Nelson Mandela Metro University . . Nico Cloete. January2012. . Complimentary but disconnected discourses. 2. DHET. Should have combined with DST. Shocked by Charles finding of 3 million NEET’s and have become besotted with FET and training . ID: 678935
DownloadNote - The PPT/PDF document "Higher Education Differentiation:" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Presentations text content in Higher Education Differentiation:
Slide1
Higher Education Differentiation: Nelson Mandela Metro University
Nico Cloete
January2012
Slide2
Complimentary but disconnected discourses
2
DHET
Should have combined with DST
Shocked by Charles finding of 3 million NEET’s and have become besotted with FET and training
In Ministers budget speech referred to research on page 12 and never used knowledge economy and Africa, not to mention the globe (a local communist)
DST
Opening line knowledge economy and global competitive
Presses all the knowledge production buttons
Never spoke to DHET advisor
Slide3
Differentiation (NPC) (1) Functions of HE
3
Higher education is the major driver of the information-knowledge system, linking it with economic development...Universities are key to developing a nation. They play three main functions in society. Firstly, they educate and train people with high-level skills for the employment needs of the public and private sectors
.
Secondly, universities are the dominant producers of new knowledge, and they critique information and find new local and global applications for existing knowledge. Universities also set norms and standards, determine the curriculum, languages and knowledge, ethics and philosophy underpinning a nation's knowledge-capital. South Africa needs knowledge that equips people for a society in constant social change
Slide4
Differentiation (NPC) (2) Functions
4
"
Thirdly, given the country's apartheid history, higher education provides opportunities for social mobility and simultaneously strengthens equity, social justice and democracy. In today's knowledge society, higher education underpinned by a strong science and technology innovation system is increasingly important in opening up people's opportunities."
(p262)
For the first time knowledge production and equity are linked by stating that "high quality knowledge production cannot be fully realized with a low student participation rate" (p274
).
Also universities are not mainly fro individual mobility or for equity redress - equity is mentioned last and transformation not once
Slide5
Differentiation (NPC) Knowledge
5
The NPC is so enthusiastic about knowledge that it declares that "knowledge production is the rationale of higher education" (p271) - indeed a radical departure from the traditional 'rationale' of higher education in Africa, that is, disseminating (teaching) knowledge from somewhere else.
Description of SA system:
Medium knowledge producing
Insufficient skills producing
Low participation and high attrition
Differentiated.
Slide6
NPC Knowledge Policies
6
the notion of knowledge production consists of a combination of PhD education and research output.
a target of tripling the number of doctoral gradates from 1,420 to 5,000 per annum, and increasing the proportion of academic staff with PhDs from 34% to 75%
a number of world-class centres and programmes should be developed within the national system of innovation and the higher education sector.
a new future scholars programme needs to be developed, both to increase the proportion of staff with PhDs and to meet the increasing demand for professional PhDs in the non-university research, financial and services sectors
role of science councils should be reviewed in light of the world-wide tendency to align, or merge, research councils with universities
Slide7
NPC Differentiation (1)
7
"
South Africa needs to strengthen research excellence through performance-based grants. More weight should be given to building departments, and centers or networks of excellence. Given that performance-based grants can entrench historical privilege and disadvantage, capacity-building grants should be provided with clear targets for improvement in five-year intervals.
"...
progressive differentiation requires that all higher education institutions provide high quality education and skills training, underpinned by common standards for student facilities, libraries, laboratories, computer access and staff qualifications. Adequate resourcing will be needed to enable historically disadvantaged institutions to achieve these standards and overcome historical backlogs."
(p291)
Slide8
NPC Differentiation (2)
8
deals with the worldwide policy debate about the concentration of resources by proposing world-class centers and programmes across institutions
advises the Ministerial Committee for the Review of the Funding of Universities that such revisions should be based on the needs of a differentiated system with adequate provision for both teaching and research
requires flexible pathways for student mobility between institutions
the Higher Education Quality Committee should finally start developing a core set of quality indicators for the whole system;
Slide9
NPC Differentiation (3)
9
5. Should be guided by evidence-based planning and performance monitoring which will require maintaining and strengthening the current Higher Education Management Information System and the additional capacity to analyze national trends and changes between and among institutions and institutional groups.
Slide10
DHET Green Paper (1)
10
History/diagnosis
Diverse system steeped in inequality
Leading universities internationally respected, HBU’s mired in constraints
Univ
of Technology, and Comprehensives mission drift losing focus of their mission to produce technologists mid level undergraduate skills
low success, low throughput at under-graduate
too few post graduate, particularly
Phd
Aging academic staff and shortages in scarce skills areas
Lack of coherence and articulation
Slide11
DHET Green Paper (2)
11
Research and innovation
Economic depends on innovation and technology absorption
While investment in research has tripled, there has not been a commensurate increase in personnel
Total knowledge output has increased 64% (2000-2009) but the system must become more productive
Poverty is a significant constraint on masters and
Phd
studies – students under pressure to obtain jobs??
Drastically increase number and quality of masters and PhD’s
Need for increased coordination between DHET and DST
Caliber and workload of academic staff must be addressed
Long term plan for renewing the academic profession - doctorates for academics and professions
Slide12
DHET Green Paper (3) : Differentiation
12
Differentiation must take cognizance of historical inequalities, existing institutional types, and a few relatively research intensive universities responsible for most of the post graduates and cutting edge research. Their needs must not divert resources from all the universities, particularly poorer ones - all must have sufficient resources to be effective institutions
Because of the high unit value per research output , funding framework is biased towards rewarding research at the expense of teaching–
High increase in research output by advantaged universities who have the means to “chase” research. The rigidity of the funding system discourage implementation of flexible curricula like 4 year undergraduates (p46)
Slide13
DHET Green Paper (4) : Differentiation
13
No further categorization of institutions
All institutions must have a clearly defined mandate
Undergraduate/post graduate and academic/professional/vocational equally important
Mix and level of programmes not fixed
All must offer high quality undergraduate programmes
University system must interface with PSE (
Fet
, colleges)
Funding regime must do justice to current institutional realities, and accept need for redress (development)
Funding for agreed upon outputs
Slide14
Differentiation Principles
14
The most important principle is that the country needs the entire spectrum of institutions for socio-economic development
Mix and level of programmes of any institution should not be cast in stone - institutions must identify and enhance their strengths
All universities in South Africa must offer a quality undergraduate education
Reward equally the different roles of higher education in South African society, namely teaching and learning, community involvement, as well as research
A national plan should be developed in tandem with differentiation – coordination and a human development plan
Manuel
Castells
argued at Chet book launch that each country needs at least one or two institutions that sets the national benchmark, not only for research but also for student and academic aspirations, and in the popular imagination; otherwise the entire system ‘wallows in similar mediocrity’
Slide15
Commonalities between NPC and DHET
15
No new types of institutions, no world class (Norwegian
janus
faced protestant hypocrisy) – DHET “all over the world there are universities with a predominant teaching mission”
Knowledge production (PhD and research output must increase – different counts of research outputs)
Big focus on doctorate – for academics (target more than 60%), professions research councils and other sectors (finance)
Good quality undergraduate education – including infrastructure funds for labs, libraries, housing
Improvement of through put – efficiency
Dramatic increase in participation rate – mainly in FET
Mission and profile differentiation
Slide16
D: ACADEMIC PROGRAMMES
17 The slides which follow summarise the academic programme framework within which the SA higher education system is expected to operate.
The summary is based on the current categories of (a) universities, (b) comprehensive universities, and (c) universities of technology.
18 Two preliminary points to note are:
key components of academic programmes are, for these purposes, students registered for qualifications within major fields of study
qualifications can be grouped either (a) by
type
: general formative or professional or career-focused, or (b) by
l
evel
: undergraduate or postgraduate.
19 The analyses which follow will use both the qualification type and qualification level categories
.
17
Slide17
ACADEMIC PROGRAMMES (continued)
20
General formative qualifications
:
all degrees, diplomas and certificates awarded at all levels in these major fields of study:
CESM 03: visual & performing arts
CESM 12: languages & literature
CESM 15: life & physical sciences
CESM 16: mathematical sciences
CESM 18: philosophy & religion
CESM 20: psychology
CESM 22: social sciences
18
Slide18
ACADEMIC PROGRAMMES (continued)21 Professional qualifications
:
all 4-year or more bachelors degrees, postgraduate diplomas in case of education only, all honours, masters and doctoral degrees in these CESM categories:
CESM 01: agriculture
CESM 02: architecture, building science and planning
CESM 04: business and management
CESM 05: communications
CESM 06 computer science
CESM 07 education
CESM 08 engineering
;,
19
Slide19
ACADEMIC PROGRAMMES (continued)
CESM 09: health sciences & services
CESM 10: home economics
CESM 11: industrial arts
CESM 13: law
CESM 14: librarianship;
CESM 19: physical education
CESM 21: public administration & social services
22
Career-focused qualifications
:
all undergraduate certificates and diplomas, 3-year bachelors degrees, and postgraduate diplomas( other than education) in the CESM categories listed in paragraph 5 above.
25 Graph 15 summarises the HE system’s 2009 student enrolment within the three categories of institution and the qualification types defined earlier
22
Slide22
ACADEMIC PROGRAMMES (continued)
23
26 Graph 16 summarises the 2009 student enrolments of the 6
universities of technology
within the qualification types defined earlier.
Slide23
ACADEMIC PROGRAMMES (continued)
24
27 Graph 17 summarises the 2009 student enrolments of the 6
comprehensive universities
within the qualification types defined earlier.
Slide24
Programme Distribution: General Formative- Professional- Career 24
2008 - Traditional Universities
2008 - Comprehensive Universities
2008 - Comprehensive Universities
Trendline
1
Trendline
1
Source: Martin Oosthuizen, NWU
Slide25
ACADEMIC PROGRAMMES (continued)
28 Graph 18 summarises the 2009 student enrolments of the 11
universities
within the qualification types defined earlier.
25
Slide26
EXAMPLES OF CASE STUDY UNIVERSITIES: NMMU
34 Graph 25 shows that that NMMU’s academic offerings in terms of qualification types has remained stable over this period 2003-2009.
32
Slide27
NMMU EXAMPLE (continued)
35 The graph below also presents a picture of stable programme offerings, with NMMU remaining a predominantly undergraduate university.
33
Slide28
Staff Differentiation – General formative programmes
The purpose of general formative programmes is to give students a
firm foundation in basic disciplinary knowledge. Relevance should
therefore be assessed in the following ways:
The programme is responsive to the demands of the knowledge field
The curriculum provides students with a sound induction into the conceptual foundations of the disciplines studied
Teaching staff are aware of advances in knowledge, as reflected in the latest research and trends in the development of their disciplines, and incorporate these into the curriculum where appropriate
Students engage with core notions of citizenship, democracy and ethics, especially in relation to their disciplinary studies
Students are given an introduction to research methodology
A significant proportion of the staff is research active with national and international links to peers in their disciplines
28
Slide29
STAFF – Professional programmes
The purpose of professional programmes is to give students a sound knowledge base and set of skills and competencies to enter into a field of professional practice. Relevance should therefore be assessed in the following ways:
The programme is responsive to the demands of the field of professional practice
The curriculum has an appropriate balance of the disciplinary knowledge on which the field is grounded, and field (profession) specific knowledge
Students acquire the skills and competencies to enable them to perform optimally in their field of practice
Where appropriate, students are given the opportunity to acquire workplace experience (e.g. clinical practice, teaching practice, practice in law clinics, etc.)
Students engage with core notions of citizenship, democracy and ethics, especially as they relate to professional practice
Teaching staff are aware of the latest developments (including research, new legislation, and professional regulations) relating to their field of practice and incorporate these into the curriculum where appropriate
Teaching staff maintain strong links with regulatory bodies such as professional boards and councils
A significant proportion of the teaching staff has professional accreditation
29
Slide30
STAFF: Career and occupation-specific programmes
The purpose of career and occupation-specific programmes is to prepare students for specified occupational and career niches in the labour market. For this, students need to be sufficiently practically and procedurally competent to be considered work ready. Relevance should therefore be assessed in the following ways:
The programme is highly responsive to the demands of the workplace
The curriculum is context-driven
There is an appropriate balance of principled and procedural knowledge, and of generic and specific skills
There is sufficient conceptual knowledge to allow students to continue learning after graduation in the context of changes in the workplace
Students engage with core notions of citizenship, democracy and ethics, especially as they relate to the workplace
Teaching staff are aware of changes and developments in the industrial / business environment and keep the curriculum up to date in relation to these developments
Teaching staff maintain strong links with industry
A significant proportion of the teaching staff has industry experience
30
Slide31
Challenges
31
Scale up Knowledge production - PhD’s and research outputs – Chet study
Efficiency improvements – the submerged discourse – shift to output funding
Participation rate - pressure for admission due ‘easier
matric
’, but mainly what is your role in FET sector
World class networks/institutes – Korea (Brain 21) – individual
vs
groups
evidence-based planning and performance monitoring which will require maintaining and strengthening HEMIS and the additional capacity to analyze national trends and changes between and within institutions and institutional groups.
Slide32
Doctoral degree cohorts (2001,2002, 2003): Average dropout & graduation
32
Knowledge Production - High
New entrants
in
Year 1
Academic year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
*Year
7
Total dropouts & graduates
1087
Dropped out at end of year
122
71
28
44
15
3
111
394
36%
Graduated at end of year
12
52
98
203
185
91
52
693
64%
Knowledge Production - Medium
New entrants
in
Year 1
Academic year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
*Year
7
Total
dropouts & graduates
4558
Dropped out at end of year
1052
383
277
192
118
99
467
2588
57%
Graduated at end of year
77
300
405
412
341
247
188
1970
43%
Knowledge Production - Low
New entrants
in
Year 1
Academic year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
*Year
7
Total
dropouts & graduates
341
Dropped out at end of year
131
30
18
9
9
4
36
237
70%
Graduated at end of year
3
14
20
22
17
15
13
104
30%
* The End of year 7 dropping out numbers also include students that may have registered in future years to complete their studies
All pre-merger institutions were mapped to their post-merger destination universities
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DownloadNote - The PPT/PDF document "Higher Education Differentiation:" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Presentations text content in Higher Education Differentiation:
Higher Education Differentiation: Nelson Mandela Metro University
Nico Cloete
January2012
Slide2Complimentary but disconnected discourses
2
DHET
Should have combined with DST
Shocked by Charles finding of 3 million NEET’s and have become besotted with FET and training
In Ministers budget speech referred to research on page 12 and never used knowledge economy and Africa, not to mention the globe (a local communist)
DST
Opening line knowledge economy and global competitive
Presses all the knowledge production buttons
Never spoke to DHET advisor
Slide3Differentiation (NPC) (1) Functions of HE
3
Higher education is the major driver of the information-knowledge system, linking it with economic development...Universities are key to developing a nation. They play three main functions in society. Firstly, they educate and train people with high-level skills for the employment needs of the public and private sectors
.
Secondly, universities are the dominant producers of new knowledge, and they critique information and find new local and global applications for existing knowledge. Universities also set norms and standards, determine the curriculum, languages and knowledge, ethics and philosophy underpinning a nation's knowledge-capital. South Africa needs knowledge that equips people for a society in constant social change
Slide4Differentiation (NPC) (2) Functions
4
"
Thirdly, given the country's apartheid history, higher education provides opportunities for social mobility and simultaneously strengthens equity, social justice and democracy. In today's knowledge society, higher education underpinned by a strong science and technology innovation system is increasingly important in opening up people's opportunities."
(p262)
For the first time knowledge production and equity are linked by stating that "high quality knowledge production cannot be fully realized with a low student participation rate" (p274
).
Also universities are not mainly fro individual mobility or for equity redress - equity is mentioned last and transformation not once
Slide5Differentiation (NPC) Knowledge
5
The NPC is so enthusiastic about knowledge that it declares that "knowledge production is the rationale of higher education" (p271) - indeed a radical departure from the traditional 'rationale' of higher education in Africa, that is, disseminating (teaching) knowledge from somewhere else.
Description of SA system:
Medium knowledge producing
Insufficient skills producing
Low participation and high attrition
Differentiated.
Slide6NPC Knowledge Policies
6
the notion of knowledge production consists of a combination of PhD education and research output.
a target of tripling the number of doctoral gradates from 1,420 to 5,000 per annum, and increasing the proportion of academic staff with PhDs from 34% to 75%
a number of world-class centres and programmes should be developed within the national system of innovation and the higher education sector.
a new future scholars programme needs to be developed, both to increase the proportion of staff with PhDs and to meet the increasing demand for professional PhDs in the non-university research, financial and services sectors
role of science councils should be reviewed in light of the world-wide tendency to align, or merge, research councils with universities
Slide7NPC Differentiation (1)
7
"
South Africa needs to strengthen research excellence through performance-based grants. More weight should be given to building departments, and centers or networks of excellence. Given that performance-based grants can entrench historical privilege and disadvantage, capacity-building grants should be provided with clear targets for improvement in five-year intervals.
"...
progressive differentiation requires that all higher education institutions provide high quality education and skills training, underpinned by common standards for student facilities, libraries, laboratories, computer access and staff qualifications. Adequate resourcing will be needed to enable historically disadvantaged institutions to achieve these standards and overcome historical backlogs."
(p291)
Slide8NPC Differentiation (2)
8
deals with the worldwide policy debate about the concentration of resources by proposing world-class centers and programmes across institutions
advises the Ministerial Committee for the Review of the Funding of Universities that such revisions should be based on the needs of a differentiated system with adequate provision for both teaching and research
requires flexible pathways for student mobility between institutions
the Higher Education Quality Committee should finally start developing a core set of quality indicators for the whole system;
Slide9NPC Differentiation (3)
9
5. Should be guided by evidence-based planning and performance monitoring which will require maintaining and strengthening the current Higher Education Management Information System and the additional capacity to analyze national trends and changes between and among institutions and institutional groups.
Slide10DHET Green Paper (1)
10
History/diagnosis
Diverse system steeped in inequality
Leading universities internationally respected, HBU’s mired in constraints
Univ
of Technology, and Comprehensives mission drift losing focus of their mission to produce technologists mid level undergraduate skills
low success, low throughput at under-graduate
too few post graduate, particularly
Phd
Aging academic staff and shortages in scarce skills areas
Lack of coherence and articulation
Slide11DHET Green Paper (2)
11
Research and innovation
Economic depends on innovation and technology absorption
While investment in research has tripled, there has not been a commensurate increase in personnel
Total knowledge output has increased 64% (2000-2009) but the system must become more productive
Poverty is a significant constraint on masters and
Phd
studies – students under pressure to obtain jobs??
Drastically increase number and quality of masters and PhD’s
Need for increased coordination between DHET and DST
Caliber and workload of academic staff must be addressed
Long term plan for renewing the academic profession - doctorates for academics and professions
Slide12DHET Green Paper (3) : Differentiation
12
Differentiation must take cognizance of historical inequalities, existing institutional types, and a few relatively research intensive universities responsible for most of the post graduates and cutting edge research. Their needs must not divert resources from all the universities, particularly poorer ones - all must have sufficient resources to be effective institutions
Because of the high unit value per research output , funding framework is biased towards rewarding research at the expense of teaching–
High increase in research output by advantaged universities who have the means to “chase” research. The rigidity of the funding system discourage implementation of flexible curricula like 4 year undergraduates (p46)
Slide13DHET Green Paper (4) : Differentiation
13
No further categorization of institutions
All institutions must have a clearly defined mandate
Undergraduate/post graduate and academic/professional/vocational equally important
Mix and level of programmes not fixed
All must offer high quality undergraduate programmes
University system must interface with PSE (
Fet
, colleges)
Funding regime must do justice to current institutional realities, and accept need for redress (development)
Funding for agreed upon outputs
Slide14Differentiation Principles
14
The most important principle is that the country needs the entire spectrum of institutions for socio-economic development
Mix and level of programmes of any institution should not be cast in stone - institutions must identify and enhance their strengths
All universities in South Africa must offer a quality undergraduate education
Reward equally the different roles of higher education in South African society, namely teaching and learning, community involvement, as well as research
A national plan should be developed in tandem with differentiation – coordination and a human development plan
Manuel
Castells
argued at Chet book launch that each country needs at least one or two institutions that sets the national benchmark, not only for research but also for student and academic aspirations, and in the popular imagination; otherwise the entire system ‘wallows in similar mediocrity’
Slide15Commonalities between NPC and DHET
15
No new types of institutions, no world class (Norwegian
janus
faced protestant hypocrisy) – DHET “all over the world there are universities with a predominant teaching mission”
Knowledge production (PhD and research output must increase – different counts of research outputs)
Big focus on doctorate – for academics (target more than 60%), professions research councils and other sectors (finance)
Good quality undergraduate education – including infrastructure funds for labs, libraries, housing
Improvement of through put – efficiency
Dramatic increase in participation rate – mainly in FET
Mission and profile differentiation
Slide16D: ACADEMIC PROGRAMMES
17 The slides which follow summarise the academic programme framework within which the SA higher education system is expected to operate.
The summary is based on the current categories of (a) universities, (b) comprehensive universities, and (c) universities of technology.
18 Two preliminary points to note are:
key components of academic programmes are, for these purposes, students registered for qualifications within major fields of study
qualifications can be grouped either (a) by
type
: general formative or professional or career-focused, or (b) by
l
evel
: undergraduate or postgraduate.
19 The analyses which follow will use both the qualification type and qualification level categories
.
17
Slide17ACADEMIC PROGRAMMES (continued)
20
General formative qualifications
:
all degrees, diplomas and certificates awarded at all levels in these major fields of study:
CESM 03: visual & performing arts
CESM 12: languages & literature
CESM 15: life & physical sciences
CESM 16: mathematical sciences
CESM 18: philosophy & religion
CESM 20: psychology
CESM 22: social sciences
18
Slide18ACADEMIC PROGRAMMES (continued)21 Professional qualifications
:
all 4-year or more bachelors degrees, postgraduate diplomas in case of education only, all honours, masters and doctoral degrees in these CESM categories:
CESM 01: agriculture
CESM 02: architecture, building science and planning
CESM 04: business and management
CESM 05: communications
CESM 06 computer science
CESM 07 education
CESM 08 engineering
;,
19
Slide19ACADEMIC PROGRAMMES (continued)
CESM 09: health sciences & services
CESM 10: home economics
CESM 11: industrial arts
CESM 13: law
CESM 14: librarianship;
CESM 19: physical education
CESM 21: public administration & social services
22
Career-focused qualifications
:
all undergraduate certificates and diplomas, 3-year bachelors degrees, and postgraduate diplomas( other than education) in the CESM categories listed in paragraph 5 above.
20
Slide20ACADEMIC PROGRAMMES (continued)
23 The institutions in the three categories are:
Universities of technology:
CPUT, CUT, DUT, TUT, VUT, MUT
Comprehensive universities:
UJ, NMMU, Unisa, Unizul, Univen, WSU
Universities:
UCT, Fort Hare, Free State, UKZN, Limpopo, NWU, Pretoria, Rhodes, Stellenbosch, UWC, Wits
24 The 8 case study institutions are:
UCT, Fort Hare, UKZN, NWU, UWC, Wits, NMMU,
TUT
21
Slide21ACADEMIC PROGRAMMES (continued)
25 Graph 15 summarises the HE system’s 2009 student enrolment within the three categories of institution and the qualification types defined earlier
22
Slide22ACADEMIC PROGRAMMES (continued)
23
26 Graph 16 summarises the 2009 student enrolments of the 6
universities of technology
within the qualification types defined earlier.
Slide23ACADEMIC PROGRAMMES (continued)
24
27 Graph 17 summarises the 2009 student enrolments of the 6
comprehensive universities
within the qualification types defined earlier.
Slide24Programme Distribution: General Formative- Professional- Career 24
2008 - Traditional Universities
2008 - Comprehensive Universities
2008 - Comprehensive Universities
Trendline
1
Trendline
1
Source: Martin Oosthuizen, NWU
Slide25ACADEMIC PROGRAMMES (continued)
28 Graph 18 summarises the 2009 student enrolments of the 11
universities
within the qualification types defined earlier.
25
Slide26EXAMPLES OF CASE STUDY UNIVERSITIES: NMMU
34 Graph 25 shows that that NMMU’s academic offerings in terms of qualification types has remained stable over this period 2003-2009.
32
Slide27NMMU EXAMPLE (continued)
35 The graph below also presents a picture of stable programme offerings, with NMMU remaining a predominantly undergraduate university.
33
Slide28Staff Differentiation – General formative programmes
The purpose of general formative programmes is to give students a
firm foundation in basic disciplinary knowledge. Relevance should
therefore be assessed in the following ways:
The programme is responsive to the demands of the knowledge field
The curriculum provides students with a sound induction into the conceptual foundations of the disciplines studied
Teaching staff are aware of advances in knowledge, as reflected in the latest research and trends in the development of their disciplines, and incorporate these into the curriculum where appropriate
Students engage with core notions of citizenship, democracy and ethics, especially in relation to their disciplinary studies
Students are given an introduction to research methodology
A significant proportion of the staff is research active with national and international links to peers in their disciplines
28
Slide29STAFF – Professional programmes
The purpose of professional programmes is to give students a sound knowledge base and set of skills and competencies to enter into a field of professional practice. Relevance should therefore be assessed in the following ways:
The programme is responsive to the demands of the field of professional practice
The curriculum has an appropriate balance of the disciplinary knowledge on which the field is grounded, and field (profession) specific knowledge
Students acquire the skills and competencies to enable them to perform optimally in their field of practice
Where appropriate, students are given the opportunity to acquire workplace experience (e.g. clinical practice, teaching practice, practice in law clinics, etc.)
Students engage with core notions of citizenship, democracy and ethics, especially as they relate to professional practice
Teaching staff are aware of the latest developments (including research, new legislation, and professional regulations) relating to their field of practice and incorporate these into the curriculum where appropriate
Teaching staff maintain strong links with regulatory bodies such as professional boards and councils
A significant proportion of the teaching staff has professional accreditation
29
Slide30STAFF: Career and occupation-specific programmes
The purpose of career and occupation-specific programmes is to prepare students for specified occupational and career niches in the labour market. For this, students need to be sufficiently practically and procedurally competent to be considered work ready. Relevance should therefore be assessed in the following ways:
The programme is highly responsive to the demands of the workplace
The curriculum is context-driven
There is an appropriate balance of principled and procedural knowledge, and of generic and specific skills
There is sufficient conceptual knowledge to allow students to continue learning after graduation in the context of changes in the workplace
Students engage with core notions of citizenship, democracy and ethics, especially as they relate to the workplace
Teaching staff are aware of changes and developments in the industrial / business environment and keep the curriculum up to date in relation to these developments
Teaching staff maintain strong links with industry
A significant proportion of the teaching staff has industry experience
30
Slide31Challenges
31
Scale up Knowledge production - PhD’s and research outputs – Chet study
Efficiency improvements – the submerged discourse – shift to output funding
Participation rate - pressure for admission due ‘easier
matric
’, but mainly what is your role in FET sector
World class networks/institutes – Korea (Brain 21) – individual
vs
groups
evidence-based planning and performance monitoring which will require maintaining and strengthening HEMIS and the additional capacity to analyze national trends and changes between and within institutions and institutional groups.
Slide32Doctoral degree cohorts (2001,2002, 2003): Average dropout & graduation
32
Knowledge Production - High
New entrants
in
Year 1
Academic year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
*Year
7
Total dropouts & graduates
1087
Dropped out at end of year
122
71
28
44
15
3
111
394
36%
Graduated at end of year
12
52
98
203
185
91
52
693
64%
Knowledge Production - Medium
New entrants
in
Year 1
Academic year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
*Year
7
Total
dropouts & graduates
4558
Dropped out at end of year
1052
383
277
192
118
99
467
2588
57%
Graduated at end of year
77
300
405
412
341
247
188
1970
43%
Knowledge Production - Low
New entrants
in
Year 1
Academic year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
*Year
7
Total
dropouts & graduates
341
Dropped out at end of year
131
30
18
9
9
4
36
237
70%
Graduated at end of year
3
14
20
22
17
15
13
104
30%
* The End of year 7 dropping out numbers also include students that may have registered in future years to complete their studies
All pre-merger institutions were mapped to their post-merger destination universities
Source:: DHET. 2011. CHET PhD analysis