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POLICIES – HIGHER EDUCATION AND TRAINING

POLICIES – HIGHER EDUCATION AND TRAINING. Presented by Dr. S.M. Holtzhausen School of Higher Education 2012. PRESENTATION OUTCOMES. Recognise the importance of policy as a force for change. Acquaint you with the policies impacting on your higher/further education context/institution.

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POLICIES – HIGHER EDUCATION AND TRAINING

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  1. POLICIES – HIGHER EDUCATION AND TRAINING Presented by Dr. S.M. Holtzhausen School of Higher Education 2012

  2. PRESENTATION OUTCOMES Recognise the importance of policy as a force for change. Acquaint you with the policies impacting on your higher/further education context/institution. Provide a critical analysis of one/two policies applicable to own context. Understand the implications of the relevant policies.

  3. THE PURPOSE OF THE PRESENTATION HIGHLIGHT THE FOLLOWING: • Levels at which policy is important. • Frame of reference and definition of policy. • Various facets of policy. • Responsibility of policy development. • Reasons? • The process! • Benefits of having policies. • Key elements • Examples of important policies in HE/FET.

  4. Quotation: Ndebele 2007:190 Higher Education and a New World Order towards leadership without control

  5. INTRODUCTION The State and its structure: 3 Levels: a) MACRO (Policy) b) MESO (Institutional) c) MICRO (Operational)

  6. DEFINITION OF POLICY Plan of action A document stating the terms of a contract, proposals, rules, regulations, laws, guidelines, decisions of government Outline of state of affairs Directive or formal authorisation Origin: Greek Apodeixis i.e. Evidence

  7. VARIOUS FACETS OF POLICY • Bills – Proposal or law discussed in parliament • Acts – law officially accepted by parliament • Green Papers – government document containing proposals for discussions • White Papers – officially accepted government proposals • Broad Strategies (HRDs) • National Provincial Plans • Constitution (State) – a system of basic laws and principles governing a democratic government

  8. RESPONSIBILITYFOR DEVELOPING POLICIES Government : (National & Provincial). Involves the contribution of different actors.

  9. THE PROCESS OF POLICY DEVELOPMENT CONSULTATIVE: - Civic society: - Organised labour - Sector-specific organisations - NGOs/CBOs COMPELLED BY VARIOUS REASONS - Solve identified problems - Protect society - Encourage appropriate responses to social change, development and other pressures for change

  10. THE POLICY DEVELOPMENT PROCESS FOLLOWS A CERTAIN SEQUENCE - Policy analysis and research - Proposals/advocacy/formulation - Planning - Acceptance and implementation OFTEN IDEOLOGY-DRIVEN – Why?

  11. THE BENEFITS OF HAVING A SOUND POLICY FRAMEWORK To regulate by means of: Guiding the functioning of the country and various sectors within a country. Steering a country/province into a specific direction.

  12. BENEFITS… To spell out terms of reference To pursue national goals To monitor various sectors (State and independentorganisations).

  13. KEY ELEMENTS Definitions Policy Objectives/Aims Principles Applicability of policy Procedure

  14. POLICY DEVELOPMENT:SAHE BACKGROUND: RDP (better life for all). Redress (inequalities). Need to bridge the education divide. Knowledge society & globalisation.

  15. POLICY ANALYSIS • Definition: analysis of existing/prospective policies with the intention of improving social welfare. • Methodology (could use both qualitative and quantitative): - Define problem & evaluation criteria - Identify all alternatives - Evaluate them - Recommend the best policy Policy-maker – 2 approaches: -Solution-orientated -Problem-orientated

  16. ESTABLISHING POLICY CRITERIA Possible criteria: Reliability and validity Economic criteria (cost/impact on economy) Equity criteria (What is burden/benefit?) Technical criteria (effectiveness & feasibility) Political criteria (acceptability, appropriateness, legal, responsiveness) Administrative criteria (authority, commitment, capacity, support)

  17. LANDSCAPING HE SECTOR • 3 PHASES OF POLICY ACTIVITY: • 1990-1993 • 1994-1998 • From 1999 focus on implementation

  18. POLICY DEVELOPMENT IN THE S.A.HIGHER EDUCATION 1990-1993 National Education Policy Investigation (NEPI) National Education Coordinating Committee (NECC) was formed in 1985. Composed of teachers, parents, students from disadvantaged groups. This committee advocated a non-racist, non-sexist, democratic, unitary system of education. It engaged in discussions with the National Party. These culminated in the NEPI Report in 1993.

  19. NCHE 1994/NCHE REPORT 1996 (committee) 3 Pillars of a transformed HE: • Increased participation. • Greater responsiveness. • Increased cooperation & partnerships.

  20. THE WHITE PAPER 3 1997 NATIONAL GOALS: A single, coordinated education system. Open education opportunities to all. Diversify institutional missions and programmes. Advance research capacity, etc.

  21. WHITE PAPER 3… INSTITUTIONAL GOALS: Democratise governance. Encourage cooperation – HE & other sectors. Improve the academic climate - free, critical. Enhance social responsibility of institutions. Cultivate a culture of tolerance, respect, etc.

  22. HIGHER EDUCATION ACT 1997 Regulates establishment & merging of HEIs. Sets governance structures. Guides the funding of HEIs. Deals with general matters e.g. name change. Establishment of the Council on Higher Education (CHE).

  23. NATIONAL PLAN FOR HE 2001 GOALS: Graduates for social & economic development. Achieving equity. Achieving diversity. Promoting & sustaining research. Restructuring the institutional landscape. 16 OUTCOMES flow from goals (please read) NPHE closer to implementation.

  24. ACTIVITY:Identify a policy issue/area (for example equity or redress) in the National Plan for Higher EducationTransformation of 2001 or in any other relevant higher education policy document that was initially formulated to address a particular problem in the South African Higher Education System after 1994.

  25. b.) Analyse this policy issue/area by responding to the following questions:*What was/were the social problems the policy intended to address?*What was the social and historical context within which this policy was developed?*Who stood to benefit from this policy?*Who was/is hurt by the policy?*How effective has the policy been?*What is the situation currently? Is the policy still achieving its original intentions? *Does this policy need to be changed, if yes, explain why and how?*Please recommend a policy option that would best suit the current situation, and explain the criteria used in identifying the option.

  26. OTHER POLICIES SAQA ACT 1995 HEQF 2004 (based on NAP) New Funding Formula New Qualifications Framework Provincial Growth and Development Strategy

  27. THE FET SECTOR National Committee on Further Education and Training (NCFE) (1996) • Appointed to make recommendations on a vision and goals for the FET sector. • Had to advise the Minister on all aspects of education and training including curriculum, funding, governance, as well as career guidance and counselling at this band. • A framework that formed the basis for the Green Paper and later the White Paper on FET transformation of 1998.

  28. FET WHITE PAPER 4 (1998)/Green Paper - (A programme for the transformation of FET) What is its main role? What does it highlight? Further Education and Training Act (1998) – Role? (see page 2-4 of the Act). Further Education and Training Colleges Act (2006)

  29. SUMMARY OF POLICY BACKGROUND OF HEPre 1994 legislative and policy context:-A qualifications structure for Universities in SA-General Policy for Technikon Instructional Programmes-Formal Technikon Instructional Porgrammes in the RSAPost Apartheid legislative and policy context for SAHE:Was outlined in the NCHE Report: A framework for Transformation in 1996, and consolidated in the DoE’s White Paper (1997) followed by the HE Act (1997) which established the CHE and HEQC

  30. SUMMARY 1st era = symbolic policy i.e. conceptualisation & establishment of principles. 2nd era = concrete i.e. implementation & realism.

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