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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

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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.

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Research works printed but not linked: 13

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  7. Makhanya M. (2017 March 25). Transformation: The time is now. City Press. p.5.
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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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