Challenges Facing South Africa's Educational Advancement
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Challenges Facing South Africa’s Educational Advancement Received (in revised form): June 29, 2006
Molebatsi Milton Nkoane holds academic appointment as professor in the Department of Education in the University of Kwa-Zulu Natal, South Africa.
Abstract In recent years, South African higher education institutions (HEIs) have experienced unprecedented change. Radical restructuring has taken place across the country with almost all HEIs affected. This paper argues that while such radical reform initiatives were in fact necessary for the advancement of higher education in South Africa, it also had several unintended outcomes that need to be addressed. The state-driven project of merging institutions has presented dynamic challenges that threaten progress and desired advancement. International Journal of Educational Advancement (2006) 6, 243–252. doi:10.1057/palgrave.ijea.2150029
Keywords: South Africa, higher education policy, mergers
Introduction Division and racial segregation characterized South Africa under apartheid. During this period, divisions Author’s Contact Address: Molebatsi Milton Nkoane University of Kwa-Zulu Natal, South Africa E-mail: [email protected]
were enshrined in the constitution of apartheid. All spheres of education in South Africa were shaped and modeled on the principle of separation and division along racial lines. Additionally, the development of higher education institutions (HEIs) under apartheid occurred along racial lines. Resource allocation for the advancement of higher education favored the minority white population, while institutions established for the black population were largely underresourced. The independent homeland model resulted in the establishment of black HEIs in these geographically dispersed homelands. After the first democratic elections in 1994, and the institution of a new political order under the leadership of the African National Congress, a pressing imperative for South African education was to rationalize the provision of education. Higher education transformation was guided by the Education White Paper No 3 (2001) and the National Plan for Higher Education (2001). HEIs in South Africa and other related academic programs are currently undergoing intensive change. One reason for these rapid changes is that HEIs in South Africa have shifted
INTERNATIONAL JOURNAL OF EDUCATIONAL ADVANCEMENT. VOL.6 NO.3 243–252 © 2006 PALGRAVE MACMILLAN LTD. ISSN 1744-6503 $30.00 www.palgrave-journals.com/ijea
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over the past 11 years from being separate institutions based on race (i.e., Historically White Institutions and Historically Black Institutions). As a result of these changes, the nature of students, faculty, the curriculum, and assessment is also changing within South African HEIs. This is a period of significant challenges, a period in which universities—comprehensive universities and universities of technology (i.e., former technikon colleges)-must grapple with and respond to serious questions about their roles and responsibilities
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