South Africa's knowledge-development policy nexus: implications for place-based development in the Eastern Cape Province
SOURCE: Development Southern Africa
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): S.N.Fongwa
KEYWORDS: EASTERN CAPE PROVINCE, KNOWLEDGE PRODUCTION, SOCIO-ECONOMIC DEVELOPMENT, UNIVERSITIES
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10188
HANDLE: 20.500.11910/11684
URI: http://hdl.handle.net/20.500.11910/11684
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): S.N.Fongwa
KEYWORDS: EASTERN CAPE PROVINCE, KNOWLEDGE PRODUCTION, SOCIO-ECONOMIC DEVELOPMENT, UNIVERSITIES
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10188
HANDLE: 20.500.11910/11684
URI: http://hdl.handle.net/20.500.11910/11684
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The contribution of universities, knowledge and innovation to development has moved to the foreground of national and regional policy and practice. More successful nations and regions show a close alignment between knowledge policy and socioeconomic development. However, in peripheral regions, this link is less well articulated for place-based development. This paper interrogates this relationship within the South African and Eastern Cape regional context. Using core tenets from the learning region concept, I show how the role of knowledge has gained significant traction in the national knowledge and development policy landscape. Using evidence from the broader Amathole region in the Eastern Cape, I highlight some of the challenges within the knowledge-development policy nexus. In the main, weak knowledge and social capabilities undermine place-based innovation, interactive learning and ultimately development. The paper concludes that although the University of Fort Hare can serve as a development agent in the region, a continuously reflexive and engaged policy making process of learning, networking and institutional embeddedness is critical.-
Related Research Outputs:
- Perceived HIV/AIDS impact among staff in tertiary institutions in the Eastern Cape, South Africa
- Putting university-industry interaction into perspective: a differentiated view from inside South African universities
- Universities, knowledge and regional development
- The centre-periphery in knowledge production in the twenty-first century
- From racial liberalism to corporate authoritarianism: the Shell affair and the assault on academic freedom in South Africa
- Assessment of and instruction for higher order thinking skills
- Investigating new knowledge production: a South African higher education survey
- Changing modes: a brief overview of the mode 2 knowledge debate and its impact on South African policy formulation
- Changing modes: new knowledge production and its implications for higher education in South Africa
- Audit of pension pay points in South Africa
- The politics of curriculum review and revision in South Africa
- Land redistribution for agricultural development: case studies in three provinces: final report, October
- The costing of a rural PMTCT pilot site in the Eastern Cape
- Imbalances in the knowledge about infancy: the divide between rich and poor countries
- A human resources development profile of the eastern Cape
- "Oh hurry to the river"!: uMamlambo in the eastern Cape, South Africa
- Participatory democracy: the legacy of the UDF in the eastern Cape
- The consolidation of democracy in South Africa and the legacy of the United Democratic Front
- "To work hard and walk fearless": the specificity of women's resistance in South African history
- Chasing credentials and mobility: private higher education in South Africa