CONFLICT RESOLUTION AND MANAGEMENT:

A ROLE FOR AFRICAN HIGHER EDUCATION INSTITUTIONS?

ADDRESS BY DR M E C MOLEKI

JOHANNESBURG 12 NOVEMBER 2002

Thank you for having the opportunity to address you on the role of African higher education institutions in conflict resolution and management. I am indeed honoured to do so.

This topic has been selected by the African Association of Universities presumably in support of that section of the 2001 Nairobi Declaration on the African University in the Third Millennium reading as follows: (and I quote) We as the representatives of African Universities, call for the revitalisation of the African University, and for a renewed sense of urgency in acknowledging the crucial role it should play in solving the many problems facing our continent. In order that African universities should be in a position to fulfill their mission and fundamental obligation to the people of Africa and to the world community, African universities must contribute more actively to the removal of incessant social conflict, civil war and sub-regional disputes and the displacement of human beings, by establishing research projects and courses on peace and conflict resolution, democracy and human rights, solidarity and good governance. (unquote)

This section of the said declaration therefore specifically calls upon African universities to commit themselves to the promotion of peace through conflict resolution, and the advancement of good governance. This call was also echoed by the words of UN Secretary-General Kofi Annan at the launch of a partnership with the Carnegie Corporation in 2000 to Strengthen African Universities: (and I quote) We look to universities to develop African expertise; to enhance the analysis of African problems; to strengthen domestic institutions; to serve as a model environment for the practice of good governance, conflict resolution and respect for human rights; and to enable African academics to play an active role in the global community of scholars. (unquote)

The words used by the Secretary-General suggest that African expertise should be developed to analyse African problems, thereby implying that African solutions should be found for African problems. This fundamental point of departure, already had its origin in the Declaration of Fundamental Changes adopted by the Organisation of African Unity, which stated that Africa has to assume responsibility for its own affairs. This was articulated clearly by Dr Salim Ahmed Salim during his office as secretary-general of the OAU: (and I quote) African states can no longer afford to stand aloof and expect the international community to care more for our problems than we do … we must remain at the forefront of efforts to act and act speedily, to prevent conflicts from getting out of control. (unqoute)

As regards conflict and the resolution of conflict, I do not have to dwell on the tragic track record of Africa in respect of war, genocide, oppression, abuse and violation of human rights, and other terrible forms of conflict. The genocide in Rwanda in 1994 in particular has led to renewed attempts by the UN Secretary-general Kofi Annan in 1995 to ensure that Africa develops and enhances its capacity to participate in the field of peacekeeping. In response to this a number of peacekeeping training centres have been established throughout Africa to assist in resolving conflict. These centres have not all yet been fully developed, but they are indications of Africa's willingness to assume responsibility for its own peacekeeping. The task performed by these training centres should also be seen against the background of much more extensive work being done inside and outside Africa by a myriad of NGO's, research centres hosted or supported by universities, academic departments at universities and through special programmes supported by universities.

Ladies and gentlemen, as regards the role of African universities in conflict resolution, it is obvious that the foregoing statements made by the African Union, the United Nations, and the African Association of Universities, do contribute towards contextualizing such a role. Similar to Africa being accused of failing to take control of its own destiny, the African universities have been criticized by the Donors of African Education that they have failed to fully participate in their countries' development efforts because they have become entrenched in their classical roles and have merely been reacting to social changes instead of initiating change.

In response to the call for African universities to assume a pro-active role, the following major roles for universities are therefore proposed in order to deal with conflict effectively. These roles are natural extensions of the traditional roles of universities fulfilled in respect of teaching, research and community service.

Firstly, universities should through thorough research develop a clear understanding of the nature and origin of conflict in societies and between countries. Only through a thorough understanding of the nature and origin of conflict will it be possible to decide on the use of appropriate conflict resolution techniques. Choudree sounds the warning that western processes for conflict resolution are not necessarily appropriate for African situations. The use of alternative methods of conflict resolution by traditional societies which is deeply rooted in the customs and traditions of the various population groups, is perhaps more appropriate.

Secondly, universities should specifically train students to understand the nature and origin of conflict in their societies and countries, and should educate students in the use of appropriate techniques in resolving such conflicts. Students thus trained should be employed at all tiers of government as well as by NGO's dealing with conflict resolution.

Thirdly, Boit argues that universities can proactively carry out analyses of civil strife indicators in respect of crises prone countries in order to recommend suitable intervention programmes. This monitoring role of universities can of course also be extended to cover civil strife in societies.

Fourthly, universities should set up networks and partnerships for collaboration on conflict issues. In this regard, the merit of a network of scholars engaged in comparative research, identifying common denominators and drawing lessons from experiences in specific societies and countries, can hardly be disputed. The establishment of an appropriate electronic database to support such a partnership, will strengthen these initiatives considerably. Partnerships such as these can also be used for capacity building within the civil and academic domain.

Fifthly, universities should infuse peace education themes into a variety of courses presented in existing disciplines. According to Malan, peace education can be considered to be an interdisciplinary field of study, comprising about the whole spectrum of the human sciences, including communication, problem solving and human relations. This will create a broader awareness of the priceless value of peace and the value of societies characterized by the absence of strife. It is imperative that we build a culture of peace among individuals, societies and countries. The miracle of the transition to democratic rule in South Africa in 1994, was not so much a display of skills in conflict resolution, as it was a display of a commitment to peace by courageous and dedicated leaders.

In the sixth place, universities should also engage in community service projects calling for conflict resolution where the expertise and experience of academics and knowledgeable students can be brought to bear. This not only pertains to conflict within local communities, but also to conflict situations of national proportions.

Finally, Boit also argues that universities should offer opportunities to students from different backgrounds to mix and promote friendship ties through group and team activities in academic and social life. This will help in reducing the various forms of conflict.

As regards the nature of conflict in Africa, many approaches can be adopted to analyse this. I would, however, like to mention the following broad categories of which the first four have been suggested by Nathan in 1997:

Firstly, acute underdevelopment which is reflected by the extremely low Gross National Product (GNP) in particular among the nations that have been devastated by wars. It seems as if there is a direct correlation between poverty level and civil strife prone countries.

Secondly, land shortage which seems to have been a major source of conflict throughout the ages.

Thirdly, ethnic and racial issues which are notorious for their conflict potential. For example, ethnic groups have been fighting for survival in the Islamic Republic of Sudan; the Eritrians obtained their national independence after many years of armed struggle against Ethiopia; the genocide in Rwanda and Burundi which has left the region devastated; and the conflict in Angola, Liberia and even South Africa which has ethnic origins.

Fourthly, artificial boundaries which subdivided communities and displaced them from their original settlements, are also important factors. Just as Eastern Europe was born out of Versailles and has been torn apart by ethnic strife and conflicts, so too is Africa after the Berlin Conference which resulted in ethnic groups with long traditions of mutual hostility and dominance being pooled together to construct a colonial state.

Fifthly, linguistic and religious diversity are important components that affect political stability.

Finally, there is a host of micro factors, including gender and social factors, which give rise to conflict within and between societies, as well as between individuals that call for resolution. Minor conflicts often erupt into major ones if left unchecked.

Ladies and gentlemen, whilst deliberating on what is expected of African universities on the terrain of conflict resolution, it is interesting to note that much is already being done, especially in South Africa. In a survey conducted by Malan some time ago amongst universities in Southern Africa, it was found that there is a relative scarcity of specific conflict resolution courses. These are courses which, according to title and content, focus entirely on conflict resolution. There is however a relative abundance of peace education themes infused into courses of a variety of disciplines. He also found that universities which specialise in professional and technological training, apparently do not offer specific courses in conflict resolution, but wherever there are staff members with the necessary interest and experience, they may share valuable insight and expertise with their students. So, in addition to all the conflict resolution courses officially offered by universities, a surprising amount of informal peace education is probably taking place in innumerable cases. Malan also compiled an extensive list of universities, particularly in South Africa, involved in community service projects. Much, however, still seems to be done in order to realize the role of the African university in conflict resolution as proposed. The call by the AAU for universities to actively participate in conflict resolution is therefore long overdue.

Ladies and gentlemen, may I finally deal with the role of African universities in promoting good governance through management. In this regard, the UN Development Programme held the view that African development required an enabling environment, ownership of development by the people themselves and a resolute political will and action based on good governance institutions, processes and practices. The Development Programme considered good governance as a key development practice area in its country-level activities in Africa and all other regions. A spokesperson for the Programme also warned against reliance on development models imposed on Africa by external forces and called for Africa to harness and utilize its intellectual resources. The challenge is to develop institutions and processes through democratic governance that are more responsive to the needs of ordinary citizens, including the poor.

The critical importance of democratic governance in the developing world was highlighted at the Millennium Summit, where the world's leaders resolved to "spare no effort to promote democracy and strengthen the rule of law, as well as respect for all internationally recognized human rights and fundamental freedoms, including the right to development." A consensus was reached which recognized that improving the quality of democratic institutions and processes, and managing the changing roles of the state and civil society in an increasingly globalised world, must underpin national efforts to reduce poverty, sustain the environment, and promote human development.

As regards the role of universities in respect of good governance, I would again like to propose the following broad roles :

Firstly, universities should through thorough research develop a clear understanding of the nature of good governance and business ethics, and contribute to the development of legislation and codes of conduct to promote proper conduct in the private sector as well as government at all levels.

Secondly, universities should train students in the principles of good governance and business ethics to enable them to interpret and apply the relevant legislation and codes of conduct.

Thirdly, universities should act as the custodians of society for upholding good governance, business ethics and core values such as accountability and integrity.

Fourthly, universities should set up networks and partnerships for collaboration on issues of good governance. Globalization is gradually forcing us to adopt common approaches to good governance and codes of conduct.

Fifthly, universities should infuse good governance themes into a variety of courses presented in existing disciplines. This will create a broader awareness of the value of good governance and sound business ethics in society.

Finally, universities should also engage in community service projects where the expertise and experience in good governance of academics and knowledgeable students can be brought to bear.

Ladies and gentlemen, in conclusion, Africa has accepted the challenge to be master of its own destiny and to change the minds of the warlords, and of those that corrupt society. There is no doubt that education holds the key to effecting the paradigm shift from war and corruption to peace and good governance. Universities in Africa do have the expertise to act as catalysts in promoting peace and good governance, but a concerted effort will have to be made by all to reverse the mindset of those threatening the future prosperity of Africa.

In this regard, universities in South Africa are again called upon to consciously take the lead in fulfilling their proposed roles in respect of conflict resolution and good governance, whilst at the same time take the lead in setting up partnerships and collaborative agreements with NGO's and other African universities to strengthen these very important initiatives.

Higher education in developing countries, particularly in Africa, has never been of such importance as it is today. Apart from being constrained by the inadequacy of resources and an exponential growth in demand for access, our universities have to confront the challenges of relevance, globalization and the knowledge revolution. Additionally, our universities have to foster the capacity of individuals and communities to embrace democratic principles, to uphold human rights and to promote sustainable development. Our universities as invaluable assets, must therefore receive the care and attention they deserve from governments in particular, and all who support sustainable development on our Continent.