Transcript Slide 1

Howard College,
UKZN
25-27 September 2012
1. Framesby High School (1975) – Study Skills, Career Choice and
bible studies (forms of superstition)
2. Turfloop (1976) – from first year orientation to student
incitement (and burning the library)
◦
◦
Cloete (1979) Guidance Needs of Black Students in a Developing
Country, International Journal for the Advancement of Counselling.
Cloete and Le Roux (1981) A Brief Overview of Guidance in South
Africa. In Shertzer and Stone. Fundamentals of Guidance.
3. University of the Transkei (1980) – from study groups to naïve
but very serious politics
•
Cloete (1984) Perspectives on Student Learning: Has the long
awaited Paradigm Shift occurred? Perspectives in Education, 8, 2 pp
63-79.
2
1. Admitting black students – Stan Kahn and hood- winking the
bureaucrats
2. Potential testing Wits 1986 – selecting blacks with potential,
and then getting them to pass
•
Cloete and Sochet (1986) Alternatives to the behavioural technicist
conception of study skills. Higher Education, 15, 247-258.
3. A flood of expelled students – from state to university
bureaucrats
4. Two institutions had to change – state and university
5. Moribund staff association – insurrection strategy
◦
Cloete and Muller (1986). University science teaching, research and
community needs: the view from below. SA Journal of Science, 82,
10, 529-530
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1. Start preparing to govern, write policy, you are useless
protestors in any case (1989)
2. EPU’s (Wits, Natal, UWC)
•
Muller and Cloete. 1987. The white hands: academic social scientists,
engagement and struggle in South Africa'. Social Epistemology, 1,2, 141154
3. National Policy Investigation (NEPI, 1991) – Post Secondary
Group (Pandor, Nzimande, Moja, Badsha)
4. UDUSA Policy Forum – Policy vs Salaries
•
Moja, Cloete and Muller. 1996. Towards New Forms of Regulation in Higher
Education: Higher Education, 32, pp129-155
5. National Commission on Higher Education (1995)
6. Did not want to discuss T&L, or Student Services – Student
Services Council regard student services and academic faculties
as mutually interdependent
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1. Deceptively simple: increased participation, greater
responsiveness and increased co-operation
2. Policy terms: equity, development and democratisation
3. Tension between equity and development. It became
internationally quite widely accepted that the way to bridge this
tension was through a massified, but differentiated, system
4. NCHE: accepted massification but not differentiation
5. White Paper: Planned Growth and "Fluid Boundaries"
6. CHET (1997): Unifinished Business of the NCHE - massification,
knowledge production and differentiation (performance
indicators)
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A substantial body of academic and technical literature provides
evidence of the relationship between informationalism, productivity
and competitiveness for countries, regions and business firms. But,
this relationship only operates under three conditions: information
connectedness, organizational change in the form of networking;
and enhancement of the quality of human labour, itself dependent
on education and quality of life. (Castells and Cloete, 2011)
The structural basis for the growing inequality, in spite of high GDP
growth rates in many parts of the world, is the growth of a highly
dynamic, knowledge-producing, technologically advanced sector
that is connected to other similar sectors in a global network, but it
excludes a significant segment of the economy and of the society in
its own country. The “disconnect” prevents what Castells calls the
‘virtuous cycle’ between dynamic growth and human development.
(Castells and Cloete, 2011)
6
GDP per capita
(PPP, $US) 2007
GDP ranking
HDI Ranking
(2007)
GDP ranking per
capita minus HDI
ranking
Botswana
13 604
60
125
-65
Mauritius
11 296
68
81
-13
South Africa
9 757
78
129
-51
Chile
13 880
59
44
+15
Costa Rica
10 842
73
54
+19
Ghana
1 334
153
152
1
Kenya
1 542
149
147
2
802
169
172
-3
Uganda
1 059
163
157
6
Tanzania
1 208
157
151
6
Finland
34 256
23
12
11
South Korea
24 801
35
26
9
USA
45 592
9
13
-4
Country
Mozambique
Gross tertiary
education
enrolment rate
(2009)
Quality of
education system
ranking
(2009-2010)
Overall global
competitive
ranking
(2010-2011)
Ghana
6
71
114
Kenya
4
32
106
2
81
131
Tanzania
2
99
113
Uganda
5
72
118
20+
48
76
26 +
50
55
18 (9)
130
54
94
6
7
98
57
22
82
26
4
Country
Mozambique
Botswana
Mauritius
South Africa
Stage of
development
(2009-2010)
Stage 1:
Factor-driven
Transition from
1 to 2
Stage 2:
Efficiency-driven
Finland
South Korea
United States
Stage 3:
Innovation-driven
1 8000
1 6000
1 4000
1 3449
1 4184
14673
1 5423
1 5809
1 5936
1 3098
1 2000
1 0000
4 000
2000
9800
9 939
8003
8 353
1100
1 182
8 790
7763
8 000
6 000
5 164
5622
6 85
1 6684 Permanent
academics
5 528
5456
7 61
6 394
5 936
9 61
6483
6 660
9 69
1 104
11468 Doctoral
enrolments
9748
Research
publications
1 421
0
1996
1998
Doctoral enrolments
2000
2002
Doctoral graduates
2004
2006
R esearch publications
2 008
Doctoral
graduates
2010
Permanent academics
9
9
This graph shows how the % of doctoral enrolments by race group changed
between 1996 to 2010. African doctoral students rose from 13% in 1996 to
33% in 2004, and 44% in 2010.
9 0%
8 0%
78%
7 0%
62%
55%
6 0%
49%
5 0%
41%
4 0%
33%
13%
13%
12%
10%
2004
2 008
1 0%
0%
42%
African
White
25%
3 0%
2 0%
44%
14%
Coloured+Indian
9%
1996
2 000
African
White
Coloured +Indian
2010
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1. Data analysis for CHET is done by:
• Ian Bunting – retired planner DoE and Dean UCT
• Charles Sheppard – NMMU Planner/DHET Consultant
2. Data from:
• CHE undergraduate academic progression study
• DHET doctoral through put study
• Ford funded Strengthening Social Sciences Study
• CHET: South African Higher Education Performance Data
2000-2010: http://www.chet.org.za/data
• Also: South African FET College Data and African Higher
Education Performance Data (under development)
3. Data Presentation: François van Schalkwyk (African Minds)
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12
13
14
NOTE: General and professional 3-year degrees (UNISA excluded)
15
Qualification level
[no. of new entrants]
3-year diplomas
[37 330]
Undergraduate
degrees*
[32 178]
Masters
[15 479]
Doctorates
[2 140]
Year 1
Year 3
Year 5
Graduate
-
16%
19%
Drop out
33%
18%
5%
Graduate
-
27%
21%
Drop out
30%
12%
4%
Graduate
6%
25%
12%
Drop out
28%
15%
13%
Graduate
1%
14%
20%
Drop out
22%
15%
4%
* General and professional 3-year degrees (UNISA excluded)
TOTAL
DROP-OUTS
56%
46%
57%
41%
1. Academic staff inputs
• FTE students/ staff ratio’s
• Proportion of permanent staff with masters or PhD
• Proportion of staff with PhD’s
2. Knowledge outputs to masters level
• Average Undergrad success rate (cohort)
• Ratio of Undergrad graduates to enrolments
• Ratio of masters graduates to enrolments
3. High level knowledge outputs
• Ratio of doctoral graduates to enrolments
• Ratio of doctoral graduates to permanent staff
• Ratio of accredited publications to permanent staff
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1. Higher education almost had a “Marikina” moment at
UJ during the mismanaged admissions process
2. The reason we have not had a similar revolt over drop
out is that the “affected” are disempowered by the
experience, and like the staff, blame the school
system
3. The economic and personal/psychological cost is
astronomical
4. SALDRU National Household Income Survey – returns
on post-matric qualification is THREE times in
earnings and finding employment
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1. Incentives: Blame the school system and take the money

Knowledge production and PhD outputs (Herana)
• Input / output funding balance
2. Degree structure: 4-year or 2-year diploma?
3. Institutional structure: Differentiation
•
Amongst “universities”’
•
Between universities and FTE college sector
• Within FTE college sector
4. Not only underprepared students, underqualified academics
5. Alternative delivery (Cost and Moodies Rating Agency)
6. Teaching and Learning vs Research and Policy
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