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
3
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, 141-154
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
4
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)
5
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
CountryGDP per capita (PPP, $US) 2007
GDP rankingHDI 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
Mozambique 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
Stage of
development
(2009-2010)
Gross tertiary
education
enrolment rate
(2009)
Quality of
education system
ranking
(2009-2010)
Overall global
competitive
ranking
(2010-2011)
Ghana
Stage 1: Factor-driven
6 71 114
Kenya 4 32 106
Mozambique 2 81 131
Tanzania 2 99 113
Uganda 5 72 118
BotswanaTransition from
1 to 2 20+ 48 76
Mauritius Stage 2: Efficiency-driven
26 + 50 55
South Africa 18 (9) 130 54
Finland
Stage 3: Innovation-driven
94 6 7
South Korea 98 57 22
United States 82 26 4
9
9
5164 55286394
7763
8790
9800 9939
11468
685 761 961 969 1104 1100 1182
1421
56225456
59366483 6660
8003 8353
9748
13449 13098
1418414673
1542315809 15936
16684
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
1996 1998 2000 2002 2004 2006 2008 2010
Doctoral enrolments Doctoral graduates Research publications Permanent academics
Permanent academics
Doctoral enrolments
Research publications
Doctoral graduates
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.
10
13%
25%
33%
41%
44%
78%
62%
55%
49%
42%
9%
13%12% 10%
14%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
1996 2000 2004 2008 2010
African White Coloured +Indian
AfricanWhite
Coloured+Indian
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)
11
12
13
14
15
NOTE: General and professional 3-year degrees (UNISA excluded)
Qualification level [no. of new entrants]
Year 1 Year 3 Year 5TOTAL
DROP-OUTS
3-year diplomas[37 330]
Graduate - 16% 19%
Drop out 33% 18% 5% 56%
Undergraduatedegrees*[32 178]
Graduate - 27% 21%
Drop out 30% 12% 4% 46%
Masters[15 479]
Graduate 6% 25% 12%
Drop out 28% 15% 13% 57%
Doctorates[2 140]
Graduate 1% 14% 20%
Drop out 22% 15% 4% 41%
* General and professional 3-year degrees (UNISA excluded)
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
17
18
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
19
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
20
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