Doctoral Education in South Africa

,
Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the last decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of a future supply of academics. Rather, it has focused on the increasingly important role that higher education – particularly high-level skills – is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST) over the past decade.

Boundaries of the Educational Imagination

,
The educational imagination is the capacity to think critically beyond our located, daily experiences of education. It breaks away from the immediacy of personal understanding by placing education within wider, deeper and longer contexts.

Leadership and Management: Case Studies in Training in Higher Education in Africa

,
There has been a resurgence of interest in training programmes for higher education leaders and management (HELM) at African universities in recent times. Although there have been a few cases of evaluation studies of such programmes in Africa, a more systematic review of the lessons learnt through these programmes has not been done. This book aims to document and reflect on the learnings from intervention programmes at three African higher education councils. It is clear that university leaders face many leadership and management challenges. This is the starting point of the book.

Twenty Years of Education Transformation in Gauteng 1994 to 2014

,
"Twenty Years of Education Transformation in Gauteng 1994 to 2014: An Independent Review" presents a collection of 15 important essays on different aspects of education in Gauteng since the advent of democracy in 1994.

Knowledge Production and Contradictory Functions in African Higher Education

, , ,
Currently, Africa has more than half of the 20 fastest-growing economies in the world, which has contributed to what has been called the era of ‘Africa Rising’ or a ‘New Africa’. In order to further strengthen socio-economic development, African universities need to improve their ability to produce and apply knowledge in effective and relevant ways. In OECD countries there are several public and private sites for knowledge production, but in Africa the university is the only knowledge institution, and hardly any knowledge is produced outside of the university.

Higher Education in Portuguese Speaking African Countries

, , ,
As the evidence from this study shows, Africa, in particular sub-Saharan Africa, comprises some of the poorest nations in the world and therefore desperately needs strong higher education systems that can assist in its rapid development. It is widely acknowledged that higher education plays a key role in the economic, scientific, social and human development of any country, and that the economically strongest nations are those with the best performing higher education sectors. Higher education, as the producer of knowledge and knowledge workers, is assuming an even more important role with the realisation that knowledge, not natural resources, is the key to Africa’s sustainable development.

Systemic School Improvement Interventions in South Africa: Some Practical Lessons from Development Practitioners

,
Looking at two smaller-scale systemic school improvement projects implemented in selected district circuits in the North West and Eastern Cape by partnerships between government, JET Education Services, and private sector organisations, this book captures and reflects on the experiences of the practitioners involved.

Perspectives on Student Affairs

,
The goal of Perspectives on Student Affairs in South Africa is to generate interest in student affairs in South Africa. The papers contained herein are based on best practice, local experience and well-researched international and local theories.

Focus on Fresh Data on the Language of Instruction in Tanzania and South Africa

, , ,
This is a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and continued till the end of 2006.

Higher Education Financing in East and Southern Africa

,
This nine-country study of higher education financing in Africa includes three East African states (Kenya, Tanzania and Uganda), five countries in southern Africa (Botswana, Lesotho, Mozambique, Namibia and South Africa), and an Indian Ocean island state (Mauritius).