How does the south african higher institutions address the student challenges in postal registrations
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Cogent Education
Volume 6, 2019 - Issue 1
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Research Article
The effects of higher education policy on transformation in post-apartheid South Africa
Shadrack T Mzangwa |Yüksel Dede (Reviewing editor)
Article: 1592737 | Received 02 Nov 2018, Accepted 03 Mar 2019, Accepted author version posted online: 21 Mar 2019, Published online:16 Apr 2019
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Abstract
1. Introduction
2. The higher education system and its transformation from a global perspective
3. Conceptual framework and synthesis of policy on higher education
4. Policy analysis approach in higher education
5. The transformation of HEIs in South Africa
6. Higher education policy in the South African context: past and present
7. The implications and effects of higher education policy on transformation in post-apartheid South Africa
8. Conclusion
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Abstract
Before 1994, some higher education institutions (HEIs) in South Africa seem not to value social inclusiveness of various groups in higher education, particularly people from disadvantaged backgrounds. As a result, access and widening participation are viewed as problematic and difficult to sustain since they involve students from poor and under-represented social backgrounds. The perception of restricting access from a social justice point of view presupposes inequalities based on the segregation policies of the apartheid era. Transformation in higher education is considered an indicator of social progress. It relates to a process of an absolute overhaul of social thinking and results in meaningful social transition. In 2002, a major policy decision was taken via the National Plan on Education as a means to approach transformation of the higher education system in South Africa. Attempts to amend the policy on higher education have not translated into material benefits for the majority of previously disadvantaged black people in South African society in terms of access, equity and participation in higher education. This research study aims to provide an overview of the conditions resulting from the policy on transformation in the context of higher education. The research concludes that improving access could be achieved by offering equal and standardised educational programmes in all universities. The research further suggests that introducing a common language such as English as the only medium of instruction at HEIs could be helpful as opposed to the use of Afrikaans or any variety of official languages applied in the country.