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Cited by 110Higher Education Governance and DevelopmentHigher Education Research StudiesEducation in Diverse Contexts

The DOI matches its Crossref record; 51 of the 55 references it cites were found in a registry or an index.

The effects of higher education policy on transformation in post-apartheid South Africa

Open access
Mzangwa, Shadrack T, Dede, Yüksel·2019·Cogent Education
DOI 10.1080/2331186x.2019.1592737
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Abstract

Before 1994, some higher education institutions (HEIs) in South Africa seem not to value social inclusiveness of various groups in higher education, particularly people from disadvantaged backgrounds. As a result, access and widening participation are viewed as problematic and difficult to sustain since they involve students from poor and under-represented social backgrounds. The perception of restricting access from a social justice point of view presupposes inequalities based on the segregation policies of the apartheid era. Transformation in higher education is considered an indicator of social progress. It relates to a process of an absolute overhaul of social thinking and results in meaningful social transition. In 2002, a major policy decision was taken via the National Plan on Education as a means to approach transformation of the higher education system in South Africa. Attempts to amend the policy on higher education have not translated into material benefits for the majority of previously disadvantaged black people in South African society in terms of access, equity and participation in higher education. This research study aims to provide an overview of the conditions resulting from the policy on transformation in the context of higher education. The research concludes that improving access could be achieved by offering equal and standardised educational programmes in all universities. The research further suggests that introducing a common language such as English as the only medium of instruction at HEIs could be helpful as opposed to the use of Afrikaans or any variety of official languages applied in the country.

Overview

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Crossref · 10.1080/2331186x.2019.1592737

Cites

51 of 51 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Since 1994 much has been done in higher education to redress the inequalities of the past through higher education institutions' policy amendments through the National Plan for Higher Education.

    “While Mzangwa (2019) agrees with Bunting (2006) that since 1994 much has been done in higher education to redress the inequalities of the past through higher education institutions' policy amendments through the National Plan for Higher Education (Ministry of Education, 2001).”

    From Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic (2020) · cites this paper as Mzangwa, 2019

  • These amendments have not led to benefits for the majority of previously disadvantaged black South African students in terms of access to e-learning.

    “These amendments have not led to benefits for the majority of previously disadvantaged black South African students in terms of access to e-learning.”

    From Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic (2020) · cites this paper as Mzangwa, 2019

  • Efforts since 1994 to rectify inequalities through amendments to higher education institutions' policy have not yielded reasonable benefits for most Black South African students who were previously underprivileged.

    “Whilst Mpungose, Mzangwa and Bunting [20,23,24] agree that much has been accomplished since 1994 to rectify the inequalities through amendments to the higher education institutions' policy, the efforts have not yielded reasonable benefits for most of the Black South African students who were previously underprivileged.”

    From COVID-19 and the Key Digital Transformation Lessons for Higher Education Institutions in South Africa (2022) · cites this paper as [23]

  • Socio-economic factors that control the extent of the digital divide in a university setup are race, gender, social class, age, academic background, and geographical location.

    “These factors are race, gender, social class, age, academic background, and geographical location [23].”

    From COVID-19 and the Key Digital Transformation Lessons for Higher Education Institutions in South Africa (2022) · cites this paper as [23]

Citations

Cites

Flagged first, then by citations

4 of the 55 references couldn’t be matched to a known paper.

Research works printed but not linked: 13

  1. Abbott, A. (1992). What do cases do? Some notes on activity in sociological analysis. In C. Ragin & H. Becker (Eds.), What is a case? Exploring the foundation of social inquiry (pp. 53–71). Cambridge, MA: Cambridge University Press.
  2. Bourdieu, P. (1977). Reproduction in education, society, culture. London: Sage.
  3. Department of Education. (2001). National plan for higher education. Pretoria: Government Gazette.
  4. DHET (Department of Higher Education and Training). (2012). Green paper for post-school education and training. Pretoria: DHET.
  5. Kubler, J., & Sayers, N. (2010). The role and function of higher education within society. In J. Kubler & N. Sayers (Eds.), Research and development series, higher education futures: Key themes and implications for leadership and management (pp. 6–13). London: Leadership for foundation for Higher Education.
  6. Lundall P. 1998. Accelerating redress in higher education. Paper presented at the Joint Conference of the Kenton Education Association and the Southern African Society for Education under the theme ‘Facing the Millennium: Education at the Edge’ Kei Mouth Eastern Cape.
  7. Makhanya M. (2017 March 25). Transformation: The time is now. City Press. p.5.
  8. Mkude, D., Cooksey, B., & Levey, L. (2003). Higher education in Tanzania: Partnership for higher education in Africa. Dar es Salaam: James Currey/Mkuki na Nyota.
  9. Morrow, S. (2008). Race, redress and historical black universities. In A. Habib & K. Bentley (Eds.), Racial redress and citizenship in South Africa (pp. 263–288). Cape Town: HSRC.
  10. Plan, N. (2001, February). The national plan for higher education in South Africa. Pretoria: The Ministry of Education.
  11. Republic of South Africa. (1995). Labour Relations Act (Act 66 of 1995). Pretoria: Government Printers.
  12. StatsSA (Statistics South Africa). (2011). Mid-year population estimates for 2001 to 2010. Pretoria: StatsSA.
  13. Van der Merwe, T. (2014). Economics and multilingualism: Reconsidering language policies for South Africa. Tydskrif vir Geestewetenskappe, 54(2), 217–234.

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Metadata

Authors
Mzangwa, S. T., & Dede, Y.
Affiliations
  • University of South Africa (ZA)
  • Gazi University (TR)
Corresponding author
Mzangwa, Shadrack T
ORCID
Venue
Cogent Education
Publisher
Informa UK Limited
Published
2019-01-01
Volume
6
Issue
1
ISSN
2331-186X (ISSN-L)
DOI
10.1080/2331186x.2019.1592737
OpenAlex
W2922915681
Cited by
110
References
55
Citations by year
2026: 16 · 2025: 14 · 2024: 22 · 2023: 23 · 2022: 15 · 2021: 11 · 2020: 7 · 2019: 1
FWCI
35.95
Type
journal article
Language
en
Open access
Licence
Locations
  • Cogent Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Funders
research
Topics
  • Social Sciences › Education › Higher Education Governance and Development
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Education › Education in Diverse Contexts
Keywords
higher education policy, post-apartheid South Africa, higher education access, widening participation, social inclusion, previously disadvantaged students, language of instruction, English-medium instruction, educational equity, apartheid legacy

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