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The management and legal frameworks for the establishment of the Southern Africa Nazarene University in SwazilandMbanze, Carlos Vicente 16 November 2011 (has links)
This study of the legal and management frameworks for private higher education institutions in
Swaziland provides a theoretical framework for the establishment and management of such
institutions and especially the Southern Africa Nazarene University (SANU). A literature review
of Swaziland’s education legislation and education system, the legal processes for the
establishment of private higher education institutions, the types and legal status of these, their
funding of, and their organisational and management structures provided the theoretical
framework upon which the study was based. The review indicated that: a private higher education
system in Swaziland was in the process of being developed; such institutions were established
and operated within the overall higher education system; there were two legal instruments that
could be used to establish these institutions – an Act of Parliament and a Certificate of
Registration; the government was the major funder of private higher education institutions; and
there are different organisational and management structures in existence.
Against this background an empirical qualitative investigation was conducted. Data was collected
from education managers, government officials, Church leadership, and legal representatives
through in-depth interviews, focus group discussions, and participant observation. The findings
of the empirical investigation complemented the findings obtained from the literature review. The
underdevelopment of the private higher education system resulted in two major implications:
uncertainty of the legal process for the establishment of SANU, and the development as well as
immediate implementation of education legislation and policies. The application of the legal
procedures outlined by the Higher Education Bill of 2007 to the establishment, management and
funding of SANU affords a good example. Even though the people entrusted with the
establishment of SANU selected the Act of Parliament for this process and developed the SANU
Bill, government officials instead advocated and implemented the certification process regarding
the establishment and management of SANU. Subvention, tuition fees, commercial farming and
provision of short term occupational training programmes were identified as income-generating
strategies for SANU. A unique organisational and management structure was developed for
SANU. Based on those findings, several recommendations for the improvement of the management of the process of establishment of universities in Swaziland and especially SANU
were made. / Educational Studies / D. Ed. (Education Management)
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Managing a private higher education institution within the current higher regulatory context in South AfricaEllis, Maria Elizabeth 01 1900 (has links)
The South Africa higher education environment has been regulated through the enactment of policies promulgated by the governments of the day since the establishment of South African higher education. Even in the early days, the higher education sector comprised both public and private higher education institutions. Since South Africa’s democratic election in 1994, the higher education environment has been altered by the current government by means of policy enactment. Limited research has been conducted on the impact of the current regulatory context on the management of a private higher education institution. Therefore, the focus of this study was to determine how a private higher education institution within the current higher regulatory context in South Africa is managed.
A qualitative research methodology was used to study the phenomenon. For this purpose, a case study, an accredited and registered private higher education institution was identified and individual interviews conducted with its six managers. The study adhered to ethical principles and techniques to enhance the validity/trustworthiness of the findings.
The study found that the current regulatory enactment that was initiated under the new democratic government elected in 1994 had far-reaching implications for the private higher education sector. As a consequence, management structures, policies and procedures, quality assurance processes and procedures and management functions were altered. However, some of the regulatory criteria still have an impact on the management functions as private providers still struggle for full recognition by the government. / Educational Studies / M. Ed. (Education Management)
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The transformation of the higher education institutions in the post-apartheid era : the South African Research Chairs initiative as an indicatorNkhumeleni, Cebisa 10 1900 (has links)
The study investigated whether the South African Research Chairs and the research programmes of the Department of Science and Technology and the National Research Foundation Programme (DST/NRF programmes), have made an effective contribution towards the acceleration of transformation in Higher Education Institutions (HEIs) in South Africa. The study argues that the implementation of the Higher Education (HE) policies by HEIs and the South African Research Chairs are seriously undermined by legacies of colonialism and apartheid. It is further contended that unless more funds are made available to black students to study full-time, the pillars of democracy of social justice, redress and equality remain meaningless ideological slogans.
Guided by the insights provided by literature review on CDA, the study focuses more on the top-down relations of dominance (policy) that fuels continuing racial discrimination in higher education institutions, which the 2008 Final Report of the Ministerial Higher Education Committee isolated for criticism. The study posits that the thematic structural unifier, which links all the pieces of the multiplicity of the competing ideas and voices and threads through the whole study, is the endless probing and unravelling of the cultural and historical factors that continue to undermine the higher education transformation agenda.
The findings of this study suggest that the policy implementation of the HE transformation agenda continues to be constrained by mismatch between policy objectives and implementation results. The findings also indicate that although the research-driven performance of South African Research Chairs has progressively improved each year and student support and research outputs increased between the 2008/09 and 2009/10 financial years, the direct impact of the SARChI programme can only be determined when performance is measured against the South African Research Chair Holders‟ baseline performance. The data also suggest that despite access to educational services at HEIs improving, the existence of various forms of discriminatory
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practices, are still employed, a major challenge attributed to the “great man” leadership styles adopted by many university‟s vice chancellors and councils. This evaluation study utilises a small-scale purposive sample composed of three experts, with unstructured in-depth face-to-face interviews conducted with the experts. / Educational Studies / M. Ed. (Philosophy of Education)
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The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case studyMatentjie, Tshepiso 04 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher
education institutions focussing specifically on access, teaching and learning. The
study aimed to answer the following research questions: What was the impact of
the NQF on increasing access to higher education? In particular how did the RPL
process facilitate access into the University of Pretoria? Secondly, how did the
NQF influence the processes of teaching and learning at this particular institution?
And finally, why did the NQF have differential impacts on different faculties within
the same higher education institution? To gain the end-users’ perspective, a case
study of the University of Pretoria was conducted. Data was gathered using
interviews with ten senior members of staff at the university working in nine
different departments, and student records indicating admissions through RPL into
the University of Pretoria as well as relevant institutional documents.
The findings suggest that the impact of the NQF on access, teaching and learning
differed across departments, resulting in a partial implementation of the policy. This
was facilitated by factors inherent in the policy itself and factors inherent to the
institution. The influence of external factors such as professional bodies on
teaching and learning practices of end-users at the University of Pretoria posed a
major challenge against NQF implementation. The motivations leading to NQF
implementation are not directly linked to the NQF policy per se, although they
resulted in portraying the extent of change to access, teaching and learning along a
continuum that distinguished between departments that ‘blindly complied’, that
selectively adapted and those that strategically avoided implementation of the
policy.
Indications for further research are that a wider look at the impact of the NQF on
access, teaching and learning in higher education is less revealing than a more
focussed investigation. Future research should zoom-in on individual departments
within higher education institutions to reveal the deeper and more nuanced impact
of the NQF. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en
leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende
navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër
onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van
Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke
instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite
binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief
te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel
uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk,
studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook
relevante institutêre dokumente.
Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van
departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die
beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore
inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op
die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n
groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die
implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel
dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n
kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid
"blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van
die beleid strategies vermy.
Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op
toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke
ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër
onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te
bepaal.
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Exploring the potential of African higher education institutions in assisting the New Economic Partnership for Africa’s Development (NEPAD) to effectively achieve its goalsIipumbu, Rebekka Nangula 12 1900 (has links)
The thesis explores the potential of African higher education institutions in assisting the
New Economic Partnership for Africa’s Development (NEPAD) in its quest to
affectively achieve its goals. My contention is that higher education institutions need to
be favourably positioned in terms of institutional autonomy and academic freedom to
assist the achievement of the NEPAD goals. Moreover, there is a need for deliberative
democracy, if the NEPAD goals are to be achieved affectively, especially from the
perspective of higher education institutions.
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Perspective vol. 25 no. 1 (Feb 1991)Fernhout, Harry, Clemenger, Bruce J., Postma, Gayle, Reinder, J. Klein 28 February 1991 (has links)
No description available.
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Perspective vol. 14 no. 6 (Dec 1980)Seerveld, Calvin, Zylstra, Bernard, Hart, Hendrik, Sweetman, Roseanne Lopers 31 December 1980 (has links)
No description available.
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Perspective vol. 14 no. 4 (Aug 1980)Hollingsworth, Marcia, Zylstra, Bernard, Wolters, Albert M. 31 August 1980 (has links)
No description available.
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Perspective vol. 25 no. 1 (Feb 1991) / Perspective (Institute for Christian Studies)Fernhout, Harry, Clemenger, Bruce J. (Bruce James), Postma, Gayle, Reinder, J. Klein 26 March 2013 (has links)
No description available.
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Perspective vol. 14 no. 6 (Dec 1980) / Perspective: Newsletter of the Association for the Advancement of Christian ScholarshipSeerveld, Calvin, Zylstra, Bernard, Hart, Hendrik, Sweetman, Roseanne Lopers 26 March 2013 (has links)
No description available.
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