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The South African Higher Education System: Key Policies and Statistics
Forum on Higher Education in South Africa and China
26–27 November 2013
Nico Cloete26 November 2013
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Policy Frameworks in SA
1. Policies: Implementation strategies – legislation and funding2. Incentives: direct – indirect3. Symbolic (compensatory legitimation) 4. National – institutional (development- support- incentives)
Policy Moments in SA
• 1996/7 National Commission on Higher Education Report, Green and White Paper (1997)
• 2000/1 Council Higher Education Differentiation report, National Plan on Higher Education
• 2004 mergers of intuitions and funding linked to enrolment planning
• 2008 new funning framework fully operational, end of Programme Qualification Mix reviews
• 2011 latest accredited HEMIS data, and start of Green Paper and National Development Plan 2030
process.
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Diagnosis: National Planning Commission (2011)
From Numerous Reviews (World Bank; Harvard; WEF)
1. low participation and high attrition rates
2. medium knowledge producing
3. insufficient capacity for adequate skills production
4. differentiated (not formal policy)
5. minority (+/- five ) of ‘chronic crisis’ institutions (bad press)
Shift from Equity to Development, and the Return of Equity (Transformation Oversight Committee, 2013)
SA continually paralysed by inability to prioritise
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Shape of the SA Post-School System (2010)
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Gross enrolment ratio and global competitiveness
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Graduates by field of study
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Throughput of graduates
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Race composition of SA universities
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Research output of academic staff
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Impact of SA science
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Figure 2: R&D expenditure
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Higher education income
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A differentiated public university system
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Policy Focus to Strengthening the Doctorate1. Doctoral enrolment must grow – absent in NCHE, symbolic in
White Paper, stronger in National Plan and strong funding from 2008 (ranging from $40 000 to $60 000 per student/graduate).Priority in NDP 2030 with graduate targets (from 1500 to 5000 in 2030. Focus on SET and business management.
2. Output efficiency must improve - from 1997 focus on efficiency in general, 2008 funding weak on efficiency, 2012 Green Paper and NDP much more explicit (throughput of 75%). CHET and CREST performance and efficiency indicators (symbolic)
3. Academic staff must have PhD - Financial and Fiscal
Commission (2012) and NDP (increase from 35% to 75%)
4. Internationalisation - NPHE (2001) and Green Paper (2012) encourages post graduate recruitment, particularly SADC
5. Differentiation – policy covert/ambiguous, funding explicit
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Figure 1: The rise of doctorates (1998–2006)
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Growth in PhD graduates in South Africa: 1920-2011
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Source: Garbers (1960), DNO (1982), DoE (1999), DHET (2013)
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Average annual growth rate of PhD graduates: 1920–2011
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Source: Garbers (1960), DNO (1982), DoE (1999), DHET (2013)
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Average shares of the doctoral graduates in the various fields of study, 1996 to 2011
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Source: DoE (1999), SAPSE; DHET (2013), HEMIS data (2000-2013)
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Progress of 2004 intakes of new doctoral students after 7 years, according to bands of performance
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Progress of the 2004 cohort of new doctoral entrants by nationality, gender and race after 7 years
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Source: DHET (2013). PhD cohort studies.
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Comparison of international PhD completion rates Country Period of analysis
Norway (2002/3 cohort)
8 years
United States(1992/3/4)
10 years
Canada(2001 cohort)
9 years
United Kingdom(1996/7 cohort)
7 years
South Africa(2004 cohort)
7 years
International
(FT & PT)
(PT)
(FT)
(FT & PT)
(FT & PT)
International
(FT & PT)
(FT & PT)
0% 10% 20% 30% 40% 50% 60% 70% 80%
52%
46%
34%
71%
61%
71%
67%
57%
76%
Completion Rate
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Percentage of the academic staff with doctorates by institution, 2011
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Source: DHET (2013), HEMIS data (2000-2013)
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Comparison of PhD production in South Africa with a number of selected OECD countries, 2000 and 2011
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Country
2011 SET PhD graduates as % of
all 2011 PhD graduates
Average annual growth rate in
total PhDs 2000 - 2011
Population
2011 SET PhD graduates per
100,000 of 2011 population
2011 total PhD graduates per
100,000 of 2011 population
2011
Australia 58.4% 4.7% 22 324 000 15.9 27.2Canada 62.8% 3.3% 34 483 980 10.3 16.5Czech Republic 61.8% 9.6% 10 496 670 14.5 23.5Finland 61.2% -0.2% 5 388 272 21.1 34.4Germany 72.5% 0.5% 81 797 670 24.2 33.4Hungary 52.9% 5.1% 9 971 726 6.5 12.4Ireland 64.1% 10.1% 4 576 748 20.3 31.6Italy 63.8% 11.1% 60 723 570 11.8 18.6Korea 59.7% 6.0% 49 779 440 14.0 23.4Norway 63.9% 6.4% 4 953 000 16.7 26.2Portugal 52.1% 3.5% 10 557 560 11.4 21.9Slovak Republic 52.0% 12.8% 5 398 384 16.1 31.0Switzerland 68.5% 2.2% 7 912 398 30.1 44.0Turkey 55.7% 7.4% 73 950 000 3.5 6.3United Kingdom 59.9% 5.1% 61 761 000 19.5 32.5United States 55.4% 4.5% 311 591 900 13.0 23.4South Africa 54.2% 4.5% 51 770 560 1.6 3.0
Source: OECD (2013) Graduates by field of study, data extracted on 4 July 2013.
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Where Are We at End of 2013?
1. Autonomy - a big issue for some universities, but Higher Education SA divided
2. Differentiation – official policy but no clear implementation steps
3. Knowledge production - (postgraduate, doctorate, research output) very strong with Presidency and Dept Science and Technology
4. Efficiency – DST, DHET and CHE using performance indicators
5. Equity – Equity Index (DHET)
Shift from Equity to Development, and the Return of Equity (Transformation Oversight Committee, 2013)
SA continually paralysed by inability to prioritise
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Dr Nico [email protected]