Retention and dropout rates for a sample of national higher certificate students in the school of accounting
- Authors: Beck, Richard Alan
- Date: 2011
- Subjects: College dropouts -- South Africa , Learning ability , Education, Higher -- South Africa , Accounting -- Study and teaching
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:8971 , http://hdl.handle.net/10948/1408 , College dropouts -- South Africa , Learning ability , Education, Higher -- South Africa , Accounting -- Study and teaching
- Description: Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.
- Full Text:
- Date Issued: 2011
- Authors: Beck, Richard Alan
- Date: 2011
- Subjects: College dropouts -- South Africa , Learning ability , Education, Higher -- South Africa , Accounting -- Study and teaching
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:8971 , http://hdl.handle.net/10948/1408 , College dropouts -- South Africa , Learning ability , Education, Higher -- South Africa , Accounting -- Study and teaching
- Description: Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.
- Full Text:
- Date Issued: 2011
A social realist account of constraints and enablements navigated by South African students during the four year professional accounting programme at Rhodes University, South Africa
- Authors: Myers, Lyndrianne Peta
- Date: 2019
- Subjects: Rhodes University -- Students , Accounting -- Study and teaching (Higher) -- South Africa , Education, Higher -- South Africa , Education, Higher -- Social aspects -- South Africa , Education, Higher -- Finance -- South Africa , Higher education and state -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93800 , vital:30946
- Description: This dissertation is an analysis of the enablements and constraints navigated by 43 students from different academic years within the Department of Accounting, Rhodes University, in their pursuit of obtaining the postgraduate Diploma in Accounting (DipAcc) qualification. Passing this diploma year entitles students to become Trainee Accountants, which is one of the requirements for their ultimate goal of becoming a chartered accountant. In the course of semi-structured, face-to-face interviews conducted for this study, students from across the four years of the professional degree programme, shared what had helped or hindered them on their journeys to and through Rhodes University, and within the Department of Accounting at this university. Focus group discussions were then held with academics from the department, where the student participants’ experiences were shared. The responses of the members of the focus groups confirmed many of the student participants’ experiences as did interviews with representatives from the South African Institute of Chartered Accountants (SAICA). These representatives also spoke about students’ experiences at other campuses. To determine how localised the student participants’ experiences were, selected individuals from a number of other Departments or Schools of Accounting at SAICA-accredited institutions in South Africa were also interviewed. SAICA representatives also discussed the ‘pervasive skills’ which trainee accountants are expected to acquire. The perspectives from these different groups, have provided validation of the student research participants’ experiences. Critical Realism and Social Realism were used as theoretical underpinnings while Social Realism, Bernstein’s Pedagogic Device, Legitimation Code Theory and New Literacies Theory were used as explanatory theories. Using these theories, the participants’ experiences were analysed and could be understood in a different way. This dissertation reveals how this unequal privileging of individuals as a result of the existing structures is perpetuated at university level. It is the poorer students from under-resourced schools who generally struggle with the language and the practices and ways of being required for success at university. Student participants’ experiences of constraint and enablement arose primarily in the areas of the finances required for tuition and living expenses while at university; having English as a language of learning; and difficulties experienced with taking advantage of the learning opportunities within the department. Research participants also spoke about their experiences of transformation in terms of both student protests, and a mentoring programme which assisted them in gaining access to the practises and ways of being required for the discipline. In so doing they were inducted into the discipline’s community of practice. This dissertation has assisted in providing an understanding of what has helped and what has hindered students at Rhodes University, on their journeys towards obtaining the Postgraduate Diploma in Accounting qualification. It has also provided insight into the mechanisms which lie behind these experiences. This study will provide practitioners and policy-makers with the opportunity to be better informed about students’ struggles, to contemplate their interactions with students and to identify, remove or reduce unnecessarily burdensome hurdles. Equally and perhaps more importantly, this study and the work which emerges as a result of this research, will provide students with tools to assist them in their academic journeys, to manage essential hurdles, and to eliminate or avoid unnecessary hurdles.
- Full Text:
- Date Issued: 2019
- Authors: Myers, Lyndrianne Peta
- Date: 2019
- Subjects: Rhodes University -- Students , Accounting -- Study and teaching (Higher) -- South Africa , Education, Higher -- South Africa , Education, Higher -- Social aspects -- South Africa , Education, Higher -- Finance -- South Africa , Higher education and state -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93800 , vital:30946
- Description: This dissertation is an analysis of the enablements and constraints navigated by 43 students from different academic years within the Department of Accounting, Rhodes University, in their pursuit of obtaining the postgraduate Diploma in Accounting (DipAcc) qualification. Passing this diploma year entitles students to become Trainee Accountants, which is one of the requirements for their ultimate goal of becoming a chartered accountant. In the course of semi-structured, face-to-face interviews conducted for this study, students from across the four years of the professional degree programme, shared what had helped or hindered them on their journeys to and through Rhodes University, and within the Department of Accounting at this university. Focus group discussions were then held with academics from the department, where the student participants’ experiences were shared. The responses of the members of the focus groups confirmed many of the student participants’ experiences as did interviews with representatives from the South African Institute of Chartered Accountants (SAICA). These representatives also spoke about students’ experiences at other campuses. To determine how localised the student participants’ experiences were, selected individuals from a number of other Departments or Schools of Accounting at SAICA-accredited institutions in South Africa were also interviewed. SAICA representatives also discussed the ‘pervasive skills’ which trainee accountants are expected to acquire. The perspectives from these different groups, have provided validation of the student research participants’ experiences. Critical Realism and Social Realism were used as theoretical underpinnings while Social Realism, Bernstein’s Pedagogic Device, Legitimation Code Theory and New Literacies Theory were used as explanatory theories. Using these theories, the participants’ experiences were analysed and could be understood in a different way. This dissertation reveals how this unequal privileging of individuals as a result of the existing structures is perpetuated at university level. It is the poorer students from under-resourced schools who generally struggle with the language and the practices and ways of being required for success at university. Student participants’ experiences of constraint and enablement arose primarily in the areas of the finances required for tuition and living expenses while at university; having English as a language of learning; and difficulties experienced with taking advantage of the learning opportunities within the department. Research participants also spoke about their experiences of transformation in terms of both student protests, and a mentoring programme which assisted them in gaining access to the practises and ways of being required for the discipline. In so doing they were inducted into the discipline’s community of practice. This dissertation has assisted in providing an understanding of what has helped and what has hindered students at Rhodes University, on their journeys towards obtaining the Postgraduate Diploma in Accounting qualification. It has also provided insight into the mechanisms which lie behind these experiences. This study will provide practitioners and policy-makers with the opportunity to be better informed about students’ struggles, to contemplate their interactions with students and to identify, remove or reduce unnecessarily burdensome hurdles. Equally and perhaps more importantly, this study and the work which emerges as a result of this research, will provide students with tools to assist them in their academic journeys, to manage essential hurdles, and to eliminate or avoid unnecessary hurdles.
- Full Text:
- Date Issued: 2019
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2015
- 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/10962/64911 , vital:28636 , ISBN 9780620672306
- Description: [Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping. , 15th Edition
- Full Text:
- Date Issued: 2015
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2015
- 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/10962/64911 , vital:28636 , ISBN 9780620672306
- Description: [Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping. , 15th Edition
- Full Text:
- Date Issued: 2015
A model for the alignment of ICT education with business ICT skills requirements
- Authors: Calitz, André Paul
- Date: 2010
- Subjects: Educational technology -- South Africa , Education, Higher -- South Africa , Information technology -- Social aspects -- South Africa , Information technology -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DBA
- Identifier: vital:8662 , http://hdl.handle.net/10948/1418 , Educational technology -- South Africa , Education, Higher -- South Africa , Information technology -- Social aspects -- South Africa , Information technology -- Study and teaching
- Description: The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented.
- Full Text:
- Date Issued: 2010
- Authors: Calitz, André Paul
- Date: 2010
- Subjects: Educational technology -- South Africa , Education, Higher -- South Africa , Information technology -- Social aspects -- South Africa , Information technology -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DBA
- Identifier: vital:8662 , http://hdl.handle.net/10948/1418 , Educational technology -- South Africa , Education, Higher -- South Africa , Information technology -- Social aspects -- South Africa , Information technology -- Study and teaching
- Description: The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented.
- Full Text:
- Date Issued: 2010
Study South Africa
- International Education Association of South Africa (IEASA), Mason, Andy
- Authors: International Education Association of South Africa (IEASA) , Mason, Andy
- Date: 2002
- 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/10962/65310 , vital:28744 , ISBN 0620247290
- Description: [Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today. , 2nd Edition
- Full Text:
- Date Issued: 2002
- Authors: International Education Association of South Africa (IEASA) , Mason, Andy
- Date: 2002
- 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/10962/65310 , vital:28744 , ISBN 0620247290
- Description: [Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today. , 2nd Edition
- Full Text:
- Date Issued: 2002
In marketing, it’s either you have it or you don’t : a study of knowledge and knowers legitimated in the marketing diploma curriculum in South Africa
- Authors: Ncube, Kevin
- Date: 2021
- Subjects: Marketing -- Study and teaching (Higher) -- Curricula , Marketing -- Study and teaching (Higher) -- South Africa , Vocational qualifications -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/172230 , vital:42178 , 10.21504/10962/172230
- Description: This study was undertaken in the South African higher education system in which the differentiation of institutions still reflects racial inequalities from the country’s history of colonial apartheid. As an educator in an institutional type referred to as Universities of Technology, I had become increasingly concerned about who succeeds, how they succeed, who fails, and who drops out. The South Africa education system broadly suffers from low student retention and high drop out with lower success rates mostly affecting Black students. By the end of apartheid in 1994, Black students had been entering Technikons en masse and were the dominant student group in these institutions which changed designation to Universities of Technology in 2005. Technikons offered programmes with a stronger technological and vocational orientation focusing on qualifications directly linked to the job market. They did not offer postgraduate programmes and today, Universities of Technology still produce little research. These institutions also battle with a far lower throughput rate than Traditional Universities and a higher graduate unemployment rate. This has led to a call for better theorised accounts of applied knowledge to replace unhelpful common-sense understandings. There was thus a call in the literature for studies, such as this one, that focused on the nature of knowledge in a diploma curriculum. Furthermore, the field of Marketing is under-researched. The field of Marketing has been characterised as having a weak theoretical foundation and as appropriating knowledge from other fields without growth of the field per se. In Marketing, importance is placed on the possession of a broad spectrum of general knowledge, rather than specialised accounts of the field. The study sought to examine the following research questions: 1) What kind of knowledge is privileged in the Marketing diploma? 2) How does the positioning of actors in the field of Marketing education impact on the choice and structure of knowledge privileged in the curriculum? The study was undertaken mainly through the use of interviews to explore academics’ perspectives on what is valued in the Marketing curriculum. Thirty-one academics from 11 institutions participated in the study. I also analysed course guides and other documentation related to the curriculum. The study analysed the organising of knowledge in the Marketing curriculum. To do this, the study drew on Legitimation Code Theory and in particular the tools of Specialisation and Semantics. These tools allowed the analysis of data to establish the basis on which it is specialised from other fields and the extent to which the field is contextually or conceptually coherent. The data demonstrated that academics who lecture in Marketing entered Marketing education from a diverse range of disciplines. The data also confirmed, in line with the literature, that the field of Marketing draws from multiple disciplines and fields for the purposes of serving the world of work. In Bernsteinian terms the nature of the Marketing curriculum is identified as a ‘region’. However, the data also demonstrated that the field of Marketing serves a heterogenous world of work characterised by constant changes which do not seem to allow a stable development of the field. The field of Marketing was thus portrayed as a region tending towards a generic, raising questions about the reliability of its knowledge base. The nature of generics often leads to an openness which is associated with instability, a weaker autonomy, and an inability to differentiate the field from others with further implications that knowledge in the curriculum is likely to be unsettled. One of the key findings was that while there was significant focus on knowledge, this was not the main basis on which success is achieved. Despite the ample evidence of knowledge in the Marketing curriculum, there was little agreement as to what constituted that knowledge, the actual nature of that knowledge was not settled, broadly agreed upon, nor particularly complex, drawing as it did on ‘everyday’ understandings of the world. The data revealed that there was little evidence that the knowledge was particularly specialised nor that it allowed for cumulative acquisition of ‘powerful knowledge’. Rather, the knowledges in the field of Marketing were characterised by a horizontal knowledge structure consisting of a set of languages acquired separately. The knowledges were based on different and sometimes even contradictory assumptions and thus presented few opportunities to integrate previous theories to build a more powerful knowledge structure. The knowledges tended to be context specific as opposed to being abstract or conceptual. There are social justice implications for fields in which the acquirer is only afforded context specific knowledges and as such has to acquire an endless series of low-level knowledges. They are not given access to powerful knowledge characterised by induction into a system of meaning which enables a more meaningful engagement with the complex world and thinking the not yet thought. In such instances, the education arguably does not provide access to the kind of specialised knowledge which allows for powerful meaning making in the world. The study calls for a strengthening of the epistemic spine of the Marketing diploma to provide access to more abstract, principled knowledge. A major finding was that most of the lecturers’ responses focused on the need for being a particular kind of knower to be successful in Marketing. The kind of person valued in Marketing was portrayed as possessing a particular personality and natural talent which were rarely seen as dependent on the knowledge acquired during the diploma, but rather on the dispositions that students brought. The respondents also mostly raised concerns that most of the students enrolled in Marketing did not to have the requisite ‘Marketing personalities’. Students were expected to be from a particular social class intimated through reference to their backgrounds, the schools they went to, their access to technologies, and the geographical regions they came from. They were expected to bring a particular language competency. Social class and language were arguably also used as coded reference to racial category, and this was more explicitly indicated by some respondents. The dominance of the knower in the data revealed that in Marketing, “you either have it or you don’t” indicating a strong view that Marketers are born with the necessary inherent characteristics of “confidence and people-skills” or belong to the social group that develops them. The implications were that if you do not have it, there is nothing one can do to get . This particular finding raises serious social justice issues on access and success in Marketing. If there is nothing that can be done to develop these characteristics, allowing such people into Marketing is setting them up for failure. On the other hand, denying access based on birth and social grouping raises concerns of the justice in the societies we live in. The study calls for an explicit engagement with the assumptions about the knower’s dispositions. While it was consistently evident that such dispositions were key to the specialisation of the field, the assumption that students either had these dispositions or lacked them is a social injustice and raises a number of unanswerable and painful questions given the racially differentiated success rates. The study concludes by calling for academics to explicitly curriculate for the target dispositions so that students are exposed to the value of these dispositions and given opportunities to engage with them.
- Full Text:
- Date Issued: 2021
- Authors: Ncube, Kevin
- Date: 2021
- Subjects: Marketing -- Study and teaching (Higher) -- Curricula , Marketing -- Study and teaching (Higher) -- South Africa , Vocational qualifications -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/172230 , vital:42178 , 10.21504/10962/172230
- Description: This study was undertaken in the South African higher education system in which the differentiation of institutions still reflects racial inequalities from the country’s history of colonial apartheid. As an educator in an institutional type referred to as Universities of Technology, I had become increasingly concerned about who succeeds, how they succeed, who fails, and who drops out. The South Africa education system broadly suffers from low student retention and high drop out with lower success rates mostly affecting Black students. By the end of apartheid in 1994, Black students had been entering Technikons en masse and were the dominant student group in these institutions which changed designation to Universities of Technology in 2005. Technikons offered programmes with a stronger technological and vocational orientation focusing on qualifications directly linked to the job market. They did not offer postgraduate programmes and today, Universities of Technology still produce little research. These institutions also battle with a far lower throughput rate than Traditional Universities and a higher graduate unemployment rate. This has led to a call for better theorised accounts of applied knowledge to replace unhelpful common-sense understandings. There was thus a call in the literature for studies, such as this one, that focused on the nature of knowledge in a diploma curriculum. Furthermore, the field of Marketing is under-researched. The field of Marketing has been characterised as having a weak theoretical foundation and as appropriating knowledge from other fields without growth of the field per se. In Marketing, importance is placed on the possession of a broad spectrum of general knowledge, rather than specialised accounts of the field. The study sought to examine the following research questions: 1) What kind of knowledge is privileged in the Marketing diploma? 2) How does the positioning of actors in the field of Marketing education impact on the choice and structure of knowledge privileged in the curriculum? The study was undertaken mainly through the use of interviews to explore academics’ perspectives on what is valued in the Marketing curriculum. Thirty-one academics from 11 institutions participated in the study. I also analysed course guides and other documentation related to the curriculum. The study analysed the organising of knowledge in the Marketing curriculum. To do this, the study drew on Legitimation Code Theory and in particular the tools of Specialisation and Semantics. These tools allowed the analysis of data to establish the basis on which it is specialised from other fields and the extent to which the field is contextually or conceptually coherent. The data demonstrated that academics who lecture in Marketing entered Marketing education from a diverse range of disciplines. The data also confirmed, in line with the literature, that the field of Marketing draws from multiple disciplines and fields for the purposes of serving the world of work. In Bernsteinian terms the nature of the Marketing curriculum is identified as a ‘region’. However, the data also demonstrated that the field of Marketing serves a heterogenous world of work characterised by constant changes which do not seem to allow a stable development of the field. The field of Marketing was thus portrayed as a region tending towards a generic, raising questions about the reliability of its knowledge base. The nature of generics often leads to an openness which is associated with instability, a weaker autonomy, and an inability to differentiate the field from others with further implications that knowledge in the curriculum is likely to be unsettled. One of the key findings was that while there was significant focus on knowledge, this was not the main basis on which success is achieved. Despite the ample evidence of knowledge in the Marketing curriculum, there was little agreement as to what constituted that knowledge, the actual nature of that knowledge was not settled, broadly agreed upon, nor particularly complex, drawing as it did on ‘everyday’ understandings of the world. The data revealed that there was little evidence that the knowledge was particularly specialised nor that it allowed for cumulative acquisition of ‘powerful knowledge’. Rather, the knowledges in the field of Marketing were characterised by a horizontal knowledge structure consisting of a set of languages acquired separately. The knowledges were based on different and sometimes even contradictory assumptions and thus presented few opportunities to integrate previous theories to build a more powerful knowledge structure. The knowledges tended to be context specific as opposed to being abstract or conceptual. There are social justice implications for fields in which the acquirer is only afforded context specific knowledges and as such has to acquire an endless series of low-level knowledges. They are not given access to powerful knowledge characterised by induction into a system of meaning which enables a more meaningful engagement with the complex world and thinking the not yet thought. In such instances, the education arguably does not provide access to the kind of specialised knowledge which allows for powerful meaning making in the world. The study calls for a strengthening of the epistemic spine of the Marketing diploma to provide access to more abstract, principled knowledge. A major finding was that most of the lecturers’ responses focused on the need for being a particular kind of knower to be successful in Marketing. The kind of person valued in Marketing was portrayed as possessing a particular personality and natural talent which were rarely seen as dependent on the knowledge acquired during the diploma, but rather on the dispositions that students brought. The respondents also mostly raised concerns that most of the students enrolled in Marketing did not to have the requisite ‘Marketing personalities’. Students were expected to be from a particular social class intimated through reference to their backgrounds, the schools they went to, their access to technologies, and the geographical regions they came from. They were expected to bring a particular language competency. Social class and language were arguably also used as coded reference to racial category, and this was more explicitly indicated by some respondents. The dominance of the knower in the data revealed that in Marketing, “you either have it or you don’t” indicating a strong view that Marketers are born with the necessary inherent characteristics of “confidence and people-skills” or belong to the social group that develops them. The implications were that if you do not have it, there is nothing one can do to get . This particular finding raises serious social justice issues on access and success in Marketing. If there is nothing that can be done to develop these characteristics, allowing such people into Marketing is setting them up for failure. On the other hand, denying access based on birth and social grouping raises concerns of the justice in the societies we live in. The study calls for an explicit engagement with the assumptions about the knower’s dispositions. While it was consistently evident that such dispositions were key to the specialisation of the field, the assumption that students either had these dispositions or lacked them is a social injustice and raises a number of unanswerable and painful questions given the racially differentiated success rates. The study concludes by calling for academics to explicitly curriculate for the target dispositions so that students are exposed to the value of these dispositions and given opportunities to engage with them.
- Full Text:
- Date Issued: 2021
Study abroad in South Africa
- International Education Association of South Africa (IEASA), Mason, Andy
- Authors: International Education Association of South Africa (IEASA) , Mason, Andy
- Date: 2001
- 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/10962/65375 , vital:28753 , ISBN 0620247290
- Description: [Message from the Honorable Minister of Education, Prof. Kader Asmal]: I am pleased to provide a message for this important Guide to South African Universities and Technikons so soon after my appointment as Minister of Education. Each country depends on the higher education system to meet high human resource needs and to be the engine for the creation of new knowledge and innovation, and critical discourse. Our system offers students a wide choice of career options in a variety of differing environments of a world-class standard. Our universities and technikons play a vital role in preparing students, by equipping them with the necessary knowledge and skills, to take up their rightful place in society and to contribute to the socio-economic development of our country and the many other countries from which students come to study in South Africa. This also affords them the opportunity of making a substantial contribution to the development of human resources in their specialised fields. Like schools, our universities, technikons and other third level institutions must become vibrant centres of community and cultural life. We are looking at the ways in which universities can contribute to the responsibility of citizenship - within an atmosphere of voluntary help. This may be in the form of community service, which many institutions are already involved in, or, for instance, in the form of assisting with a national literacy campaign. In addition they must provide a safe and secure environment conducive to promoting their mission of teaching and learning, scholarship and research, and community service. Proper preparation for the challenges of a fast globalising world is essential if our students are to contribute to the development of the societies and the countries in which they live. Therefore I am committed to building a responsive higher education system of high quality. Such a system should demonstrate its readiness to meet the challenges of the 20st Century. , 1st Edition
- Full Text:
- Date Issued: 2001
- Authors: International Education Association of South Africa (IEASA) , Mason, Andy
- Date: 2001
- 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/10962/65375 , vital:28753 , ISBN 0620247290
- Description: [Message from the Honorable Minister of Education, Prof. Kader Asmal]: I am pleased to provide a message for this important Guide to South African Universities and Technikons so soon after my appointment as Minister of Education. Each country depends on the higher education system to meet high human resource needs and to be the engine for the creation of new knowledge and innovation, and critical discourse. Our system offers students a wide choice of career options in a variety of differing environments of a world-class standard. Our universities and technikons play a vital role in preparing students, by equipping them with the necessary knowledge and skills, to take up their rightful place in society and to contribute to the socio-economic development of our country and the many other countries from which students come to study in South Africa. This also affords them the opportunity of making a substantial contribution to the development of human resources in their specialised fields. Like schools, our universities, technikons and other third level institutions must become vibrant centres of community and cultural life. We are looking at the ways in which universities can contribute to the responsibility of citizenship - within an atmosphere of voluntary help. This may be in the form of community service, which many institutions are already involved in, or, for instance, in the form of assisting with a national literacy campaign. In addition they must provide a safe and secure environment conducive to promoting their mission of teaching and learning, scholarship and research, and community service. Proper preparation for the challenges of a fast globalising world is essential if our students are to contribute to the development of the societies and the countries in which they live. Therefore I am committed to building a responsive higher education system of high quality. Such a system should demonstrate its readiness to meet the challenges of the 20st Century. , 1st Edition
- Full Text:
- Date Issued: 2001
Study South Africa
- International Education Association of South Africa (IEASA), Van Essche, Alexandra
- Authors: International Education Association of South Africa (IEASA) , Van Essche, Alexandra
- Date: 2004
- 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/10962/65333 , vital:28746 , ISBN 0620247290
- Description: [Message from the President of IEASA, Dr Roshen Kishun]: The fourth edition of Study South Africa; Guide to South African Tertiary Education coincides with a momentous event in the history of South Africa. It is the 10th anniversary of the democracy after the 1994 elections that ended apartheid. It is time to celebrate the achievements, the development strides, and the reintegration of South Africa into the world community. The International Education Association of South Africa (IEASA) welcomes the new Minister of Education, Ms Naledi Pandor, elected to the Cabinet after the April 2004 elections. We wish her well in her new and demanding portfolio. We are confident that the Minister will support the tertiary education sector to develop linkages between international education, skilled migration and the transition to knowledge economies. While we believe that a free and democratic country may be the most powerful attraction for international students wishing to study in South Africa there are other reasons. South Africa is rated as a technological powerhouse on the African continent. Comparatively South Africa’s educational infrastructure can be compared with the best in the world. Its research sector is by far the strongest in Africa. The country has adopted English as one of its official languages and it is the main medium of instruction in the tertiary education sector. A significant factor which makes South African qualifications attractive is the relatively lower cost of study. Study in South Africa offers the best of both worlds to international students, combining the experience of living in Africa with the opportunity to obtain quality education at a fraction of the cost. In the ten years since 1994, the opening-up of the tertiary education sector in South Africa is evidenced by the dramatic increase of international students studying in the South African public education sector from about 13 000 to more than 47 000 in 2002. While the headcount numbers include distance education students, it is possible that South Africa is currently the leading host country for international students in Africa. An IDP report predicts that by 2025 almost eight million students will be educated trans-nationally. The growth in international student numbers presents South Africa with some exciting challenges in the global context. South Africa is expected to become one of the top nations in the world hosting international students in the next ten yean. Study South Africa is published in the middle of one of the most intense periods of change when the South African education system is being restructured to eliminate duplications created under the apartheid system. The number of public institutions is being reduced from 36 to 23 through mergers and incorporations. The binary divide that existed in the public higher education system pre- 2002, where there were 21 universities and 15 technikons is blurred by the creation of the universities of technology. In spite of the massive transformation, the South African higher education sector has much to offer in the form of quality education, advanced research facilities and internationally recognized qualifications. The information provided in this Guide introduces the individual institutions, their academic offerings, support services provided and other relevant details needed to make a choice of study destination Study South Africa is also a useful tool in the development of a strategy to market South African higher education into the competitive world of international education. The decision by IEASA to develop a marketing strategy is not only a reaction to global higher education pressures, but is also an acknowledgement of South Africa’s return to the global higher education community and in identified geographical areas. IEASA realised that past isolation can only be overturned by conscious new strategies. This 'marketing initiative’ meant that the presence of South Africa was highly visible at some of the leading forums dealing with international education in the world. Study South Africa is undertaken by IEASA in association with the South African Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). These organizations themselves are set to merge in the near future. We appreciate the support of the Council on Higher Education (CHE), the South African Qualifications Authority (SAQA), Unitech (Higher Education professional body for marketing, communication and development), and Professor T Mthembu. We are most grarefril to Karen MacGregor, our specialist writer, who compiled the excellent articles in this publication on achievements during the ten years of transformation. I wish to take this opportunity of thanking all those who made contributions for their support and all the tertiary education institutions in the public education sector for their participation. We are grateful to the Department of Foreign Affairs for the distribution of the Guide abroad and to members of the IEASA publications committee for their input. We appreciate the support of Artworks Publishing for working under pressure to meet publications deadline. Special thanks are due to Zandile Wanda for the work in coordinating the response from the tertiary education sector and to Alexandra van Essche for compiling and producing the Guide. Without their efforts it would not have been possible to publish the Guide. , 4th Edition
- Full Text:
- Date Issued: 2004
- Authors: International Education Association of South Africa (IEASA) , Van Essche, Alexandra
- Date: 2004
- 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/10962/65333 , vital:28746 , ISBN 0620247290
- Description: [Message from the President of IEASA, Dr Roshen Kishun]: The fourth edition of Study South Africa; Guide to South African Tertiary Education coincides with a momentous event in the history of South Africa. It is the 10th anniversary of the democracy after the 1994 elections that ended apartheid. It is time to celebrate the achievements, the development strides, and the reintegration of South Africa into the world community. The International Education Association of South Africa (IEASA) welcomes the new Minister of Education, Ms Naledi Pandor, elected to the Cabinet after the April 2004 elections. We wish her well in her new and demanding portfolio. We are confident that the Minister will support the tertiary education sector to develop linkages between international education, skilled migration and the transition to knowledge economies. While we believe that a free and democratic country may be the most powerful attraction for international students wishing to study in South Africa there are other reasons. South Africa is rated as a technological powerhouse on the African continent. Comparatively South Africa’s educational infrastructure can be compared with the best in the world. Its research sector is by far the strongest in Africa. The country has adopted English as one of its official languages and it is the main medium of instruction in the tertiary education sector. A significant factor which makes South African qualifications attractive is the relatively lower cost of study. Study in South Africa offers the best of both worlds to international students, combining the experience of living in Africa with the opportunity to obtain quality education at a fraction of the cost. In the ten years since 1994, the opening-up of the tertiary education sector in South Africa is evidenced by the dramatic increase of international students studying in the South African public education sector from about 13 000 to more than 47 000 in 2002. While the headcount numbers include distance education students, it is possible that South Africa is currently the leading host country for international students in Africa. An IDP report predicts that by 2025 almost eight million students will be educated trans-nationally. The growth in international student numbers presents South Africa with some exciting challenges in the global context. South Africa is expected to become one of the top nations in the world hosting international students in the next ten yean. Study South Africa is published in the middle of one of the most intense periods of change when the South African education system is being restructured to eliminate duplications created under the apartheid system. The number of public institutions is being reduced from 36 to 23 through mergers and incorporations. The binary divide that existed in the public higher education system pre- 2002, where there were 21 universities and 15 technikons is blurred by the creation of the universities of technology. In spite of the massive transformation, the South African higher education sector has much to offer in the form of quality education, advanced research facilities and internationally recognized qualifications. The information provided in this Guide introduces the individual institutions, their academic offerings, support services provided and other relevant details needed to make a choice of study destination Study South Africa is also a useful tool in the development of a strategy to market South African higher education into the competitive world of international education. The decision by IEASA to develop a marketing strategy is not only a reaction to global higher education pressures, but is also an acknowledgement of South Africa’s return to the global higher education community and in identified geographical areas. IEASA realised that past isolation can only be overturned by conscious new strategies. This 'marketing initiative’ meant that the presence of South Africa was highly visible at some of the leading forums dealing with international education in the world. Study South Africa is undertaken by IEASA in association with the South African Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). These organizations themselves are set to merge in the near future. We appreciate the support of the Council on Higher Education (CHE), the South African Qualifications Authority (SAQA), Unitech (Higher Education professional body for marketing, communication and development), and Professor T Mthembu. We are most grarefril to Karen MacGregor, our specialist writer, who compiled the excellent articles in this publication on achievements during the ten years of transformation. I wish to take this opportunity of thanking all those who made contributions for their support and all the tertiary education institutions in the public education sector for their participation. We are grateful to the Department of Foreign Affairs for the distribution of the Guide abroad and to members of the IEASA publications committee for their input. We appreciate the support of Artworks Publishing for working under pressure to meet publications deadline. Special thanks are due to Zandile Wanda for the work in coordinating the response from the tertiary education sector and to Alexandra van Essche for compiling and producing the Guide. Without their efforts it would not have been possible to publish the Guide. , 4th Edition
- Full Text:
- Date Issued: 2004
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2016
- 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/10962/64838 , vital:28614 , ISBN 9780620733601
- Description: [Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection. , 16th Edition
- Full Text:
- Date Issued: 2016
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2016
- 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/10962/64838 , vital:28614 , ISBN 9780620733601
- Description: [Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection. , 16th Edition
- Full Text:
- Date Issued: 2016
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- 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
- Full Text:
- Date Issued: 2012
- 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
- Full Text:
- Date Issued: 2012
Sustainability reporting guidelines for higher educational institutions in South Africa
- Authors: Zietsman, Jaco
- Date: 2019
- Subjects: Education, Higher -- South Africa , Corporation reports Sustainability
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/33384 , vital:32754
- Description: In the higher education sector, a number of Higher Education Institutions (HEIs) are playing a leading role in promoting sustainable initiatives. Managing these initiatives effectively can be a complex task and requires data and information from multiple sources. HEIs must ensure financial sustainability, social sustainability, environmental sustainability and educational sustainability. HEIs in South Africa are required to produce a sustainability report for the Department of Higher Education and Training (DHET) on an annual basis. HEIs are not required to use a specific set of guidelines to create a report that complies with the DHET reporting requirements. HEIs face a number of challenges in effectively managing and reporting on sustainability information, such as poor sharing and communication of information and combining information from different sources to form an integrated report. Well-structured guidelines that adheres to institution standards and governmental reporting requirements can effectively streamline the sustainability reporting process. This study investigates the requirements and challenges of effective sustainability reporting for HEIs in South Africa. A set of Global Reporting Initiative (GRI) G4 guidelines were reworked to support effective sustainability reporting by South African HEIs. Nelson Mandela University is one such HEI, which is affected by the challenges of managing and reporting on strategic sustainability information. Nelson Mandela University was therefore used as a case study in this research study. An in-depth study was done exploring how prominent international universities apply the GRI guidelines to contribute and generate integrated sustainability reports for their specific HEIs and general reporting needs and requirements. Additionally, an in-depth study of the German integrated reporting guidelines for HEI’s was conducted. Furthermore, a study of the South African DHET reporting requirements was conducted to explore the similarities that exists between the GRI (G4) guidelines and DHET requirements. The guidelines were evaluated by Nelson Mandela University personnel and academics. The final product consists of a set of GRI guidelines that have been adapted to satisfy both GRI and DHET requirements for integrated sustainability reporting for South African HEIs. The contributions from this study are a set of GRI G4 guidelines and examples for integrated sustainability reporting and management for HEIs in South Africa. The set of adapted GRI guidelines for HEIs in South Africa was created with the assistance of the strategic management departments at Nelson Mandela University. The GRI guidelines have been reworded to be specifically applicable to South African HEIs and contain instructions and guidelines on how to generate an integrated sustainability report for a South African HEI.
- Full Text:
- Date Issued: 2019
- Authors: Zietsman, Jaco
- Date: 2019
- Subjects: Education, Higher -- South Africa , Corporation reports Sustainability
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/33384 , vital:32754
- Description: In the higher education sector, a number of Higher Education Institutions (HEIs) are playing a leading role in promoting sustainable initiatives. Managing these initiatives effectively can be a complex task and requires data and information from multiple sources. HEIs must ensure financial sustainability, social sustainability, environmental sustainability and educational sustainability. HEIs in South Africa are required to produce a sustainability report for the Department of Higher Education and Training (DHET) on an annual basis. HEIs are not required to use a specific set of guidelines to create a report that complies with the DHET reporting requirements. HEIs face a number of challenges in effectively managing and reporting on sustainability information, such as poor sharing and communication of information and combining information from different sources to form an integrated report. Well-structured guidelines that adheres to institution standards and governmental reporting requirements can effectively streamline the sustainability reporting process. This study investigates the requirements and challenges of effective sustainability reporting for HEIs in South Africa. A set of Global Reporting Initiative (GRI) G4 guidelines were reworked to support effective sustainability reporting by South African HEIs. Nelson Mandela University is one such HEI, which is affected by the challenges of managing and reporting on strategic sustainability information. Nelson Mandela University was therefore used as a case study in this research study. An in-depth study was done exploring how prominent international universities apply the GRI guidelines to contribute and generate integrated sustainability reports for their specific HEIs and general reporting needs and requirements. Additionally, an in-depth study of the German integrated reporting guidelines for HEI’s was conducted. Furthermore, a study of the South African DHET reporting requirements was conducted to explore the similarities that exists between the GRI (G4) guidelines and DHET requirements. The guidelines were evaluated by Nelson Mandela University personnel and academics. The final product consists of a set of GRI guidelines that have been adapted to satisfy both GRI and DHET requirements for integrated sustainability reporting for South African HEIs. The contributions from this study are a set of GRI G4 guidelines and examples for integrated sustainability reporting and management for HEIs in South Africa. The set of adapted GRI guidelines for HEIs in South Africa was created with the assistance of the strategic management departments at Nelson Mandela University. The GRI guidelines have been reworded to be specifically applicable to South African HEIs and contain instructions and guidelines on how to generate an integrated sustainability report for a South African HEI.
- Full Text:
- Date Issued: 2019
Funding higher education and training in South Africa: a comparative study of tax incentive measures, in conjunction with a dedicated tax
- Authors: Holm, Darryn
- Date: 2018
- Subjects: Education, Higher -- Finance , Education, Higher -- South Africa , Tax incentives -- Law and legislation -- South Africa , Student aid -- South Africa , Universities and Colleges -- Taxation -- Law and legislation -- South Africa , South Africa. Income Tax Act, 1962
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/59445 , vital:27606
- Description: Higher education and training in South Africa in the post-Apartheid era has never been more volatile than it is currently, some two decades into democracy. Despite the many advances and achievements of higher education, the student protests of 2015 and 2016 have given expression to underlying fault-lines, including increasing student expectations and frustrations with regard to access and funding. This research was undertaken to document the underlying historical issues and models pertaining to funding within the higher education and training sector as well as the existing higher education and training taxation policies and incentives enacted in South Africa and selected international jurisdictions. This was done with a view to providing a framework for higher education and training tax policy formation in South Africa to assist in meeting its higher education and training “access and affordability” targets as set out in the National Plan on Higher Education and the Higher Education White Paper, while at the same time not hindering economic growth. A doctrinal research methodology was adopted in this study as it mainly analysed and interpreted legislation and policy documents and therefore the approach was qualitative in nature. An extensive literature survey was done in order to document the various internationally selected legislated higher education and training tax policies and incentives. The literature indicated that there are widespread funding perspectives and initiates, and that international tax policies enacted with the aim of ensuring that higher education and training is more accessible and affordable to the public, is stable and effective in certain jurisdictions. It is submitted that while a higher education dedicated tax may not be sufficiently effective in South Africa, a combination of broad-based tax incentives will help to promote the change to a more affordable and stable higher education funding system, whilst not preventing growth through sustainable development.
- Full Text:
- Date Issued: 2018
- Authors: Holm, Darryn
- Date: 2018
- Subjects: Education, Higher -- Finance , Education, Higher -- South Africa , Tax incentives -- Law and legislation -- South Africa , Student aid -- South Africa , Universities and Colleges -- Taxation -- Law and legislation -- South Africa , South Africa. Income Tax Act, 1962
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/59445 , vital:27606
- Description: Higher education and training in South Africa in the post-Apartheid era has never been more volatile than it is currently, some two decades into democracy. Despite the many advances and achievements of higher education, the student protests of 2015 and 2016 have given expression to underlying fault-lines, including increasing student expectations and frustrations with regard to access and funding. This research was undertaken to document the underlying historical issues and models pertaining to funding within the higher education and training sector as well as the existing higher education and training taxation policies and incentives enacted in South Africa and selected international jurisdictions. This was done with a view to providing a framework for higher education and training tax policy formation in South Africa to assist in meeting its higher education and training “access and affordability” targets as set out in the National Plan on Higher Education and the Higher Education White Paper, while at the same time not hindering economic growth. A doctrinal research methodology was adopted in this study as it mainly analysed and interpreted legislation and policy documents and therefore the approach was qualitative in nature. An extensive literature survey was done in order to document the various internationally selected legislated higher education and training tax policies and incentives. The literature indicated that there are widespread funding perspectives and initiates, and that international tax policies enacted with the aim of ensuring that higher education and training is more accessible and affordable to the public, is stable and effective in certain jurisdictions. It is submitted that while a higher education dedicated tax may not be sufficiently effective in South Africa, a combination of broad-based tax incentives will help to promote the change to a more affordable and stable higher education funding system, whilst not preventing growth through sustainable development.
- Full Text:
- Date Issued: 2018
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- 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
- Full Text:
- Date Issued: 2013
- 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
- Full Text:
- Date Issued: 2013
Study South Africa
- International Education Association of South Africa (IEASA), Mason, Andy
- Authors: International Education Association of South Africa (IEASA) , Mason, Andy
- Date: 2003
- 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/10962/65321 , vital:28745 , ISBN 0620247290
- Description: [Message from the Honorable Minister of Education, Prof. Kader Asmal]: It gives me pleasure to be able to once again give message of support for the Guide to South African Universities and Technikons. Government policy has placed higher education at the centre of the Human Resource Development Strategy. In the last edition I indicated the need to ensure that our system of higher education is relevant, accessible, efficient and provides the basis for lifelong learning. To this end we are embarking on a major transformation and reconstruction process to improve the capacity of our higher education institutions to respond nor only to national demands but also to the demands placed upon us by a globalised economy. TI1e envisaged higher education landscape should be better aligned to respond to the challenges of the constantly changing demands. The realisation of the African Union and the proposals contained in the New Programme for Africa Development calls for greater understanding of the international imperatives that will inform greater economic, political and social cooperation. All of this requires that higher education institutions should step up the pace in forging academic cooperation and linkages as well as providing an enabling environment for international students to study in South Africa. It also requires higher education institutions to ensure that the quality of the programmes offered matches or exceeds international benchmarks so that they become first choice institutions for students wanting an international experience. The initiative that the International Education Association of South Africa (IEASA) has undertaken together with the South African Universities Vice-Chancellors Association and the Committee of Technikon Principals is beginning to show some results. There has been an increase in the number of international students who seek study opportunities in our institutions. This can only strengthen our system as we gain more insight into international perspectives through these students. I wish all those involved in this endeavour success. , 3rd Edition
- Full Text:
- Date Issued: 2003
- Authors: International Education Association of South Africa (IEASA) , Mason, Andy
- Date: 2003
- 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/10962/65321 , vital:28745 , ISBN 0620247290
- Description: [Message from the Honorable Minister of Education, Prof. Kader Asmal]: It gives me pleasure to be able to once again give message of support for the Guide to South African Universities and Technikons. Government policy has placed higher education at the centre of the Human Resource Development Strategy. In the last edition I indicated the need to ensure that our system of higher education is relevant, accessible, efficient and provides the basis for lifelong learning. To this end we are embarking on a major transformation and reconstruction process to improve the capacity of our higher education institutions to respond nor only to national demands but also to the demands placed upon us by a globalised economy. TI1e envisaged higher education landscape should be better aligned to respond to the challenges of the constantly changing demands. The realisation of the African Union and the proposals contained in the New Programme for Africa Development calls for greater understanding of the international imperatives that will inform greater economic, political and social cooperation. All of this requires that higher education institutions should step up the pace in forging academic cooperation and linkages as well as providing an enabling environment for international students to study in South Africa. It also requires higher education institutions to ensure that the quality of the programmes offered matches or exceeds international benchmarks so that they become first choice institutions for students wanting an international experience. The initiative that the International Education Association of South Africa (IEASA) has undertaken together with the South African Universities Vice-Chancellors Association and the Committee of Technikon Principals is beginning to show some results. There has been an increase in the number of international students who seek study opportunities in our institutions. This can only strengthen our system as we gain more insight into international perspectives through these students. I wish all those involved in this endeavour success. , 3rd Edition
- Full Text:
- Date Issued: 2003
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2011
- 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/10962/64952 , vital:28639 , ISBN 9780620512244
- Description: [Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics. , 11th Edition
- Full Text:
- Date Issued: 2011
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2011
- 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/10962/64952 , vital:28639 , ISBN 9780620512244
- Description: [Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics. , 11th Edition
- Full Text:
- Date Issued: 2011
Study South Africa
- International Education Association of South Africa (IEASA), Higher Education South Africa (Organization), Kishun, Roshen
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2008
- 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/10962/65010 , vital:28653 , ISBN 9780620415521
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education. , 8th Edition
- Full Text:
- Date Issued: 2008
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2008
- 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/10962/65010 , vital:28653 , ISBN 9780620415521
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education. , 8th Edition
- Full Text:
- Date Issued: 2008
Pivotal role of the UNISA council in corporate governance
- Authors: Nobatyi, Andile
- Date: 2011
- Subjects: Corporate governance -- Education (Higher) -- South Africa , Education, Higher -- South Africa , Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8770 , http://hdl.handle.net/10948/d1012351 , Corporate governance -- Education (Higher) -- South Africa , Education, Higher -- South Africa , Universities and colleges -- South Africa
- Description: There have been calls the world over for academic institutions to adopt corporate forms of management. Unisa Council declared its commitment to corporate governance in the Annual report 2009. This study aims to determine whether Unisa Council activities and decisions comply with corporate governance as per the King III Code and identify any area(s) of improvement. Case study research was undertaken to investigate compliance with the principles of good governance as recommended in the Code. A checklist was used to collect data from university documents and this data was analysed by pattern matching. Unisa performance was then compared with that of University of KwaZulu-Natal. Unisa Council performed 91percent of recommended practices and thereby complied with 87 percent of principles of good governance as per the King III Code on Corporate Governance. Unisa did not comply with three principles and neither complied nor not-complied with five principles as the level of performance of corresponding recommended practices was below the threshold of 75 percent. UKZN achieved 91 percent performance of the recommended practices and thereby obtained 87 percent compliance. The study also showed that practicing corporate forms of management to improve academic governance does not necessarily relegate academic interest to lower levels. This means that these institutions delivered on their mandate from the Higher Education Act, 1997 (as amended). Unisa and UKZN are primarily public institutions of higher education and not profit driven, despite them embracing corporate forms of management.
- Full Text:
- Date Issued: 2011
- Authors: Nobatyi, Andile
- Date: 2011
- Subjects: Corporate governance -- Education (Higher) -- South Africa , Education, Higher -- South Africa , Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8770 , http://hdl.handle.net/10948/d1012351 , Corporate governance -- Education (Higher) -- South Africa , Education, Higher -- South Africa , Universities and colleges -- South Africa
- Description: There have been calls the world over for academic institutions to adopt corporate forms of management. Unisa Council declared its commitment to corporate governance in the Annual report 2009. This study aims to determine whether Unisa Council activities and decisions comply with corporate governance as per the King III Code and identify any area(s) of improvement. Case study research was undertaken to investigate compliance with the principles of good governance as recommended in the Code. A checklist was used to collect data from university documents and this data was analysed by pattern matching. Unisa performance was then compared with that of University of KwaZulu-Natal. Unisa Council performed 91percent of recommended practices and thereby complied with 87 percent of principles of good governance as per the King III Code on Corporate Governance. Unisa did not comply with three principles and neither complied nor not-complied with five principles as the level of performance of corresponding recommended practices was below the threshold of 75 percent. UKZN achieved 91 percent performance of the recommended practices and thereby obtained 87 percent compliance. The study also showed that practicing corporate forms of management to improve academic governance does not necessarily relegate academic interest to lower levels. This means that these institutions delivered on their mandate from the Higher Education Act, 1997 (as amended). Unisa and UKZN are primarily public institutions of higher education and not profit driven, despite them embracing corporate forms of management.
- Full Text:
- Date Issued: 2011
The effects of education on economic growth and global competitiveness: a statistical approach
- Mbatha, Erica Isabel Tavares Da Silva
- Authors: Mbatha, Erica Isabel Tavares Da Silva
- Date: 2020
- Subjects: Economic development -- Effect of education on -- South Africa , Education, Higher -- South Africa , Educational attainment -- South Africa
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/147558 , vital:38649
- Description: This thesis investigates whether there is a relationship between education, economic growth and global competitiveness and whether there is a relationship between South Africa’s current throughput rates in institutions of higher education, and its economic growth and global competitiveness. Economic growth is defined as a country’s ability to improve the life of its average citizen based on the strength of its economy. As such, it is increasingly important for a country to assess the factors that contribute to the improvement of their economy, which will ultimately result in its economic growth. Global competitiveness is an indication of how countries are able to provide for their people internally, as well as participate in the international market. To this end, economic growth and global competitiveness are two proxies that can be used to demonstrate the economic wellbeing of a country. Considering that prosperity under economic growth and global competitiveness of a country are driven by its people, one of the aims of this thesis was to investigate whether there is a relationship between education and economic growth and global competitiveness. Considering the recent demand in free education in South Africa, it is also important to understand whether there is a relationship between South Africa’s current throughput rates at higher education institutions and its economic growth and global competitiveness. Bearing in mind the political past which has led to inequality in the country, it is important to understand which types of education contribute to the economy and which types need to be further supported in order to increase the country’s economic productivity. Therefore, an additional aim of the thesis was to determine the relationship between South Africa’s current throughput rates in institutions of higher education, and its economic growth and global competitiveness. To address the aforementioned aims, data were collected from various open access online repositories. All the data were collated and numerous general linear models were constructed and tested to determine the different relationships as per the two aims. The results reveal that secondary school education had the highest impact on economic growth and global competitiveness on a global scale. This could be attributed to the fact that secondary school graduates tend to make up the largest part of the general workforce and as such, would make up a substantial proportion of the economy. Regarding South Africa, the only significant relationships were between green cluster universities (universities that focus on both research and technical training) and global competitiveness. Overall average throughput rates in all academic institutions were low; this could indicate that perhaps there are issues within the higher education system itself that need to be addressed in order to increase the throughput rate. From a managerial perspective, the results of this research stress the importance for the government to further investigate this area of study, as the call for free education becomes more prominent. The low throughput rates seem to suggest that the government is spending substantial amounts of money on students who do not always complete their studies. More research needs to be done to assess the root of the problem in South Africa’s tertiary education system, in order to ensure that this aspect increases its positive contribution towards the country’s economic growth and global competitiveness.
- Full Text:
- Date Issued: 2020
- Authors: Mbatha, Erica Isabel Tavares Da Silva
- Date: 2020
- Subjects: Economic development -- Effect of education on -- South Africa , Education, Higher -- South Africa , Educational attainment -- South Africa
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/147558 , vital:38649
- Description: This thesis investigates whether there is a relationship between education, economic growth and global competitiveness and whether there is a relationship between South Africa’s current throughput rates in institutions of higher education, and its economic growth and global competitiveness. Economic growth is defined as a country’s ability to improve the life of its average citizen based on the strength of its economy. As such, it is increasingly important for a country to assess the factors that contribute to the improvement of their economy, which will ultimately result in its economic growth. Global competitiveness is an indication of how countries are able to provide for their people internally, as well as participate in the international market. To this end, economic growth and global competitiveness are two proxies that can be used to demonstrate the economic wellbeing of a country. Considering that prosperity under economic growth and global competitiveness of a country are driven by its people, one of the aims of this thesis was to investigate whether there is a relationship between education and economic growth and global competitiveness. Considering the recent demand in free education in South Africa, it is also important to understand whether there is a relationship between South Africa’s current throughput rates at higher education institutions and its economic growth and global competitiveness. Bearing in mind the political past which has led to inequality in the country, it is important to understand which types of education contribute to the economy and which types need to be further supported in order to increase the country’s economic productivity. Therefore, an additional aim of the thesis was to determine the relationship between South Africa’s current throughput rates in institutions of higher education, and its economic growth and global competitiveness. To address the aforementioned aims, data were collected from various open access online repositories. All the data were collated and numerous general linear models were constructed and tested to determine the different relationships as per the two aims. The results reveal that secondary school education had the highest impact on economic growth and global competitiveness on a global scale. This could be attributed to the fact that secondary school graduates tend to make up the largest part of the general workforce and as such, would make up a substantial proportion of the economy. Regarding South Africa, the only significant relationships were between green cluster universities (universities that focus on both research and technical training) and global competitiveness. Overall average throughput rates in all academic institutions were low; this could indicate that perhaps there are issues within the higher education system itself that need to be addressed in order to increase the throughput rate. From a managerial perspective, the results of this research stress the importance for the government to further investigate this area of study, as the call for free education becomes more prominent. The low throughput rates seem to suggest that the government is spending substantial amounts of money on students who do not always complete their studies. More research needs to be done to assess the root of the problem in South Africa’s tertiary education system, in order to ensure that this aspect increases its positive contribution towards the country’s economic growth and global competitiveness.
- Full Text:
- Date Issued: 2020
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2014
- 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/10962/64864 , vital:28621 , ISBN 9780620620123
- Description: [Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society. , 14th Edition
- Full Text:
- Date Issued: 2014
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2014
- 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/10962/64864 , vital:28621 , ISBN 9780620620123
- Description: [Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society. , 14th Edition
- Full Text:
- Date Issued: 2014
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2009
- 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/10962/64983 , vital:28642 , ISBN 9780620448161
- Description: [Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system. , 9th Edition
- Full Text:
- Date Issued: 2009
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2009
- 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/10962/64983 , vital:28642 , ISBN 9780620448161
- Description: [Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system. , 9th Edition
- Full Text:
- Date Issued: 2009