T can be little argument that knowledge is the wellspring of economic and social development. It is thus imperative for a country like South Africa that its higher education institutions become innovative, highquality powerhouses of knowledge production and dissemination. To succeed in this endeavor, the reform agenda has to take full cognizance of the need for efficiency, effectiveness, and responsiveness. However, it is possible and indeed necessary to do so without sacrificing social accountability and without subservience to the “market.” A tall order, some might say in light of increasing pressure to commercialize or commodify education. In a country like South Africa, and especially at this important point in its history, the transformation of higher education has to be seen in the context of the broader reconstruction and development of the country. In particular, it has to respond to the dual challenges of equity and development—that is, to overcome the fragmentation and inequality of the past and to meet current and future development challenges, especially in the context of an increasingly globalizing environment. An important element of our agenda in higher education is to focus on quality. Only through due attention to quality, including the building of inclusive institutional cultures, can there be meaningful access to higher education especially for those who were denied opportunities in the past. Only through combining access, quality, and success will the system be able to erode the domination of high-level occupations and knowledge production by privileged social groups. Quality improvement must, of course, include attention to the curriculum and to teaching and learning support. Clearly, no education system exists in isolation. However, an appropriate balance should be struck between global, local, or regional imperatives. In particular, the engagement of South Africa’s higher education system with the global order has to be guided by national objectives. To ignore this is to run the risk of further entrenching the unequal power relations between the developed and developing worlds. This can be illustrated by reference to the proliferation of foreign higher education institutions establishing operational bases in South Africa—either independently or in some cases in partnership with local public and private institutions. Prior to the promulgation of the 1997 Higher Education Act, there was a policy vacuum with respect to the regulation of private higher education, both local and foreign. This gap was exploited by overseas institutions, especially from countries threatened by declining student numbers and revenue, that set up shop in South Africa. Regrettably, many of these institutions appear to be driven by concerns largely unrelated to human resources development priorities or equity imperatives that are driving change in South Africa. Fortunately, through the implementation of our policy and legal frameworks, South Africa has been able to ensure the planned development of the private sector in ways that do not threaten the sustainability and integrity of the higher education system as a whole. This is not an attempt to exclude foreign institutions but rather to ensure that those who operate in South Africa do so with due regard to our policy goals and priorities and in ways that meet our national transformation agenda and quality assurance requirements. We have not allowed increased trade in education to undermine our national efforts to transform higher education and, in particular, to strengthen the public sector so that it can effectively participate in an increasingly globalizing environment. We cannot also countenance the excessive marketization and commodification of higher education, which among other factors can lead to the unfortunate homogenization of academic approaches and to the undermining of institutional cultures and academic values.
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