Access and Equity and South African Higher Education: A Review of Policies after 20 Years of Democracy

The Role of Community Engagement in Higher Education: Convergence Relating to Knowledge Growth- a Practical Model and Guidelines

“…Teachers who are altruistic, service oriented, and community oriented-regardless of their institution-are very often to participate in community service. Such values also manifest themselves in their preference for studentcentered pedagogy and research interests regarding race and ethnicity (Mabokela & Mlambo, 2017). Primary investigation from the present study is reveal an interesting challenge for university trying to encourage the integration of community service activities into the educational mission of their institutions.…”

“…According to the Ethiopian Higher Education Act of Proclamation No. 1152, universities or educational organizations in this country have a principal role of supportingfor creating optimal opportunities for teaching &learning, and the innovation and distribution of knowledge among the community bodies (Mabokela & Mlambo, 2017). The act further identifies three different critical pillars central to the role of these organizationslike Teaching and Learning, Research and Community commitment.Any university or higher educational organizations may perform various activities to enrich the leaving standards of people of the nation (Menon & Suresh, 2020).…”

Beyond the Local–Global Binaries of Higher Education Internationalization in Post-apartheid South Africa

“…At the system level, two post-apartheid policies provided a framework for creating a new, equitable system of higher education: the 1997 Education White Paper 3: A Programme for the Transformation of Higher Education and the 2001 The National Plan for Higher Education in South Africa (Mabokela & Mlambo, 2017). 5 In the White Paper, higher education transformation encompassed increased and broadened participation of Black, women, disabled and mature students; responsiveness to societal interests and needs such as of a technologically oriented economy; and cooperation and partnership in governance.…”

“… 5. While this chapter covers the two policies as a form of institutionalization of the transformation discourse and agenda at the system/national level, Mabokela and Mlambo (2017) actually offer a critical policy analysis of the policies. …”

Itinerarios de acceso/admisión a la educación superior. Un análisis comparado en los sistemas educativos de España, Francia y Finlandia

“…Actualmente, se está generando una gran expectación, tanto a nivel nacional (De Carlos, 2014;Lorenzo, Argos, Hernández y Vera, 2014;Michavila y Esteve, 2011;Revesado, 2018;Rodríguez, Fita y Torrado, 2004;Valle, 2001Valle, , 2008) como a nivel internacional (Adelman, Holland y Heidelk, 2017;Kwiek, 2013;Mabokela y Mlambo, 2017;Van der Wende, 2003;Yang, Borrowman, Tan y New, 2019) por la temática que nosotros presentamos en este trabajo, no solo por lo que este tema representa a nivel académico, sino también desde el punto de vista institucional. Sin duda alguna, los procesos de transición, y especialmente, la transición desde la educación secundaria hacia la educación superior está tomando un papel relevante en nuestra sociedad, generando un gran atractivo para los investigadores educativos, especialmente en la perspectiva internacional o comparada (Revesado, 2018), que es en la que se enmarca nuestro trabajo.…”