By Njuguna Ng'ethe
This name explores a space of tertiary schooling that's at present understudied; this can be the level and nature of differentiation and articulation in African tertiary schooling platforms. the final discovering is that the binary process is dominant, characterized by means of universities and polytechnics as exact different types of associations. Differentiation is obviously glaring in Africa. even if, notwithstanding diversified in nature and volume, the differentiation is usually horizontal rather than vertical. Articulation, however, looks in its infancy as a few universities, of their admission standards, don't realize polytechnic skills, and mobility among related establishment forms is unusual. whereas nationwide coverage, industry forces, institutional reforms, undefined, and nearby tasks force differentiation, source constraints, isomorphism, governance and investment constructions, and the absence of dimension and form debates act as inhibitors. call for for entry seems to be the single motive force for articulation whereas nationwide guidelines, inner governance buildings, and industry/labour marketplace inhibit its progress. The learn concludes that wisdom of either differentiation and articulation in African tertiary structures remains to be scanty. for this reason, this exploratory examine should still result in extra paintings aimed toward anchoring differentiation and articulation inside of nationwide tertiary schooling structures.
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Extra resources for Differentiation and Articulation in Tertiary Education Systems: A Study of Twelve Countries
Is there a system in place to facilitate the transfer of academic credits? Do academic staff circulate among different types of institutions? With what frequency? In which directions? Are there administrative structures in place to facilitate this mobility? What is the extent of institutional collaboration in joint research, joint teaching, cross-referencing of courses, sharing of facilities, common services? Structure and Recognition of Qualifications Tranferability of Credits Academic Staff Mobility Collaboration and Partnerships National Universities Commission (NUC) for the universities, the National Board for Technical Education (NBTE) for the polytechnics, and the National Commission for Colleges of Education (NCCE) for teacher training colleges.
The development of the ‘decolonised’ higher education system in South Africa was introduced with the University Act of 1916 enacted by the Union Government to establish the University of South Africa, together with the Universities of Cape Town and Stellenbosch (Ajayi, Goma, and Johnson 1996). These institutions were intended for the white settler community. All subsequent higher education institutions, including technikons and colleges, were established along racial lines as separate sub-systems to serve the white, coloured and black racial groups in the country.
The top one hundred American universities dominate research funding from both government and private foundations. They produce a large part of the nation’s research output. This hierarchy, according to Huisman and Kasier (2001), is necessary because a standardised system cannot respond to the educational needs of both the elite and the masses. In order to absorb a more heterogeneous clientele, mass systems must be more differentiated than elite ones. A system of elite higher education without the balancing force of mass higher education would not be politically or socially viable, and a system of mass higher education without the academic models and values of elite institutions would be unsound educationally and politically (Huisman and Kaiser 2001).
Differentiation and Articulation in Tertiary Education Systems: A Study of Twelve Countries by Njuguna Ng'ethe