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Does the national plan effectively address the critical issues facing higher education?

Jansen, Jonathan

Abstract:

In slightly less than 100 pages and organised in six major sections, the National Plan for Higher Education (henceforth, NPHE) of the Ministry of Education (February 2001) announces 16 outcomes described as "system-wide targets and goals'' (NPHE 2001:10). These outcomes would be achieved through  "steering mechanisms'' or "levers'' such as the use of earmarked funding to stimulate research capacity building, or the installation of regulatory frameworks to control the growth and quality of private higher education institutions.
 
But can the National Plan in fact deliver on the transformation of higher education in South Africa? Does it effectively address the critical issues facing higher education institutions? Can the planning outcomes can be attained, given the stated strategies for achieving them? Or is the National Plan simply another brick in the formidable wall of policy and planning intentions erected after apartheid?
 
This short critique examines the NPHE strategies for increasing participation rates, improving staff equity and resoloving problems of dysfunctional institutions.

Full text available as: http://www.up.ac.za/dspace/bitstream/2263/797/2/Jansen+%282001%29b.pdf

 


Document Title: Does the national plan effectively address the critical issues facing higher education?
Journal: South African Journal of Higher Education (SAHJE)
Volume: 15
Issue: 3
No. of Pages: 5-9


Document Type:Journal Article (Peer Reviewed)
Subject Area:National Systems and Comparative Studies
Country:South Africa
Keywords:South African Universities,Higher Education Policy, Educational Reform, Transformation of higher education, Indicators, Staffing Policy, Mergers, Higher Education and the State, Participation Rate, Historically Black Institutions HBI s, Critiques


File Size: Bytes
Date Added:02 February 2007


Jansen, Jonathan (2001). Does the national plan effectively address the critical issues facing higher education?, South African Journal of Higher Education15(3): 5-9