"Academic drift" in South African universities of technology: beneficial or detrimental?
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2006
TITLE AUTHOR(S): A.Kraak
KEYWORDS: EDUCATIONAL REFORM, HIGHER EDUCATION, TECHNOLOGY TEACHING, UNIVERSITIES OF TECHNOLOGY
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 4376
HANDLE: 20.500.11910/6276
URI: http://hdl.handle.net/20.500.11910/6276
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This article examines the issue of academic drift with reference to South Africa's former technikons. The shift from technikon to university of Technology and the policy issues which surround these changes, have been viewed pejoratively by many commentators and stakeholders in the technikon sector as "academic drift" with several undesirable educational and economic consequences. It is of course too early to determine how history will judge these recent developments. Up until now participants in the academic drift and merger debates have been higher education leaders who have responded in largely defensive ways, viewing "academic drift" pejoratively, and seeking to protect their institutional rung upon the trinary ladder. The analysis in this article will suggest that the recent developments in South Africa, in particular the upgrading of technikons into universities of technology, could constitute a shift to a more enabling educational environment in which the skill needs of the economy and society are more adequately addresses. This will occur only in four limiting conditions facing the universities of technology are addressed.-
Related Research Outputs:
- Education and democracy in South Africa
- Policy ambiguity and slippage: higher education under new state, 1994-2001
- Pathways through the education and training system: do we need a new model?
- Leading in the South African higher education
- Discursive shifts and structural continuities in South African vocational education and training: 1981-1999
- Employment and employability: expectations of higher education responsiveness
- From school to higher education?: factors affecting the choices of grade 12 learners
- Quality with access in South African higher education: the challenge for transformation
- The importance of intermediate skilling at the further-higher education interface
- Local labour environments and further education and training (FET) colleges: three case studies: executive summary and transparancies
- Technical college responsiveness project: graduate tracer study: executive summary of research findings
- Regulation: accreditation and registration
- Higher education and training: privatisation and quasi-marketisation in higher education in South Africa
- Convergence of public and private provision at the further-higher education interface
- Challenges to critical pedagogy: student opposition and identity in a South African English studies course
- Guest editorial: national plan for higher education in South Africa: a programme for equity and redress or globalised competition and managerialism?
- Local labour environments and further education and training (FET) colleges: three case studies
- Book review: Harber, C. (2000) State of transition: post-apartheid educational reform in South Africa (Monographs in international education) Walligford, Oxford: Symposium Books. ISBN 1 873927 19 3
- Education, training and development practices
- Socio-economic profile of further education & training colleges