Department of Higher Education and Training

1. Department of Higher Education and Training Policy Framework on Internationalisation of Higher Education in South Africa: Opportunities for the Higher Education Sector Universities South Africa Dialogue 01 June 2018

2. Dedication To Brenda Leibowitz 12 August 1957 – 26 April 2018 Like lightening and thunder, death has struck and always shocks no matter how much we think we understand it.

3. Grounding the Policy Framework • The Policy Framework is rooted on the main principles of : • value creation ‘for the parties involved, including, for example, the development of knowledge and capacity; cultural enrichment; and the development of global citizenry’. • the primary reason for internationalisation is not for commercialisation of HE in South Africa. Institutions are encouraged to ensure self-sustainability of internationalisation activities. • Thus, the aim is not use internationalisation for financial profiteering of the HE system.

4. Background & Policy Context • The Policy Framework is founded on, and adheres to, government policy objectives; regional and continental agreements and commitments. • It adheres to the SADC Protocol on Education and Training (1997) which enjoins member states to “reserve at least 5% of admissions for students coming from SADC nations other than their own” and that they should be treated as home students for purposes of tuition fees and accommodation.

5. Background & Policy Context • It endorses the National Development Plan 2030 which regards internationalisation of Higher Education (HE) in South Africa as a source for: addressing challenges that beset local education; expanding knowledge of local graduates by exposing them to international contexts and knowledge; expanding research capacity and improving research outputs and innovation; and strengthening the local HE system.Therefore, it supports partnerships for research. • The White Paper on PSET provides that a suitable policy framework for international cooperation in post-school education and training be developed, given the complex effects of internationalisation on the South African system.

6. Background & Policy Context (2) • The White Paper on PSET lists the following benefits of internationalisation of HE ‘for’ South Africa: • to improve international communication, cross-cultural learning and global citizenship; • to improve peace and cooperation, and finding solutions to global challenges such as sustainable development, security, renewable energy and HIV/AIDS; • to contribute to an increase in knowledge production, intellectual property and innovation in South Africa; • to assist in strengthening South African institutions, especially the historically disadvantaged institutions which still do not have extensive international relations; and • to be seen as an opportunity to take local and/or indigenous knowledge to the international community.

7. Purpose • The Policy Framework, therefore, provides high-level principles and guidelines; sets broad parameters; and provides a national framework for internationalisation of higher education within which HE institutions must develop and align their institutional internationalisation policies and strategies. • To provide for legitimate ways, and guide on activities related to internationalisation of HE. • To guide South African HE institutions which are considering to offer programmes in other countries or who wish to partner with other institutions in foreign countries.

8. Scope & Rationale • The Policy Framework covers all HE provision and knowledge production which may already have or which may develop an international dimension. • The Policy Framework covers all stakeholders in HE in South Africa including government departments; higher education institutions; students; staff; quality councils; professional and voluntary associations. • The main rationale is to have South African HE to be competitive in a globalised world; to advance its quality; and to enhance its intellectual diversity for public good.

9. Goals • To enhance the reputation, quality and relevance of HE in South Africa; • To enhance international research collaboration in order to contribute to an increase in knowledge production, intellectual property and innovation; • To better equip South Africans with knowledge, skills and attitudes, including intercultural skills required to contribute to its socio-economic development and well-being; • To attract talented and highly qualified individuals to the South African HE system; • To provide opportunities for sustained developmental benefits.

10. Principles • Priority Focus – SA, SADC, Africa, BRICS, the global South and emerging economies, and the world beyond, • Academic freedom is acknowledged and respected. • Legal compliance with legislation and policies. • Compliance with quality assurance regime. • Ethical conduct that adheres to the Constitution of SA. • Mutual benefit to partnering parties. • Complementarity within partnerships. • Value creation by partners. • Qualityof the initiatives, activities and content of programmes.

11. Cross-border and Collaborative Provision of Higher Education • Registered private HE institutions wishing to set up branch campuses outside RSA must seek accreditation of their institution and their academic offerings from the CHE and relevant authorities in the target/destination country. • Public HE institutions may not set up branch or satellite campuses or enter into franchise agreements with institutions outside RSA. However, they may offer degree and/or certificate programmes that are accredited by the CHE and registered on the NQF, but must report the details of such offerings to the DHET.

12. Co-badged Degree/Qualification • Type 1 – Co-badged degree/qualification: these are collaborative/partnership programmes in terms of which a part of the curriculum is offered by a partner(s), but where the degree is (a) accredited by the relevant QA authority in the country in which the enrolling institution is located, and (b) awarded by the enrolling institution only. The awarding institution recognises the contribution of one or more other institutions by a reference on the degree certificate, which may include the name(s) and/or badge(s) of the other partner(s).

13. Joint degree/qualification • Type 2 – Joint degree/qualification: A joint degree is awarded by an agreement of the partner institutions at the successful completion of a jointly offered single study programme by two (or more) HEIs. If, for any reason, the partners cannot come to a joint decision to award the joint degree, none of the partners may then proceed to award the degree as a single institution degree outside of the agreement.

14. Cross-border Collaborative Qualifications • Type 3 – Consecutive degree/qualification: This is learning that leads to two degrees usually completed consecutively, where work done at each of the two institutions involved is recognised as part, but not more than half, of the work required by the other institution..

15. Double or Dual degrees • Type 4 – Double or Dual degrees: refers toa programme of study offered collaboratively by two HEIs in terms of a collaborative or partnership agreement that may feature jointly-developed and integrated curricula and agreed-upon mutual credit recognition and the successful student is awarded two distinct degrees issued separately by each partner institution. The certificates will be typical of those issued by each institution. The phenomenon is usually called double or dual degrees. The offering of double or dual degrees is not permitted.

16. Internationalisation at Home, Quality Assurance and Accreditation • Internationalisation at Home is the purposeful infusion of international and intercultural and/or global dimensions into the formal and informal curricula for all students, as well as the learning outcomes, assessment tasks, teaching methods and support services of a programme of study within domestic learning environments. • HE institutions must internationalise their curricula in order to provide an alternative mode of internationalisation that can overcome the limitations inherent in international mobility schemes that remain accessible to a minority of students.

17. Internationalisation at Home, Quality Assurance and Accreditation • Internationalisation of the curriculum must not, however, negate curriculum transformation imperatives which HE institutions in South Africa have an obligation to fulfil. • Internationalisation at Home can partly be achieved through emphasis or increased and/or intensified academic staff international mobility and emphasis on informal curriculum.

18. The Way Forward • Go think as broadly as you can and be creative and, but within the provided broad parameters of this Policy Framework, it encourages internationalisation; • then align your new or revised institutional policies to its objectives, rationale, purpose and goals. • Be imaginative and explore the benefits of internationalisation for nurturing and enhancing quality of our individual institutions and our entire HE system.

19. Some References Jacob, M. a. L. M. (2012) Scientific Mobility and International Research Networks: trends and policy tools for promoting research excellence and capacity building. Studies in Higher Education, 38(3): 331-334. Santiago, P. T., K., Basri, E. and Arnal, E. (2008). "Internationalisation: Shaping Strategies in the National Context. Tertiary Education for the Knowledge Society, 2(Paris: OECD): 235-309. Meek, V. L. a. D., D. (2009) Policy Dynamics in Higher Education and Research: Concepts and Observations. In Meek, V.L., Teichler, U. and Kearney, M., Higher Education, Research, and Innovation: Changing Dynamics. UNESCO/INCHER-Kassel: 41-84.

20. The End Thank you