The objects of transformation in higher education

Abstract

This paper reviews the purposes of higher education in South Africa through to lens the 1997 Education White Paper. It is argued that, while the principles of the White Paper have shaped the development of the higher education system over the following decade the primary objectives of transformation have yet to be realized.

Keywords:

• transformation
• higher education
• South Africa

Notes

1. Participation rates are conventionally measured by the proportion of an age cohort that is admitted to a higher education institution. In international terms, a participation rate of 50% and above is considered high.

2. Data from Jane Hendry, Institutional Planning Department, University of Cape Town.

3. This shift of policy was formalised in the National Plan for Higher Education completed in 2000, which formed the basis for subsequent institutional restructuring (Republic of South Africa 2001).

4. See Hall (2006) for an overview of positions on academic freedom and institutional autonomy.

5. For the relationship between educational opportunity and income, see Van der Berg and Burger (2003), Bhorat and Oosthuizen (2006), Louw et al. (2006), Van der Berg (2006).

6. For an overview and analysis of poverty, inequality and public policy in South Africa, see Seekings and Nattrass (2005).

7. See The Economist (2005) for a cynical but realistic example of the reception that the Commission for Africa report received. The Commission for Africa's website reports that the Secretariat to the Commission for Africa closed on 31 July 2005 having finished its work, and that the site is now an archive. http://www.Commissionforafrica.org [Accessed 13 November 2005].

8. Clark (1978) provides a classic description of the disciplinary ordering of knowledge in the university.