the south african higher education system: key policies and statistics

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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

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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 Cloete 26 November 2013. Policy Frameworks in SA. Policies: Implementation strategies – legislation and funding - PowerPoint PPT Presentation

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Page 1: The  South African  Higher Education System:   Key Policies and Statistics

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

Page 2: The  South African  Higher Education System:   Key Policies and Statistics

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.

Page 3: The  South African  Higher Education System:   Key Policies and Statistics

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

Page 4: The  South African  Higher Education System:   Key Policies and Statistics

Shape of the SA Post-School System (2010)

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Page 5: The  South African  Higher Education System:   Key Policies and Statistics

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Gross enrolment ratio and global competitiveness

Page 6: The  South African  Higher Education System:   Key Policies and Statistics

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Graduates by field of study

Page 7: The  South African  Higher Education System:   Key Policies and Statistics

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Throughput of graduates

Page 8: The  South African  Higher Education System:   Key Policies and Statistics

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Race composition of SA universities

Page 9: The  South African  Higher Education System:   Key Policies and Statistics

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Research output of academic staff

Page 10: The  South African  Higher Education System:   Key Policies and Statistics

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Impact of SA science

Page 11: The  South African  Higher Education System:   Key Policies and Statistics

Figure 2: R&D expenditure

Page 12: The  South African  Higher Education System:   Key Policies and Statistics

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Higher education income

Page 13: The  South African  Higher Education System:   Key Policies and Statistics

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A differentiated public university system

Page 14: The  South African  Higher Education System:   Key Policies and Statistics

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

Page 15: The  South African  Higher Education System:   Key Policies and Statistics

Figure 1: The rise of doctorates (1998–2006)

Page 16: The  South African  Higher Education System:   Key Policies and Statistics

Growth in PhD graduates in South Africa: 1920-2011 

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Source: Garbers (1960), DNO (1982), DoE (1999), DHET (2013)

Page 17: The  South African  Higher Education System:   Key Policies and Statistics

Average annual growth rate of PhD graduates: 1920–2011

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Source: Garbers (1960), DNO (1982), DoE (1999), DHET (2013)

Page 18: The  South African  Higher Education System:   Key Policies and Statistics

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)

Page 19: The  South African  Higher Education System:   Key Policies and Statistics

Progress of 2004 intakes of new doctoral students after 7 years, according to bands of performance

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Page 20: The  South African  Higher Education System:   Key Policies and Statistics

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.

Page 21: The  South African  Higher Education System:   Key Policies and Statistics

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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

Page 22: The  South African  Higher Education System:   Key Policies and Statistics

Percentage of the academic staff with doctorates by institution, 2011

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Source: DHET (2013), HEMIS data (2000-2013)

Page 23: The  South African  Higher Education System:   Key Policies and Statistics

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.

Page 24: The  South African  Higher Education System:   Key Policies and Statistics

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

Page 25: The  South African  Higher Education System:   Key Policies and Statistics

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Page 26: The  South African  Higher Education System:   Key Policies and Statistics

Dr Nico [email protected]