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A South African Big Picture for Teaching and
LearningThe Politics of Learning and Teaching in
SA
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
From clinical psychology to student guidance to the UDF in three steps
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
Wits (1986) – from Student Counselling to Testing for Potential to General Secretary of UDUSA
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
From Protest to Policy
1. Deceptively simple: increased participation, greater responsiveness and increased co-operation
2. Policy terms: equity, development and democratisation3. 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 differentiation5. White Paper: Planned Growth and "Fluid Boundaries"6. CHET (1997): Unifinished Business of the NCHE - massification,
knowledge production and differentiation (performance indicators)
5
The Policy Big Picture: NCHE framework
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
Economic Growth and Human Development
Gross Domestic Product (GDP) per capita versus Human Development Index (HDI)
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
Africa9 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
CountryStage 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
Africa18 (9) 130 54
Finland
Stage 3: Innovation-driven
94 6 7
South Korea 98 57 22
United
States82 26 4
Participation rate and development indicators
9
South Africa: high-level knowledge outputs andincentive changes
9
5164 55286394
77638790
9800 9939
11468
685 761 961 969 1104 1100 1182
1421
5622 5456 59366483 6660
8003 8353
9748
13449 1309814184
1467315423 15809 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 enrolmentsResearch 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.
Percentage of doctoral enrolments in race groupings
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
Data
15
Undergraduate throughput: 2005 cohort
NOTE: General and professional 3-year degrees (UNISA excluded)
Throughput: 2005 cohort all qualification types
Qualification level [no. of new entrants]
Year 1 Year 3 Year 5 TOTAL DROP-OUTS
3-year diplomas[37 330]
Graduate - 16% 19%
Drop out 33% 18% 5% 56%
Undergraduate degrees*[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
Differentiation indicators
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
Implications (something has to give)
1. Incentives: Blame the school system and take the money Knowledge production and PhD outputs (Herana)
• Input / output funding balance2. 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
Implications: Pointers