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Transforming Higher Education in South Africa: A Comprehensive Framework

Explore the multi-dimensional conceptual framework of monitoring and evaluating higher education transformation in South Africa post-1994. Learn about the policy transitions, goals, and challenges in achieving a humane, non-racial, non-sexist, and democratic social order. Discover the vision for an integrated post-school education system rooted in community needs. Find out how to assess transformation interventions and enhance higher education through monitoring and evaluation practices. Contact Professor Heather Nel for more information.

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Transforming Higher Education in South Africa: A Comprehensive Framework

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  1. Monitoring and evaluating higher education transformation: A multi-dimensional conceptual framework Professor Heather Nel 8 May 2013 Towards an integrated post-secondary education system in South Africa: A case study of Nelson Mandela Metropolitan University Professor Heather Nel 11 October 2012

  2. Overview of presentation

  3. CONTEXT OF HIGHER EDUCATION TRANSFORMATION IN SOUTH AFRICA

  4. Requisite levels of HE transformation

  5. HE transformation: Post-1994 policy transitions

  6. Goals of HE transformation Common commitment to a humane, non-racial, non-sexist and democratic social order

  7. Policy goals in tension

  8. Principles underpinning HE transformation

  9. WHAT REALITY SHOULD SOUTH AFRICAN HIGHER EDUCATION BE RESPONDING TO?

  10. National Development Plan Diagnostic Overview Triple challenge

  11. Vision for integrated post-school education Rooted in and serving the needs of their communities by providing first-choice vocational education and training. Provide regulatory framework for quality assurance, safeguard standards, programme approval, articulation agreements. Prolific creators of knowledge provide high quality university education for increasing numbers. Improve relationships between educational institutions and employers; opportunities for workplace learning.

  12. Global higher education participation rates 70% 60% 50% OECD Average 40-50% 40% 30% 20% South Asia <15% 10% Sub-Saharan Africa <10% HIGHER EDUCATION PARTICIPATION

  13. National Development Plan: Vision 2030 targets Access with success

  14. The challenge “It is indeed a terrible game of snakes and ladders. Each time we move ahead we come crashing down. We must not underestimate the impact of apartheid.” - Kirti Menon, Higher Education Unaffordable For Poor In South Africa (2013)

  15. How do we respond to the challenge? “We can throw stones, complain about them, stumble on them, climb over them, or build with them.” - William Arthur Ward

  16. HOW DOES THIS INFORM A MULTI-DIMENSIONAL CONCEPTUALISATION OF HIGHER EDUCATION TRANSFORMATION MONITORING AND EVALUATION?

  17. Multi-dimensional conceptualisation of HE transformation M&E

  18. Key questions in HE transformation M&E

  19. What to monitor and evaluate? Each dimension of the HE system needs to be monitored and evaluated to assess the pace, extent and impact of transformation interventions.

  20. “Doing” enhancement-led transformation Mantz Yorke, (1994) "Enhancement-led Higher Education?", Quality Assurance in Education, Vol. 2 Iss: 3, pp.6 - 12

  21. How to monitor and evaluate? Depending on our understanding of the current context, we should implement alternative practices appropriately.

  22. How to monitor and evaluate?

  23. Who should monitor and evaluate?

  24. THANK YOU! Contact: E-mail: Heather.Nel@nmmu.ac.za

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