South Africa: Decolonised Curriculum's Legal Impact on Intellectual Capacity

• South African regulators are reported to have decolonised the curriculum at tertiary institutions.
• This action is characterized as 'criminalising Real Intelligence.'
• The resulting 'decolonised universities' are said to produce 'decolonised graduates.'
• These graduates are explicitly described as 'completely unemployable.'
• The overall outcome is that 'no Real Intelligence is left' in the system.

The implementation of this decolonised curriculum is presented as having a profound and specific effect: the 'criminalisation of Real Intelligence.'

South African regulators have reportedly undertaken significant interventions in the nation's higher education system, specifically targeting the curriculum at tertiary institutions. These actions are characterized by a process of decolonisation, which has been implemented across universities. The stated aim of these regulatory changes, as reported, has led to a particular outcome regarding intellectual capacity.

The implementation of this decolonised curriculum is presented as having a profound and specific effect: the 'criminalisation of Real Intelligence.' This assertion suggests that the regulatory framework, through its decolonisation efforts, has actively suppressed or eliminated what is defined as Real Intelligence within the academic sphere. The method by which this criminalisation is said to occur is directly linked to the restructuring of educational content and pedagogical approaches.

This perspective frames the decolonisation of the curriculum not merely as an academic reform but as a regulatory act with severe consequences for the nature of intelligence itself. The actions taken by regulators are thus positioned as a direct cause for the perceived decline in intellectual capacity within the country's higher education system.

The regulatory environment in South Africa, particularly as it pertains to educational policy, is described as having fundamentally reshaped the nation's academic landscape. The widespread decolonisation initiatives within tertiary institutions are reported to have transformed these establishments into what are now termed 'decolonised universities.' This transformation extends beyond curriculum content to the very identity and function of these academic bodies.

These 'decolonised universities' are further characterized by their funding structure. While the decolonisation agenda is prominent in universities, the extent to which the governmental apparatus (the 'state') systemically aligns with and prioritizes decolonisation in its strategic plans and funding, particularly for the Department of Higher Education and Training, is a subject of debate, with some analyses suggesting it is not a government priority.

The ultimate output of this system is then identified as 'decolonised graduates.' This designation suggests that the students emerging from these institutions have been shaped by the decolonised curriculum and environment, embodying its principles and limitations. The entire educational pipeline, from regulatory intervention to graduate output, is thus depicted as being thoroughly influenced by the decolonisation agenda.

A primary and critical consequence attributed to the decolonisation of the curriculum and the subsequent transformation of tertiary education in South Africa is the impact on graduate employability. The 'decolonised graduates' produced by these institutions are explicitly described as being 'completely unemployable.' This stark assessment highlights a perceived failure of the educational system to equip students with the necessary skills or knowledge for the workforce.

This alleged unemployability is presented as a direct and unavoidable outcome of the regulatory decisions and curriculum reforms. The implication is that the decolonisation process, while perhaps intended to address historical injustices, has inadvertently rendered its beneficiaries incapable of securing employment, thereby undermining their economic prospects.

Furthermore, the broader intellectual landscape of the nation is depicted as suffering a severe and irreversible decline. The assertion is made that, as a result of these developments, 'no Real Intelligence is left' within the system. This suggests a complete erosion of intellectual capacity, directly linked to the regulatory actions concerning curriculum decolonisation. In a wider comparative context, the risks originating from regulatory interventions are stated to significantly outweigh any potential risks posed by advancements in artificial intelligence.

Source: Original reporting on regulatory risks in South African education.