Distinct pathways: tracing the origins and history of private higher education in South Africa

Kruss, Glenda

doi:10.1080/14767720500347668

Cited by 14 publications

(19 citation statements)

References 7 publications

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“…The significant growth in the private provision of higher education has contributed towards entrenching this perspective of external quality assurance because, left to their devices, private providers of higher education may come up with quality goals that are at variance with the national aspirations (Kruss 2004). This perspective of quality assurance makes it an obligation that national education authorities and quality assurance agencies "quality control" the provision of higher education to ensure that it has strong relationship with national developmental objectives and other imperatives, and that it makes significant contribution towards the realisation of the developmental aspirations.…”

Section: Perspectives On Role Of External Quality Assurance and Promomentioning

confidence: 99%

Enhancing academic success through the involvement of students in quality assurance and promotion in higher education: A synopsis

Saidi

2020

SAJHE

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One of the hallmarks of the democratisation of higher education is the involvement of students in the entire higher education delivery value chain. Global literature demonstrates a positive causal relationship between the involvement of students in the higher education delivery value chain and academic success. The article contends that, since quality assurance and promotion are acknowledged as integral components of the higher education delivery value chain, the involvement of students in quality assurance and promotion processes at the institutional and national levels can contribute positively towards enhancing academic success for students. The post-apartheid policies on higher education envisioned a transformed, effective and efficient higher education system, characterised by, among others, expanding access and improving student success. Unfortunately, while access has been expanding substantially, academic success of students has not improved significantly. This state of affairs requires that all stakeholders should have their hands on deck to contribute, through their diverse work activities, towards improving academic success of students. It is within this context that the CHE organised a conference on the theme: "Enhancing Academic Success through the Involvement of Students in Quality Assurance and Promotion in Higher Education". This article provides a synopsis of the contribution of the conference to the discourse on enhancing the academic success through the involvement of students in quality assurance and promotion.

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Section: Perspectives On Role Of External Quality Assurance and Promomentioning

confidence: 99%

Enhancing academic success through the involvement of students in quality assurance and promotion in higher education: A synopsis

Saidi

2020

SAJHE

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“…This required an assessment of all facets of education and training from the supply perspective. While the groundwork for private provision of HET was laid by a Ford Foundation study into private Higher Education (Kruss 2004), the private FET and GET sector required considerable primary data gathering.…”

Section: The Research the Hsrc And The Phdmentioning

confidence: 99%

“…The other projects in which I was involved at the time strengthened my understanding of the issues. These included notably one in which I was field worker for a private HET project (Kruss 2004) and another in which I undertook fieldwork for a public FET College Responsiveness Project (Cosser et al 2003). In particular, the project on private higher education (Kruss 2004) was pertinent as the providers, in addition to their HET provision, also offered programmes at the FET level.…”

Section: My Rolementioning

confidence: 99%

“…The age profile of the private FET sector suggests that it is one that is more receptive of an older, 'non-traditional' client set and that it was responding to the provision gap for the lifelong and career-related learning needs of this group. In this way, it is evident that the sector is responding to a need that is 'different' in terms of the assertion that the private Higher Education sector is responding to the imperatives for 'more', 'better' and 'different' provision forms (Mabizela 2002;Kruss 2004;Geiger 1986a & b).…”

Section: Gender Profilementioning

confidence: 99%

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Private Technical and Vocational Education and Training (TVET) and national development: The South African reality

Salim¹,

Akoojee²

2008

International Journal of Educational Development

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My wife Jugs, for her love and unstinting support and for selflessly sharing this trying journey through its myriad joys and challenges. Thank you for being there, always. Professor Simon McGrath, colleague, friend, and mentor, whose inspiring confidence in me remains indelibly imprinted in my mind. This work could not have been completed without his guiding hand and continued belief in me. Thank you for making this work a reality and for being there throughout the process.

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“…Glenda Kruss (2004) undertook a very important study in this area, and immediately established the context that private education is a reality in SA that must be engaged with, rather than taking a position for or against it (ibid, 1). She distinguishes between private sector institutions that offer learners credentials and those that offer mobility.…”

Section: Private Education Provisionmentioning

confidence: 99%

Skills Shortages in South Africa: A Literature Review

Daniels

2007

SSRN Journal

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This paper conducts a review of the literature on skills shortages in South Africa. It is demonstrated that different Government departments have different views concerning the definition of skills shortages. This is largely due to the omission in any official government literature of tying the concept of "skills shortages" to productivity. There is also a complex and frequently overlapping institutional architecture that undermines the effective administration of skills development. An important example of this is that the link between providing skills training and accrediting individuals with a qualification that acknowledges this training is very poorly administered, highlighting poor co-ordination between the Department of Labour and Department of Education. Among Sectoral Education andTraining Authorities (SETAs), there is also under-performance on their mandate to provide skills training for the unemployed -an activity that is flagged in this review simply because of the strong public good nature to this activity and the fact that only SETAs are institutionally empowered to effect this change. A variety of policy recommendations are made with respect to both closed-and open-economy solutions to skills shortages. A key point is that immigration legislation must be relaxed in order to help solve the pervasive skills constraints in South Africa.

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Distinct pathways: tracing the origins and history of private higher education in South Africa

Cited by 14 publications

References 7 publications

Enhancing academic success through the involvement of students in quality assurance and promotion in higher education: A synopsis

Enhancing academic success through the involvement of students in quality assurance and promotion in higher education: A synopsis

Private Technical and Vocational Education and Training (TVET) and national development: The South African reality

Skills Shortages in South Africa: A Literature Review

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