By Nico Cloete, Peter Maassen, Richard Fehnel, Teboho Moja, Trish Gibbon, Helene Perold
The booklet provides the main entire and so much thorough research of the advancements in South African greater schooling and study after the 1st democratic elections of 1994, that's of post-Apartheid South African better schooling. the advantages to the reader are that he/she gets an in depth perception into the recent (i.e. post-1994) South African greater schooling method. the massive variety of skilled authors and editors occupied with the ebook promises that the reader could be brought within the new SA better schooling approach from lots of views which are provided in a constant and coherent manner.
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Extra resources for Transformation in Higher Education: Global Pressures and Local Realities (Higher Education Dynamics)
The re-allocation of funds on the basis of institutional performance is also intended to strengthen the global competitiveness of Japanese universities. In practice this means that the former imperial universities as ‘key institutions of graduate schools’ have received up to 25% more funding each year, while the other public institutions have received no extra funding. In addition, from 2002 onwards, the public universities have to transform into ‘independent management agencies’, a legal structure which has features of both a public and a private institution.
THE CONCEPTUAL FRAMEWORK FOR HIGHER EDUCATION UNDER APARTHEID The introduction of the 1984 constitution in the RSA, with its distinction between ‘general’ and ‘own affairs’, entrenched the apartheid divisions in education in South Africa. A direct consequence was that higher education institutions had to be designated as being for the exclusive use of one of the four race groups: African, coloured, Indian and white. By the beginning of 1985, a total of 19 higher education institutions had been designated as being ‘for the exclusive use of whites’, two as being ‘for the exclusive use of coloureds’, two ‘for the exclusive use of Indians’, and six as being ‘for the exclusive use of Africans’.
We need to and can learn much more about what works and what does not work. From that perspective the notion of responsiveness is highly relevant – not just for the higher education institutions in their relationships with the state and society, but also for state authorities. They should be responsive to the unintended effects of their interventions, not by blaming the higher education institutions, globalisation or capacity problems for any implementation failures, but by trying to understand the how, what and why of the unintended effects, and use this understanding in future policy processes.