Academic literature on the topic 'South African higher education transformation'
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Journal articles on the topic "South African higher education transformation"
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Fomunyam, Kehdinga George. "Deconstructing quality in South African higher education." Quality Assurance in Education 26, no. 1 (2018): 44–59. http://dx.doi.org/10.1108/qae-11-2016-0072.
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Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.
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Cloete, Nico, and Johan Muller. "South African higher education reform: what comes after post-colonialism?" European Review 6, no. 4 (1998): 525–42. http://dx.doi.org/10.1017/s1062798700003653.
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Since the fall of the apartheid regime South African higher education has begun to undergo a process of fundamental transformation. First-world universities, which were beneficiaries (however unwilling) of past racial inequalities, have had to adapt to the urgent needs of what is a post-colonial and, for the majority of its citizens, a third-world society. South Africa, therefore, provides a particularly sharp example of the encounter between a higher education system established within the European tradition, in terms of both its institutional and its academic culture, and a society in the process of radical change. This encounter has been mediated through the work of the National Commission on Higher Education which attempted to produce a compromise that would enable South African higher education to be both ‘Western’ (in terms of academic values and scientific standards) and also ‘African’ (in terms of its contribution to building the capacities of all the people of South Africa). The tension between the university's claims to represent universal knowledge and the counter-claims that ‘local’ knowledge traditions should be accorded greater respect, therefore, is much sharper than in Europe.
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Shackleton, Lesley, Sarah Riordan, and Desireé Simonis. "Gender and the transformation agenda in South African higher education." Women's Studies International Forum 29, no. 6 (2006): 572–80. http://dx.doi.org/10.1016/j.wsif.2006.10.004.
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Higgs, Philip. "The African renaissance and the transformation of the higher education curriculum in South Africa." Africa Education Review 13, no. 1 (2016): 87–101. http://dx.doi.org/10.1080/18146627.2016.1186370.
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Tandlich, Roman, Nosiphiwe P. Ngqwala, Aileen Boshoff, et al. "Challenges and Curriculum Transformation in the Higher Education Sector in South Africa: A Case Study in WASH to Improve the Training of Pharmacists." Acta Educationis Generalis 8, no. 1 (2018): 3–32. http://dx.doi.org/10.2478/atd-2018-0001.
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AbstractIntroduction: South Africa is a member state of the “BRICS” bloc (BRICS2017.org, 2017) and the G20 group of the 20 nations/economic blocs, which between them account for the majority of the world’s trade and economic activity. It faces many developmental challenges which are mirrored in its higher education sector. In this article, the authors seek to provide an overview of the challenges that South African higher education faces in the achievement of the developmental goals of the country. The focus of this paper is a case study in WASH (water, sanitation and hygiene) to improve context-specific responses that trains pharmacists on knowledge and skills.Methods: The study was performed as a combination of calculations and a literature review to obtain the background or current status of the higher education sector and developmental planning in South Africa. For this, data were extracted from the Statistics South Africa reports, relevant professional articles on South African higher education sector and results of postgraduate research. Workshop results which were obtained as a collaboration between a public and a private higher education institution and results of postgraduate research were used as the paradigm for transformation and decolonisation of the curriculum for a professional degree in South Africa.Results and discussion: Challenges exist in the South African tertiary education sector and the graduation rate currently stands at 65.1% of the target set by the National Development Plan. Around 58.1% of all students do not complete their university/post-secondary education, which could provide a partial explanation for the skills shortage in South Africa. Decolonisation and transformation of the tertiary education curriculum are major topics in the discourse on higher education in South Africa. The authors propose that one way to achieve this would be inclusion of research results and group activities in the area of water, sanitation and hygiene as a topic for possible and partial transformation of the Bachelor of Pharmacy curriculum.Conclusions: The current article summarises some of topics and challenges that drive the current discourse, developmental and curriculum debate in higher education in South Africa. Student access and through put at tertiary institutions need to be improved and the curriculum needs to be transformed.
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Mabokela, Reitumetse Obakeng. "Hear Our Voices!: Women and the Transformation of South African Higher Education." Journal of Negro Education 70, no. 3 (2001): 204. http://dx.doi.org/10.2307/3211211.
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Mayer, Claude-Hélène, Sabie Surtee, and Jasmin Mahadevan. "South African women leaders, transformation and diversity conflict intersections." Journal of Organizational Change Management 31, no. 4 (2018): 877–94. http://dx.doi.org/10.1108/jocm-10-2016-0196.
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Purpose The purpose of this paper is to investigate diversity conflict intersections and how the meanings of diversity markers such as gender and race might be transformed. It highlights the resources of South African women leaders in higher education institutions for doing so. Design/methodology/approach This study proceeds from a social constructivist perspective, seeking to uncover narrated conflict experiences via a hermeneutical approach. Findings Women leaders in South Africa experience diversity conflict across multiple intersecting diversity markers, such as gender, race, ethnicity and class. They are united by inner resources which, if utilized, might bring about transformation. Research limitations/implications Intersectional approach to diversity conflict is a viable means for uncovering positive resources for transformation across intersecting diversity markers. Practical implications Practitioners wishing to overcome diversity conflict should identify positive resources across intersecting diversity markers. This way, organizations and individuals might bring about transformation. Social implications In societal environment wherein one diversity marker is institutionalized on a structural level, such as race in South Africa, diversity conflict might be enlarged beyond its actual scope, thereby becoming insurmountable. This needs to be prevented. Originality/value This paper studies diversity conflict intersections in a highly diverse societal environment in organizations facing transformational challenges and from the perspective of women leaders.
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Badat, Saleem. "Reproduction, transformation and public South African higher education during and beyond Covid-19." Transformation: Critical Perspectives on Southern Africa 104, no. 1 (2020): 24–42. http://dx.doi.org/10.1353/trn.2020.0030.
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Rwodzi, C., K. L. Mphela, and M. J. Mogoboya. "Renaming University Teaching and Learning Facilities in South Africa: towards the Africanisation of Higher Education." Journal of African Education 1, no. 3 (2020): 130–43. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a7.
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In South Africa, students and lecturers have been asking university management and government to rename teaching and learning facilities in line with the higher education transformation agenda. Strikes, demonstrations and debates regarding the decolonisation and Africanisation of higher education have been used as ways to communicate the need to fast-track the renaming process. Renaming lecture rooms, lecture theatres, laboratories, sports facilities, halls of residence, campus roads and other facilities help to embrace African culture, values and beliefs. This paper explores Africanisation by renaming of teaching and learning facilities. To understand Africanisation, a qualitative study was conducted using semi–structured interviews and observation of university facilities to understand the process of renaming. Selected naming committees, student representative members and lecturers participated by giving their views on the renaming of teaching and learning facilities. Findings from this study revealed that facilities with African names embrace African identity, ownership and brings peace and a sense of belonging to the learning and teaching environment.
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Otu, Monica, and Zamambo Mkhize. "Understanding black African student attrition in the context of transformation in South African Higher Education institutions." Journal of African Foreign Affairs 5, no. 1 (2018): 149–71. http://dx.doi.org/10.31920/2056-5658/2018/v5n1a8.
Full textDissertations / Theses on the topic "South African higher education transformation"
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Roets, Rina Annette. "Information technology support for transformation in higher educational institutions in South Africa." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002775.
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Higher Education Institutions (HEIs) have been in a state of change, and in South Africa, the term “transformation” is used to describe the changes occurring. These changes have implications for the structure, processes and focus of HEIs, and as such have implications for Information Technology (IS/ICT) support for HEIs. IS/ICT support for organisations is predicated on several factors, such as effective informational and technical support at all levels of the organisation, but especially support for the strategic goals of the organisation (alignment). For organisations in a state of rapid change other issues need to be considered, such as flexibility, and new and diverse information and communication needs. This paper investigates the use of Information Technology to support HEIs in transformation. The research examines factors that make HEIs less amenable to rationalist techniques such as mixed management styles and a “different” value chain. The difficulties for IS/ICT support of HEIs at all managerial levels is discussed, especially the issue of alignment with institutional goals. Thereafter, transformation of HEIs and the possibility of IS/ICT support in achieving the ill-defined goal of transformation is examined. The research uses management and IS/ICT theories such as the widely used and reported Porter’s value chain, Anthony’s information model, and Minzberg’s organisational model to suggest an analysis model for HEIs (Applegate, McFarlan and McKenney, 1996; Minzberg, 1979; Ward and Peppard, 2002). Furthermore, from the analysis of the literature, a model of antecedent factors for successful HEI transformation supported by IS/ICT is proposed. The research makes use of a comparative case study approach in which 3 (three) South African HEIs are investigated through the “lens” of the developed model. The major finding of the research is that the potential use of IS/ICT support for HEIs is not optimal in the three cases examined. Results of the analysis suggest that: • IS/ICT alignment with organisational goals at HEIs is low and holistic IS/ICT strategic management is lacking. The areas of Knowledge Management and Communication Management are conducted informally and Knowledge Management, especially, is not fully exploited. • The greatest area of concern is the lack of IS/ICT support for academic management, where academics are increasingly required to perform administrative and managerial tasks. • The merger/incorporation information needs have not caused major system problems, but other intangible aspects of the mergers/incorporations could be better supported by IS/ICT. The research concludes with a set of actions that should ensure a higher level of support, amongst which are the more holistic management of IS/ICT especially for Academic management needs, and particularly the use of IS/ICT in innovative ways to overcome the challenges of the “transformed” Universities: There are areas of excellence but the full possibilities afforded by technology are not exploited maximally in support of transformation. Research suggests that the reasons for this are mainly the lack of holistic strategic management of IS/ICT.
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Van, Wyk Berte. "A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49812.
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Thesis (PhD)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to
logically necessary conditions which guide the concept. These logically necessary
conditions (constitutive meanings) include: equity and redress, critical inquiry,
communicative praxis, and citizenship. I explore how instances of these logically
necessary conditions manifest in institutional plans at the universities of Cape Town,
Stellenbosch, and the Western Cape. My contention is that these institutional plans seem
to be tilted towards the exclusive implementation of performance indicator measures
which might undermine deep educational transformation. In turn, deep educational
transformation requires that logically necessary conditions be framed according to an
African philosophy of educational transformation.
KEYWORDS: Higher education, education policy, transformation, conceptual analysis,
logically necessary conditions.<br>AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit
logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike
voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling;
kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe
voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van
die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk
dit asof hierdie institusionele planne neig na die eksklusiewe implementering van
maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn.
Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike
voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet
word.
SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie,
konseptuele analise, logies-noodsaaklike voorwaardes.
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Waghid, Yusef. "A conceptual analysis of a reflexive democratic praxis related to higher education transformation in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52068.
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Dissertation (PhD)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: The central question of this thesis is whether education policy frameworks are sufficient
to transform the higher education system in South Africa. I hold that higher education
policy initiatives promulgated in statutory documents such as the White Paper 3 on
Higher Education Transformation of 1997 and the Higher Education Act of 1997 are not
sufficient to guide educational transformation in universities. My main claim is that as
higher education role players we also need to pursue practices driven from "inside"
(Gutman 1998: 34) whereby we can develop the "strength of will" to contribute towards
initiating equal access and development and, enhancing accountability and quality at our
universities.
I hold that in order to practice higher education transformation from "inside" (Gutman
1998: 34), one can justifiably pursue a reflexive democratic praxis for the reason that it
involves a form of "doing action" with some worthwhile, rational end in mind. It has to
do with engaging in reflexive and democratic action attuned to social experience, more
specifically higher education, where possibilities may be contemplated, reflected upon,
transformed and deepened. To deepen our understanding of our actions involves asking
questions about "what we have not thought to think" (Lather 1991: 156). I argue that
philosophy of education, more specifically conceptual analysis, is an indispensable means
by which we can develop such a deeper, clearer, more informed and better reasoned
understanding about the current shifts in higher education transformation in post- apartheid South Africa. Simultaneously, I use conceptual analysis to show why and how
the idea of a reflexive democratic praxis can become a "satisfying sense of personal
meaning, purpose, and commitment" (Soltis 1998: 196) to guide our activities as
educators in the higher education realm.
The general principle, which shapes a reflexive democratic praxis, is rationality.
Rationality is shaped by logically necessary conditions such as "educational discourse",
"reflexive action" and "ethical activity to promote the moral good" in the forms of truthtelling
and sincerity, freedom of thought, clarity, non-arbitrariness, impartiality, a sense
of relevance, consistency and respect for evidence and people. My contention is that
appealing to moral notions of rationality is where the strength of a reflexive democratic
praxis lies. In this sense I further elucidate rationality which I argue can create spaces for
achieving democratic education which, in tum, holds much promise for shaping teaching
and learning through distance education, research and community service in the context
of higher education transformation in South Africa.
I use "touchstones" which evolve out of rationality, namely access, relevance and
dialogism, to show how the idea of a reflexive democratic praxis can contribute towards
shaping higher education transformation in South Africa. I provide an overview of the
South African higher education policy framework, in particular its concern with issues of
equality, development, accountability and quality, which can be linked to and guided by
"touchstones" of a reflexive democratic praxis. A reflexive democratic praxis implies a shift towards socially distributed knowledge
production which in turn shapes higher education transformation. By reflecting on
instances related to the institution where I work, I argue that a more nuanced
understanding of higher education has the potential to initiate equal access and
,
development on the one hand, and to enhance accountability and quality on the other
hand. I conclude with the idea that a reflexive democratic praxis can provide higher
education practitioners with a conceptual frame to organise their discourses in such a way
as to contribute towards transforming their activities and that of their institutions. In this
way they might contribute towards addressing the demands of equality, development,
accountability and quality in South African higher education.
KEYWORDS: Philosophy of education, conceptual analysis, reflexivity, democracy,
praxis, higher education, transformation and South Africa.<br>AFRIKAANSE OPSOMMING: Die sentrale kwessie wat hierdie proefskrif aanspreek, is die vraag of die raamwerke vir
onderwysbeleid genoegsaam is vir die transformasie van hoër onderwys in Suid-Afrika.
Ek is van mening dat die proklamasie van inisiatiewe ten opsigte van die beleid vir hoër
onderwys in statutêre dokumente soos die Witskrif 3 oor die Transformasie van Hoër
Onderwys (1997) en die Wet vir Hoër Onderwys (1997) nie genoegsaam is om
transformasie aan universiteite te rig nie. My hoofstandpunt is dat ons, die rolspelers in
hoër onderwys, ook aandag moet gee aan praktyke wat "van binne uit" gedryf word
(Gutman 1998: 34). Op so 'n manier kan ons die "wilskrag" ontwikkel wat sal bydra tot
die inisiering van gelyke toelating en ontwikkeling en die versterking van
verantwoordelikheid en kwaliteit aan ons universiteite.
Ek is van mening dat dit geregverdig is om die transformasie van hoër onderwys "van
binne uit" te bewerkstellig deur 'n refleksiewe demokratiese praktyk omdat dit 'n soort
aksie verg wat 'n betekenisvolle rasionele doel het. Dit gaan oor refleksiewe en
demokratiese aksies wat afgestem is op sosiale ondervinding, veralop die hoër onderwys,
waar verskillende moontlikhede oorweeg kan word, daaroor gereflekteer kan word en dit
dan getransformeer en verdiep kan word. Ter wille van die verdieping van ons begrip van
ons aksies moet vrae gevra word oor "what we have not thought to think" (Lather 1991:
156). My argument is dat die filosofie van die opvoeding, meer spesifiek 'n konseptuele
analise, 'n onontbeerlike manier is om 'n dieper, duideliker, meer informatiewe en beter
beredeneerde begrip te ontwikkel van die huidige klemverskuiwings in die transformasie van die hoër onderwys in 'n post-apartheid Suid-Afrika. Daarmee saam gebruik ek
konseptuele analise om aan te toon waarom en hoe die idee van 'n refleksiewe
demokratiese praktyk 'n "satisfying sense of personal mearung, purpose, and
commitment" (Soltis 1998: 196) kan word om ons aktiwiteite as opvoedkundiges in die
hoër onderwys te kan rig.
Die algemene beginsel wat aan 'n refleksiewe demokratiese praktyk sy vorm gee is 'n
rasionaliteit. Rasionaliteit word gevorm deur logies-noodsaaklike beginsels, bv
"opvoedkundige diskoers", "refleksiewe aksie" en "etiese aktiwiteite wat goeie moraliteit
bevorder" soos dit aangetref word in die praat van die waarheid, opregtheid, vryheid van
denke, helderheid, nie-arbitrêrheid, onpartydigheid, 'n sin vir relevansie, konstantheid en
respek vir bewysstukke en mense. My standpunt is dat die sterkte van 'n refleksiewe
demokratiese beleid daarin geleë is dat dit aanspraak maak op morele kwessies van
rasionaliteit. Ek verklaar rasionaliteit in hierdie sin verder deur te beweer dat dit die plek
is om demokratiese onderwys te verwerklik, wat op sy beurt groot beloftes inhou vir
onderrig en leer deur middel van afstandsonderwys, navorsing en gemeenskapsdiens in
die konteks van die transformasie van hoër onderwys in Suid-Afrika.
Ek gebruik kwaliteitsaanduiders wat ontwikkel uit rasionaliteit, naamlik toeganklikheid,
relevansie en samevattings om aan te toon hoe die idee van 'n refleksiewe demokratiese
praktyk kan bydra tot die vorming van die transformasie van hoër onderwys in Suid-
Afrika. Ek verskaf 'n oorsig oor die raamwerk vir die Suid-Afrikaanse beleid oor hoër
onderwys, In die besonder oor aspekte soos gelykheid, ontwikkeling en verantwoordbaarheid, wat gekoppel kan word aan en geng kan word deur die
kwaliteitsaanduiders van 'n refleksiewe demokratiese praktyk.
'n Refleksiewe demokratiese praktyk impliseer 'n klemverskuiwing in die rigting van
sosiaal-verspreide kennisproduksie wat vorm gee aan die transformasie van hoër
onderwys. Deur te reflekteer oor gebeure wat verband hou met die inrigting waar ek
werk, argumenteer ek dat 'n fyner genuanseerde omskrywing van hoër onderwys die
potensiaal het om aan die een kant gelyke toeganklikheid en ontwikkeling te inisieer en
aan die ander kant om verantwoordbaarheid en kwaliteit te versterk. Ek sluit af met die
gedagte dat 'n refleksiewe demokratiese praktyk die praktisyns van hoër onderwys van 'n
konseptuele raamwerk kan voorsien wat hul diskussies op so 'n manier salorganiseer dat
dit sal bydra tot die transformasie van hulle aktiwiteite en die van die inrigtings waarby
hulle betrokke is. Op so 'n manier kan 'n bydrae gelewer word tot die aanspreek van die
eise van gelykheid, ontwikkeling en verantwoordbaarheid en kwaliteit van hoër onderwys
in Suid-Afrika.
SLEUTELBEGRIPPE: Filosofie van die opvoeding. konseptuele analise, refleksiwiteit,
demokrasie, praktyk, hoër onderwys, transformasie en Suid-Afrika.
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Wannenburg, Iona. "An exploration of transformation at an institution of higher education using Anstey's conceptual framework." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/865.
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In this study an exploration was conducted of change and transformation at an institution of higher education in South Africa using Anstey’s conceptual framework. This framework incorporated the work of major change theorists as well as the balanced scorecard of Kaplan and Norton. A quantitative and exploratory approach was used. The research question for this study was formulated as follows: How successful was the organizational transformation process at the newly established university in the period 2003 – 2007? The first objective of the study was to describe the organizational transformation process as it unfolded at the newly established university. The second objective was to evaluate the success of the organizational transformation process by using Anstey’s conceptual framework. Eight factors were identified in Anstey’s framework according to which the success of the merger was analyzed. These factors were: constructive unease; harnessed urgency; clear purpose; challenging vision with clear measurable objectives; champions at all levels; culture and community; competitive competencies; coherent strategy, and communication and consultation. A computerized survey tool was utilized to design a structured questionnaire with both fixed response and open-ended questions. Some 13 percent of the employees responded to the questionnaire. The internal consistency of the scores derived from the instrument was confirmed using Cronbach’s alpha. Descriptive statistics revealed that 62.5 percent of factor scores were neutral and 37.5 percent negative with regard to staffs’ perceptions of the merger. Inferential statistics disclosed that academic staff viewed the merger more negatively on factor 3 challenging vision with clear measurable objectives than their administrative colleagues. The total success of the merger can be summarized by the following statement of one of the participants ‘If the NMMU merger is compared to other mergers in Higher Education in South Africa then it is clear that, from a systems and procedural perspective, it was managed satisfactory. Unfortunately the ‘people’ dimension of the merger did not feature as a priority and many staff members were alienated as a result of this.’ The limitation of the study was the small sample size. This study was also contextual in nature, meaning that it focused on the transformation process as it unfolded at a specific university in South African between the years 2003 – 2007. No results generated in this study can be generalized as they only presented a shot-in-time reflecting the transformation process at a particular organization at a particular period in time. This study also confirmed the usefulness of Anstey’s conceptual framework in assessing transformation at an institution of higher education.
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Nudelman, Craig. "Language in South Africa's higher education transformation : a study of language policies at four universities." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13739.
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The advancement of African languages following South Africa’s transition to a constitutional democracy was important not only for societal transformation but also to enable previously disadvantaged South Africans proper access to education. In order to achieve this end policies had to be developed by government and by the institutions involved. In this dissertation I provide an analysis of the language policies developed by four South African universities1 (the University of the Witwatersrand, the University of Cape Town, Rhodes University and North- West University) in order to provide insight into, and a critique of, how the role of African languages in education and in societal transformation is interpreted and implemented. The analysis of the language policies is preceded by an overview of the link between conflict and language in South Africa and a discussion on the manner in which the post-conflict South African state has attempted use language as a key player in transformation, particularly with regard to education. The dissertation draws on data collected from the policies to qualitatively determine a number of issues relating to transformation, being: the rationale for becoming a multilingual university; their choice for their languages of instruction; how universities try to achieve academic development through language interventions; how they attempt to develop their staff and students; and how actual implementation is achieved or projected.
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Robus, Donovan. "Discourses surrounding 'race', equity, disadvantage and transformation in times of rapid social change : higher education in post-apartheid South Africa." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007196.
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Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
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Bonti-Ankomah, Jennifer. "Equity, Diversity and Inclusion At the University of Cape Town, South Africa: The Experience of Black Women Academics." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41169.
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This thesis examines the lived experiences of Black women academics in South African universities, focusing on a case study from the University of Cape Town (UCT). Since the end of apartheid, scholars have questioned the disconnect between the goals and objectives of transformation strategies and the continued experiences of marginalization and oppression that Black women face. This study adds to this critical analysis by seeking to understand the main challenges that Black women experience in their careers and to assess how they view the transformation agenda, more commonly known outside of South Africa as equity, diversity and inclusion (EDI) initiatives.
This thesis adopts an intersectional lens to study the experience of Black women, drawing on critical race theory and Black feminist thought. The analysis is based on semi-structured interviews with 10 Black women academics. Using the method of discourse analysis, I identify six common themes: experiences as a student, the strengths and limits of UCT’s transformation agenda, stories of everyday racism experienced as a faculty member, identity as resilience, building communities of mutual support, and the effects of other forms of discrimination (e.g. age, citizenship and sexuality).
This thesis argues that while there is evidence that the transformation agenda has been somewhat successful with respect to equity and diversity, efforts remain inadequate to reorder the deeply rooted structures of oppression and the diverse challenges faced by Black women. In particular, the third element of EDI initiatives— ‘inclusion’—remains a work-in-progress. Black women academics perceive that dominant institutional culture and norms prevent them from participating fully in spaces of higher education.
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Laubscher, Teresa. "Transformational leadership : challenges for leaders at the National Institute for Higher Education in the Northern Cape (South Africa)." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2723.
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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.<br>Background to the study: The Critical Care nursing programme at the Faculty of
Health Sciences (Stellenbosch University) is a one-year programme. The practical
component consists of practical procedures and case presentations. Students have
limited time available in the clinical areas to reach competency in the practical skills.
Students tend to use the majority of the clinical teaching time available to reach
competency in these practical procedures, rather than discussing the patient and
learning the skills to integrate and understand the patient’s condition and treatment,
which they can acquire by doing case presentations. The end result of this misuse of
clinical contact time is that some of the students, by the end of their programme, still
have difficulty to integrate a patient’s diagnosis and treatment regime, although they
have managed to complete the expected practical procedures.
Summary of the work: A case study design was used. I wanted to investigate whether
one could make use of simulation and the Clinical Skills Centre (CSC) to complete the
majority of the practical procedures so that more time would be available in the clinical
areas for the students to do case presentations. The study focuses on describing how
the tutors and students involved experienced the use of simulation, as well as how it
impacted on the available teaching time in the clinical areas.
Conclusions and recommendations: Some of the most important issues that were
highlighted in the study and needs to be mentioned are the following:
· The students highly valued supervision by a Critical Care tutor when practising their
skills in the CSC.
· Students indicated that they valued the opportunity to practise some of the more
risky procedures in simulation, because it presents no risk to patients.
· Case presentations seem important to be added to the CSC’s practical sessions in
order to attempt making the practical simulated scenarios even more realistic.
· The teaching at the bedside in the clinical areas used to be done somewhat ad hoc.
With the teaching in the CSC now being much more structured, this necessitates the
teaching at the bedside to be revisited and to be structured to a certain extent.
Summary of the results: The information obtained from the Critical Care tutors and the
students indicated that these two groups were largely in agreement that simulation
seems to be valuable and can effectively be used in a Critical Care nursing programme.
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Tanyanyiwa, Precious. "A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012655.
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Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
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Esakov, Heidi-Jane. "Reading race : the curriculum as a site of transformation." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11132008-181716.
Full textBooks on the topic "South African higher education transformation"
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1939-, Bunting Ian, Centre for Higher Education Transformation, and Council on Higher Education (South Africa), eds. Higher education transformation: Assessing performance in South Africa. Centre for Higher Education Transformation, 2000.
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Bunting, Lisa, Nico Cloete, and Ian Bunting. Transformation indicators applied to two South African higher education institutions. CHET, 2002.
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Scott, Chaunda L., and Eunice N. Ivala, eds. Transformation of Higher Education Institutions in Post-Apartheid South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9781351014236.
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Being at home: Race, institutional culture and transformation at South African higher education institutions. University of KwaZulu-Natal Press, 2015.
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Education Policy Unit (Bellville, South Africa). Draft policy proposals for the reconstruction and transformation of post-secondary education in South Africa. The Unit, 1994.
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author, Merrett Christopher, ed. The struggle for the soul of a South African university: The University of KwaZulu-Natal : academic freedom, corporatisation and transformation. Nithaya Chetty and Christopher Merrett], 2014.
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Maringe, Felix, and Emmanuel Ojo, eds. Sustainable Transformation in African Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7.
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Mabokela, Reitumetse Obakeng. Voices of conflict: Desegregating South African universities. Falmer Press, 2000.
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Dreijmanis, John. The role of the South African government in tertiary education. South African Institute of Race Relations, 1988.
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Howell, Colleen. Higher education monitor: South African higher education responses to students with disabilities : equity of access and opportunity? Council on Higher Education, 2005.
Find full textBook chapters on the topic "South African higher education transformation"
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Seepe, Sipho. "Higher Education Transformation in South Africa." In Knowledge and Change in African Universities. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-842-6_8.
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Olodo, Muyibat A., and Benedict O. Emunemu. "Push and Pull Factors in Women Attainment of Chief Executive Positions in South-West, Nigeria." In Sustainable Transformation in African Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_11.
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Lolwana, Peliwe. "The Role of Stakeholders in the Transformation of the South African Higher Education System." In Higher Education Dynamics. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_13.
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Netswera, Fulufhelo, Kirstin Wilson, Nathan Cassidy, and Godswill Makombe. "Sustainability of Higher Education Credit Systems and Transfer Structures Experiences from Australia, South Africa and the United States of America." In Sustainable Transformation in African Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-902-7_7.
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Walters, Shirley. "Lifelong Learning within Higher Education in South Africa: Emancipatory Potential?" In Education, Equity and Transformation. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4076-8_13.
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Ngwenya, Celiwe. "Decoloniality and Higher Education Transformation in South Africa." In Education for Decoloniality and Decolonisation in Africa. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15689-3_6.
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Zulu, Connie. "Promoting Gender Transformation at a Higher Education Institution in South Africa." In Gendered Success in Higher Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56659-1_10.
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Mthiyane, Ncamisile P., Zanele Heavy-Girl Dube-Xaba, Maserole Christina Kgari-Masondo, and Fumane P. Khanare. "(UN)trapped? Transformative Voices of Four Black Female “Novice” Academics in a South African Higher Education Institution." In Transformation of Higher Education Institutions in Post-Apartheid South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9781351014236-4.
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Ramrathan, Labby. "Compassion in the Context of Higher Education Transformation in South Africa." In The Pedagogy of Compassion at the Heart of Higher Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57783-8_7.
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Pillay, Ansurie. "Supporting Academic and Social Transformation in a Teacher Education Lecture Room." In Transformation of Higher Education Institutions in Post-Apartheid South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9781351014236-7.
Full textConference papers on the topic "South African higher education transformation"
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Carpenter, Riley, and Sihaam Shamsoodien. "The relationship between self-efficacy and accounting students' academic performance at a South African university." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12922.
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Racial transformation is crucial for South African higher education institutions, the accounting profession and the country as a whole. Consequently, determinants of students’ academic success must be at the forefront of accounting education research. Understanding these determinants will assist universities to better assist students with their learning. This study focused on self-efficacy in academic performance—a previously limited research area in South African accounting education. The aim was to determine the relationship between self-efficacy and academic performance amongst students registered in a second-year undergraduate course for an accounting degree at a South African university. It was found that self-efficacy was moderately positively correlated with academic performance. The findings indicate that it is worthwhile performing further empirical research on self-efficacy, especially while controlling for other significant factors affecting students’ academic performance.
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Adonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.
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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Turner, Astrid, Irene Lubbe, Liz Wolvaardt, and Lizeka Napoles. "Navigating curriculum transformation: charting our course." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9129.
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The 2015 student-led #FeesMustFall campaign in South Africa initiated at some universities, and accelerated at others, indepth discussions and reflections about curriculum transformation within the perceived ivory towers of learning. Three years later, the mandate to implement transformation is clear from all levels but what is uncertain is the operationalization of the official transformation framework at the University of Pretoria. The aim of the project presented is to chart the process followed by one of the four Schools of the Faculty of Health Sciences to deconstruct this transformation framework. As part of a three phased programme, a workshop of diverse staff using a modified nominal technique was held in 2018. It resulted in a visual tool of 19 specific statements considered evidence of personal practice that supports and advances the drive for transformation. This tool will be used to share practices and instil individual and School accountability for everone’s role in curriculum transformation. In conclusion, complex policy ideals and technical terminology can be translated into practical, appropriate actions by a diverse group of staff and students. The use of a modified nominal group technique was an efficient way to do this by generating an easy to use visual tool.
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Steyn, Francois, and Lufuno Sadiki. "TRANSFORMATION IN HIGHER EDUCATION IN POST-APARTHEID SOUTH AFRICA: THE (PROBLEM) CASE OF CRIMINOLOGY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0440.
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Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.
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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
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McKay, Marianne, Antoinette Smith-Tolken, and Anne Alessandri. "Layering Learning for Work-Readiness in a Science Programme." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7942.
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In order to prepare our students for a challenging workplace, the Department of Viticulture and Oenology at Stellenbosch University in South Africa have ‘layered’ Engaged Learning strategies throughout the four-year undergraduate degree in an approach that is innovative in a science-based programme. In this research project, we assessed the effects of service-learning (SL) and a six-month internship on student employability by analysing reflections that were collected over a number of years. We also asked industry members whether they felt students had improved in key areas after the final year internship. The student submissions for SL showed evidence of personal growth and transformation, and those for the internship reflected industry requirements for professional skills in a complex and technically demanding milieu. It was found that these engaged experiences provided sound preparation for working life, as well as giving students opportunities for self-questioning and personal growth, which is unusual in the natural sciences learning environment.
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Fosu, Agyei. "Readiness of Universities for the 21st Century Digital Economies: A Look at Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province, South Africa [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4593.
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[The full paper was previously published in the International Journal of Community Development & Management Studies, 3, 65-77.] Aim/Purpose: The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background: The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research has been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology: Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution: This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings: The results indicated that the participating lecturers need to be trained and supported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners: Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous support and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendations for Researchers: There is the need to explore in depth the other two components suggested by Mishra and Koehler that can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society: The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research: Checking technological skills of students are critical in this context.
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Ramhurry, Cindy. "Michael Foucault, Power, and Assessment in South African Higher Education." In 2nd International Academic Conference on Teaching, Learning, and Education. GLOBALK, 2020. http://dx.doi.org/10.33422/2nd.tleconf.2020.11.66.
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Mogase, Refilwe Constance, and Billy M. Kalema. "E-resources usage in South African higher institutions of learning." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250253.
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sakala, lucy, and Wallace Chigona. "Lecturer resistance during ICTs implementation in higher education in Zimbabwe." In the South African Institute of Computer Scientists and Information Technologists. ACM Press, 2017. http://dx.doi.org/10.1145/3129416.3129449.
Full textReports on the topic "South African higher education transformation"
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.