Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.
This volume is the first in South Africa to engage seriously with the place-based developmental role of universities. In the international literature and policy there has been an increasing integration of the university with place-based development, especially in cities. This volume weighs in on the debate by drawing attention to the place-based roles and agency of South African universities in their local towns and cities. It acknowledges that universities were given specific development roles in regions, homelands and towns under apartheid, and comments on why sub-national, place-based development has not been a key theme in post-apartheid, higher education planning.
Given the developmental crisis in the country, universities could be expected to play a more constructive and meaningful role in the development of their own precincts, cities and regions. But what should that role be? Is there evidence that this is already occurring in South Africa, despite the lack of a national policy framework? What plans and programmes are in place, and what is needed to expand the development agency of universities at the local level? Who and what might be involved? Where should the focus lie, and who might benefit most, and why? Is there a need perhaps to approach the challenges of college towns, secondary cities and metropolitan centers differently?
This book poses some of these questions as it considers the experiences of a number of South African universities, including Wits, Pretoria, Nelson Mandela University and especially Fort Hare as one of its post-centenary challenges.
TABLE OF CONTENTS
01 Approaches to the university, place and development, Leslie Bank
02 Universities as urban anchor institutions and the social contract in the developed world, Villamizar-Duarte & David Perry
Part 1: Putting South African Universities in their Place
03 Linking knowledge innovation and development in South Africa: National policy and regional variances, Samuel Fongwa
04 The engaged university and the specificity of place: The case of Nelson Mandela Metropolitan University, François van Schalkwyk & George de Lange
05 Challenges of university–city relationships: Reflections from Wits University and Johannesburg, Alan Mabin
06 Integrating the edges: University of Pretoria’s neighbourhood anchor strategy, Denver Hendricks & Jaime Flaherty
07 Developing an innovation ecosystem through a university coordinated innovation platform: The University of Fort Hare, Sara Grobbelaar
Part 2: A Century of Place-Making: The University of Fort Hare
08 Fort Hare in post-apartheid South Africa, Nico Cloete, Ian Bunting & Tracy Bailey
09 University–community engagement as place-making? A case of the University of Fort Hare and Alice, Jayshree Thakrar
10 Innovation or anchor strategy? City–campus inner city regeneration in East London-Buffalo City, Leslie Bank & Francis Sibanda
11 The politics and pathology of place: Student protests, occupy urbanism and the right to the city in East London, Leslie Bank & Mark Paterson
12 Anti-urbanism and nostalgia for a College Town, Leslie Bank
North-South Knowledge Networks: Towards Equitable Collaboration Between Academics, Donors and Universities
Since the 1990s, internationalisation has become key for institutions wishing to secure funding for higher education and research. For the academic community, this strategic shift has had many consequences. Priorities have changed and been influenced by new ways of thinking about universities, and of measuring their impact in relation to each other and to their social goals. Debates are ongoing and hotly contested.
In this collection, a mix of renowned academics and newer voices reflect on some of the realities of international research partnerships. They both question and highlight the agency of academics, donors and research institutions in the geopolitics of knowledge and power. The contributors offer fresh insights on institutional transformation, the setting of research agendas, and access to research funding, while highlighting the dilemmas researchers face when their institutions are vulnerable to state and donor influence.
Offering a range of perspectives on why academics should collaborate and what for, this book will be useful to anyone interested in how scholars are adapting to the realities of international networking and how research institutions are finding innovative ways to make North–South partnerships and collaborations increasingly fair, sustainable and mutually beneficial.
In this collection, an international diverse collection of scholars from the southern African and Nordic regions critically review the United Nations Sustainable Development Goals (SDGs) in relation to their own areas of expertise, while placing the process of knowledge production in the spotlight. In Part I, the contributors provide a sober assessment of the obstacles that neo-liberal hegemony presents to substantive transformation. In Part Two, lessons learned from North–South research collaborations and academic exchanges are assessed in terms of their potential to offer real alternatives. In Part III, a set of case studies supply clear and nuanced analyses of the scale of the challenges faced in ensuring that no one is left behind.
This accessible and absorbing collection will be of interest to anyone interested in North–South research networks and in the contemporary debates on the role of knowledge production.
We know, from macro research, that South African graduates generally have good employment prospects. But little is known at a detailed level about how young people actually make use of their university experiences to craft their life courses. And even less is known about what happens to those who drop out.
This accessible book brings together the rich life stories of 73 young people, six years after they began their university studies. It traces how going to university influences not only their employment options, but also nurtures the agency needed to chart their own way and to engage critically with the world around them.
The book offers deep insights into the ways in which public higher education is both a private and public good, and it provides significant conclusions pertinent to anyone who works in – and cares
about – universities.
The Technical and Vocational Education and Training (TVET) college environment is marked by increasingly stark juxtapositions between what needs to be achieved in the post-school education sector and the increasing difficulty of current conditions. The ‘triple challenge’ of poverty, inequality and unemployment weighs heavily on the social, political and economic fabric of the country and expectations are high that the TVET colleges can make a pivotal contribution to counter these challenges. Despite laudable increases in TVET enrolment, the education system needs to work harder to accommodate the weight of demand for post school further education and training (FET) band qualifications from young people not in education, employment or training. At the same time, it is vital to secure adequate quality in TVET programmes which depend so much on the competence and commitment of college lecturers. This collection offers a set of research papers that provide new analytic and empirical material on:
• The political economy of TVET types in different countries which, by comparison, illuminate the South African case; • A periodisation of government interventions in the TVET sector over the last three decades;
• The unsettled state and status of TVET lecturers in relation to their job requirements and conditions of service;
• The halting evolution of collegial relationships between college lecturers towards higher collegiality;
• Employer expectations of college graduates and how colleges are responding; and
• An analysis of the outcomes of a college improvement intervention in Limpopo and the Eastern Cape.
This book will offer valuable information and insights for decision-makers as well as analysts of institutional change concerning links between education and economic growth, with particular regard to TVET graduates’ employment rates.