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Youth Needs In the Post School Education System

Youth Needs In the Post School Education System. Trying to Get a Better Picture of the Current Institutional & Conceptual Exclusion of Youth. Pyramids & Calabashes Nico Cloete 4 th March 08. “Information Contributors”.

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Youth Needs In the Post School Education System

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  1. Youth Needs In the Post School Education System Trying to Get a Better Picture of the Current Institutional & Conceptual Exclusion of Youth .......................................................................... .......................................................................... Pyramids & Calabashes Nico Cloete 4th March 08

  2. “Information Contributors” .......................................................................... • Ian BuntingDoE (Higher Education)‏ • Ben ParkerSAQA (Research)‏ • Penny VinjevoldtDoE (FET)‏ • Jo Muller(UCT)‏ • Rosa Dias & Dorrit Posel(UKZN & DPRU)‏ • Teboho Moja(New York University)‏ • Febe Potgieter(Foreign Affairs and HSRC Research Group)‏

  3. Advantages of Differentiation (Birnbaum, 1983; Van Vught, 2007) • Strategy to meet student needs, and improve success from diverse backgrounds 2. Diversity provides for social mobility – equity, choices changes, different horizons 3. Respond to diverse needs of an increasingly diverse labour market 4. Respond to political needs of different interest groups

  4. Advantages of Differentiation (2) 5. Permits the combination of an elite and a mass system 6. Improves efficiency through mission focus 7. Encourages experimentation 8. Modern Knowledge Economies underpinned by differentiated mass systems

  5. Research Evidence(Reviewed Van Vught, 2007) 1. Remarkably limitedempirical research 2. Main determinants are governmental regulation and academic norms and values 3. All studies point to de-differentiation, even in US system 4. Government legislation can defend existing differentiation 5. Government steering (mergers) promote homogenisation 6. Strong academic cultures defend/promote existing status 7. Weak academic cultures try to mimic the strong

  6. Features of a Post School Systemfor a Modernising Knowledge Economy • Knowledge Adds Most Value to Production Cycle (Serageldin, 2000) • Range of Knowledge • New Knowledge, High and Intermediate Skills • Conceptual and Contextual • Diversified • Institutions • Opportunities (mobility)‏ • High Participation • Equity and Skills • Working and Learning • Career Change, Reskilling, New Skills

  7. US “Higher” Education System .......................................................................... Participation Rate (80%) | Total 17 500 000 Doctoral Elite Research Universities 1 000 000 (Inst 50)‏ New Knowledge High Professional Doctoral High Research Universities 1 300 000 (Inst 50)‏ Research Professional Training Doctoral Research Universities 1 700 000 (Inst 103)‏ Doctoral and Masters Universities 3 600 000 (Inst 430)‏ Professional General Education Masters Colleges and Universities 1 090 000 (Inst 318)‏ Bachelors Degrees 1 300 000 (Inst. 766)‏ Intermediate Skills & Access “Associate Bachelor” Colleges 7 500 000 (Inst. 1815)‏ Community Colleges Rural/Urban; Public Private/Special Focus/Tribal

  8. US “Higher” Education System .......................................................................... High Skills, High Diversity, High Participation Pyramid Participation Rate (80%) | 3500 Institutions Doctoral elite researchUniversities institutions 50 Doctoral & MastersUniversities institutions 850 Bachelor & Masters collegesUniversities institutions 1000 “Associate Bachelor” Colleges Institutions 1900 Community colleges (rural/urban); Public private / special focus / Tribal

  9. Ideology of the Calabash .......................................................................... Ukhamba (Nguni word) • Unity & Teamwork • Replenishment • Knowledge and wisdom • Self-sacrifice • No individual may drink alone • Even a California Transformation Movement called Calabash

  10. Post Colonial / Apartheid Inheritance .......................................................................... • Designed for a “Subaltern Class” • Marked Most Students as Failures • Only a Few Could Lead • Limit Access to Further Education in Africa • (John Gay in Higher Education in Europe, vol 30, 2005)‏ • A Hard Boundary Between Contextual & Conceptual Knowledge (Jo Muller)‏ • Lack of a combination of conceptual and contextual knowledge undermines the false promises of NQF

  11. SA Education System 1995 .......................................................................... Decanter Calabash (13 000 000)‏ Higher Education 860 000 Universities (370 000)‏ Technikons (180 000)‏ Education/Nursing/Agriculture Colleges (110 000)‏ Private Colleges (150 000)‏ Technical Colleges N4-N6 (50 0000)‏ Further Education270 000 Technical Colleges (120 000)‏ Private Colleges Secondary Education (90 000)‏ Private Colleges Post School (60 000)‏ Schools 12 0000 000 Public, Private and Special Schools

  12. A Post Apartheid Framework .......................................................................... • NCHE (1996)‏ • Increased Participation, Greater Responsiveness, Increased Cooperation • Redress and Massification Necessary for Equity and Development • White Paper 1997 • Planned Growth, Limit College Sector • Higher Education Plan (2001)‏ • Mergers, Enrolment Planning, Efficiency, Shape of System

  13. SA Higher Education System 1995 .......................................................................... Slim Middle Calabash 1995 | Participation Rate 12% | 860 000 370 000 Universities (21)‏ 180 000 Technikons (15)‏ 310 000 150 000 Colleges of Education & Technical 160 000 Private, Nursing, Agricultural

  14. SA Higher Education System 2005 .......................................................................... Calabash with Boep 2005 | Participation Rate 15% | 840 000 120 000 HE: postgraduate 620 000 HE: Undergraduate 100 000 Private HE

  15. Gross participation rates 1986 to 2005

  16. Gross Participation Rates (18-24years) Global Competitiveness Report 2007

  17. Problems of the Well Rounded Calabash .......................................................................... • Limited Range of Knowledge • Institutions Differentiated According to Quality, not Range of Offerings (Venda & UCT)‏ • Lack of Mobility • Education as a series of “life” (opportunity) sentences • Pressure for Access will Build to an “Africa Option” • Overcrowding, not massification • Shortage of High and Intermediate Skills • Narrow Elite Formation (mirror BEE)‏ • System Designed for Social Exclusion, Not for a Knowledge Economy

  18. Social Exclusion by the Shape of the System .......................................................................... • Single Biggest Problem is the ”Vacuum” between “Post School” & University • This is where the greatest Social Exclusion occurs and is a direct cause of the Intermediate Skills Crisis (See Simkins and Embargoed DoE report, 2008) • The “Double Move” of abandoning a Public College System & imposing “impossible” conditions on a Private College system must rate with Aids Denialism as two of the most pernicious policies in the new South Africa • The extent of the problem is much more difficult to determine than HIV infection rates or electricity shortages • Discrete data systems and the failure of “state” research agencies.

  19. Estimate of Annual Outflows from Grades 10 to 12 of the School System .......................................................................... Drop-outs 260 000 Grade 10 1 100 000 Promoted to Drop-outs 160 000 Grade 11 840 000 Promoted to Failed Grade 12 exam 160 000 Grade 12 520 000 Passed Grade exam 360 000 Drop-outs & Failed entering labour market 740 000 Grade 12 passes entering labour market 270 000 Enter Higher education in year after grade12 90 000 Total entering Labour Market 1 000 000 Unemployed in year after leaving school 500 000 Employed in year after leaving school 250 000 In Public or Private post school training in year after leaving school 250 000

  20. Estimate of Annual Outflow from Public Higher Education .......................................................................... Head Count Enrolment Total 740 000 100% Complete qualification 120 000 16% Do not complete qualification 620 000 84% Graduated but not re-regestered 80 000 11% Re-regestered for further studies 40 000 5% Re-regestered in following year 510 000 69% Dropping-out 110 000 15% Students returning in Following year 550 000 75% Graduates & Drop-outs entering labour market in following year 190 000 25%

  21. Estimate of Annual Entrants in the Labour / Training Market .......................................................................... HE: Drop- outs: 110 000 270 000 Passed Grade 12: 160 000 Failed Grade 12: Grades 10 & 11: Drop-outs 580 000 Total 1 100 000 200 000 400 000 600 000 800 000 1 200 000 1 000 000

  22. Questions .......................................................................... • Do we have, in economic terms, a 1 100 000 “educational wastage” • How many of the 580 000 Grade 10 and 11 Dropouts are re-entering the school system? • How many of the 160 000 who failed Grade 12 are trying to re-write Grade 12? – and what do they do when they Pass? • A critical group in terms of educational investment and achievement, is the 270 000 who passed Matric and for whom it seems there are fewer than 50 000 “private college” places? • How many of the 110 000 university dropouts return? • Why are there not Thousands of applications at the FET colleges?

  23. Some Obvious Steps (1)‏ .......................................................................... A Study to Better Understand the Problem Three Simultaneous, but Linked Studies to Determine Extent and Characteristics of Training/Labour Market Entrants: 1a. “Triangulate” Different Data Sources:-Different DoE “Divisions” - SAQA - Stats SA - DPRU - HSRC 1B. Study a Sample of a Cohort to Determine what they Actually Do 1.C Investigate the Feasibility of Innovative, Experimental Institutional Forms or ‘Hybrids” that will strengthen academic programmes at FET colleges and forge new mobility links.

  24. Some Obvious Steps (2)‏ .......................................................................... A New Post School or/and Expanded Higher Education Sector? • Start a Discussion about establishing a “Post School / Post Secondary” Sector • In Countries with High Inequality it is Very Difficult to Expand the Notion of “HigherEducation” because HE is Defended as a Key Mechanism for Social Exclusion (Scandinavia)‏ • Stimulate Different Forms of Alternative/Private/ Partnership for Post School Provision (East Asia)‏

  25. Reshaping the Calabash .......................................................................... Post Graduate: 120 000 ++ Undergraduate: 620 000 Public/Private Post School Training 500 00 ++

  26. Some Obvious Steps (3)‏ .......................................................................... Reshape the Department of Education • Current problem is the result of certain “old” attitudes amongst“new” bureaucrats in 1995 and the shape of the Department itself • DoE will have to Reshape/Restructure to deal with the exclusion of youth, it cannot be marginalised into a Division of Social Inclusion • Social Inclusion could monitor the “Excluded”, but “Inclusion” needs to be Mainstreamed

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