1 - Access to, and Success in, Higher Education in Post-apartheid South Africa: Social Justice Analysis
Corresponding Author(s) : Chika Sehoole
Revue de l’enseignement supérieur en Afrique,
Vol. 14 No 1 (2016): Revue de l’enseignement supérieur en Afrique
Résumé
Le gouvernement postapartheid qui est arrivé au pouvoir en 1994 a hérité d’un système d’enseignement supérieur inéquitable et injuste caractérisé par un accès préférentiel à l’enseignement supérieur pour les Blancs et des opportunités d’enseignement supérieur limitées pour la majorité noire. En conséquence, l’une des priorités du nouveau gouvernement d’alors était de corriger les inégalités de l’apartheid en adoptant des politiques visant à élargir l’accès à l’enseignement supérieur à tous les Sud-Africains et, simultanément, à assurer leur réussite. Cet article analyse les progrès réalisés dans la mise en œuvre de politiques d’équité en posant la question suivante: «Quels sont les progrès réalisés dans la mise en œuvre d’une politique d’équité en matière d’accès et de réussite depuis 1997 ? » Pour répondre à cette question, nous avons examiné des documents officiels ainsi que des pratiques institution- nelles. Nous avons fait un lien entre l’accès et la réussite pour expliquer l’impact du programme de changement sur les résultats de l’enseignement supérieur. En utilisant la théorie de l’inclusion sociale et de la justice, nous contestons les idéologies néolibérales d’accès (Gidlye et al. 2010) qui ne font qu’augmenter les taux de participation et en se fondant sur le rôle économique de l’enseignement supérieur, sans tenir compte des facteurs qui devraient faciliter la réussite dans l’enseignement supérieur. Sur le plan de la méthodologie, cet article s’appuie sur l’analyse documentaire des données secondaires, la théorie sociale et les données primaires obtenues à partir des politiques et des rapports officiels du gouvernement.
Mots-clés
Télécharger la référence bibliographique
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- Adelzadeh, A., 1996, ‘From RDP to GEAR: the gradual embracing of neo-liberalism in economic policy’, Transformation: Critical Perspectives on Southern Africa 31.
- Badat, S., 2009, On Differentiation and Diversity. Assessed 13 October 2013 from http://www.cepd.org.za/files/pictures/OnDifferentation -13oct2009.pdf
- Boughey, C., 2012, ‘Social inclusion and exclusion in a changing higher education environment’, Alberta Journal of Education Research 2 (2): 133–51.
- Cele, N. and Brandt, C., 2005, Extending Access and Exclusive Provision in Distance Higher Education. Available at: http://www.col.org/pcf2/papers%5Cele.pdf.
- Council on Higher Education (CHE), 2004, South African Higher Education in the First Decade of Democracy, Pretoria: CHE.
- Council on Higher Education (CHE), 2010, Higher Education Monitor 10: Teaching and Learning and Beyond Formal Access, Pretoria: CHE.
- Council on Higher Education (CHE), 2013, Vital Statics: Public Higher Education 2011, Pretoria: CHE.
- Department of Education (DoE), 1997, Education White Paper 3: A Programme forTransformation of Higher Education. General Notice 1196 of 1997, Pretoria.
- Fraser, W. and Killen, R., 2005, ‘The perception of students and lecturers of some factors influencing academic performance at two South Africa universities’ Perspective in Education 23 (1): 25–40.
- Gidlye, J.M., Hampson, G.P., Wheeler, L. and Bereded-Samuel, E., 2010, ‘From access to success: an integrated approach to quality in higher education informed by social inclusion theory and practice’, Higher Education Policy 23 (1): 123–47.
- Giroux, H.A., 2003, ‘Selling out higher education’, Policy Futures in Education 1: 179–200.
- Howie, S.J., 2003, ‘Language and other background factors affecting secondary pupils’ performance in mathematics in South Africa’, African Journal of Research in Mathematics, Science and Technology Education 7: 1–20.
- Howie. S.J., 2006, ‘Multi-level Factors Affecting the Performance of South African Pupils in Mathematics’, in Howie, S.J. and Plomp, T., eds, Contexts of Learning and Science, Oxfordshire: Routledge.
- International Association of Universities (IAU), 2008, Equitable Access, Success, and Quality in Higher Education: A Policy Statement by International Association of Universities, Paris: International Association of Universities.
- Knight, J., 2009, Introduction: Financing Access and Equity in Higher Education.SensePublishers, Vol. 17.
- Nunan, T., George, R. and McCausland H., 2005, ‘Inclusive Education in Universities: Why it is Important and How it Might be Achieved’, in K.J. Topping and S. Malony, eds, The RoutledgeFalmer Reader in Inclusive Education, Oxfordshire: Routledge.
- MacGregor, S., 1999, ‘Welfare, neo-liberalism and new paternalism: three ways for social policy in late capitalist societies’, Capital & Class 23 (1): 91–117.
- MacGregor, K., 2013, ‘More university inequality = more academy inequality’,University World News 290, 5 October.
- Morrow, W., 1993, ‘Epistemological access in the university’, AD Issues 1 (1), 3–5.
- Payas, J., 2011, ‘Crisis in mathematics education. Student failure: challenges and possibilities’, South Africa Journal of Higher Education 15 (3): 66–73.
- Rawal, N., 2008, ‘Social inclusion and exclusion: a review’, Dhaulagiri Journal of Sociology and Anthropology 2.
- Republic of South Africa (RSA) and Department of Higher Education and Training (DHET), 2010, University State Budget, Pretoria: DHET.
- Republic of South Africa (RSA) Department of Higher Education and Training (DHET), 2012, University State Budget, Pretoria: DHET.
- Staden E.V., 2013, The Department of Higher Education and Training (DHET) Approach to Improving Access with Success. Student Access and Success Conference ‘Re-visioning the Student Success Eco-systems in South African Higher Education’, 22–24 January.
- Sehalapelo, H., 2013, Student Readiness and Success Initiatives. Student Access and Success Conference ‘Re-visioning the Student Success Eco-systems in South African Higher Education’, 22–24 January 2013.
- Sehoole, C., 2005, Democratising Higher Education Policy: Constraints of Reform in Post-apartheid South Africa, New York: Routledge.
- Sehoole C. and Phatlane R., 2013, Governance Reforms in Higher Education in South Africa Higher Education Steering Mechanism, IIEP–UNESCO report.
- Tinto, V., 1975, ‘Dropout from higher education: a theoretical synthesis of recent research’, Review of Educational Research 45 (1): 89–125.
- Tait M., Van Eeden S. and Tart, M., 2002, ‘An exploratory study on perceptions of previously educationally disadvantaged first-year learners of law regarding university education’, Journal of College Student Personnel 28 (3): 261–66.
- Tonks, D. and Farr, M., 2003, ‘Widening access and participation in UK higher education’, International Journal of Educational Management 17 (1): 26–36.
- White Paper 3., 1997, A Programme for Higher Education Transformation, STAATS- KOERANT, 15 August (No 182073).
- Wilson-Strydom, M., 2011, ‘University access for social justice: a capabilities perspective’, South African Journal of Education 31: 407–18.
- Wood, T., 1998, ‘Issue relating to the cognitive development of student at histori- cally disadvantaged institutions’, South Africa Journal of Higher Education12 (1): 87–94.
Les références
Adelzadeh, A., 1996, ‘From RDP to GEAR: the gradual embracing of neo-liberalism in economic policy’, Transformation: Critical Perspectives on Southern Africa 31.
Badat, S., 2009, On Differentiation and Diversity. Assessed 13 October 2013 from http://www.cepd.org.za/files/pictures/OnDifferentation -13oct2009.pdf
Boughey, C., 2012, ‘Social inclusion and exclusion in a changing higher education environment’, Alberta Journal of Education Research 2 (2): 133–51.
Cele, N. and Brandt, C., 2005, Extending Access and Exclusive Provision in Distance Higher Education. Available at: http://www.col.org/pcf2/papers%5Cele.pdf.
Council on Higher Education (CHE), 2004, South African Higher Education in the First Decade of Democracy, Pretoria: CHE.
Council on Higher Education (CHE), 2010, Higher Education Monitor 10: Teaching and Learning and Beyond Formal Access, Pretoria: CHE.
Council on Higher Education (CHE), 2013, Vital Statics: Public Higher Education 2011, Pretoria: CHE.
Department of Education (DoE), 1997, Education White Paper 3: A Programme forTransformation of Higher Education. General Notice 1196 of 1997, Pretoria.
Fraser, W. and Killen, R., 2005, ‘The perception of students and lecturers of some factors influencing academic performance at two South Africa universities’ Perspective in Education 23 (1): 25–40.
Gidlye, J.M., Hampson, G.P., Wheeler, L. and Bereded-Samuel, E., 2010, ‘From access to success: an integrated approach to quality in higher education informed by social inclusion theory and practice’, Higher Education Policy 23 (1): 123–47.
Giroux, H.A., 2003, ‘Selling out higher education’, Policy Futures in Education 1: 179–200.
Howie, S.J., 2003, ‘Language and other background factors affecting secondary pupils’ performance in mathematics in South Africa’, African Journal of Research in Mathematics, Science and Technology Education 7: 1–20.
Howie. S.J., 2006, ‘Multi-level Factors Affecting the Performance of South African Pupils in Mathematics’, in Howie, S.J. and Plomp, T., eds, Contexts of Learning and Science, Oxfordshire: Routledge.
International Association of Universities (IAU), 2008, Equitable Access, Success, and Quality in Higher Education: A Policy Statement by International Association of Universities, Paris: International Association of Universities.
Knight, J., 2009, Introduction: Financing Access and Equity in Higher Education.SensePublishers, Vol. 17.
Nunan, T., George, R. and McCausland H., 2005, ‘Inclusive Education in Universities: Why it is Important and How it Might be Achieved’, in K.J. Topping and S. Malony, eds, The RoutledgeFalmer Reader in Inclusive Education, Oxfordshire: Routledge.
MacGregor, S., 1999, ‘Welfare, neo-liberalism and new paternalism: three ways for social policy in late capitalist societies’, Capital & Class 23 (1): 91–117.
MacGregor, K., 2013, ‘More university inequality = more academy inequality’,University World News 290, 5 October.
Morrow, W., 1993, ‘Epistemological access in the university’, AD Issues 1 (1), 3–5.
Payas, J., 2011, ‘Crisis in mathematics education. Student failure: challenges and possibilities’, South Africa Journal of Higher Education 15 (3): 66–73.
Rawal, N., 2008, ‘Social inclusion and exclusion: a review’, Dhaulagiri Journal of Sociology and Anthropology 2.
Republic of South Africa (RSA) and Department of Higher Education and Training (DHET), 2010, University State Budget, Pretoria: DHET.
Republic of South Africa (RSA) Department of Higher Education and Training (DHET), 2012, University State Budget, Pretoria: DHET.
Staden E.V., 2013, The Department of Higher Education and Training (DHET) Approach to Improving Access with Success. Student Access and Success Conference ‘Re-visioning the Student Success Eco-systems in South African Higher Education’, 22–24 January.
Sehalapelo, H., 2013, Student Readiness and Success Initiatives. Student Access and Success Conference ‘Re-visioning the Student Success Eco-systems in South African Higher Education’, 22–24 January 2013.
Sehoole, C., 2005, Democratising Higher Education Policy: Constraints of Reform in Post-apartheid South Africa, New York: Routledge.
Sehoole C. and Phatlane R., 2013, Governance Reforms in Higher Education in South Africa Higher Education Steering Mechanism, IIEP–UNESCO report.
Tinto, V., 1975, ‘Dropout from higher education: a theoretical synthesis of recent research’, Review of Educational Research 45 (1): 89–125.
Tait M., Van Eeden S. and Tart, M., 2002, ‘An exploratory study on perceptions of previously educationally disadvantaged first-year learners of law regarding university education’, Journal of College Student Personnel 28 (3): 261–66.
Tonks, D. and Farr, M., 2003, ‘Widening access and participation in UK higher education’, International Journal of Educational Management 17 (1): 26–36.
White Paper 3., 1997, A Programme for Higher Education Transformation, STAATS- KOERANT, 15 August (No 182073).
Wilson-Strydom, M., 2011, ‘University access for social justice: a capabilities perspective’, South African Journal of Education 31: 407–18.
Wood, T., 1998, ‘Issue relating to the cognitive development of student at histori- cally disadvantaged institutions’, South Africa Journal of Higher Education12 (1): 87–94.