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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Gehalteverbetering in hoër onderwys : 'n kritiese oorsig, met verwysing na Suid-Afrika : research and review article

Volume 23, Issue 4
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173

Abstract

<b>Quality improvement in higher education : a critical review, with reference to South Africa</b> <br>In view of the controversy which characterises systems for quality assurance in higher education worldwide, this article provides a critical review of the theory and practice of quality in the higher education sector. The state of affairs in South Africa is also reviewed, with the focus on the new system for quality assurance which is currently being implemented. Despite good intentions, however, the new system in South Africa tends to be over-burocratic, with limited potential for deepseated change and quality improvement as a result of the focus on accountability rather than on continuous improvement. Real improvement is an internally driven process, which cannot be achieved through burocratic measurement and control. In line with what has been experienced internationally, this article argues that a more flexible approach to the meaning of quality in the context of higher educaction is required in South Africa. Apart from defining and assuring quality, this approach should also be directed at its improvement. However, the point of departure has to be quality improvement, and not quality assurance and control.

In die lig van die kontroversie waardeur stelsels vir gehalteversekering vir hoër onderwys wêreldwyd gekenmerk word, verskaf hierdie artikel 'n kritiese oorsig van die teorie en praktyk van gehalte in hoër onderwys. 'n Oorsig van die stand van sake in Suid-Afrika word ook verskaf, met die fokus op die nuwe gehalteversekeringstelsel vir hoër onderwys wat tans geïmplementeer word. Ten spyte van goeie bedoelings, neig die nuwe stelsel vir Suid-Afrika egter tot oordrewe burokrasie, met 'n beperkte potensiaal vir diepgaande verandering en die bevordering van gehalte. Dit is as gevolg van die klem daarvan op toerekenbaarheid (accountability), eerder as op voortdurende verbetering (continuous improvement). Werklike verbetering is 'n intern-gedrewe proses wat nie deur burokratiese meting en beheer bewerkstellig kan word nie. In pas met die internasionale ervaring toon hierdie artikel aan dat 'n meer plooibare begrip van wat gehalte in die konteks van hoër onderwys beteken, in Suid-Afrika benodig word. Só 'n benadering behoort bo en behalwe die definiëring en versekering van gehalte, ook op die verbetering daarvan gerig wees. Die vertrekpunt moet egter gehalteverbetering en nie gehaltebeheer en -versekering wees nie.

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/content/aknat/23/4/EJC20352
2004-12-01
2020-08-15

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