HEFMA CONFERENCE – Alpine Heath

1. Strategic and Policy challenges in the post-restructuring Higher Education Landscape HEFMA CONFERENCE – Alpine Heath 21 OCTOBER 2010 Prof Narend Baijnath – VP: Unisa

2. Introduction • China has engineered an explosion in higher education, the most dramatic in human history. Between 1999 and 2005, the number of degree earners quadrupled—to more than 3 million. China is expected by the end of this calendar year to become the world's largest producer of Ph.D. scientists and engineers.

3. Introduction ctd • In India, the numbers attending universities doubled in the 1990s, and demand continues to surge. India's Human Resource Development Minister has stated that India needs 800 new institutions of higher education by 2020 in order to raise the age participation rate—the percentage of college-age population enrolled in institutions of higher education—from 12.4% to 30%.

4. Introduction ctd • While the knowledge economy drives and indeed requires the unprecedented growth of higher education, in many places university budgets decline, and courses, faculty and opportunities are cut back, even as enrolments and expectations rise [Drew Faust]

5. UNESCO World Conference • Reaffirmed social responsibility of higher education – advance our understanding, critical thinking and citizenship • Solid skills, human rights and democracy, autonomy, quality, relevance, efficiency • Access, equity and quality – wider participation – education for all – shortage of teachers, capacities of in-service teachers • Application of ICTs – access • Emphasis on SET • Indigenous knowledge, sharing and transmission • Internationalisation, regionalisation and globalisation – cooperation, bridging the developmental gap, brain circulation, cross-border provision • Regional coop – recog of qualifications, QA, governance research.

6. HE in Africa • Increasing enrolments and widening participation • Academic freedom • Brain drain • Graduateness • HE a vehicle to alleviate poverty and fight under-development in Africa • Stimulation of research through institutional, national and regional collaboration • QA mechanisms as a vehicle – national, sub-regional and regional systems • Funding – private financing to be encouraged

7. SA PHD Challenges – ASSAf Study • 2007 – 1274 Phds • Most white males in 30s • Improvements in racial representation offset by increases in non-SA graduates • Most graduates in social sciences • 80% produced by Universities • Top 9 responsible for 83% • One third of permanent academics with PhDs

8. SA PHD Recommendations– ASSAf Study • External intervention programmes • Funding to facilitate fulltime study • Address pipeline issues – avenues at prior levels into PhD programmes • Improve schooling as a fundamental intervention for sustainable impact • Incentives to students to make the commitment

9. DHET SP Priorities -5 key issues, namely, HIV/AIDS, disability, gender, race and class -50% Participation Rate by 2030 [of 18-24yr olds] -20% by 2016 – currently under 17% -Access with success -A variety of Post School options in a differentiated system of PSE -Opportunities for articulation between vocational education and formal work-based training

10. University Specific Objectives -Increase absolute number of UG and PG students in Science, engineering and Technoogy -Increase in the size and calibre of the academic teaching and researcher population -Broad challenges: success, quality, differentiation (access to infrastructure), knowledge production and relevance, access and capacity (emphasis on HR side)

11. Issues • Capacity of economy to absorb graduates • Increased cross-border competition • E-learning – reach and acceptability • Vestiges of an elite system

12. Concluding thoughts • Sensitivities regarding environment and resources • Good governance and management systems • Barrier free environment • Staff wellness and health, spaces for socialising • Teaching and learning venues and configuration • Residences – safety, health, aesthetics • Architectural legacies