Three decades of change: exploring colonial legacies and shifts within processes of admission at South African Universities of Technology
- Kemm-Stols, Lyndall Elizabeth
- Authors: Kemm-Stols, Lyndall Elizabeth
- Date: 2025-04-03
- Subjects: Education, Higher South Africa , Technical education South Africa , Universities and colleges Admission , Decolonization , Social realism , Educational equalization South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480040 , vital:78391 , DOI 10.21504/10962/480040
- Description: Given South Africa’s complex legacy of inequality, access to higher education remains a priority for the government, higher education institutions and the public. And while significant progress has been made in terms of increased participation and expanded opportunities, particularly at Universities of Technology (UoTs), disparities remain. This particular type of institution has played a key role in contributing to the redress agenda through their less stringent admission requirements, but they remain underexamined in broader higher education literature. Despite these contributions, marginalised or working-class communities in rural and impoverished areas continue to face significant challenges in accessing higher education. Set against a global backdrop where similar patterns of admission have emerged, it becomes important to understand how and why the processes of admission in UoTs have emerged through the last three decades. In so doing, this study seeks to contribute to the conversation around social justice in higher education, offering insights that could reshape the understanding of why things are the way they are. This study draws on Critical Realism more broadly and the tools of Social Realism specifically to explore how South Africa’s particular colonial legacy remains one of many hidden mechanisms on which we build our reality. Using various documentation and qualitative data generated through interviews, which was analysed using Social Realism’s morphogenetic framework, I have endeavoured to tell the story of how, Universities of Technologies and their processes of admission have changed over the last three decades. In so doing I have shown, through using a metaphor of ‘The House Modernity Built’ how although much change has happened, hidden structures and cultures have worked to maintain a certain status quo, thereby constraining redress. This study has outlined the emergence of UoTs and their processes of admission as we understand them today. Through this I have presented an argument which suggests that the higher education sector continues to be structured in a hierarchical manner with UoTs located at the bottom. Mechanisms manifesting from a broader neoliberal environment, such as the higher education funding formula and global university ranking systems have placed UoTs in a position where they need to ‘catch up’, having consequences on the way in which processes of admission have been conceptualised. This has seen English becoming a marker of quality, and diploma offerings being replaced with degree equivalents carrying higher admission criteria, all of which work to compromise the redress needed in South African higher education. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Kemm-Stols, Lyndall Elizabeth
- Date: 2025-04-03
- Subjects: Education, Higher South Africa , Technical education South Africa , Universities and colleges Admission , Decolonization , Social realism , Educational equalization South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480040 , vital:78391 , DOI 10.21504/10962/480040
- Description: Given South Africa’s complex legacy of inequality, access to higher education remains a priority for the government, higher education institutions and the public. And while significant progress has been made in terms of increased participation and expanded opportunities, particularly at Universities of Technology (UoTs), disparities remain. This particular type of institution has played a key role in contributing to the redress agenda through their less stringent admission requirements, but they remain underexamined in broader higher education literature. Despite these contributions, marginalised or working-class communities in rural and impoverished areas continue to face significant challenges in accessing higher education. Set against a global backdrop where similar patterns of admission have emerged, it becomes important to understand how and why the processes of admission in UoTs have emerged through the last three decades. In so doing, this study seeks to contribute to the conversation around social justice in higher education, offering insights that could reshape the understanding of why things are the way they are. This study draws on Critical Realism more broadly and the tools of Social Realism specifically to explore how South Africa’s particular colonial legacy remains one of many hidden mechanisms on which we build our reality. Using various documentation and qualitative data generated through interviews, which was analysed using Social Realism’s morphogenetic framework, I have endeavoured to tell the story of how, Universities of Technologies and their processes of admission have changed over the last three decades. In so doing I have shown, through using a metaphor of ‘The House Modernity Built’ how although much change has happened, hidden structures and cultures have worked to maintain a certain status quo, thereby constraining redress. This study has outlined the emergence of UoTs and their processes of admission as we understand them today. Through this I have presented an argument which suggests that the higher education sector continues to be structured in a hierarchical manner with UoTs located at the bottom. Mechanisms manifesting from a broader neoliberal environment, such as the higher education funding formula and global university ranking systems have placed UoTs in a position where they need to ‘catch up’, having consequences on the way in which processes of admission have been conceptualised. This has seen English becoming a marker of quality, and diploma offerings being replaced with degree equivalents carrying higher admission criteria, all of which work to compromise the redress needed in South African higher education. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2025
- Full Text:
- Date Issued: 2025-04-03
The impact of COVID-19 on inequality in South Africa
- Authors: Nyumbaiza, Peace Falina
- Date: 2023-03-31
- Subjects: COVID-19 Pandemic, 2020- Influence , Inequality , Labor market South Africa , Economic development South Africa , University of Cape Town. National Income Dynamics Study , Income distribution South Africa , Educational equalization South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419514 , vital:71650
- Description: The COVID-19 pandemic has raised concerns regarding its possible adverse income distributive consequences, and its different impact according to socioeconomic subgroups (Furceri et al. 2020). This research measures the impact of COVID-19 on inequality in South Africa. To do this the study uses the National Income Dynamic Study (NIDS) wave 5 (2018) and the National Income Dynamic Study Coronavirus Rapid Mobile (NIDS-CRAM) survey waves 1 – 5 (2020 - 2021) datasets to study income inequality in South Africa prior to and during the COVID-19 pandemic until mid-2021. The factor method developed by Lerman and Yitzhaki’s (1985) is used to identify the overall contribution of the different factor sources to income inequality. Labour income is identified as the largest contributing factor and so labour income inequality is decomposed by income determinants using the regression-based decomposition method proposed by Fields (2003). The analysis reveals that labour income worsened during the periods of strictest COVID lockdown, before returning to pre-pandemic levels of inequality as lockdown was eased. Education is the most important determinant of labour income inequality across all time periods, particularly for White, urban and female participants. Although education remains a driving factor of labour income inequality during the national disaster, its contribution lessens as the economy starts recovering by March 2021. Consequently, the contributions of gender, race, age and region increase during the same period. Identifying whom the inequal impact of pandemic has affected worse offers insight that emphasizes the importance social grant systems to aid bridge the inequality gap associated with COVID-19. , Thesis (MEcon) -- Faculty of Commerce, Economics and Economics History, 2023
- Full Text:
- Date Issued: 2023-03-31
- Authors: Nyumbaiza, Peace Falina
- Date: 2023-03-31
- Subjects: COVID-19 Pandemic, 2020- Influence , Inequality , Labor market South Africa , Economic development South Africa , University of Cape Town. National Income Dynamics Study , Income distribution South Africa , Educational equalization South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419514 , vital:71650
- Description: The COVID-19 pandemic has raised concerns regarding its possible adverse income distributive consequences, and its different impact according to socioeconomic subgroups (Furceri et al. 2020). This research measures the impact of COVID-19 on inequality in South Africa. To do this the study uses the National Income Dynamic Study (NIDS) wave 5 (2018) and the National Income Dynamic Study Coronavirus Rapid Mobile (NIDS-CRAM) survey waves 1 – 5 (2020 - 2021) datasets to study income inequality in South Africa prior to and during the COVID-19 pandemic until mid-2021. The factor method developed by Lerman and Yitzhaki’s (1985) is used to identify the overall contribution of the different factor sources to income inequality. Labour income is identified as the largest contributing factor and so labour income inequality is decomposed by income determinants using the regression-based decomposition method proposed by Fields (2003). The analysis reveals that labour income worsened during the periods of strictest COVID lockdown, before returning to pre-pandemic levels of inequality as lockdown was eased. Education is the most important determinant of labour income inequality across all time periods, particularly for White, urban and female participants. Although education remains a driving factor of labour income inequality during the national disaster, its contribution lessens as the economy starts recovering by March 2021. Consequently, the contributions of gender, race, age and region increase during the same period. Identifying whom the inequal impact of pandemic has affected worse offers insight that emphasizes the importance social grant systems to aid bridge the inequality gap associated with COVID-19. , Thesis (MEcon) -- Faculty of Commerce, Economics and Economics History, 2023
- Full Text:
- Date Issued: 2023-03-31
Towards qualifications for environmental practitioners: a study of roles and competencies of entry level environmental managers
- Authors: Dingela, Mcebisi Sidwell
- Date: 2002-04
- Subjects: Environmental management South Africa , Environmental policy South Africa , Environmental education South Africa , Vocational qualifications South Africa , Educational equalization South Africa , Occupational training South Africa , Training needs South Africa , National Qualifications Framework (NQF)
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/245616 , vital:51388
- Description: The decision by the previous apartheid governments to deprive the black population of quality education and training has dealt both the people (student and workers) and the economy of this country a severe blow. That blow is demonstrated by the current lack of skills among the majority of people of this country, particularly the black workers who constitute the majority of the workforce. The post-apartheid government is making a strong attempt at redressing the past injustices in all its forms, of particular interest in this research project, the endeavours in the education and training sphere, specifically developments associated with the National Qualifications Framework. The passing into law of the South African Qualifications Act of 1995 and the formulation of the National Qualification Framework represent significant milestones towards redressing current education and training imbalances. In order to actualise the promises of these policies and laws, new qualifications will have to be developed. This research project explores training needs of environmental practitioners in three different contexts employing a combination of research methods, i.e. Case Study and a Survey. The research project sought to identify the roles and training needs of environmental management practitioners in fulfilling their job demands as well as for career advancement. The research also sought to identify through a survey training courses currently on offer in South Africa in the environmental management field. The cases revealed a range of roles and competencies required by 'entry-level' environmental managers. Of note was the observation that these roles were broader than what the traditional perspectives on environmental management might suggest, and competencies required included several social skills, in addition to various technical skills. The survey revealed a strong leaning towards technical competence among the majority of available training courses in environmental management; and that technical emphasis remained the case even among those courses that appeared to include at least one 'social' dimension. It thus seems that this emphasis on technical competence is not consistent with the job demands of the three studied environmental management practitioners. The research identified a need for an encompassing (broad) course or qualification at 'entry level' that would take into account the realities on the ground as they confront these practitioners on a daily basis. Such training will provide practitioners with the necessary competencies to function in this seemingly evolving field of environmental management. Suggestions to inform the development of an entry-level qualification or training programme are made as part of the recommendations flowing from the research findings. The suggested qualification 'framework' is based on generic areas identified among the research participants. More work is needed though in order to translate the suggestion into an accredited qualification. , Thesis (MEd) -- Faculty of Education, Education, 2002
- Full Text:
- Date Issued: 2002-04
- Authors: Dingela, Mcebisi Sidwell
- Date: 2002-04
- Subjects: Environmental management South Africa , Environmental policy South Africa , Environmental education South Africa , Vocational qualifications South Africa , Educational equalization South Africa , Occupational training South Africa , Training needs South Africa , National Qualifications Framework (NQF)
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/245616 , vital:51388
- Description: The decision by the previous apartheid governments to deprive the black population of quality education and training has dealt both the people (student and workers) and the economy of this country a severe blow. That blow is demonstrated by the current lack of skills among the majority of people of this country, particularly the black workers who constitute the majority of the workforce. The post-apartheid government is making a strong attempt at redressing the past injustices in all its forms, of particular interest in this research project, the endeavours in the education and training sphere, specifically developments associated with the National Qualifications Framework. The passing into law of the South African Qualifications Act of 1995 and the formulation of the National Qualification Framework represent significant milestones towards redressing current education and training imbalances. In order to actualise the promises of these policies and laws, new qualifications will have to be developed. This research project explores training needs of environmental practitioners in three different contexts employing a combination of research methods, i.e. Case Study and a Survey. The research project sought to identify the roles and training needs of environmental management practitioners in fulfilling their job demands as well as for career advancement. The research also sought to identify through a survey training courses currently on offer in South Africa in the environmental management field. The cases revealed a range of roles and competencies required by 'entry-level' environmental managers. Of note was the observation that these roles were broader than what the traditional perspectives on environmental management might suggest, and competencies required included several social skills, in addition to various technical skills. The survey revealed a strong leaning towards technical competence among the majority of available training courses in environmental management; and that technical emphasis remained the case even among those courses that appeared to include at least one 'social' dimension. It thus seems that this emphasis on technical competence is not consistent with the job demands of the three studied environmental management practitioners. The research identified a need for an encompassing (broad) course or qualification at 'entry level' that would take into account the realities on the ground as they confront these practitioners on a daily basis. Such training will provide practitioners with the necessary competencies to function in this seemingly evolving field of environmental management. Suggestions to inform the development of an entry-level qualification or training programme are made as part of the recommendations flowing from the research findings. The suggested qualification 'framework' is based on generic areas identified among the research participants. More work is needed though in order to translate the suggestion into an accredited qualification. , Thesis (MEd) -- Faculty of Education, Education, 2002
- Full Text:
- Date Issued: 2002-04
- «
- ‹
- 1
- ›
- »