Page 80 - Transformation Indaba Report

Annexure C

A trAnsformAtion bArometer for south AfriCAn higher eduCAtion

tsg / tmf - July 2015 (extrACt)
A Transformation Barometer for South African Higher Education
A Transformation Barometer for South African Higher Education
Draft Discussion Document

Draft Discussion Document

André Keet and Derrick Swartz
André Keet and Derrick Swartz
With the TMF/TSG
With the TMF/TSG
July 2015

July 2015

This document is work in progress. Comments and inputs are most welcome and full references
will be included once it is finalized.
This document is work in progress. Comments and inputs are most welcome and full references
will be included once it is finalized.

I. Introduction – The ‘System’

I. Introduction – The ‘System’
1. Higher education has shifted, in substantive respects, from a fragmented and structurally
racialized system of 36 public and more than 300 private institutions in 1994 to a
1. Higher education has shifted, in substantive respects, from a fragmented and structurally
relatively more integrated, ‘system-like’ formation of 26 public universities (traditional,
racialized system of 36 public and more than 300 private institutions in 1994 to a
comprehensive and universities of technology) and 95 private higher education
relatively more integrated, ‘system-like’ formation of 26 public universities (traditional,
institutions in 2015 (see Blom, 2015). Nine hundred and ninety thousand (990 000)
comprehensive and universities of technology) and 95 private higher education
students are enrolled in the public higher education sector, and 120 000 in private
institutions in 2015 (see Blom, 2015). Nine hundred and ninety thousand (990 000)
institutions in the same sector, according to the 2013 statistics (DHET, 2013).
students are enrolled in the public higher education sector, and 120 000 in private

institutions in the same sector, according to the 2013 statistics (DHET, 2013).
2. The entire post school education and training (PSET) sector is made up of more than
4000 institutions: public and private Higher Education Institutions (HEIs), public and
2. The entire post school education and training (PSET) sector is made up of more than
private Technical and Vocational Education and Training (TVET) Colleges, public and
4000 institutions: public and private Higher Education Institutions (HEIs), public and
private Adult Education and Training (AET) Centres, and workplace-based education
private Technical and Vocational Education and Training (TVET) Colleges, public and
and training facilitated by Sector Education and Training Authorities (SETAs). More
private Adult Education and Training (AET) Centres, and workplace-based education
than two million students and learners were enrolled in PSET institutions by 2013. The
and training facilitated by Sector Education and Training Authorities (SETAs). More
FET/TVET sector comprised almost 680 public FET/TVET and private FET Colleges in
than two million students and learners were enrolled in PSET institutions by 2013. The
2013, 50 of which were public and 627 private. The AET sector comprised over 3 200 public and
FET/TVET sector comprised almost 680 public FET/TVET and private FET Colleges in
private AET Centres in 2013 (DHET, 2013).
2013, 50 of which were public and 627 private. The AET sector comprised over 3 200 public and

private AET Centres in 2013 (DHET, 2013).
3. The Blom study (2015) asserts that ‘post-secondary education in developing countries
takes the form of an expanding and widening pyramid, with a widening college system at
3. The Blom study (2015) asserts that ‘post-secondary education in developing countries
the base and a somewhat smaller university sector, each growing as more and more
takes the form of an expanding and widening pyramid, with a widening college system at
progression routes are made available. In the South African education system, the
the base and a somewhat smaller university sector, each growing as more and more
progression routes are made available. In the South African education system, the
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