1. Presented by Dr. S.M. Holtzhausen School of Higher Education 2012

2.  Recognise the importance of policy as a force for change.  Acquaint you with the policies impacting on your higher/further education context/institution.  Provide a critical analysis of one/two policies applicable to own context.  Understand the implications of the relevant policies. 2

3. HIGHLIGHT THE FOLLOWING: Levels at which policy is important. Frame of reference and definition of policy. Various facets of policy. Responsibility of policy development. Reasons? The process! Benefits of having policies. Key elements Examples of important policies in HE/FET. 3

4.  Higher Education and a  New World Order  towards leadership without control 4

5. The State and its structure: 3 Levels: a) MACRO (Policy) b) MESO (Institutional) c) MICRO (Operational) 5

6.  Plan of action  A document stating the terms of a contract, proposals, rules, regulations, laws, guidelines, decisions of government  Outline of state of affairs  Directive or formal authorisation  Origin: Greek Apodeixis i.e. Evidence 6

7.  Bills – Proposal or law discussed in parliament  Acts – law officially accepted by parliament  Green Papers – government document containing proposals for discussions  White Papers – officially accepted government proposals  Broad Strategies (HRDs)  National Provincial Plans  Constitution (State) – a system of basic laws and principles governing a democratic government 7

8.  Government : (National & Provincial).  Involves the contribution of different actors. 8

9.  CONSULTATIVE: - Civic society: - Organised labour - Sector-specific organisations - NGOs/CBOs  COMPELLED BY VARIOUS REASONS - Solve identified problems - Protect society - Encourage appropriate responses to social change, development and other pressures for change 9

10.  FOLLOWS A CERTAIN SEQUENCE - Policy analysis and research - Proposals/advocacy/formulation - Planning - Acceptance and implementation  OFTEN IDEOLOGY-DRIVEN – Why? 10

11. To regulate by means of:  Guiding the functioning of the country and various sectors within a country.  Steering a country/province into a specific direction. 11

12.  To spell out terms of reference  To pursue national goals  To monitor various sectors (State and independent organisations). 12

13.  Definitions  Policy Objectives/Aims  Principles  Applicability of policy  Procedure 13

14. BACKGROUND:  RDP (better life for all).  Redress (inequalities).  Need to bridge the education divide.  Knowledge society & globalisation. 14

15.  Definition: analysis of existing/prospective policies with the intention of improving social welfare.  Methodology (could use both qualitative and quantitative): -Define problem & evaluation criteria -Identify all alternatives -Evaluate them -Recommend the best policy Policy-maker – 2 approaches: -Solution-orientated -Problem-orientated 15

16. Possible criteria:  Reliability and validity  Economic criteria (cost/impact on economy)  Equity criteria (What is burden/benefit?)  Technical criteria (effectiveness & feasibility)  Political criteria (acceptability, appropriateness, legal, responsiveness)  Administrative criteria (authority, commitment, capacity, support) 16

17.  3 PHASES OF POLICY ACTIVITY: 1. 1990-1993 2. 1994-1998 3. From 1999 focus on implementation 17

18.  1990-1993 National Education Policy Investigation (NEPI)  National Education Coordinating Committee (NECC) was formed in 1985.  Composed of teachers, parents, students from disadvantaged groups.  This committee advocated a non-racist, non-sexist, democratic, unitary system of education.  It engaged in discussions with the National Party.  These culminated in the NEPI Report in 1993. 18

19. 3 Pillars of a transformed HE: i. Increased participation. ii. Greater responsiveness. iii. Increased cooperation & partnerships. 19

20. NATIONAL GOALS:  A single, coordinated education system.  Open education opportunities to all.  Diversify institutional missions and programmes.  Advance research capacity, etc. 20

21. INSTITUTIONAL GOALS:  Democratise governance.  Encourage cooperation – HE & other sectors.  Improve the academic climate - free, critical.  Enhance social responsibility of institutions.  Cultivate a culture of tolerance, respect, etc. 21

22.  Regulates establishment & merging of HEIs.  Sets governance structures.  Guides the funding of HEIs.  Deals with general matters e.g. name change.  Establishment of the Council on Higher Education (CHE). 22

23. GOALS:  Graduates for social & economic development.  Achieving equity.  Achieving diversity.  Promoting & sustaining research.  Restructuring the institutional landscape. 16 OUTCOMES flow from goals (please read)  NPHE closer to implementation. 23

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26.  SAQA ACT 1995  HEQF 2004 (based on NAP)  New Funding Formula  New Qualifications Framework  Provincial Growth and Development Strategy 26

27. National Committee on Further Education and Training (NCFE) (1996) Appointed to make recommendations on a vision and goals for the FET sector. Had to advise the Minister on all aspects of education and training including curriculum, funding, governance, as well as career guidance and counselling at this band. A framework that formed the basis for the Green Paper and later the White Paper on FET transformation of 1998. 27

28.  FET WHITE PAPER 4 (1998)/Green Paper - (A programme for the transformation of FET) What is its main role? What does it highlight?  Further Education and Training Act (1998) – Role? (see page 2-4 of the Act).  Further Education and Training Colleges Act (2006) 28

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30.  1 st era = symbolic policy i.e. conceptualisation & establishment of principles.  2 nd era = concrete i.e. implementation & realism. 30