Tertiary Higher Education, THE FINAL formal academic fundamental tool for solid nation building!

The current global working class system, which is a product of colonialism, is designed in such a way as way as to produce a cluster of intellectuals and social leaders. In turn tried and tested social agents practioned in such a way as to fulfill the many specialties of functionalism, redeeming the so called Polis situation of modern day controlled labour really. Institutionalization is thus most capable of such strategy. As with the intricate delicacy and preciseness that a mother gives to newly fertilized embryo, so as to in the social stages of infancy that the human state of mind deserves intense nourishment and sound observance. Taking into perspective that South Africa only adopted a “Democratic” education policy post 1994 (some 750 years odd after the initial imperial invasions that disintegrated indigenous knowledge systems (IKS) that fueled national sovereign-ism), supposedly shifting away Herrenvolk Bantu Education, a lot of fallacious characteristics continually surface in the education policy adopted by formal school institutionalization. Adaptation to OBE on its own is a suspect legislatural move as the programme has failed effortlessly internationally, now being dumped in a third world economical development zone. Right through from kindergarten Grade R level to Matric/Grade 12 practitioners themselves are elements of a broken down (IKS), forged afresh to suite market economy large scale exploitation. They are in turn given full authority to mould young and eager African minds into universal social being. The issue of academic discourse is a pivotal one; as it is the back bone of Bantu Education implementation. It highly important that communication modes in basic educational service are correspondent to scholar and practioner mother tongue (natural, most suitable) language. As a troubleshooting mechanism, a socio-scientific derivation of alternative academic discourse that is user friendly, ensuring comprehension, development and cultural correctness. There should be then maximum provision educational materials to be accessible in all acknowledgeable dialects. In such a way, we do away with malpractices of disadvantaging individual information on the basis of ethnic differentiation endorsed by Bantu education. An example would be: All subjects modules and courses in the Education Syllabus should be accessible in all national languages, no compromise. A condition that seeks to condition the maintenance of an unjustly biased status quo is unacceptable. Bantu S. Biko clearly states, “The most dangerous weapon in the hands of the oppressor is the mind of the oppressed” Looking at the annual deposit of high school leavers into tertiary education domains, the knowledge accumulated thus far is the determining factor higher education performance. The current basic undergraduate programme fails inspire or encourage hermeneutic research which really is the highest mode of university critique and interpretation. Also in same instance, curricular based case studies that do not logically relate to the current African situation lead to application of foreign systems on local societies creating imbalances, again feeding to an unquenchable market economy that is not advantageous to the majority. When we look at the historical University of Fort Hare, we observe an institution that has been producing universal academics for almost a century and renowned as the cradle of African intellectualism, yet that statistic fails to explain why the community this institution is based in has not developed into a well season traditional university towns or cities as of ancient Timbuktu in Mali and Alexandria in Nubia, only a crippled replica of missionary equivalent stations such as Stellenbosch, Grahamstown Cape Town and Johannesburg. Deductively, the education policy employed here also is a double standarded package which is a defaulted imperial front. A paradox of note if we examine the primary developments of the 20th century Southern African liberation struggle. Students! Here we are then in the ultimate level of educational institutionalization to date. Our foetal minds challenging systematic indoctrination that limits fundamentals of human development. Most definitely, time has dawned on US to critically pave the direction mode of academic discourse , simply put, derive and determine curriculum standards to those that endorse IKS taking into perspective what the National Higher Education Plan of 2001 white paper states on criteria and the relevant University Education Policy. In doing so, a working class of homegrown intellectualism that will be shamelessly advantageous to the rudimental and basic needs of Africa. As Mangaliso R. Sobukwe stated in 1949, “Education to us means service to Africa”, clearly linking the work one does to the knowledge one has obtained, determining building blocks that make up a working Nation of independent status. Daughters and Sons of the soil, this is a minor step in a well developed giant evolution assembled in an intensely connected long chain of decolonisational plans that follow with necessity.