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 accessAbstract
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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In the citing paper
“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
In the citing paper
“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
In the citing paper
“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]
In the citing paper
“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]
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Cited by
Sorted by citations
Mpungose, C. B. (2020) · Humanities and Social Sciences Communications · doi:10.1057/s41599-020-00603-x · Cited by 415
Opesemowo, O. A. G., & Adekomaya, V. O. (2024) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.23.3.4 · Cited by 128
Mhlanga, D., Denhere, V., & Moloi, T. (2022) · Education Sciences · doi:10.3390/educsci12070464 · Cited by 110
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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
- Venue
- Cogent Education
- Publisher
- Informa UK Limited
- Published
- 2019-01-01
- Volume
- 6
- Issue
- 1
- ISSN
- 2331-186X (ISSN-L)
- 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
- gold
- doi.org
- 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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