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- Volume 16, Issue 1, 2002
South African Journal of Higher Education - Volume 16, Issue 1, 2002
Volumes & issues
Volume 16, Issue 1, 2002
An analysis of processes that can shape higher education research utilising as case-study an investigation into postgraduates from the rest of Africa at the University of NatalAuthor C. MbaliSource: South African Journal of Higher Education 16, pp 152 –160 (2002)More Less
This article is not only about African postgraduates at University of Natal: it is also an attempt to delineate what shapes research into Higher Education done under differing conditions and for different purposes (part 1). As material to illustrate this research metamorphosis, the material from an investigation into postgraduates from the rest of Africa has been utilised (part 2) and from a Conference presentation on the same topic (part 3). Following a narrative account of this process, the article analyses the institutional settings of such research, utilizing some categorization from U Teichler (2000). The underlying assumption is that it may be useful if HE researchers start to be more analytic about the processes that shape their research
Author A.D. SlabbertSource: South African Journal of Higher Education 16, pp 161 –168 (2002)More Less
Race and stereotypes remain emotive words in numerous societies. Racism implies that a definitive psychological process exists through which individuals are categorised. A non-racial world can only exist if theories and postulations re race are rendered irrelevant. To assess the relative status of racist paradigms in students, 265 students completed a questionnaire, which attempted to measure ethnic group identification and particular interracial attitudes. Results were disappointing. Significant indications of racist stereotypes were found in all racial groups, with a strong bias towards subjects' own racial groups. The primary conclusion is that racist perceptions and stereotypes remain very prevalent in South Africa. Education at all levels prepares individuals for functioning at optimal level within the world of work, which is increasingly dominated by the concepts of globalisation and internationalisation. Racism evokes discrimination, and is regarded as a contra-indicator for economic prosperity. In order to establish South Africa as an economic role-player on the international stage, it is essential to reduce existing levels of racism. Formal educational input on all levels re the concept of race, is essential to achieve this aim. Education per se may not be a passive bserver in this process.
Author C. KistanSource: South African Journal of Higher Education 16, pp 169 –173 (2002)More Less
The higher education sector faces many daunting challenges. It is clear that the ability and capacity of institutions to deal successfully with current policy goals and initiatives and changing conditions is uneven, and is partly shaped by historical conditions. Higher education also faces the excitement of mapping the direction to social redress and transformation while at the same time attempting to meet the skills requirement of the country. The entry of Recognition of Prior Learning (RPL) into higher education at this particular juncture in our transition cannot underscore its significance to the adult learner, the workplace and the country. If South Africa is to play and occupy a leading role in Africa and the globe, the higher education sector has that challenge by adopting a vigorous RPL policy. The real challenge is to provide access for people whose academic or career paths have been needlessly blocked, as their prior learning was previously not recognised, assessed, accredited nor certified.
Continuous professional development of educators : the state, professional councils and higher educationAuthor E.O. MashileSource: South African Journal of Higher Education 16, pp 174 –182 (2002)More Less
Continuous Professional Development (CPD) for educators should form an integral part of an education system. CPD should include diverse programmes that are reflective and that promote and embrace technological development. Such programmes would make it possible to respond to challenges brought about by globalization. Higher Education is one of the mechanisms that can be employed to provide and sustain reflective practice within CPD. Factors that may inhibit the capacity of Higher Education Institutions (HEIs) to render a sustainable service in this regard should be identified and circumvented. A necessary partner in enhancing the capacity of domestic HEIs, especially in the face of globalization, is the state. Also impacting on the kinds of learning opportunities provided for CPD purposes is the nature of policies developed by professional councils. This article explores the relationships between the state, professional councils and higher education and suggests a theoretical framework for the provision of CPD for educators in the formal education system.
Dealing with the dilemma facing higher education in South Africa against the backdrop of economic globalisation - a technikon perspectiveAuthor S. Van SchalkwykSource: South African Journal of Higher Education 16, pp 183 –188 (2002)More Less
South Africa's institutions of higher education have been accorded the responsibility of serving as catalyst in the process of knowledge production that is central to a country's success in the evolution towards globalisation. The need for increased numbers of skilled professionals in technology and business is one that ideally can be addressed within the technikon structure which allows for experiential learning to supplement the process of knowledge acquisition. Many institutions in South Africa, however, are currently forced to grapple with the problems of many years of inequality within education, equity laws and spiraling costs. If they are to respond effectively to these challenges, innovative student-focussed teaching that will produce graduates who can enrich and develop society is imperative.
Globalisation and international compatibility - a challenge to learning within the context of applicationAuthor J.S. WesselsSource: South African Journal of Higher Education 16, pp 189 –194 (2002)More Less
The contexts of institutions for higher education are in flux with consequent learning challenges. One of these challenges is that of globalisation and the need for international compatibility. Another challenge is that Mode 2 learning programmes, material and methods need to be relevant to the specific context in which they are applied. The purpose of this article is therefore to determine whether it is possible for offerings of learning to be relevant to the country-specific context of learners and simultaneously prepare learners to be internationally competitive and globally compatible. This article argues that learning that has occurred in a country-specific context does not necessarily equip learners with only country-specific knowledge and skills. Problems that are investigated may be country-specific, but the transferrable knowledge, skills and competencies that are produced from reflection on a problem in one context can be used to solve similar problems in other contexts.