Study South Africa
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2013
- Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64878 , vital:28623
- Description: [Editor's Letter]: Study South Africa has been the global mouthpiece of the International Education Association of South Africa (IEASA) and South African Higher Education since the publication of its first edition in 1999. It grew from a publication that served as a guide to South African Higher Education to a comprehensive source of information for the international academic community and others interested in South Africa’s tertiary education sector. This annual publication requires knowledgeable contributors as well as skilful editorial and other technical support. For the past number of years the editorial team was ably supported by Loveness Kaunda from the University of Cape Town (UCT). She provided the publication with her time, energy and knowledge. However, as she retired from her UCT position, she will no longer be available to consult with on a regular basis. This edition of Study South Africa is dedicated to her as a token of gratitude for all her time and passion. Another source of knowledge and inspiration is Patrick Fish - a higher education specialist who does research on topics relevant to the South African Higher Education landscape and provides us with up-to-date information. His writing skills turn the first number of pages of this publication into a real source of information. The knowledge about South African universities will be incomplete without the contributions of the universities themselves. A common trend this year is the focus on excellence of teaching and research as well as the relevance of South African Higher Education to local students functioning in an ever globalising world. It is also evident that most of the South African universities are aware of the need to be globally competitive, not only to attract the best international students, but also to be able to compete in a very competitive global knowledge driven environment. Study South Africa is again proudly presented by IEASA. This edition, focussing on Internationalisation of Higher Education, with a specific focus on South Africa in a changing world, again illustrates the interconnectedness of global higher education. It is envisaged that future editions will explore and document the collaboration between IEASA and similar organisations that is promoting the Internationalisation of Higher Education as well as global trends in international higher education affecting internationalisation of higher education in emerging countries. , 13th Edition
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- Date Issued: 2013
Study South Africa
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2012
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64928 , vital:28637 , ISBN 9780620542661
- Description: [Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning. , 12th Edition
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- Date Issued: 2012
Study South Africa
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2010
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64963 , vital:28640 , ISBN 9780620482172
- Description: [Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility. , 10th Edition
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- Date Issued: 2010