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

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

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

1. Deceptively simple: increased participation, greater

responsiveness and increased co-operation

2. Policy terms: equity, development and democratisation

3. 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 differentiation

5. White Paper: Planned Growth and "Fluid Boundaries"

6. CHET (1997): Unifinished Business of the NCHE -

massification, knowledge production and differentiation

(performance indicators)

5

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

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 Africa 9 757 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

Country

Stage 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 Africa 18 (9) 130 54

Finland

Stage 3: Innovation-driven

94 6 7

South Korea 98 57 22

United States 82 26 4

9

9

5164 55286394

7763

8790

9800 9939

11468

685 761 961 969 1104 1100 1182

1421

56225456

59366483 6660

8003 8353

9748

13449 13098

1418414673

1542315809 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 enrolments

Research 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.

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

12

13

14

15

NOTE: General and professional 3-year degrees (UNISA excluded)

Qualification level [no. of new entrants]

Year 1 Year 3 Year 5TOTAL

DROP-OUTS

3-year diplomas[37 330]

Graduate - 16% 19%

Drop out 33% 18% 5% 56%

Undergraduatedegrees*[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

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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

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1. Incentives: Blame the school system and take the money

Knowledge production and PhD outputs (Herana)

• Input / output funding balance

2. 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