The Health Sciences Faculty established three committees to focus on Transformation:
1. Transformation and Equity Committee (TEC)
The portfolio operates on the basis of the following overall strategic goals:
- To facilitate a process of Transformation and Equity in the Faculty of Health Sciences.
- To place Transformation and Equity on the agenda of all Faculty Structures to ensure its uptake in all Faculty planning.
Specific areas in which the Portfolio activities are organised, include:
- Promotion of the application of EE policies and practices.
- Facilitating the transformation of the Institutional culture.
- Promotion of a process of Institutional Reconciliation.
- Communication with stakeholders (internal/external)
2. Professional Standards Committee (PSC)
The role of the PSC is both proactive and reactive. It includes promoting awareness of professional standards among staff and students, receiving allegations of unprofessional behaviour within the service learning environment, and supporting and advising those who speak out against unprofessional behaviour. Read more
3. Dean’s Transformation Advisory Committee (DTAC) was established in 2015 following the #RhodesMustFall campaign to advise the Dean on fast-tracking transformation in the Faculty. The terms of reference for the committee will be to:
- Review the FHS Vision for 2030 Strategic Document in relation to transformation imperatives.
- Advise the Dean on all matters relating to transformation.
- Monitor implementation of strategies to advance transformation in the Faculty.
- Promote conversations on transformation and intersectionalities among and across all constituencies within the Faculty.
- Advise on the review of ad hominem processes.
- Review and advise on the work of other transformation structures.
The Faculty sees the role of these committees and their various programmes for institutional transformation, as critical. Although also a response to legal and policy imperatives, the Faculty's Transformation Programme is firmly driven by a commitment to self-reflection that is seen as both educationally sound and as morally appropriate.