIES	Reference Number
		Implementation Date
		Revision/ Amendment Number
		Revision/ Amendment Date

POLICY ON STAFF WITH

DISABILITIES

UNIVERSITY OF THE

WESTERN CAPE

1

	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT I POLICY ON STAFF WITH DISABILITIES	Reference Number
		Implementation Date
		Revision/ Amendment Number
		Revision / Amendment Date

1. Preamble

UWC's mission directs the university, among other things, to the pursuit of a distinctive academic role in South Africa which, through critical and creative ways, seeks to build an equitable and dynamic society. This commitment to equity as key to South Africa's future emphasises that, taken the inequalities of the past, the university must constantly seek to address these inequities and enable those who have been most severely disadvantaged by the apartheid system to participate fully in the life of the nation.

In UWC's more recent Institutional Operating Plan (IOP) plan for the period 2010-201 , this intention to contribute to the creation of a more equitable and just society is also linked to the conceptualisation of UWC's role as an 'engaged university' and to the importance of valuing diversity as part of this role. For UWC, the notion of 'engagement' here is seen to capture the university's emerging sense of itself as a university in a society in transition that is confronted by and must address the significant development challenges shaped by its past and the emerging challenges of becoming an active player in a globalized knowledge economy.

For UWC, this means actively engaging through its knowledge creation and dissemination roles with the complex challenges that emerge from these very different but equally important realities. The IOP recognises that to be such an 'engaged' university, UWC must be able to attract and retain staff with the right skills, knowledge and values able to take forward its envisaged role. It also notes that in pursuit of this objective, UWC stands to benefit substantially from conscious and dedicated efforts to diversify its staff profile. Increased staff diversity is therefore seen to be important to shaping the university's ability to be an 'engaged university' and to redressing the inequalities of the past.

The university recognises that people with disabilities are among those who have been most severely affected by the inequalities of the past. This is especially true in the workplace where people with disabilities have faced severe forms of discrimination which in turn have denied the right to productive employment opportunities and thus the ability to contribute to the economic wellbeing of South Africa.

UWC is also cognisant of the fact that despite important legislation now in place to protect the rights of people with disabilities in the workplace and create equitable employment opportunities, many barriers remain. In line with the provisions of the United Nation's Convention on the Rights of Persons with Disabilities, the university recognises that central to the creation of an equitable and fair workplace for people with disabilities is the removal of specific barriers that restrict participation in the workplace and, closely linked to this, the provision of reasonable accommodation measures that enable people with disabilities to be active and productive members of staff.

2

.,. ,,.1.. I	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT POLICY ON STAFF WITH DISABILITIES	Reference Number_
		Implementation Date
		Revision/ Amendment Number
		Revision / Amendment Date

With this background in mind, UWC's Policy on Staff with Disabilities draws strongly from the Code of Good Practice on the Employment of People with Disabilities" as part of the Employment Equity Act, no 55 of 1998. It has adapted the principles and provisions of the Code to the UWC environment and the needs of a university. The policy specifically aims to:

• Build on and support employment equity efforts taken forward through UWC's Employment Equity Policy;

• Create an enabling framework to address specific barriers in the university workplace that restrict equitable participation and that may (often unintentionally) result in discrimination;

2. Contextualising the definition of people with disabilities

There are two 'broad notions about disability which inform how we understand and make meaning of disability. The social model of disability forms the basis of the South African government's policy on disability since 1994, including that of the Department of Higher Education and Training. Notions of disability from a social mo_del perspective recognise disability as a social construct that emerges from the interaction between people with impairments and the broader society. More specifically, it recognises that people with particular impairments are disabled by society when it fails to recognise and accommodate diversity, in all its different forms. The social model of disability therefore focuses on the way in which society understands and responds to diversity (Oliver, 1990). In particular, the social model directs attention to the organisational structure of society, in this case our university, and the levels of flexibility and responsiveness that are in place to accommodate the diverse needs of all the people within it, in this case, staff with disabilities.

The medical model of disability on the other hand is a deficit model, that focuses on the impairment itself and the degree to which the person with the impairment is regarded as 'abnormal' or having a deficiency that must be compensated for so that they can fit into the 'normal' society. The medical model, therefore, views disability as a binary and finite concept, rather than a concept that is constantly changing as society changes, is context bound (in this case, the university context) and socially constructed.

In the context of the workplace and drawing from a social model perspective, the scope of protection and accommodation for people with disabilities in employment therefore focuses on the effect of a disability on the person in relation to the working environment, and not on the nature of the impairment itself. This policy draws from a social model understanding of disability which informs the principles and provisions that are outlined. The definitions below are helpful in the context of this policy and its intentions.

3

	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT I POLICY ON STAFF WITH DISABILITIES	Reference Number
		Implementation Date
		Revision/ Amendment Number
		Revision / Amendment Date

2.1 Definitions;

Section 1 of the Employment Equity Act 55 of 1998 defines people with disabilities as "people who have a long-term or recurring physical or mental impairment, which substantially limits their prospects of entry into, or advancement in, employment"

• An impairment may either be physical or mental or a combination of both.

• 'Physical' impairment means a partial or total loss of a bodily function or part of the body. It includes sensory impairments such as being deaf, hearing impaired, or visually impaired.

• 'Mental' impairment means a clinically recognised condition or illness that affects a person's thought processes, judgement or emotions.

• 'Long-term' means the impairment has lasted or is likely to persist for at least twelve months.

• 'Recurring impairment' is one that is likely to happen again and to be substantially limiting (see below). It includes a constant chronic condition, even if its effects on a person fluctuate.

• 'Progressive conditions' are those that are likely to develop or change or recur. People living with progressive conditions or illnesses are considered as people with disabilities once the impairment starts to be substantially limiting. Progressive or recurring conditions which have no overt symptoms or which do not substantially limit a person are not disabilities. .

• An impairment is "substantially limiting" if, in its nature, duration or effects, it substantially limits the person's ability to perform the essential functions of the job for which they are being considered.

• Some impairments are so easily controlled, corrected or lessened, that they have no limiting effects. For example, a person who wears spectacles or contact lenses does not have a disability unless even with spectacles or contact lenses the person's vision is substantially impaired.

• An assessment to determine whether the effects of an impairment are substantially limiting, must consider if medical treatment or other devices would control or correct the impairment so that its adverse effects are prevented or removed.

• For reasons of public policy certain conditions or impairments may not be considered disabilities. These include but are not limited to -

(a) sexual behaviour disorders that are against public policy; (b} self-imposed body adornments such as tattoos and body piercing;

(c) compulsive gambling, tendency to steal or light fires; (d} disorders that affect a person's mental or physical state if they are caused by

current use of illegal drugs or alcohol, unless the affected person is participating in a recognized programme of treatment;

(e} normal deviations in height, weight and strength; and conventional physical and

mental characteristics and common personality traits.

4

	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT POLICY ON STAFF WITH DISABILITIES	Reference Number
		Implementation Date
		Revision/ Amendment Number
		Revision / Amendment Date

3. Reasonable Accommodation For People With Disabilities

Section 1 of the Employment Equity Act 55 of 1998 defines reasonable accommodation as "any modification or adjustment to a job or to the working environment that will enable a person from a designated group to have reasonable access to or participate or advance in employment". As required in the Code of Good Practice on the Employment of People with Disabilities" UWC will commit to the following:

3.1 UWC aims to reasonably accommodate the needs of staff with disabilities. The aim of the accommodation is to reduce the impact of the impairment of the person's capacity to fulfil the essential functions of a job.

3.2 UWC will adopt the most cost-effective means that is consistent with effectively removing the barriers to perform the job, and to enjoy equat access to the benefits and opportunities of employment.

3.3 The obligation to make reasonable accommodation may arise when an applicant or employee voluntarily discloses a disability related accommodation need or when such a need is reasonably self-evident to the university.

3.4 UWC also aim to accommodate employees when work or the work environment changes or impairment varies which affects the employee's ability to perform the essential functions of the job,

3.5 UWC will consult the employee and, where reasonable and practical, technical experts to establish appropriate mechanisms to accommodate the employee. The particular accommodation will depend on the individual, the degree and nature of impairment and its effect on the person, as well as on the job and the working environment. Reasonable accommodation may be temporary or permanent, depending on the nature and extent of the disability.

3.6 UWC will not accommodate a qualified applicant or an employee with a disability if this would impose an unjustifiable hardship. According to the Employment Equity Act 55 of 1998, this is action that requires "significant or considerable difficulty or expense". This involves considering, amongst other things, the effectiveness of the accommodation and the extent to which it would seriously disrupt the operation of the university. The Senior Management Committee of UWC will make a final decision regarding such cases.

4. Recruitment and Selection:

UWC recognises that the reasonable accommodation requirement applies to applicants and employees with disabilities who are suitably qualified for the job and may be required -

5

	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT POLICY ON STAFF WITH DISABILITIES	Reference Number
		Implementation Date
		Revision / Amendment Number
		Revlsion / Amendment Date

(i) during the recruitment and selection processes;

(ii) in the working environment; (iii} in the way work is usually done, evaluated and rewarded; and (iv} in the benefits and privileges of employment.

4.1 During the recruitment and selection process the committee should:

• Identify the inherent requirements of the vacant position;

• Describe clearly the necessary skills and capabilities required for the job;

• Set reasonable criteria for selection, preferably in writing, for job applicants for such vacant positions.

• The panel may not include criteria that are not necessary to perform the essential functions of the job because selection based on non-essential functions may unfairly exclude people with disabilities.

4.2 When we advertise posts:

• It should be accessible to persons with disabilities and, where reasonable and practical, circulated to organisations that represent the interests of people with disabilities.

• On request, and if reasonable in the circumstances, notices and advertisements should be available in a format appropriate to persons with disabilities, such as large print, Braille, or audiotape.

4.3 Selection panel:

• Subject to reasonable accommodation, the panel should apply the same criteria to test the ability of people with disabilities as are applied to other applicants.

• The panel should monitor their criteria for selection. If these criteria tend to exclude people with disabilities, they should be reviewed to ensure that they do not unfairly discriminate against persons with disabilities.

• Selection interviews should be objective and unbiased. Interviewers must avoid assumptions about people with disabilities.

• If an applicant has disclosed a disability or has a self-evident disability, the panel must focus on the applicant's qualifications for the work rather than any actualor presumed disability but may enquire and assess if the applicant would, but for the disability, be suitably qualified.

• The panel should ask applicants to indicate how they would perform essential functions and if accommodation is required.

• If the panel is informed in advance that an applicant has a disability, or if the applicant has a self-evident disability, the panel should if necessary, make reasonable accommodation during the interview.

6

	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT I POLICY ON STAFF WITH DISABILITIES	Reference Number
		Implementation Date
		Revision/ Amendment Number
		Revision/ Amendment Date

4.4 Job Offer

• If an applicant with a disability is suitably qualified, the university may make a job offer conditional on medical or functional testing to determine an applicant's actual or potential ability to perform the essential functions of a specific job.

• The testing must comply with the statutory requirements and should determine if the applicant is able to perform the essential functions of the job, with or without reasonable accommodation. The university may test only applicants with disabilities for a specific job and not require all other applicants to undergo testing.

• A conditional job offer may only be made to one person at a time, not to all applicants with disabilities that may have applied for the job.

• UWC will withdraw the job offer if the testing shows that accommodation requirement would create unjustifiable hardship; or there is an objective justification that relates to the inherent requirements of the job; or there is an objective justification that relates to health and safety.

4.5 Conditions of employment

• The university may not employ people with disabilities or retain employees who become disabled, on less favourable terms and conditions than employees doing the same work, for reasons connected with the disability.

4.6 Training and Development

• UWC should include disability sensitisation in the orientation/ induction and other relevant training programmes for staff.

• Facilities and materials for training, work organisation and recreation should be accessible to employees with disabilities.

• Employees with disabilities should be consulted in order to ensure input specific to their career advancement.

• Systems and practices to evaluate work performance should clearly identify and fairly measure and reward performance of the essential functions of the job. Work that falls outside the essential functions of the job shouId not be evaluated.

5. Health and Safety

UWC will provide and maintain a safe and healthy working environment. The university will be under no obligation to employ a person if it can demonstrate that a person wit

	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT POLICY ON STAFF WITH DISABILITIES	Reference Number
		Implementation Date
		Revision/ Amendment Number
		Revision / Amendment Date

a disability would represent an actual risk to him or her or other people, which could not be eliminated or reduced by applicable reasonable accommodation. UWC will withdraw a conditional job offer, or will not retain an employee with a disability in the same position, if an objective assessment shows that the work would expose the employee or others to substantial health risk. This would only apply where there is no reasonable accommodation to mitigate the risk.

6. Pre-benefit Medical Examinations

Employees may be required to submit to medical examination or tests before becoming members of employee benefit schemes that are offered within the employment relationship. The purpose of these examinations is to assess a person's suitability for membership of a benefit scheme and is not relevant to a person's capability to perform the inherent requirements of the job. Therefore UWC may not refuse to recruit, train, promote or otherwise prejudice any person only because that person has been refused membership of a benefit scheme.

7. Retaining people with disabilities

Employees who become disabled during employment would, where reasonable, be re- integrated into work. UWC will seek to minimise the impact of the disability on employees. If an employee becomes disabled, the line manager will consult with the employee to assess if the disability can be reasonably accommodated. UWC will also maintain contact with the employee and where reasonable encourage early return-to- work. This may require vocational rehabilitation, transitional work programmes and where appropriate, temporary or permanent flexible working time. If an employee is frequently absent from work for reasons of illness or injury, the line manager will consult the employee to assess if the reason for absence is a disability that requires reasonable accommodation. If reasonable, the Dean / Executive member will explore the possibility of offering alternative work, reduced work or flexible work placement, so that employees are not compelled or encouraged to terminate their employment.

8. Termination of employment

UWC will terminate the employment relationship if the university is unable to retain the employee in employment. When employees who have disabilities are dismissed for operational requirements, UWC will ensure that any criteria used do not either directly or indirectly unfairly discriminate against people with disabilities. UWC will endeavour to appropriately advise all staff on the applicable benefits before they apply for the benefits available and before resigning from employment because of a medical condition. HR will assist employees whose disability arose from a work related illness or accident, to receive the relevant statutory compensation, including compensation from the Compensation Fund and the Unemployment Insurance Fund.

8

	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT POLICY ON STAFF WITH DISABILITIES	Reference Number
		Implementation Date
		Revision/ Amendment Number
		Revision I Amendment Date

9. Confidentiality and disclosure of disability

UWC will, where appropriate, only gather private information relating to employees if it is necessary to achieve a legitimate purpose, with the written consent of the employee. UWC will protect the confidentiality of the information that has been disclosed and will take care to keep records of private information relating to the disability of applicants and employees confidential and separate from general personnel records.

UWC will not disclose any information relating to a person's disability without the written consent of the employee concerned unless legally required. People with disabilities are entitled to keep their disability status confidential, but must keep in mind that if· the university is not aware of the disability or the need to be accommodated, it is under no obligation to provide it. This does not absolve the university from the responsibility not to discriminate unfairly, directly or indirectly against job applicants.

A person with a disability may disclose their disability at any time, even if there is no immediate need for reasonable accommodation. If the disability is not self-evident UWC may require the employee to disclose sufficient information to confirm the disability or the accommodation needs. If on reasonable grounds UWC does not believe that the employee is disabled, or that the employee requires accommodation, UWC is entitled to request that the employee be tested to determine the employee's ability or disability, at the expense of the university. As information about disability may be technical, the university should ensure that a competent person interprets the information. If further information is required it must be relevant to a specific Job and its essential functions.

UWC will not reveal the fact of an employee's disability, unless this is required for the health or safety of the person with the disability or other persons. UWC will, after consulting the person with the disability, advise relevant staff that the employee requires accommodation.

10. Conclusion

The legislation in relation to the disability policy landscape has been established through the EE Act 55 of 1998 as well as in the Code of Good Practice and the barriers to change have been identified as well as key learnings from relevant parties have been considered. In line with the above considerations as well as our mission statement, UWC commits to the spirit of this policy and endeavour to harness resources and capacity to strengthen diversity.

9

	UNIVERSITY OF THE WESTERN CAPE
	HR POLICY DOCUMENT POLICY ON STAFF WITH DISABILITIES	Reference Number
		Implementation Date
		Revision / Amendment Number
		Revision / Amendment Date

Appendix 1

10

U N I V E R S I T Y O F T H E W E S T E R N C A P E

FIVE YEAR

EMPLOYMENT EQUITY PLAN

1 O c t o b e r 2 0 2 0 t o 3 0 S e p t e m b e r 2 0 2 5

APPROVED BY COUNCIL - 26 NOVEMBER 2020 (REF NUMBER: C2020.04 (5.9)

CONTENTS

List of Tables 4

University of the Western Cape Executive 5

Foreword from the Chairperson of Council 6

Message from the Rector and Vice-Chancellor7

Message from the Chairperson of the Employment Equity Forum8

1. Background9

2. Project Task Team10

3 Employment Equity Act and UWC Equivalent Levels11

4.List of Acronyms and Codes12

5. Scope13

6. Institutional Operating Plan (IOP)13

7. Context13

8. Principles of Employment Equity15

9. Interpretation Clause15

10. Legislative Framework15

11.UWC Governance Structure16

11.1 Decision-making Structures 16

11.2Monitoring structures:16

11.3Implementation structures: 18

11.4Consultative structures:18

12. Consultation with Employees (section 16 of the EE Act)19

13. Analysis of the UWC Working Environment20

14. Barriers and Affirmative Action Measures (section 15(2) of the EE Act)20

15. Objectives of the Employment Equity Plan (section 20 (2a) of the EE Act)21

16. Staff Profile, Numerical Goals and Targets26

16.1 Employment Equity Act and UWC Equivalent Levels27

2 5-YEAR EMPLOYMENT EQUITY PLAN

16.2 Snapshot of the Current Staff Profile28

16.3 Numerical Goals29

16.4 Numerical Targets30

17. Numerical targets: Year 131

18. Numerical targets: Year 233

19. Numerical targets: Year 335

20. Numerical targets: Year 437

21. Numerical targets: Year 539

22. Ongoing strategies used to address under-representation in the UWC workplace:42

23. Duration of the Plan (section 20 (2b) of the EE Act)42

24. Dispute Resolution Mechanisms43

25. Senior Managers Assigned to Monitor and Implement the Plan43

26. Disclaimer43

27. Acknowledgements44

28. Approval and Signatories of all Consultative Structures45

29. References46

3

UNIVERSITY OF THE WESTERN CAPE

TABLES

Table 1: Management Structure18

Table 2: EE Barriers and Affirmative Action Measures18

Table 3: Annual Objectives 2020 to 202122

Table 4: Annual Objectives 2021 to 202223

Table 5: Annual Objectives 2022 to 202324

Table 6: Annual Objectives 2023 to 202424

Table 7: Annual Objectives 2023 to 202425

Table 8: UWC Staff Profile compared to National and Regional EAP26

Table 9: Occupational Levels Key26

Table 10: Staff Profile for all employees, including people with disabilities, 6 May 2020 27

Table 11: People with Disabilities Profile, 6 May 202028

Table 12: Numerical goals for all employees, including people with disabilities29

Table 13: Numerical goals for people with disabilities only30

Table 14: Numerical targets, 2021, for all employees, including people with disabilities 31

Table 15: Numerical targets, 2021, for people with disabilities only32

Table 16: Numerical targets, 2022, for all employees, including people with disabilities 33

Table 17: Numerical targets, 2022, for people with disabilities only34

Table 18: Numerical targets, 2023, for all employees, including people with disabilities 35

Table 19: Numerical targets, 2023, for people with disabilities only36

Table 20: Numerical targets, 2024, for all employees, including people with disabilities 37

Table 21: Numerical targets, 2024, for people with disabilities only38

Table 22: Numerical targets, 2025, for all employees, including people with disabilities 39

Table 23: Numerical targets, 2025, for people with disabilities only40

4 5-YEAR EMPLOYMENT EQUITY PLAN

UNIVERSITY OF THE WESTERN

CAPE EXECUTIVE

Prof. Tyrone Pretorius

(Vice-Chancellor and

Rector)

Prof Vivienne Lawac Mr Manie Regal Dr Nita Lawton-Misra

(Deputy Vice-Chancellor: (Executive Director: (Registrar)

Academic) Finance and Services)

Prof Pamela Dube Meko Magida Prof Josè Frantz

(Deputy vice-Chancellor: (Executive Director: (Deputy Vice-Chancellor: Student Development & Human Resources) Research and Innovation)

Support)

5

UNIVERSITY OF THE WESTERN CAPE

FOREWORD FROM THE...

CHAIRPERSON OF COUNCIL

Nelson Mandela said “Education is the most powerful weapon which you can use to change the world”. It reminds us of the immense pressure bestowed on us as leaders in society. We need to remain humble, continue being a beacon of strength and develop critical leaders. We need to foster honest dialogue and open, truthful communication before moving forward to action if we wish to co-exist in peace and harmony with each other and our planet. The Employment Equity Plan must harmonise with all other strategies and plans blended into every working aspect of the University of the Western Cape (UWC). As we celebrate our 60 years of Hope, Action and Knowledge, let us be conscious of UWC’s foundation built on social justice, community engagement and graduate employability. As we strive to ensure that we attract, retain, diversify and develop our people framework, let’s keep in mind that our people framework extends beyond the boundary walls of our campus. As we navigate the terrain of transformation – a battlefield of oppression, discrimination and disadvantage – let us not discard the significance of cultural challenges coupled with our embedded conscious and unconscious biases. Let us not slip into mediocrity; let us avoid the reversal of our incredible successes thus far!

Yasmin Forbes

6 5-YEAR EMPLOYMENT EQUITY PLAN

FOREWORD FROM THE...

VICE CHANCELLOR

UWC is committed to striving to be a critical lever of change by giving meaning to a distinctive academic and intellectual role that helps to build an equitable, just and dynamic South Africa. When apartheid ended in 1994, it was universally acknowledged that racial compartmentalisation manifested itself in every sphere of South African so- ciety, including the higher education landscape. Over the past two decades, significant work has been done to bring about transformation in this sector. But much remains to be done, both as individual institutions and on a collective scale. Transformation can- not happen in a vacuum. For real and meaningful change to come into being, we need a variety of mechanisms and supportive interventions to assist us along the way. The Employment Equity Plan (2020–2025) is one such mechanism that offers a substantive guide to our employment practices and the proactivity that is required for change. It is for this reason that the Employment Equity Plan is an important document, because it allows us to engage in the area that intimately affects us all – be it in the domain of learning and teaching, our research endeavours or the administrative environment of our institution. Transformation is dispersed across the different goal areas of what we seek to achieve as an institution of higher learning. I am, therefore, greatly indebted to the individuals who have worked on the Plan to bring it to fruition.

Professor Tyrone Pretorius

7

UNIVERSITY OF THE WESTERN CAPE

FOREWORD FROM THE...

CHAIRPERSON OF THE

EMPLOYMENT EQUITY FORUM

In its 2030 Vision, the University sets out a series of commitments, pledging that it will “contribute to building a sustainable and equitable non-racial, non-sexist, democratic, mul- tilingual society”. While this commitment speaks to our contribution to broader society, it is implicit that our institution must aspire to be a microcosm of the country in which it is located. While there might be general agreement that the higher education landscape has profoundly changed since the end of apartheid, much work remains to ensure that prin- ciples of inclusivity and equality for all are ingrained features. It is in this context that we must constantly assess and seek pathways to realise the transformation imperatives of the University. In this regard, the new Employment Equity Plan (2020–2025) is an important document that speaks to inclusivity within the University. It stands to reason that we must be alert to the practices and values that we adhere to, particularly where it pertain to the transformation imperatives of the University. In this endeavour, the new Employment Eq- uity Plan should be regarded as a key driver of our transformation agenda. Transformation for us means the implementation of a range of strategies that are embedded within the University’s core functions and can facilitate necessary change at all levels of the organ- isation. It is an ongoing, dynamic process within a complex organisation. I welcome the new EE Plan and am sure that it will become a source of engagement for the better of the University over the next five years. I am indebted to the university community as a whole for their input and participation since the first work started on the Plan in August

2019 and particularly to those individuals who gave their time and expertise to ensure the completion of this Plan.

Professor Vivienne Lawack

8 5-YEAR EMPLOYMENT EQUITY PLAN

1. BACKGROUND

The finalisation of this plan happened to coincide with As an institution with far-reaching influence and a history the celebration of UWC’s 60th anniversary. Established of creative struggle against oppression, we are proud to as a ‘coloured-only university in apartheid-era South foster and encourage diversity in everything we do. Being Africa, the past six decades have seen UWC has become at its very heart an approach based on inclusion, employ- an increasingly cosmopolitan melting pot that embraces ment equity is a key mechanism utilised by UWC to ensure diversity and aligns itself with issues of social justice and that we address the inequities of the past and contribute the continued fight for equality. to the national transformation agenda in a meaningful and

sustainable way.

The University takes pride in positioning itself as a terrain of transformation, using its position and reach as an aca- It is imperative that the policy of employment equity and demic institution to combat oppression, discrimination and transformation acts as a guiding philosophy that informs disadvantage. We seek to drive positive change towards every consideration, plan, strategy and move the Univer- increased access, equity and quality in higher education, sity makes. There is space for everyone in a transformed causes we believe will assist our goals of affirming the future and it is not only our responsibility but our honour historically marginalised and creating equitable opportu- to do all we can to foster diversity and be a catalyst for nities for all. positive change on our campus, in our country and in the

world.

9

UNIVERSITY OF THE WESTERN CAPE

2. PROJECT TASK TEAM

Meko Magida Karlene Mercuur

(Project Owner) (Project Leader)

Dr Anita Maurtin Nodumo Sidwaba Kaya Magopeni

(Project Leader)

Michelle Jacobs Lukhanyo Daweti Dr Bruce May

(Administrative Support to Project team leaders)

Ferial Mullins Maria van Staden

The completion of this project would not have been possible without the tremendous support and encouragement that the team received from all the Deans, Executive members and HR Consultants. The EEF members played a pivotal role in the development of the EE Plan.

10 5-YEAR EMPLOYMENT EQUITY PLAN

EMPLOYMENT EQUITY FORUM

3.

EEF Management:

Prof. Pamela DubeChairperson of the EEF (2015 until 2019) Vivienne Lawack Chairperson (Nominated by the EMC in 2019) Dr Anita Maurtin Deputy Chairperson Mr M Magida Executive Director: Human Resources

Faculty EEF Representatives:

Mr. Laurence Corner Science Faculty Dr Thuli MthembuCHS Faculty Dr Namhla MatshandaEMS Faculty Dr H Steve Ndinga-Koumba-Binza Education Faculty Mr Mahmoud Patel Arts Faculty Nkanyiso Sibanda Law Faculty Dr Emile Prince Dentistry Faculty

Divisional EEF Representatives:

Mr. Joachim Jacobs Rectorate Mr. Ncedikaya Magopeni DVC: SDS Dr Thabile Sokupa DVC: Research & Innovation Dr Anita Maurtin DVC: Academic Ms. Nodumo Sidwaba HR department Ms. Cheryl October Finance & Services and ICS Ms. Shanon Copperfield Registrar

EEF Stakeholders: Dr Bruce MayEEF representative for Staff with Disabilities Ms Michelle Jacobs UWCEU Ms. F Mullins UWCEU Ms Maria van Staden GEU Mmakgongwane Scott SRC MxolIsi Shange SRC

EEF HR Support and Advisory roles:

Ms Elvida SiasDirector: HR Service Excellence Ms Nadia SolomonManager: Employee Relations Ms. Karlene MercuurManager: Organisational Effectiveness Ms. Jeanine SchroederHR Administrative Manager and HR Consultant: Human Resources Ms Beauty FelaneHR Consultant: DVC: SDS Ms Chantal Clark HR Consultant: Faculty of Education and Registrar Ms Carmen SamuelsHR Consultant: Faculty of EMS (Assisted by Ms Busisiwe Ngidi) Mr Jonathan JassonHR Consultant: Faculty of Dentistry and ICS Ms Kathleen HendricksHR Consultant: Faculty of Law and DVC: Academic) Mr Craig KnollHR Consultant: Finance & Services Ms Hazel MokoneHR Consultant: Faculty of CHS) Mr M Mafata HR Consultant: DVC: Research & Innovation, Rectorate Ms Lucille MacGibbonHR Consultant: Faculty of Arts Ms Bongiwe MbekiHR Consultant: Faculty of Natural Sciences

Special thanks to...

the past EEF Chairperson Prof Pamela Dube, for running an extraordinary race as the EEF Chairperson from 2015 until 2019, and to current Chairperson Prof Vivienne Lawack for accepting the baton with grace and passion.

11

UNIVERSITY OF THE WESTERN CAPE

4. LIST OF ACRONYMS AND CODES

ABBREVIATIONS:

BCEA Basic Conditions of Employment Act, Act 75 of 1997, as amended DoEL Department of Employment and Labour EAP Economically active population (employed persons aged 15 to 65 years) EAP Employee Assistance Programme EE Employment Equity EEA Employment Equity Act, Act 55 of 1998; Employment Equity Amendment Act, Act 47 of 2013 EEF Employment Equity Forum HEA Higher Education Act, Act 101 of 1997 HOD Head of Department HR Human Resources IOP Institutional Operating Plan LRA Labour Relations Act, Act 66 of 1995 MANAGEMENT Management Levels (Top, Senior and Middle Management) nGAP New Generation of Academics Programme PASS Professional, Administrative and Support Staff PDP Performance Development Plan SDA Skills Development Act, Act 97 of 1998 SDP Skills Development Plan TA Targeted Appointment TS Talent Stewardship (Accelerated Development Programme) UWC University of the Western Cape

EE DESIGNATED GROUPS:

AF African Female AM African Male CF Coloured Female CM Coloured Male IF Indian Female IM Indian Male WF White Female PWD People With Disabilities

EE Non-Designated groups:

FF Foreign National – Female FM Foreign National – Male WM White Male

Stakeholder groups:

Executive Grades 1 to 3 Senior Management Dean, Director, Professor, Deputy Registrar (Grades 4 to 5) Faculties All academic staff Divisions All PASS management staff (Grades 6 to 8) Bargaining Unit PASS Grades 9 to 16 GEU Gender Equity Unit SRC Student Representative Council UWCEU University of the Western Cape Employees Union

12 5-YEAR EMPLOYMENT EQUITY PLAN

5. SCOPE

This EE Plan applies to all permanent, fixed-term and part- abilities, with ‘Black people’ being a generic term meaning time employees of UWC, including academic, professional, Africans, Coloureds and Indians. This plan does not apply administrative and support staff from both designated and to external service providers, external contractors, Coun- non-designated categories. As defined in the Employment cil members or students unless specifically appointed Equity Act, Act 55 of 1998, ‘designated employees’ are through the UWC HR contracting processes. understood to be Black people, women or people with dis-

6. INSTITUTIONAL OPERATING PLAN (IOP)

The EE Plan reflects, supports and enables the Institutional information silos, integrating human resources informa- Operating Plan (IOP) in various ways, providing crucial tion with other data sources, simplifying operations and guidance for the effective implementation of its goals. supporting improved decision making. The following broad people planning goals are envisioned • Pay focused attention to building the required capac- in the IOP, each of which engages with the EE Plan to a ity and capabilities of staff through recruitment and different extent: development activities aligned with strategic goals and

objectives.

• Actively pursue greater representation in support of • Continue to develop and sustain a climate and culture equity and diversity. conducive to realising the University’s strategic vision.

• Develop staff through a well-developed annual cycle of • Refine the reward strategy to improve alignment with programmes based on a learning needs analysis. best practices in the sector, while being mindful of the

• Balance recruitment, retention, succession planning and institution’s financial realities. development of talent, seeking an optimum fit between • Improve operational efficiency in support of effective strategic intent, resource allocation, individual capabili- human resources management. ties and expertise and requirements.

• Be an attractive employer of choice, providing a stimu- Based on the undeniably profound history of UWC and the lating and rewarding employment environment with a goals of the IOP, it remains a priority for the University comprehensive, competitive reward model and atten- to fully engage in employment equity and to commit to tion to employee wellness and work-life balance. the transformation of the South African society. The IOP

• Support and strengthen a culture that values diversity, will guide the implementation of the EE Plan by creating inclusivity, excellence, respect, trust, transparency, alignment between the institutional directives and EE accountability and open communication combined objectives. The IOP for 2016–2020 (Annexure A) and the with effective leadership and a service orientation at all IOP for 2020–2025 (Annexure B) are appended. levels.

• Implement an integrated enterprise resource planning system, addressing operational inefficiencies, reducing

7. CONTEXT

The 5-year Employment Equity Plan must harmonise with all other strategies and plans that UWC implements. EE must be considered and integrated into every working aspect of the University, and this plan should be read within that institutional context. In addition to the IOP 2020–2025, the EE Plan synchronises with the following key strategies:

Programmes included in the portfolio of the DVC: Research & Innovation

1. Developing The Research Scholar (DTS): A programme aimed at developing staff who do not have their PhDs as holistic academics. Sixty percent of the participants are female.

2. University Staff Doctoral Programme (USDP): Aims to assist staff to obtain their PhDs and focuses on young (under

40 years of age), female and black South African participants.

13

UNIVERSITY OF THE WESTERN CAPE

3. Academic Doctoral Advancement Programme Towards Transformation (ADAPTT): Focuses on staff completing their PhDs. Eighty percent of participants must be black females and South African.

4. Community of Practice: Black Female Academics: Focuses on mid-career female academics to move their careers forward.

5. Black Academics Advancement Programme (BAAP): Focuses, with the National Research Foundation (NRF), on supporting black academics under 40 years of age to advance their careers.

6. Nurturing Emerging Scholars Programme (NESP): Recognises the potential of students or graduates and seeks to actively direct them towards a career in academia through making structured, attractive prospects and opportunities visible and available to them.

Programmes included in the portfolio of the DVC: Academic

1.The Targeted Appointment Fund (Annexure C) was established to address the representation of academic staff relative to South African demographics, particularly at the professorial level.

2. The New Generation of Academics Programme (nGAP) is an initiative implemented by the Department of Higher Education and Training (DHET). This programme targets staff under 40 years of age, with a preference for staff from designated groups. It involves the recruitment of highly capable scholars as academics against carefully designed and balanced equity considerations and in the areas of discipline where the needs are greatest. UWC anticipates 18 nGAP employees being absorbed into the staff establishment between 2022 and 2025 (Annexure D).

3. The Programme for Academic and Professional Leaders (P4APL) is open to staff members who are interested in academic leadership and who would be eligible for a Head of Department position. This is a year-long programme in which participants are required to participate in self-insight exercises and attend six two-day modules scheduled across the year. Monthly meetings and peer networking activities are also included. Participants are expected to work in groups to address a project related to the IOP. The modules include the Higher Education Landscape, Leadership and Communication, Developing an Entrepreneurial Mindset and Internationalisation of Higher Education.

4. The Future Professors Programme (FPP) is a DHET-funded initiative to prepare promising early-career academics to become a new cohort of South African professors across the disciplines.

Initiatives and Strategies in the portfolio of the Executive Director:

Human Resources

1. Talent Stewardship

Talent stewardship “is a conscious, deliberate and planned approach undertaken to attract, retain, diversify and develop people with the required competency and capability to meet current and future organisational capacity needs” (Talent Stewardship Guide, Annexure E). When harmonised with the EE strategy, talent stewardship contributes significantly to the building of a diverse and representative workforce profile at all levels.

2. Recruitment and Selection

All UWC’s appointments, policies and standing orders are directly linked to its EE strategy, as it is the duty of recruitment and selection panels to focus on faculty and divisional EE goals and targets in the appointment process. To support the University’s transformation agenda regarding gender and employment equity, a specific policy called the Accelerated Promotions and Equity Appointments Sub-Committee of the Joint Appointments Committee of Senate and Council provides an alternative appointment route to follow when filling an academic vacancy. This policy creates opportunities for a committee to identify potential candidates from designated groups to fill vacant positions and, through a series of specified steps, possibly appoint suitable candidates who have the added benefit of furthering the EE goals.

3. Skills Development Plan and Priorities

The University furthers its IOP and EE goals through skills programmes and interventions that are designed to ulti- mately improve individual, departmental and institutional performance. Staff are developed in both their current roles and for possible promotional opportunities, with a particular focus on employees from designated groups. Leadership development is a key priority and can contribute significantly to equitable representation across senior levels of the workforce. Talent stewardship seeks to attract, retain, diversify and develop people with the required competencies and capabilities to meet current and future operational and strategic needs, aligned with the IOP and the EE Plan. There are also a number of targeted and awareness programmes, including an employment equity training course/ programme. A full account of the alignment of staff development and training opportunities with EE is appended as Annexure F.

14 5-YEAR EMPLOYMENT EQUITY PLAN

8. PRINCIPLES OF EMPLOYMENT EQUITY

Employment Equity aims to achieve equality in the work- The principle of Employment Equity extends beyond place through the promotion of equal opportunities, fair simply treating persons in the same way and includes the treatment, non-discrimination and the implementation of implementation of special measures and the accommoda- affirmative action measures to redress the disadvantages tion of differences. in employment experienced by designated groups.

9. INTERPRETATION CLAUSE

In terms of the provisions outlined below and unless incon- Any expression used in this EE Plan and which is defined sistent with or otherwise indicated by the context, the in- in this document has the same meaning as in current legis- terpretation and meaning of words used in this document lation, the masculine gender includes the feminine gender, must be given their ordinary, normal meaning. the singular includes the plural, and vice versa.

10. LEGISLATIVE FRAMEWORK

The development of this EE Plan took into consideration the following legislative and statutory framework, details of which can be found in Annexure G.

8. Constitution of the Republic of South Africa (Act 108 of 1996)

8.2Employment Equity Act (Act 55 of 1998), as amended

8.3The Promotion of Equality and Prevention of Unfair Discrimination Act (‘PEPUDA’ or the ‘Equality Act’, Act 4 of 2000)

8.4Skills Development Levies Act (Act 9 of 1999), as amended

8.5Higher Education Act (Act 101 of 1997)

8.6Code of Good Practice on the preparation, implementation and monitoring of an Employment Equity Plan

8.7Code of Good Practice on the Integration of Employment Equity into Human Resource Policies and Practices

8.8Employment Equity Regulations (2014)

8.9Code of Good Practice on the Employment of People with Disabilities

8.10 Technical Assistance Guidelines on Disability

8.11The Statute of the University of the Western Cape, in accordance with section 32 of the Higher Education Act (Act 101 of 1997)

15

UNIVERSITY OF THE WESTERN CAPE

11. UWC GOVERNANCE STRUCTURE

The roles and responsibilities of the key oversight struc- b. policy regarding race, gender, disability and labour tures that impact on the decision making, implementation equity; and monitoring of employment equity are summarised c. the selection of candidates for senior management below in terms of the UWC Statute (Annexure H). positions;

d. codes of conduct, mediation and dispute resolution

11.1 Decision-making Structures: procedures; and

e. the creating of an appropriate environment for

11.1.1 Council:

teaching, research and learning and the fostering of

Subject to the provisions of the Higher Education

a culture that promotes tolerance and respect for

Act and the UWC Statute, the Council governs the

fundamental human rights at the University.

University by exercising a general oversight

responsibility for the institution. The Council has

In addition, the Institutional Forum:

particular oversight responsibility for strategic

a. may advise the Council on any matter it deems fit;

governance, financial governance, student discipline,

and

staff matters and formulating overall policy for the

b. perform such other functions as may be determined

University.

by the Council.

The Council receives and considers written advice from the Institutional Forum before taking decisions

11.1.5 Executive Management Committee (EMC):

on the following matters:

a. The EMC controls, manages and administers the

a. the implementation of the national higher education

University from day to day.

policy;

b. The EMC takes decisions subject to policies and other

b. policy regarding race, gender, disability and employ-

decisions taken by the Council and Senate subject to

ment equity;

the statutory provisions governing the University. In

c. the selection or appointment of persons to senior

the event of urgency, the EMC may take any decision

management positions;

in the interest of the University. The EMC also takes

d. codes of general conduct as well as procedures for

final decisions on the appointment and promotion of

mediation and dispute resolution; and

central managerial administrative staff from Peromnes

e. the establishment of a positive academic environment

grades 8 to 6.

and an institutional culture to promote human rights.

11.2Monitoring structures:

11.1.2 Senate:

11.2.1 Vice-Chancellor and Rector; Executive Director of

Subject to the provisions of the Higher Education

the Human Resources department

Act and the UWC Statute, the Senate is responsible

The Vice-Chancellor/ Rector is the chief executive

and accountable to the Council for the general

officer of the University and is, subject to paragraph

academic and research functions of the University

8.19 of the UWC Statute, responsible for, inter alia,

and performs such other functions as may be

the day-to-day management, administration and

delegated or assigned to it by the Council. Senate is

operations of the University, and is vested with all

responsible for:

the managerial, administrative and operational

a. the superintendence and regulation of instruction

powers necessary to perform these functions.

and research in the various faculties, academic departments, centres, institutes, lectures and classes

11.2.2 Deputy Vice-Chancellor/Vice-Rector(s)

of the University;

The Deputy Vice-Chancellor/Vice-Rector(s) is

b. the organisation and control of the curricula, syllabi

responsible for, inter alia, assisting the Vice-

and examinations of the University; and

Chancellor/ Rector in the management,

c. the performance of such other functions as may be

administration and operations of the University

delegated or assigned to it by the Council.

and has the powers and duties conferred upon him or her by the Council. The Deputy Vice-Chancellor/

11.1.3 Senior Appointments Committee of Council

Vice-Rector(s) is further responsible for any specific

(SACC):

managerial, administrative and operational functions

The SACC provides Council with recommendations

delegated to him or her by the Vice-Chancellor/

concerning the appointment of persons to senior

Rector, from time to time.

management positions or the extension of the periods of office of such officials.

11.2.3 Registrar(s) and Executive Director(s)

The Registrar and the Executive Director(s) support

11.1.4 Institutional Forum:

the Vice-Chancellor/Rector in managing and

The Institutional Forum of the University must advise the

administering the University. More than one

Council on issues affecting the University, including:

Registrar and more than one Executive Director

a. the implementation of the Higher Education Act and

may be appointed. A Registrar and an Executive

state policy on higher education;

16 5-YEAR EMPLOYMENT EQUITY PLAN

UNIVERSITY OF THE WESTERN CAPE COUNCIL

Front Row: Ms Colleen Subhanni, Mr Manie Regal (Executive Director: Finance and Services), Prof. Bhekithemba Mngomezulu, Ms Yasmin Forbes (Chairperson), Prof. Tyrone Pretorius (Vice-Chancellor and Rector), Dr Nita Lawton-Misra (Registrar), Ms Sasha-Lee Douglas (SRC President) Back Row: Mr Micheal Gelderbloem, Mr Njongo Kali (SRC Secretary General), Mr Meko Magida (Executive Director: Human Resources), Dr Llewellyn MacMaster, Adv Nazreen Bawa, Prof Vivienne Lawack (Deputy Vice-Chancellor: Academic), Dr Anshumali Padayachee, Dr Biren Valodia, Ms Esme Jacobs, Mr Rick Menell, Mr Matthew Parks, Ms Nocamagu Mbulawa, Mr Blum Khan, Dr Ronel Maart, Prof Pamela Dube (Deputy vice-Chancellor: Student Development & Support), Mr Zolisa Menze

17

UNIVERSITY OF THE WESTERN CAPE

Director may perform other functions and duties as g) Skills Development Committee (SDC): determined by the Vice-Chancellor/ Rector from Keeps its members abreast of current time to time. developments regarding EE and incorporates EE

goals in its developmental strategies.

11.3 Implementation structures:

11.4 Consultative structures:

11.3.1 Deans; Executive members; Directors; Heads of Departments 11.4.1 Employment Equity Forum (EEF): Responsible for the promotion, guidance and

The purpose of the EEF is to serve as a forum for

implementation of employment equity

management, staff and student representatives to

implementation within the faculties and divisions

consult on how UWC achieves full employment

on the following committees relative to the level of

equity. The EEF proceeds with due consideration to

responsibility:

the provisions of the Employment Equity Act of

a) Senior Professor Status Committee:

1998, and especially Chapter III of this Act, as well as

Considers and takes decisions regarding

with due consideration to the provisions of the

promotions to senior professor status.

Constitution of the Republic of South Africa. The

b) Professorial Appointments and Promotions

Standing Orders of the EEF are appended as

Committee:

Annexure I.

Oversees the appointment and promotion of professorial staff.

11.4.2 Human Resources department:

c)Joint Appointments and Promotions Committee

The Human Resources Department performs a

of Senate and Council:

management and support function to the Deans,

Oversees the appointment and promotion of all

Executives, line managers, EEF and employees.

non-professorial academic staff and the

It also oversees the implementation of EE on all

appointment and promotion of all PASS staff

appointment and promotional panels, as well as

within faculties.

provides opportunities for the development and

d) Accelerated Promotions and Equity

training of staff from designated categories.

Sub-Committee: Permanent Sub-Committee that administers

11.4.3 The Management Structure

matters relating to the accelerated promotion

In formulating the goals and objectives set out

of members of the University’s teaching and

in this Plan, all the faculties and divisions listed in

research staff, and an accelerated equity

the table below have been tasked with identifying

appointment process.

numerical targets for designated groups,

e)Human Resources Committee:

affirmative action measures and potential or

Oversees the appointment and promotion of all

actual barriers to the achievement of the

central administrative staff.

University’s employment equity goals.

f)Departmental Chair/HOD appointments Committee: Selects academic candidates to HOD roles.

Support and Administrative departments Academic /Faculties

1.Office of the Rector 1.Faculty of Arts

2. DVC: Academic 2. Faculty of Community and Health Sciences

3. DVC: Student Development Services 3. Faculty of Dentistry

4. DVC: Research & Innovation 4. Faculty of Economic and Management Sciences

5. Human Resources 5. Faculty of Education

6. Finance and Services 6. Faculty of Law

7. Information and Communication Services 7. Faculty of Natural Sciences

8. Office of the Registrar

Table 2 Management Structure

18 5-YEAR EMPLOYMENT EQUITY PLAN

12. CONSULTATION WITH EMPLOYEES

(SECTION 16 OF THE EE ACT)

In terms of section 16 of the EE Act, UWC has a duty to consult with relevant stakeholders and employees when developing its EE Plan. The consultation process adopted by the University is depicted in the diagram below. During this process, the Project team had regular meetings to discuss progress.

Employment Equity Planning Process

7 August 2019 Sept to 11 December 2019 15 Jan - 29 Feb 2020

• EEF meeting in order to establish • Several Task Team meetings are • External consultant conducts an Project Task Team (the mandate held to develop the Terms of online organisational analysis to of which can be found in Reference and Project plan. The identify barriers to employment Appendix |). All relevant recommendations are approved equity within policies, practices, representatives and stakeholders at the EEF meeting on and processes. An account of the were consulted in the making of 11 December 2019. findings is given in the next this decision. • The TT co-opts Dr Bruce May as a section. member.

May 2020 21 May 2020 1 March — April 2020

• New resonable numerical goals • Consultative meetings with all • Faculties and Divisions identify and targets, as well as affirmative Faculties and Divisions. Initial Strategies and Affirmative Action action measures, are set per consultations with Deans/ measures to improve under- division. Executives and HOD’s. representation and barriers.

June 2020 June 2020 9 June 2020

• Deans, Executives, EEF reps • HR, Union and shopstewards • EEF meeting where EE reps and HRD review and approve meet to discuss progress on draft submit reports to Secretariat and Complete Faculty/Divisional EE EE Plan. report on their respective draft EE Plans. Plans.

October - November 2020 8 October 2020 June - August 2020

• Draft EE Plan communication to • Completed draft EE Plan • All completed and formally all staf. signed unit plans collated into an

discussed with EEF.

• Consultatives with stakeholders overall draft UWC Employment (Staff with Disabilities, Union, Equity plan. GEU, SRC).

31 Aug - 5 November 2020 26 November 2020

• Processing of draft EE plan • Final approval by Council. through the governance system: EMC, HRC, SA, SEC, IF, Senate.

Figure 1 Employment Equity Planning Process

19 5-YEAR EMPLOYMENT EQUITY PLAN

13. ANALYSIS OF THE UWC WORKING

ENVIRONMENT

According to section 19(1) of the EE Act, “a designated people practices to identify if there were any barriers to employer must collect information and conduct an anal- workplace diversity. ysis, as prescribed, of its employment policies, practices, procedures and the working environment, in order to iden- The results (Annexure J) were presented to the EEF as tify employment barriers which adversely affect people well as all the Deans and Executive members, and the from designated groups.” perceived barriers were discussed with all staff within the

faculties and divisions and included in the unit-specific EE

UWC conducted an internet-based Employment Equity Plans. The faculties and divisions also developed qualita- Organisational analysis on the working environment and tive measures to address the identified barriers.

14. BARRIERS AND AFFIRMATIVE ACTION

MEASURES (SECTION 15(2) OF THE EE ACT)

A full account of the survey results in terms of the barriers and the Affirmative Action Measures identified to address them, specific time-frames for their implementation and designated person/s responsible for the monitoring of implementation can be found in Annexure K. Approximately 39.3% of the total staff responded to the Barriers Survey. Below is a summary of key concerns. Barriers from the previous EE Plan which persist are marked with an asterisk:

RISKS

% of staff who

CATEGORY BARRIER identified this High Medium Low

barrier as a risk

Limited applications from designated groups (*). H

Recruitment procedures 31%

Advertising positions 17% L

Adverts and searches tend to be generic (*).

25%

Salaries are not sufficiently competitive to attract

Remuneration and benefits M

top candidates from designated groups (*).

14%

Infrastructure for disabled staff not optimal in all

Reasonable accommodation

L

units (*).

Work facilities not optimal in all units (*). 24%

Work environment and facilities M

Work-life balance not always considered.

Job evaluation and Grading

35% H

The overhaul of the Job Evaluation process.

Training & development

37%

Training not always linked to PDP’s (*), Skills devel- opment plan not adequately linked to EE plan (*), inadequate leadership engagement with range of

H

staff development programmes (*), lack of formal development plan, and misalignment of training schedule with the academic programme. (*)

40%

Inconsistent implementation of performance and

Performance and evaluation H

evaluation processes (*).

H

Retention of designated groups 34%

Difficulty in retaining EE designated groups (*).

42%

Key retirements over the next 5 years and a loss of

Succession plan H

institutional knowledge (*).

Workplace Culture 22% M

Diversity is valued, but not always meaningful (*).

Lack of budget allocation and adequate resources

Budget allocation in support of 15%

L

to monitor and enforce EE implementation.

employment equity goals

Table 2 EE Barriers and Affirmative Action Measures

20

UNIVERSITY OF THE WESTERN CAPE

Manager: Staff and Organisational

ment equity in that employer’s People Plan”. This plan identifies numerical goals and targets for the period 2020–2025 and explores various quantitative measures and initiatives to achieve

According to the EE Act (chapter III, section 20), “A designated employer must prepare and implement an Employment Equity plan which will achieve reasonable progress towards employ-

Manager: Organisational

RESPONSIBLE

Executive members Executive members Executive members

Development Effectiveness

Manager: ER

HR HODs Deans HR HODs

HODs

Deans Deans

HODs

HR

Use the UWC Intranet to provide staff with a link to online training and

100% of all staff must have Performance Development Plans in place Use the UWC Intranet to regularly update staff on transformation.

by March 2021. Action plans and programmes to support the culture

Request must be submitted to the 2021 budget committee after the

To be completed by September 2020. This will be an annual event.

A monthly update will be provided to the Deans and Executive All faculties and Divisional Culture conversations to be completed

Process to start 1 Jan 2021 and to be finalised by September 2021.

members to review their appointments against the approved EE

Annual review of all staff development needs as it relates to the

15. OBJECTIVES OF THE EMPLOYMENT EQUITY PLAN

Annual review must take place with all staff. To be updated on the Intranet by October 2020.

dialogues to be completed by September 2021.

Bi-annual reviews must take place with all staff.

MILESTONES AND MEASURES

procurement process has been followed.

To be completed by September 2021.

Implementation awareness raising programmes.

developmental plans.

by September 2021.

targets and Goals.

(SECTION 20 (2A) OF THE EE ACT)

Staff must have annual conversations with their line managers regarding goals and objectives.

Raise transformation and diversity awareness through the use of online flyers, posters,

Develop a project plan with a task team to review the Wellness strategy, especially in

Value actions plans will be developed to address the identified desired values. Step 5: Submit bi-annual reports on the Culture Conversations to the EE Forum. Contract a specialist company to develop an Employee Assistance Programme to

Step 1: Leadership & HODs address and discuss a plan of action & commit to

Line managers must bi-annually review and give feedback to staff on PDPs. Step 2: Develop action plans & identify the desired value/s to be addressed.

Monitor all opportunities identified in the faculty and divisional EE plans in

terms of the recruitment, appointment, promotion, and development of

these targets. The following key objectives will be implemented during this planning period.

All line managers must use the PDS system to develop staff PDPs.

Identify developmental needs and link to training opportunities.

Step 3: Initiative programmes to support the culture dialogue.

Arrange an awareness of disability webinar with UWC staff.

Explore online training programmes on diversity and EE. Include diversity and EE webpage on the UWC Intranet.

The following key objectives will be implemented during this planning period:

facilitating and influencing culture conversations.

Review the Recruitment & Selection strategy.

view of the impact of Covid-19 regulations.

Step 4: Provide regular updates to staff.

webinars, legislation, and regulations.

under-represented groups.

Year 1 | 1 October 2020 to 30 September 2021

be developed.

GOALS

••••••••••••••••••

Ensure the consistent implementation of the

PDS process by line managers and ensure

alignment with training and development highlighted by previous survey results. Review of UWC Wellness Strategy,

Culture & Climate: Embrace the Values

Review and monitor recruitment and

Raise awareness of diversity and

including a revised Employee

Assistance Programme.

selection procedures.

employment equity.

opportunities.

OBJECTIVES

2.3.4.5.

1.

21 5-YEAR EMPLOYMENT EQUITY PLAN

DVC: Academic, DVC: R&I, Director:

Manager: Staff and Organisational

Office of the DVC: Academic

Director: Service Excellence

RESPONSIBLE

Development

E-Learning

HR HODs HR HODs

Funding must be earmarked for staff from designated groups in the

UWC must align all developmental and training initiatives offered to

Academic Administration to be reviewed in terms of developmental

Review the Targeted Appointment Fund by December 2020 to also

Training offered by HR, Teaching and Learning, E-Learning and

MILESTONES AND MEASURES

needs as well as the objectives of the IOP.

To be completed by September 2021.

Implementation

Training budget for 2021.

include Senior Lecturers.

staff by 2021.

The following programmes are offered online for 2020 and will be reviewed in line with

Maintain and develop innovative programmes to accelerate the development of

Consider redirecting funds to enhance the employment equity agenda. Create career development plans for employment equity candidates.

Critical Thinking and Creative Problem Solving

Strategies for Coping with Stress and Burnout

candidates with potential advancement. Embracing the 4th Industrial Revolution

Emotional Intelligence in the Workplace

Self and Relationship Management

Anger and Conflict Management

Mindfulness and Neuroscience

Year 1 | 1 October 2020 to 30 September 2021

Project Management

institutional objectives:

GOALS

•••••••••••

Development and retention of EE Table 3: Annual Objectives 2021 to 2022

All UWC Training and Development

programmes to be aligned.

designated employees.

OBJECTIVES

6.

7.

22

UNIVERSITY OF THE WESTERN CAPE

Manager: Staff and Organisational

Director: Rewards and Benefits

Director: Risk and Compliance

Director: Service Excellence

Director: Facilities and

RESPONSIBLE

Executive members

Infrastructure

Development

Manager: ER

Deans

Office

HODs

Use the UWC Intranet to regularly update staff on Health and Wellness

This must be done by 31 March of each year of the plan in line with the

The Audit Review must be completed by January 2022. This report be

Taking into consideration the goals of this objective, the review of the

Review the Wellness Strategy in line with the Student Mental Health

UWC Reward Strategies must be completed by September 2022.

and Wellness policy. This must be completed by January 2022.

presented at the second EEF meeting in 2022.

MILESTONES AND MEASURES

To be completed by March 2022.

To be completed by June 2022.

Implementation

programmes.

People Plans.

Identify opportunities for improvement and offer corresponding recommendations in the audit Inform Deans/ Executive members regarding the impact of renovations, repairs and other Have regular publications on awareness programmes, such as the benefits of physical health Implement measures to attract and retain staff in the designated groups – introduce a premium

Do national benchmarking within the HE sector to compare and implement best practices with

Review the Talent Stewardship process in terms of the development of staff from designated

to attract staff in the designated groups (staff with disabilities, designated and female staff).

Formalise the succession plan in a formally approved guideline for each faculty and division. Consult with the budget committee in terms of funds to help meet reporting requirements.

Position the University as an employer of first choice (organisational branding, reputation).

Consult with the Risk and Compliance Office in terms of decision making for repairs and

Examples of such current measures: Talent Stewardship and Targeted Appointments.

and exercise, recovery time/ sleep, weight management, emotional resilience, etc.

Review the benefits structure for all fixed-term contracts and part-time staff.

Take into consideration the COVID-19 regulations and guidelines. Review critical skills and niche areas in terms of rewards and benefits.

Annually review retirements in line with EE People Plans.

Determine the state and condition of the facility.

Predict and model the impact of modifications.

Assess progress on the planned work.

The audit report must cover the following:

the institutional rewards strategy.

Year 2 | 1 October 2021 – 30 September 2022

planning decisions.

categories.

renovation.

report.

GOALS

••••••••••••••••• commitment to academic mentorship that Table 4: Annual Objectives 2021 to 2022

the talent stewardship process linked to accelerates the next generation of academ-

Review current reward strategy in terms of

Review the work environment of staff and

Develop a succession plan in line with the EE Plan, and encourage a culture of

identify areas where improvements are

Health and Wellness awareness

OBJECTIVES

ics at UWC. EE needs.

needed.

2.3.4.

1.

23 5-YEAR EMPLOYMENT EQUITY PLAN

Manager: Staff and Organisational

Director: Rewards and Benefits. Director: Infrastructure and Design

Director: Service Excellence

Director: Risk & Compliance

Director: Service Excellence Manager: Organisational Manager: Organisational

RESPONSIBLE RESPONSIBLE

Development

Effectiveness Effectiveness

HR EEF

An approved Qualification guideline to be ready by September 2023

The Audit Review must be completed by June 2023. This report will

A full review of the JE process to be completed by September 2023.

Organisational analysis, including a barrier assessment, to be

New EE Plan process to be completed by September 2024.

New Culture Survey process to start January 2024.

Review to be completed by December 2023.

MILESTONES AND MEASURES MILESTONES AND MEASURES

serve at the first EEF meeting in 2023.

To be completed by September 2024.

completed by October 2023

Implementation Implementation

in line with the JE process.

Prepare templates for faculties and divisions to report on goals and targets as well as barriers

Embed consultative process within the normal institutional governance and communication

Identification of positions that might need job evaluations relative to job classification and

Audit all buildings and infrastructure relative to reasonable access for staff with disabilities.

Implement the necessary requirements based on the assessments of the audit report. Review progress and completion of work in consultation with staff with disabilities.

EEF to mandate a task team to develop the new UWC 2025 – 2030 EE plan.

Review implementation of the outcomes from the 2018 Culture Survey.

Implement programmes to address barriers to the desired culture.

Approve the Qualifications Matrix relative to the JE process.

Prepare new goals and targets relative to sector targets.

Evaluate response in terms of the UWC desired culture.

Secure funding in the budget for these requirements.

Analyse barriers to policies, practices and processes.

Conduct staff survey to get feedback on barriers.

Assess needs of staff with disabilities.

Review the Job Evaluation process.

Year 3 | 1 October 2022 to 30 September 2023 Year 4 | 1 October 2023 to 30 September 2024

Initiate new Culture Survey.

and AA measures.

Draft new EE plan.

Review EE plan.

structures.

grading.

GOALS GOALS

•••••••••••••••••••• Table 5: Annual Objectives 2022 to 2023 Table 6: Annual Objectives 2023 to 2024

infrastructure that will accommodate staff

will give insight into staff perceptions of

Audit and Development of facilities and

Culture Survey. Develop strategies that

Review and benchmark current Job

Improve EE consultation across

Evaluation (JE) systems.

Prepare new EE Plan.

corporate culture.

with disabilities.

departments.

OBJECTIVES OBJECTIVES

2.2.3.

1.1.

24

UNIVERSITY OF THE WESTERN CAPE

Manager: Staff and Organisational

Director: Service Excellence Manager: Organisational

RESPONSIBLE

Development

Effectiveness

measures and implementation of the staff needs analysis relative to

This is an annual process. Each year of the plan must show these

This process must be completed by 30 September 2025.

the UWC Staff Development and Training plan.

MILESTONES AND MEASURES

Implementation

Review staff development plans linked to development of designated groups.

Assess the impact of approved qualitative measures per faculty and division.

Review deliverables of the Educos system in terms of client expectation.

Review the staff development initiatives relative to designated groups.

Drive staff needs analyses with faculties and divisions.

Report on Goals and Targets versus Actuals. Review impact of audits as per the EE plan.

Review retention and succession plans.

Review EE communication strategy.

Year 5 | 1 October 2024 to 30 September 2025

GOALS

••••••••• procedures to facilitate end of period review. Table 7 Annual Objectives 2023 to 2024

to be assessed in terms of organisational

Training and Development opportunities

Refine EE management and monitoring

OBJECTIVES needs.

2.

1.

25 5-YEAR EMPLOYMENT EQUITY PLAN

16. STAFF PROFILE, NUMERICAL GOALS AND TARGETS

The staff profile information is a snapshot of the staff headcount broken down into their respective occupational levels at a particular date and time, which is used below to conduct an analysis of the People Plan and, at the same time, serve as baseline information for the setting of numerical goals and targets. In the absence of approved sectoral targets, UWC used the following Economically Active Population (EAP) statistics to reflect under and over-representation of designated groups.

MaleFemale

Population GroupYear A C I W FN A C I W FN

National EAP % 2019/2020 42.7% 5.3% 1.7% 4.9% 0.0% 36.2% 4.4% 1.0% 3.8% 0.0%

Provincial EAP % 2019/2020

20.1% 25.1% 0.5% 8.3% 0.0% 18.2% 20.8% 0.2% 6.9% 0.0%

7.3% 23.5% 1.8% 5.7% 5.8% 10.2% 32.4% 2.9% 7.8% 2.8%

UWC % 06/05/2020

Table 8: UWC Staff Profile compared to National and Regional EAP

The EAP figures were sourced from the 20th Commission for Employment Equity Report for 2019/20 (Annexure L). The statistics show that African Males and Females are under-represented relative to National and Regional EAPs, and Coloured males are under-represented in regional EAPs. People with Disabilities also remain severely under-represent- ed in all occupational levels.

16.1 Employment Equity Act & UWC Equivalent Levels

The table below depicts the UWC academic ranks as well as PASS grades and how these link up with the EE Occupational Levels on the Numerical Plan.

PASS GRADES ACADEMIC RANKS

UWC Job Titles

DoL Occupational levels UWC Peromnes grades

(not exhaustive, as a guide only)

1.Top Management 1 Rector & Vice-Chancellor,

2 Deputy Vice-Chancellor,

3 Executive Director, Registrar

2. Senior Management 4 Dean, Director, Professor,

5 Deputy Registrar

3. Prof qualified, experienced specialists and middle 6 Associate Professor, Senior

7 Lecturer, Senior Researcher,

management

8 Researcher, Lecturer

4. Skilled technical and academically qualified

9 Associate Lecturer

workers, junior management, supervisors,

10

foremen, superintendents

11 12

5. Semi-skilled and discretion-ary decision making

13 14 15 16

6. Unskilled and defined decision making UWC grades only till 16

NB: Academics Chairs of Departments are generally at Professorial levels. Some Senior Lecturers may also qualify for departmental chair roles. Deputy Deans are categorised above in their Academic ranks.

Table 9 Occupational Levels Key

26

UNIVERSITY OF THE WESTERN CAPE

16.2 Snapshot of the Current Staff Profile

The Staff Profile snapshot tables used to conduct the analyses that inform this plan are used below as a baseline for the setting of numerical goals and targets for each year of the Plan. Staff Profile snapshot date: 6 May 2020.

27 5-YEAR EMPLOYMENT EQUITY PLAN

Snapshot for Staff profile for people with disabilities 1ONLY

Factors contributing to staff movements include:

• changes in the operational requirements of the institution;

• desired and undesired terminations such as a resignation or death-in-service;

• labour market supply and demand such as scarce and critical skills;

• advancement/ promotion/ staff growth and development throughput rate;

• changes to staff budgets/ staff costs;

• affordability/ financial resources; and

• talent acquisition and retention.

As per section 7.3(b) of the Code of Good Practice on the Preparation, Implementation and Monitoring of the EE Plan, the University aims to set achievable numerical goals and annual targets. Notwithstanding the aforementioned, pref- erence will be given to persons from under-represented designated groups should additional opportunities become available. The above must in no way be viewed as a lack of commitment by the University to employment equity.

1 “Code of Good Practice on Key Aspects on the Employment of People with Disabilities” page 20, section 16.6. “The workplace profile should include any employees who are not in active employment; for example employees who are receiving total or partial income replacement benefits while recovering from illness or disability.”

28

UNIVERSITY OF THE WESTERN CAPE

Some considerations underpinning the setting of goals •Externally-(donor-/ soft-) funded positions/ contract and targets are listed below: positions comprise more than 25% of the staff profile

•The source data for the Economically Active Popula- and are subject to donor/ funder rules and regulations, tion statistics is taken from the Department of Labour making it challenging to factor into the planning pro- RSA, 19th Commission for Employment Equity Annual cess. Nevertheless, they must be included in the annual Report and Fact Sheet, annually published at around reports and may present as notable fluctuations. mid-year, containing the Quarter 2, 2018, Labour Force •The average Foreign National representivity at the Survey from Statistics South Africa. institution is 8.5% of the total number of permanent

•There were no sectoral targets available at the time staff (as defined by the EE reporting requirements), of constructing this EE Plan, but UWC is committed which is a significant number. to reviewing the EE Plan once the sectoral targets are •The annual staff turnover figure/ rate of natural attri- approved. tion used in the planning process is 4%.

•According to the latest pension fund benefit rules, •The projected headcount growth over the next five staff who are due to retire may continue to work years is around 10%. until December of that year. That is, the opportunity •Due to the nature of academia, post-retirement con- to diversify the staff profile becomes available in the tracts are commonly offered to senior academic staff following year only. This is an optional condition and in scarce and critical skill areas. will be monitored during the implementation of the Plan.

Start date: 01 / October / 2020End date: 30 / September / 2025

Numerical goals for all employees, including people with disabilities

29 5-YEAR EMPLOYMENT EQUITY PLAN

Numerical goals for people with disabilities ONLY

Plan) for temporary staff have been used throughout. above comprised a combination of post-retirees, ex-

•The goal of the University is to increase the most ecutive appointees (who were on five-year fixed-term under-represented groups at the institution, which are contracts that could be extended), externally funded African Males and Females, as well as persons with posts, SARCHI Chairs, etc. The majority of the contract disabilities, by at least 6% overall for the former and at posts (59) were therefore excluded for EE planning least 2% for the latter. purposes.

•At the outset of the planning process in January 2020, •The seven new Targeted Appointments are yet to be an initial 288 potential opportunities were identified factored into the numerical goals and targets. before the consultation process began. These com- •Some of the pending retirement opportunities have prised 85 job vacancies, 129 employees who were due already been used as designated appointees have to retire over the next five years, 59 staff who were been appointed against those opportunities, while on contract and of pensionable age, eight staff on other retirement opportunities are likely to be filled the Talent Stewardship Programme, and seven new with internal candidates who are ready for promotion. Targeted Appointments (TA) during the five-year pe- All other opportunities were factored into the planning riod. In addition, there were 18 nGAP appointees in the process. establishment who would need to be absorbed over the next five years.

16.4 Numerical Targets

Numerical targets must include the entire People Plan profile, not just the difference that is projected to be achieved by the next reporting period. The two tables below depict numerical targets for each year covered by this Plan: Table 14 shows all employees, including people with disabilities (PWDs), while Table 15 only covers PWDs.

30

UNIVERSITY OF THE WESTERN CAPE

17. NUMERICAL TARGETS: YEAR 1

Start date: 01 October 2020End date: 30 September 2021

Management level, with increases of 3.7% for African 15.8%; Females and 2.5% for African Males, and decreases •Coloured representation will decrease from 42.3% to of -3.9% for White Females, -1.6% for White Males 41.2%; and -0.8% for Foreign National Males. This decrease •Indian representation will remain at 7.1%; in numbers is based on opportunities (vacancies, •White representation will decrease from 22.9% to retirements) that will become available over the next 21.5%; five years. •Female representation will remain at 52%.

31 5-YEAR EMPLOYMENT EQUITY PLAN

Numerical targets for people with disabilities ONLY

32

UNIVERSITY OF THE WESTERN CAPE

18. NUMERICAL TARGETS: YEAR 2

Start date: 01 October 2021End date: 30 September 2022

Numerical targets for all employees, including people with disabilities

•Coloured representation will decrease from 41.2% to 41%;

•Indian representation will remain at 7.1%;

•White representation will decrease from 21.5% to 21.1%;

•Female representation will remain at 52%.

33 5-YEAR EMPLOYMENT EQUITY PLAN

Numerical targets for people with disabilities ONLY

34

UNIVERSITY OF THE WESTERN CAPE

19. NUMERICAL TARGETS: YEAR 3

Start date: 01 October 2022End date: 30 September 2023

Numerical targets for all employees, including people with disabilities

•Coloured representation will decrease from 41% to 40.4%;

•Indian representation will remain at 7.1%;

•White representation will decrease from 21.1% to 20.7%;

•Female representation will remain at 52%.

35 5-YEAR EMPLOYMENT EQUITY PLAN

Numerical targets for people with disabilities ONLY

36

UNIVERSITY OF THE WESTERN CAPE

20. NUMERICAL TARGETS: YEAR 4

Start date: 01 October 2023End date: 30 September 2024

Numerical targets for all employees, including people with disabilities

•Coloured representation will decrease from 40.4% to 40.1%;

•Indian representation will increase marginally from 7.1% to 7.2%;

•White representation will decrease from 20.7% to 20%;

•Female representation will decrease marginally from 52% to 51.7%.

The decrease of numbers in the Senior Management occupational level is based on retirement opportunities that will be

filled in the following year. Staff who are due to retire may continue to work until December of that year; thus, the opportunity to diversify the staff profile will only become available in the following year.

37 5-YEAR EMPLOYMENT EQUITY PLAN

Numerical targets for people with disabilities ONLY

38

UNIVERSITY OF THE WESTERN CAPE

21. NUMERICAL TARGETS: YEAR 5

Start date: 01 October 2024End date: 30 September 2025

Numerical targets for all employees, including people with disabilities

•Coloured representation will decrease from 40.1% to 39.8%;

•Indian representation will increase marginally from 7.1% back to 7.2%;

•White representation will decrease from 20% to 19.5%;

•Female representation will decrease marginally from 51.7% to 51.4%.

39 5-YEAR EMPLOYMENT EQUITY PLAN

Numerical targets for people with disabilities ONLY

40

UNIVERSITY OF THE WESTERN CAPE

41 5-YEAR EMPLOYMENT EQUITY PLAN

22. ONGOING UWC STRATEGIES USED TO

ADDRESS UNDER-REPRESENTATION IN THE WORKPLACE INCLUDE THE FOLLOWING:

20.1Special super-numeric Targeted Appointments 20.4The Future Professors Programme (FPP) is a (TA) are made for up to three years against DHET-funded initiative aiming to prepare available professorial opportunities, whereby promising early-career academics to become the Rector and Vice-Chancellor provides a new cohort of South African professors across bridging funding to appoint a suitably qualified the disciplines. and experienced candidate from the under-rep resented groups to job shadow the exiting 20.5The Nurturing Emerging Scholars Programme senior academic for a set period before being (NESP) is a three-year programme that includes absorbed by the faculty. a two-year Master’s scholarship followed immediately by a one-year academic internship

20.2The Talent Stewardship Programme (TS) is an at a recruiting South African university. It internal career pathing/ succession planning recognises the potential of students or programme that identifies internal talent with graduates and seeks to actively direct some of the potential and drive to be pipelined for an that potential towards a career in academia accelerated development trajectory, especially through making structured, attractive prospects candidates who further the transformation and opportunities visible and available to them. agenda.

20.6Innovative attraction and retention strategies, as

20.3The New Generation of Academics Programme well as internship programmes such as SAIPA (nGAP), which is funded by the Department learnerships and various other internship of Higher Education (DHET), is in Year 6 and programmes. aims to accelerate transformation at South African universities. The staff costs are borne by The DHET Report of the Ministerial Task Team on the the funder for up to four years before the Recruitment, Retention and Progression of Black South university must absorb those costs. Every African Academics made 20 recommendations that can identified nGAP position needs to be offset be found in Annexure M. against a retirement or a vacancy.

23. DURATION OF THE PLAN

(SECTION 20 (2B) OF THE EE ACT)

Section 20 (2b) of the EE Act indicates that the duration of the Employment Equity Plan may not be shorter than one year or longer than five years. The duration of the plan must have a specific start and end date and, as is reflected below, this EE Plan will commence on a different date than was determined in previous plans. The reasons for moving the start and end date of this EE Plan were:

• The impact of when budgets are approved;

• The completion of the UWC IOP process;

• The duration of the EE consultative and governance approval processes, ending with the final Council approval.

In previous plans, the start and end dates were 1 June until 31 May. The new start and end dates for the UWC EE Plan are: Start date: 1 October 2020 and End date: 30 September 2025.

42

UNIVERSITY OF THE WESTERN CAPE

24. DISPUTE RESOLUTION MECHANISMS

EMPLOYMENT EQUITY DISPUTE RESOLUTION PROCESS:

The Employment Equity Dispute Resolution Process sets a standard procedure for the resolution of disputes that may arise within UWC relating to employment equity. This procedure is used by the Employment Equity Forum and in any matters relating to employment equity within UWC. It is the responsibility of everyone at the University to ensure that this Dispute Resolution Process is implemented and followed. A more detailed explanation of dispute resolution mechanisms, including outlines for both internal and external dispute procedures, is appended as Annexure N.

25. SENIOR MANAGERS ASSIGNED TO

MONITOR AND IMPLEMENT THE PLAN

23.1The responsible senior managers assigned in terms of the EE Act are the UWC Rector and Vice-Chancellor and the Executive Director: Human Resources.

23.2In terms of implementation, the responsible parties will be the Council, Senate, Institutional Forum, EEF, Deans, Executive members, senior managers as well as all line managers, and the Executive Director: Human Resources.

23.3Monitoring will be the responsibility of the Council, Senate, Institutional Forum and the EEF, as well as all appointment and promotion governance structures.

26. DISCLAIMER

•The equitable representation of designated persons is significantly hampered by the ongoing scarce and critical skills shortages, especially within higher education institutions.

•During the development of this EE Plan, the Department of Employment & Labour was still in the process of setting the Sectoral Targets. This Plan will be reviewed once those sectoral targets have been finalised.

•This EE Plan is not an absolute barrier to the appointment and advancement of non-designated groups (White Males as well as Foreign Nationals).

•UWC will not create jobs in order to meet EE goals.

•UWC will not employ candidates who are not suitably qualified merely to meet EE goals. All appointees must meet minimum requirements.

•The COVID-19 pandemic may adversely affect the ability of the University to attract suitable designated candidates from other provinces.

43 5-YEAR EMPLOYMENT EQUITY PLAN

ACKNOWLEDGEMENT

28.

UWC also acknowledges the following external service providers who assisted the project team with the development and planning of this document: - Steve Kgatuke and Molebogeng Segone from TransformationPartners – Barrier Analysis. - Glenda Kayster from APEX – Goal and Target-setting process. - Misha Bruyns from Second Edition – Editor and advisor on design and format. - UWC Institutional Advancement – final design and format.

44

UNIVERSITY OF THE WESTERN CAPE

28. APPROVAL AND SIGNATORIES OF ALL

CONSULTATIVE STRUCTURES:

Full NameMs Yasmin ForbesChairperson of Council

SignatureDate:02 February 2021

Full namesProf Tyrone PretoriusVice Chancellor and Rector &

Chairperson of Senate

SignatureDate:02 February 2021

Full NameMr Zolisa Menze Chairperson of the Institutional Forum

SignatureDate:09 February 2021

Full NameMeko MagidaExecutive Director: HR (Senior EE Manager)

SignatureDate:09 February 2021

Full NameProf Vivienne LawackChairperson of EEF

SignatureDate:09 February 2021

Full NameClifford Winston JacobsChairperson of UWCEU

SignatureDate:16 February 2021

By signing this document I hereby declare that I have read, approved and authorised this UWC EE Plan.

45 5-YEAR EMPLOYMENT EQUITY PLAN

REFERENCES

29.

1. Broad-Based Black Economic Empowerment Act, 2003.

2. Department of Labour (2001-2002). 1st Commission for Employment Equity Annual Report 2001-2002. Pretoria.

3. Department of Labour (2017-2018). 18th Commission for Employment Equity Annual Report 2017-2018. Pretoria.

4. Department of Labour (2018-2019). 19th Commission for Employment Equity Annual Report 2018-2019. Pretoria.

5. Employment Equity Act, 1998.

6. Employment Equity Amendment Act. No. 47, 2013.

7. Employment Equity Amendment Bill, 2019.

8. Employment Equity Regulations, 2014.

9. EEA4 Form, Government Gazette No. 10975, 8 August 2019.

10.Statistics South Africa (2019). Quarterly Labour Force Survey. Quarter 3.

46

UNIVERSITY OF THE WESTERN CAPE

Address University of the Western Cape Robert Sobukwe Road Bellville 7535 Cape Town

Tel: +27 21 959 2911

Facebook: www.facebook.com/uwconline1

Twitter: twitter.com/UWConline

www.uwc.ac.za