Howard College, UKZN 25-27 September 2012

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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.

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• 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.

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• ◦ Admitting black students – Stan Kahn and hood- winking the bureaucrats 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.

A flood of expelled students – from state to university bureaucrats Two institutions had to change – state and university 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

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• • Start preparing to govern, write policy, you are useless protestors in any case (1989) 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 National Policy Investigation (NEPI, 1991) – Post Secondary Group (Pandor, Nzimande, Moja, Badsha) UDUSA Policy Forum – Policy vs Salaries Moja, Cloete and Muller. 1996. Towards New Forms of Regulation in Higher Education: Higher Education, 32, pp129-155 National Commission on Higher Education (1995) Did not want to discuss T&L, or Student Services – Student Services Council regard student services and academic faculties as mutually interdependent 4

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Deceptively simple: increased participation, greater responsiveness and increased co-operation Policy terms: equity, development and democratisation 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 NCHE: accepted massification but not differentiation White Paper: Planned Growth and "Fluid Boundaries" 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

Country Botswana Mauritius South Africa Chile Costa Rica Ghana Kenya Mozambique Uganda Tanzania Finland South Korea USA GDP per capita (PPP, $US) 2007 13 604 11 296 9 757 13 880 10 842 1 334 1 542 802 1 059 1 208 34 256 24 801 45 592 GDP ranking 60 68 78 59 73 153 149 169 163 157 23 35 9 HDI Ranking (2007) 125 81 129 44 54 152 147 172 157 151 12 26 13 GDP ranking per capita minus HDI ranking -65 -13 -51 +15 +19 1 2 -3 6 6 11 9 -4

Country Stage of development (2009-2010) Ghana Kenya Mozambique Tanzania Uganda Stage 1: Factor-driven Botswana Transition from 1 to 2 Mauritius South Africa Finland South Korea United States Stage 2: Efficiency-driven Stage 3: Innovation-driven Gross tertiary education enrolment rate (2009) 6 4 2 2 5 20+ 26 + 18 (9) 94 98 82 Quality of education system ranking (2009-2010) 71 32 81 99 72 48 50 130 6 57 26 Overall global competitive ranking (2010-2011) 114 106 131 113 118 76 55 54 7 22 4

18000 16000 14000 12000 10000 8000 6000 4000 2000 0 13449 5164 5622 685 13098 5528 5456 761 1996 1998 Doctoral enrolments 14184 6394 5936 961 14673 7763 6483 969 2000 2002 Doctoral graduates 15423 8790 6660 1104 15809 9800 8003 1100 2004 2006 Research publications 15936 9939 8353 1182 2008 16684 11468 9748 2010 Permanent academics Doctoral enrolments Research publications 1421 Doctoral graduates Permanent academics 9 9

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.

40% 30% 20% 10% 0% 90% 80% 70% 60% 50% 78% 62% 13% 9% 1996 African 25% 13% 2000 55% 33% 12% White 2004 49% 41% 10% 44% 42% African White 14% Coloured+Indian 2008 Coloured +Indian 2010 10

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• • 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

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NOTE: General and professional 3-year degrees (UNISA excluded) 15

Qualification level [no. of new entrants] 3-year diplomas [37 330] Undergraduate degrees* [32 178] Masters [15 479] Doctorates [2 140] Graduate Drop out Graduate Drop out Graduate Drop out Graduate Drop out * General and professional 3-year degrees (UNISA excluded) Year 1 33% 30% 6% 28% 1% 22% Year 3 16% 18% 27% 12% 25% 15% 14% 15% Year 5 19% 5% 21% 4% 12% 13% 20% 4% TOTAL DROP-OUTS 56% 46% 57% 41%

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• • • 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 17

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Higher education almost had a “Marikina” moment at UJ during the mismanaged admissions process 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 The economic and personal/psychological cost is astronomical SALDRU National Household Income Survey – returns on post-matric qualification is THREE times in earnings and finding employment 19

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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