Komitee vir die Institusionele Reaksie op die (Khampepe-) Kommissie se Aanbevelings (CIRCoRe)
Stellenbosch University (SU) is well on its way to rolling out the structures that will focus on the recommendations of the Khampepe Commission. In response to the Khampepe Report, the Stellenbosch University Rectorate has established a structure that is aimed at developing implementable proposals, namely the Committee for the Institutional Response to the Commission's Recommendations (CIRCoRe).
A CIRCoRe Coordinating Office, headed by Prof Aslam Fataar, will keep the various dimensions of the process together, while the CIRCoRe as the central committee structure, headed by the Rector, with the Deputy-Vice Chancellor for Social Impact, Transformation and Personnel as secundus, will coordinate and monitor the Khampepe Institutional Response.
Against the backdrop of transformation as an institutional priority, CIRCoRE aims to develop urgent short-term proposals for immediate implementation. A medium and longer term implementation approach will also be pursued based on the complexity of organisational change and the need to embed such change within the operational culture of the institution. The recommendations of the response process will be fed directly to the Rectorate for consideration and implementation.
The CIRCoRe process is aimed at giving further momentum and impetus to SU's transformation agenda and should in no way be regarded as an add-on that disregards the existing transformational structures of the University. Our approach is that it will seek to enhance the work of said structures and a coordinated and phased implementation approach will be followed. CIRCoRe will also frequently report to the Rectorate, Senate, Council and Institutional Forum.
The Khampepe Report's findings and recommendations are divided into five workstreams. Seventy-five University members have accepted an invitation by the Rectorate to serve on the respective workstreams. Membership is based on stakeholder and student representation, diversity, and requisite academic and higher education development expertise.