Abstract
The South African government recognizes the need to provide a higher-quality education, improve the preparation of students, raise the graduation rates of black and underrepresented groups, overcome language barriers, and meet the country’s need for skilled workers who can contribute to the global knowledge-based economy. This chapter examines the distinct challenges associated with merging into one system multiple universities with historically different curricula, students, language, and standards. The chapter ends with an analysis of how the organizational and structural changes to the Ministry of Education were designed to alleviate some ofthose challenges facing the system.
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Notes
- 1.
John Campbell, and Ralph Bunche, “Slow Progress for South Africa’s ‘Born-Free’ Generation.” Council on Foreign Relations, December 18, 2015, http://www.cfr.org/south-africa/slow-progress-south-africas-born-free-generation/p37393 (accessed June 15, 2016).
- 2.
Nicky Falkof, “South Africa’s Student Revolt,”—The New York Times, October 25, 2015, http://www.nytimes.com/2015/10/26/opinion/south-africas-student-revolt.html?_r=0 (accessed June 10, 2016).
- 3.
Christine Hauser, “Fees Must Fall: Anatomy of the Student Protests in South Africa,” The New York Times, http://www.nytimes.com/2016/09/23/world/africa/fees-must-fall-anatomy-of-the-student-protests-in-south-africa.html?emc=eta1 (accessed October 11, 2016).
- 4.
Munyaradzi Makoni, “Government Stakeholder Forum Fails to End Student Unrest,” University World News, October 7, 2016, http://www.universityworldnews.com/article.php?story=20161007154826650 (accessed October 11, 2016).
- 5.
Elizabeth Redden, “In South Africa the Struggle for Free Tuition – And Fundamental University Transformation – Continues After Massive Student Protests,” Inside Higher Education, November 18, 2015, https://www.insidehighered.com/news/2015/11/18/south-africa-push-continues-free-tuition-and-adequate-support (accessed June 18, 2016).
- 6.
Eynon, 122.
- 7.
Ibid.
- 8.
Ibid., 124.
- 9.
Ibid., 129.
- 10.
Ibid.
- 11.
Karen MacGregor, “The HESA Presentation to the Portfolio Committee on Higher Education and Training Is Titled ‘South African Higher Education in the 20th Year of Democracy: Context, Achievements and Key Challenges,’” University World News Global Edition Issue 317, April 27, 2014, http://www.universityworldnews.com/article.php?story=20140425131554856 (accessed August 3, 2016).
- 12.
Ministry of Education, National Plan for Higher Education in South Africa, February 2001, 19.
- 13.
The Council on Higher Education (CHE), “Vital Stats, 2013” Pretoria, South Africa, 2015, 3.
- 14.
Ibid., 33.
- 15.
Nico Cloete, Another Self-Destructive South African Policy, Center for Higher Education Trust (CHET), January 2016, Cape Town, South Africa, 4.
- 16.
The Council on Higher Education (CHE), “Vital Stats, 2013,” 4.
- 17.
Ibid.
- 18.
Eynon, 138.
- 19.
Ibid., 137.
- 20.
Ibid.
- 21.
Ibid.
- 22.
Cloete, 4.
- 23.
Stats South Africa, “Education Costs Outstrip Inflation,” April 22, 2015, http://www.statssa.gov.sa (accessed October 22, 2016).
- 24.
Organization of Economic Co-Operation and Development (OECD), Reviews of National Policies for Education: South Africa (Paris: OECD, 2008), 98.
- 25.
Reflections on Higher Education Transformation, Discussion Paper prepared for the second National Higher Education Transformation Summit, 2015, South Africa, 20.
- 26.
Department of Education, Information on the State Budget for Higher Education 2007 (Pretoria: Department of Education, 2007), 25. The NSFAS assesses the cost of students to study by adding the registration fee per student, to the average cost of tuition and the average cost of residence. The average cost of tuition is calculated as the tuition fee income divided by the number of enrolled students and the average cost of residence is calculated as the residence fee income divided by the number of students in residence.
- 27.
South Africa Council on Higher Education, Higher Education Monitor: The State of Higher Education in South Africa, 28.
- 28.
The Council on Higher Education (CHE), “Vital Stats, 2013,” 94.
- 29.
Department of Higher Education and Training (DHET) 2010: Audited financial statements of the universities for the period 2000/01 to 2011/12, Moving Forward: Trends in annual reporting by South African public universities—September 2014 Report of the Ministerial Committee for the Review of the Funding of Universities—October 2013, released February 2014 OECD Indicators: Education at a Glance 2014 National Development Plan 2030, Our future—Make it work, 2012.
- 30.
National Student Financial Aid Scheme, 2014/15 Annual Report: NSFAS Toward a Student Centered Approach, Cape Town, South Africa, 17.
- 31.
Ibid.
- 32.
Reflections on Higher Education Transformation, Discussion Paper prepared for the second National Higher Education Transformation Summit, 2015, South Africa, 20.
- 33.
Eynon, 146.
- 34.
Karen McGregor, “South Africa: Debate Moves on from Access to Success,” University World News, March 15, 2009, http://www.universitynews.com/article.php?story=20090313111607177& (accessed March 24, 2009).
- 35.
Eynon, 146.
- 36.
Ibid., 148.
- 37.
Karen MacGregor, “South Africa: Student Drop-out Rates Alarming,” University World News, October 28, 2007, http://www.universityworldnews.com/article.php?story=2007102510.php?story=20071025102245380 (accessed November 17, 2009).
- 38.
Karen MacGregor, “South Africa: Shocking Results from University Tests,” University World News, August 16, 2009, http://www.universityworldnews.com/article.php?story=20090816 (accessed November 17, 2009).
- 39.
Eynon, 153.
- 40.
OECD, 57.
- 41.
Department of Education, Monitoring and Evaluation Report on the Impact and Outcomes of the Education System on South Africa’s Population: Evidence from Household Surveys (Pretoria: Department of Education, September 2006), 40.
- 42.
Eynon, 154.
- 43.
News 24, “Zuma Reads Teachers the Riot Act,” June 8, 2009, www.news24.com (accessed June 8, 2009).
- 44.
Campbell and Bunche, “Slow Progress for South Africa’s ‘Born-Free’ Generation”.
- 45.
YouTube, Reitz Racist Video Bloemfontein, March 5, 2008, www.youtube.com/watch?v=F4jq_sucA34 (accessed November 20, 2009).
- 46.
Eynon, 149.
- 47.
Ibid.
- 48.
Ibid.
- 49.
The Times, “South Africa’s Universities of Shame,” May 17, 2009, http://www.thetimes.co.za (accessed May 17, 2009).
- 50.
Ibid.
- 51.
Karen MacGregor, “South Arica: First Black Leader for Free State,” University World News, March 15, 2009, http://www.universityworldnews.com/article.php?story=2009031508564470 (accessed April 10, 2009).
- 52.
Dr. Jansen is one of South Africa’s leading—and most outspoken—intellectuals. A former biology teacher, he went on to obtain a master’s degree from Cornell University in the US and a PhD from Stanford. He was dean of education at the University of Pretoria from 2001 to 2007, and a Fulbright Scholar to Stanford in 2007–08. Jansen’s recent books are Knowledge in the Blood (2009) and he co-authored Diversity High: Class, Color, Character and Culture in a South African High School (2008).
- 53.
MacGregor, “South Arica: First Black Leader for Free State.”
- 54.
Mail & Guardian Online, “UFS Drops Racist Video Charges,” October 18, 2009, http://www.mg.com.za/article/2009-10-18-ufs-dropsracist-video-charges (accessed November 10, 2009.
- 55.
Mail & Guardian Online, “Suspend Reitz Decision, Ministry Tells Jansen,” October 21, 2009, http://www.mg.com.za/article/2009-10-21-suspend-reitz-decision-ministry-tells-jansen (accessed November 10, 2009).
- 56.
Karen MacGregor, “South Africa: Vice-chancellor Faces Death,” University World News, November 1, 2009, http://universityworldnews.com/article.php?story=20091101 (accessed November 2, 2009).
- 57.
Mail & Guardian Online, “Malema: ‘We cannot feed Jansen to the Enemy,’ October 29, 2009, http://www,mg,co,za/article/2009-10-29-malema-we-cannot-feed-jansen-to-the-enemy (accessed November 10, 2009).
- 58.
South Africa Council on Higher Education, Higher Education Monitor: The State of Higher Education in South Africa, 85.
- 59.
Reflections on Higher Education Transformation, Discussion Paper prepared for the second National Higher Education Transformation Summit, 2015, South Africa, 12.
- 60.
Eynon, 155.
- 61.
Ibid., 156.
- 62.
Ibid.
- 63.
Ibid.
- 64.
Ian Scott, Nan Yeld, and Jane Herdy, “South Africa Council on Higher Education,” A Case Study for Improving Teaching and Learning in South African Higher Education, Higher Education Monitor no. 6 (October 2007); Centre for Higher Education Development, University of Cape Town, South Africa, 12.
- 65.
Ibid., 12.
- 66.
Ibid., 34–35.
- 67.
Ibid.
- 68.
Cloete,4.
- 69.
Eynon, 143.
- 70.
Ibid., 147.
- 71.
Cloete, 30.
- 72.
Reflections on Higher Education Transformation, Discussion Paper prepared for the second National Higher Education Transformation Summit, 2015, South Africa, 10.
- 73.
Cloete, 8.
- 74.
OECD, 338. Comprehensive universities were expected to combine formative and career-focused technological higher education through student access to a wider variety of courses with different entry requirements, student mobility between career-focused and formative courses, expanded research opportunities that linked applied research to basic research. It was thought that with this increased scope and capacity they would be able to meet regional needs.
- 75.
Eynon, 157.
- 76.
Ibid.
- 77.
Ibid., 162.
- 78.
Ibid.
- 79.
Karen MacGregor, May 4, 2008, “South Africa: New qualifications Framework,” University World News, http://universityworldnews.com/article.php?story=20080501171728596& (accessed March 3, 2009).
- 80.
Thiven Reddy, Higher Education and Social Transformation: South African Case Study, Report to the South African Council on Higher Education, Pretoria (February 2004), www.che.ac.za, 35.
- 81.
Silvia Federici, George Caffentzis, and Ousseina Alidous, A Thousand Flowers: Social Struggles Against Structural Adjustment in African Universities (Trenton, NJ: Africa World Press, 2000), 101.
- 82.
Ibid., 101.
- 83.
Eynon, 163.
- 84.
Ibid., 159.
- 85.
Ibid.
- 86.
Ibid., 160.
- 87.
Ibid.
- 88.
Ibid.
- 89.
Ibid.
- 90.
Ibid.
- 91.
Ibid.
- 92.
Ibid.
- 93.
Ibid.
- 94.
Ibid.
- 95.
Ibid.
- 96.
OECD, 338.
- 97.
Karen MacGregor and G.Maslen, “Comprehensive University Reality ‘fraught and complicated,’” University World News: Special Africa Edition, January 29, 2008, www.universityworldnews.com/article.php?story=20080129095613996 (accessed December 20, 2009).
- 98.
OECD, 338.
- 99.
South Africa Council on Higher Education, Higher Education Monitor: The State of Higher Education in South Africa, 2007, 20.
- 100.
Ibid., 20–21.
- 101.
The Council on Higher Education (CHE), “Vital Stats, 2013,” 33.
- 102.
Eynon, 159.
- 103.
Ibid., 82.
- 104.
Ibid., 83.
- 105.
Ministry of Education, 27.
- 106.
Organization of Economic Co-Operation and Development (OECD), Reviews of National Policies for Education: South Africa (Paris: OECD, 2008), 344, Figure 8.3.
- 107.
I. Bunting, C. Sheppard, N. Cloete, and L. Belding, “PERFORMANCE INDICATORS IN SOUTH AFRICAN HIGHER EDUCATION 2000–2008 Summary Report,” Center for Higher Education Trust (CHET), Cape Town, South Africa, 14.
- 108.
The Council on Higher Education (CHE), “Vital Stats, 2013,” 25.
- 109.
Karen MacGregor, “South Africa: Communist Takes Charge of Higher Education,” University World News, May 24, 2009, 1.
- 110.
Ibid., 2.
- 111.
Ibid.
- 112.
Eynon, 166.
- 113.
SETA stands for Sector Education and Training Authority. SETA organizations were established by Minister of Labor Membathisi Mdladlana in 2000. There are at 23 SETAs operational in South Africa. The main function of a SETA is to improve workforce skills—to bring new skills to the employed, and help those wanting to be employed in a given sector acquire the skills they need. SETAs follow the National Skills Development Strategy; their goal is to ensure that people learn skills that are needed by employers and communities, Training must be to agreed standards within the National Qualifications Framework wherever possible, CTFL SETA. http://www.ctflseta.org.za (accessed November 29, 2009). National Skills Authority: The 29-member National Skills Authority was established in the Skills Development Act and is made up of representatives from business, labor, government and community organizations. Its main function is to advise the Labor Minister about a national skills development strategy and its implementation, http://www,southafrica,info/business/economy/policies/labourbodies,htm (accessed December 5, 2009). National Skills Fund: The National Skills Fund (NSF) was established in 1999 under the terms of the 1998 Skills Development Act, to support the implementation of the National Skills Development Strategy (NSDS), “The Act seeks to address the structural deficiencies of the labour market, and develop a workforce that can respond to the modern economic environment, taking into account the equity considerations that are peculiar to South Africa,” National Skills Fund Strategic Projects 2006–2009, Department of Labour, Republic of South Africa, 1, http://www.labour.gov.za.(accessed December 5, 2009).
- 114.
Blade Nzimande, “The Post-School Education and Training System: Some Issues of Policy,” public lecture by the Minister of Higher Education and Training, July 23, 2009, Wits School of Public and Development Management, Pretoria, South Africa, 1.
- 115.
Eynon, 166.
- 116.
Ibid., 167.
- 117.
I Blade Nzimande, “The Post-School Education and Training System: Some Issues of Policy,” public lecture by the Minister of Higher Education and Training, July 23, 2009, Wits School of Public and Development Management, Pretoria, South Africa, 3.
- 118.
Ibid.
- 119.
Ibid., 4.
- 120.
Caiphus Kgosana, “All Deserve University Education-Nzimande,” IOL, www.iol.co.za (accessed July, 1 2009).
- 121.
Kgosana, “All Deserve University Education-Nzimande;” Centre For Higher Education Transformation, Responding to the Educational Needs of Post-School Youth: Determining the Scope of the Problem and Developing a Capacity-Building Model, First Draft Synthesis Report (Wynberg, South Africa: Centre for Higher Education Transformation, June 2009).
- 122.
Kgosana, “All Deserve University Education-Nzimande.”
- 123.
Kane-Berman, J. “Born Free But Still in Chains: South Africa’s First Post-Apartheid Generation (Johannesburg, South Africa: South African Institute of Race Relations, 2015), 24.
- 124.
Ibid.
- 125.
Reflections on Higher Education Transformation, Discussion Paper prepared for the second National Higher Education Transformation Summit, 2015, South Africa, 20.
Author information
Authors and Affiliations
Profiles of South African Women
Profiles of South African Women
The Women Who Led the #FeesMustFall Protest
Young women have been leading the “Fees Must Fall” movement, and two are of particular note: Nompendulo Mkhatshwa, president of the University of the Witwatersrand (Wits) Student Representative Council (SRC), and Shaeera Kalla, the council’s past president. The #FeesMustFall campaign began at Wits University when students rejected the government’s 10.5 percent tuition fee increase for academic year 2016. In October 2015, both Mkhatshwa and Kalla led a student march to the ANC headquarters in Johannesburg, where Mkhatshwa spoke on the students’ behalf and delivered a memorandum of the students’ grievances to ANC secretary-general Gwede Mantashe. Mkhatshwa, Kalla, and the Wits students were credited with sparking the protests that lead to the closing of universities across the country.
Nompendulo Mkhatshwa
Nompendulo Mkhatshwa is an undergraduate student at Wits University, a part-time researcher at the ANC headquarters in Johannesburg, and leader of the Progressive Youth Alliance (PYA). At the height of the #FeesMustFall campaign, Mkhatshwas was the president of the SRC, an ANC activist, and widely regarded as one movement’s leaders.
Nompendulo has since become a divisive figure among Wits student protestors and others within the movement. One of the most prominent faces in the media, she appeared on the cover of the popular magazine, Destiny in December 2015. She and the magazine were criticized for drawing attention to one person, therefore detracting from the thousands of students who were involved in the movement.
She also lost credibility when, hours after President Jacob Zuma announced a tuition freeze for 2016, she called for an end to the nationwide university shutdowns. Although she has not been as visible since falling from favor with students, she has represented them at the fees commission, has worked with police and within the courts to help secure the release of students arrested during protests, and has met with university management to discuss and negotiate students’ demand for free education.
Shaeera Kalla
Shaeera Kalla was born in Pretoria, the youngest of five children. Growing up, she attended many protests with her parents and other adults—as Kalla described it, not a common practice for young Muslim Indian woman. She credits being Muslim as one of the primary reasons she is involved in social justice movements, as she believes it is inherent in the teachings of the Quran.
Kalla holds a Bachelor of Commerce degree, majoring in philosophy, politics, and economics from Wits University and is now a postgraduate political science student. She joined the Wits Palestine Solidarity Committee, the Workers Solidarity Committee, and South African Students Congress (SASCO) while an undergraduate and served as the Student Representative Council in 2014.
For Kalla the #FeesMustFall movement was more than a protest against fees—it was a way for students to express their anger and frustration at their universities, which they believe to be anti-black and poor. Students believe that universities’ Eurocentric curriculum and commodification of education needed to be changed.
In October 2016, Kalla was struck at close range by 13 rubber bullets during a protest at Wits University. She was shot in the back while walking away from police.
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Eynon, D.E. (2017). The Present State of Higher Education. In: Women, Economic Development, and Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-53144-1_6
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