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The Education White Paper 3 on Higher Education aimed to transform the higher education system. Change within tertiary education included adjusting the size and shape of institutions, the meaning of autonomy and accountability, the nature of higher education, the character of student demographic distribution, management and governance, roles of student politics, models of delivery, the notion of higher education in terms of the relationship between free trade and public good, programme changes and the nature of the academic workplace. At this stage, transformation in higher education is leaping outwards to fulfil the criteria set by international competitiveness and related efficiency criteria that can be attributed to globalisation pressures and to deeper factors inherent in the nature of higher education, especially in terms of its resistance to change and modernization. In this regard, the tertiary higher education system in South Africa is faced with many multi-dimensional challenges that need to be addressed in this article. This includes stating whether Grade 12 results as the outcome of this exit point at school level are, internationally speaking, a reasonable predictor of first-year academic success at university. In South Africa, there is no benchmarking of the National Senior Certificate (NSC) examination; therefore, first-year students have difficulty in adapting to the university environment as they find themselves devoid of indispensable bases for the pursuit of their studies and the weakness of the level of education given at school level in a large number of instances. Furthermore, five universities were placed under administration in the 2011-2012 period because of appallingly poor levels of management, which adds extra layers of suspicion to the notion of the impact of higher education in South Africa. Many other challenges are facing the South African tertiary education system, which will be analysed and recommendations arrived at that will attempt to contribute to an enhancement of tertiary education in South Africa.

The Education White Paper 3 on Higher Education aimed to transform the higher education system. Change within tertiary education included adjusting the size and shape of institutions, the meaning of autonomy and accountability, the nature of higher education, the character of student demographic distribution, management and governance, roles of student politics, models of delivery, the notion of higher education in terms of the relationship between free trade and public good, programme changes and the nature of the academic workplace. At this stage, transformation in higher education is leaping outwards to fulfil the criteria set by international competitiveness and related efficiency criteria that can be attributed to globalisation pressures and to deeper factors inherent in the nature of higher education, especially in terms of its resistance to change and modernization. In this regard, the tertiary higher education system in South Africa is faced with many multi-dimensional challenges that need to be addressed in this article. This includes stating whether Grade 12 results as the outcome of this exit point at school level are, internationally speaking, a reasonable predictor of first-year academic success at university. In South Africa, there is no benchmarking of the National Senior Certificate (NSC) examination; therefore, first-year students have difficulty in adapting to the university environment as they find themselves devoid of indispensable bases for the pursuit of their studies and the weakness of the level of education given at school level in a large number of instances. Furthermore, five universities were placed under administration in the 2011-2012 period because of appallingly poor levels of management, which adds extra layers of suspicion to the notion of the impact of higher education in South Africa. Many other challenges are facing the South African tertiary education system, which will be analysed and recommendations arrived at that will attempt to contribute to an enhancement of tertiary education in South Africa.

The Education White Paper 3 on Higher Education aimed to transform the higher education system. Change within tertiary education included adjusting the size and shape of institutions, the meaning of autonomy and accountability, the nature of higher education, the character of student demographic distribution, management and governance, roles of student politics, models of delivery, the notion of higher education in terms of the relationship between free trade and public good, programme changes and the nature of the academic workplace. At this stage, transformation in higher education is leaping outwards to fulfil the criteria set by international competitiveness and related efficiency criteria that can be attributed to globalisation pressures and to deeper factors inherent in the nature of higher education, especially in terms of its resistance to change and modernization. In this regard, the tertiary higher education system in South Africa is faced with many multi-dimensional challenges that need to be addressed in this article. This includes stating whether Grade 12 results as the outcome of this exit point at school level are, internationally speaking, a reasonable predictor of first-year academic success at university. In South Africa, there is no benchmarking of the National Senior Certificate (NSC) examination; therefore, first-year students have difficulty in adapting to the university environment as they find themselves devoid of indispensable bases for the pursuit of their studies and the weakness of the level of education given at school level in a large number of instances. Furthermore, five universities were placed under administration in the 2011-2012 period because of appallingly poor levels of management, which adds extra layers of suspicion to the notion of the impact of higher education in South Africa. Many other challenges are facing the South African tertiary education system, which will be analysed and recommendations arrived at that will attempt to contribute to an enhancement of tertiary education in South Africa. ; http://www.cluteinstitute.com/journals/international-business-economics-research-journal-iber/ ; http://www.cluteinstitute.com/ojs/index.php/IBER/article/view/7672

"TABLE OF CONTENTS" -- "FOREWORD" -- "TERTIARY EDUCATION AS A GLOBAL POLICY CONCERN" -- "MASSIFICATION AND PRIVATIZATION" -- "FUTURE CHALLENGES" -- "INTRODUCTION" -- "NOTES" -- "CHAPTER 1: THE CHANGING CONTEXT: New Challenges, New Opportunities" -- "INTRODUCTION: KNOWLEDGE AND INNOVATION AS DRIVERS OF ECONOMIC AND SOCIAL DEVELOPMENT" -- "CHANGING LABOR MARKETS IN THE DIGITAL ERA" -- "THE EVOLVING TERTIARY EDUCATION ECOSYSTEM" -- "New Forms of Accountability" -- "Globalization" -- "New Providers and New Education Technologies" -- "CONCLUSION: CHALLENGES AND OPPORTUNITIES" -- "NOTES" -- "CHAPTER 2: THE CONTRIBUTION OF TERTIARY EDUCATION: Theory vs. Reality" -- "ROLE AND BENEFITS OF TERTIARY EDUCATION" -- "THE REALITY OF TERTIARY EDUCATION IN DEVELOPING COUNTRIES: LONG-STANDING AND NEW CHALLENGES" -- "Unequal Performance" -- "The Determinants of Performance" -- "NOTES" -- "CHAPTER 3: DESIGNING AND IMPLEMENTING SYSTEM-WIDE REFORMS" -- "IGNITION PHASE" -- "ELABORATION OF A VISION FOR THE FUTURE OF THE TERTIARY EDUCATION SYSTEM" -- "FORMULATION OF A SET OF STRATEGIC MEASURES" -- "Increasing Access and Equity" -- "Improving Quality and Relevance" -- "Strengthening the Research System" -- "LAUNCH OF THE REFORM" -- "ENSURING THE SUSTAINABILITY OF THE REFORM" -- "NOTES" -- "CHAPTER 4: ENSURING FINANCIAL SUSTAINABILITY: What is at Stake?" -- "ELEMENTS OF A SUSTAINABLE FINANCING STRATEGY" -- "STRATEGIC DECISIONS INFLUENCING FINANCING REQUIREMENTS" -- "Development of the Non-University Sub-Sector" -- "Distance Education Institutions and Virtual Education" -- "Development of the Private Sector" -- "Removing Systemic Barriers and Achieving Synergies" -- "RESOURCE MOBILIZATION OPTIONS" -- "Increasing Public Resources" -- "Cost Sharing and Student Aid" -- "Income Generation" -- "Innovative Models: Social Innovation and Tertiary Education Funding

This study represents a first report of a regional cross-country analysis of patterns in equity and growth in tertiary education in Sub-Saharan Africa. In it, we analyse country-level surveys and regional statistics to see how expansion affected equity, how equity is explained by household characteristics and other factors, and what the intrinsic characteristics of the tertiary education system are that influence equity. Data show that in many instances, Sub-Saharan African countries fall behind other regions in terms of equity; and whereas some policies, such as diversification and more equitable pre-tertiary education can help, more efforts and more effective policies need to be introduced to make the system more equitable. The report argues that growth itself will not necessarily lead to improved equity and more equitable access to tertiary education can help the sector in achieving its higher-level objectives, including its contribution to competitiveness and prosperity. Cette étude constitue le premier rapport d'une analyse de l'équité et de la croissance de l'enseignement supérieur en Afrique sub-saharienne. Nous analysons des enquêtes nationales et des statistiques régionales pour montrer la manière dont la croissance affecte l'équité, comment l'équité peut être expliquée par les caractéristiques des ménages ainsi que par d'autres facteurs et quels facteurs propres au système d'enseignement supérieur influencent l'équité. Les données montrent que, dans de nombreux cas, les pays d'Afrique sub-saharienne sont en retard par rapport à ceux d'autres régions en ce qui concerne l'équité. Tandis que certaines mesures politiques, comme diversifier l'enseignement supérieur ou rendre les enseignements primaire et secondaire plus équitables, peuvent aider, des efforts plus importants et des mesures politiques plus efficaces doivent être mis en place pour rendre le système plus équitable. Ce rapport soutient que la croissance ne conduira pas forcément à l'amélioration de l'équité et qu'un accès plus équitable à ...

There have been recent steps toward the integration of tertiary education in the EU & Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree & two-year postgraduate degree as a European standard. Course credits are to be common & transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU's common institutions specific but limited responsibilities with regard to education. They have established & run schemes to promote the mobility of students, teachers, & workers in their education. These schemes, & the integration of tertiary education, are being extended to Central & Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history & definitions of an appropriate research process as well as perspectives on the development of culture & identity. Specific regional challenges await the extension of the process to Southeastern Europe. 44 References. [Copyright 2003 Sage Publications, Inc.]

There have been recent steps toward the integration of tertiary education in the EU and Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree and two-year postgraduate degree as a European standard. Course credits are to be common and transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU's common institutions specific but limited responsibilities with regard to education. They have established and run schemes to promote the mobility of students, teachers, and workers in their education. These schemes, and the integration of tertiary education, are being extended to Central and Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history and definitions of an appropriate research process as well as perspectives on the development of culture and identity. Specific regional challenges await the extension of the process to Southeastern Europe.