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Diane Grayson
Overview of the South African Quality Enhancement Project
SA population (2011) 51.8 million
No. 15-19 year olds (2011) 5.0 million
No. 20-24 year-olds (2011) 5.4 million
No. HE students (2013) 983 698
20-24 year old participation rate 20%
Black African 16%
White 55%
Key statistics
Throughput rates for 3-year degree 2008 student cohort in public HEIs (excluding UNISA)
(VitalStats Public Higher Education 2015, CHE)
non-ac-cumula-
tive 2010
non-ac-cumula-
tive 2011
non-ac-cumula-
tive 2012
non-ac-cumula-
tive 2013*
accu-mula-tive
2010
accu-mula-tive
2011
accu-mula-tive
2012
accu-mula-tive
2013*
Graduated
0.30462075512
1413
0.17530697859
5707
0.0769513427442815
0.0307131702238418
0.30462075512
1413
0.47992773371
712
0.55687907646
1402
0.58759224668
5244
Dropped out
0.0469118412591481
0.0257525186024436
0.0119423094589215
0.02599748905
2883
0.34871543620
0508
0.37446795480
2952
0.38641026426
1873
0.41240775331
4756
-5%5%
15%25%35%45%55%
Throughput rates by race for 3-year degree 2008 student cohort in public HEIs (excluding UNISA)
African Gradu-
ated
African Dropped
out
Coloured Gradu-
ated
Coloured Dropped
out
Indian Gradu-
ated
Indian Dropped
out
White Gradu-
ated
White Dropped
out
2010 0.23030077056922
7
0.36030325627641
1
0.24903225806451
6
0.42580645161290
3
0.27121212121212
1
0.34090909090909
1
0.42646551724137
9
0.31896551724137
9
2011 0.41312453392990
3
0.39709172259507
8
0.40688172043010
8
0.45247311827957
0.48409090909090
9
0.35340909090909
1
0.58629310344827
6
0.33224137931034
5
2012 0.50776783494904
3
0.41461595824011
9
0.48516129032258
1
0.45935483870967
7
0.57878787878787
9
0.36174242424242
4
0.63439655172413
8
0.33827586206896
6
2013* 0.54890628883917
5
0.45109371116082
5
0.51182795698924
7
0.48817204301075
3
0.61363636363636
4
0.38636363636363
6
0.65051724137931
0.34948275862069
5%15%25%35%45%55%65%
(*Potential graduates may still be in the system)
Constituted between late 1880s and 1980s
36 institutions comprising:
• English-medium (“liberal”) universities
• Afrikaans-medium universities
• Dual-medium universities
• Universities for specific racial and ethnic groups
• Technikons
• Distance education institutions
SA Higher Education Institutions in1994
• Technikons became universities of technology
• Government-mandated mergers and absorptions took place in 2004, resulting in 23 institutions of three types:
- Universities (traditional)
- Comprehensives (traditional + technology)
- Universities of technology
• Two new HEIs were opened in 2014
• One merged university was unbundled and part of it formed the core of a new university in 2015
Changes to the HE landscape since 1994
26 PUBLIC HEIs
6 Universities of technology
8 Comprehensive universities
12 Universities
ABOUT 120 PRIVATE HEIS
Very diverse – small single focus to large, multi-focus; certificate to PhD
Higher education institutions in 2015
• Accreditation of HEI programmes
• National reviews of key programmes (e.g. MBA, BEd)
• Institutional Audits
- Once through all public universities (3 still open)
- Need to focus on improving teaching and learning identified
First Quality Assurance Cycle 2004-2011
• Advisory group
• Formal QA structures
• Focus groups
• DVCs meetings
• QA Forums
• Three regional symposia with Vincent Tinto (expert on student success)
• Visit to QAA Scotland and international enhancement conference
THE QUALITY ENHANCEMENT PROJECT
2012 to 2013: Exploration of alternatives to institutional audits to focus on improving T&L
The enhancement of student learning with a view to producing an increased number of graduates with attributes that are personally, professionally and socially valuable.
1. enhanced student learning, leading to an
2. increased number of graduates that have
3. improved graduate attributes
STUDENT SUCCESS
Focus of the Quality Enhancement Project
• Institutions engaged simultaneously
• Four focus areas identified to start with for first two years
• Both individual institutions and collaborative groups of institutions are involved
• Inductive and iterative (two 2-year phases)
• DVCs Academic and T&L are co-leaders with the CHE
Approach
Both institutionally-based and nationally coordinated activities
Institutional enhancement
HE system enhancement
Focus areas for Phase 1 (2014-2105)
1. Enhancing academics as teachers
Including professional development, reward and recognition, workload, conditions of service and performance appraisal.
2. Enhancing student support and development
Including career and curriculum advising, life and academic skills development, counselling, student performance monitoring and referral.
3. Enhancing the learning environment
Including teaching and learning spaces, ICT infrastructure and access, technology-enabled tools and resources, library facilities.
4. Enhancing course and programme enrolment management
Including admissions, selection, placement, readmission refusal, pass rates in gateway courses, throughput rates, management information systems.
Teaching
Assessment
Curriculum developme
nt
FA 1: Enhancing academics as teachers Creating an
enabling institutional environment
Teaching
Assessment
Curriculum developme
nt
FA 2: Enhancing student support and development
Developing institutional mechanisms for student support
Su
pp
or
t
Counselling
Mo
nit
ori
ng
Teaching
Assessment
Curriculum developme
nt
FA3: Enhancing the learning environment
Providinginstitutional resources
Counselling
Mo
nit
ori
ng
Su
pp
or
t
Learning environment
FA4: Enhancing course and programme enrolment management
Admit
Mainstrea
m
Extended
Gat
eway
Continue
Continue
Excluded DropoutDelayed
Institutional submissions
Analysis
Feedback
Collaboration
Analysis
Symposia, working groups
Projects of other bodies
Institutional capacity
development
Research projects
Select focus areas
Individual Institutional feedback
Feedback
Institutional reports
Processper phase
2014FebMarMaySeptOctNov
2015MarAprMayJuneAugSeptNovDec
2016
QEP Launch, DVCs meetingQA forumsInstitutional updatesQEP baseline institutional submissions dueQEP representatives meetingQEP DVC Forum constituted
QEP institutional workshops (4 people per institution)QEP DVC ForumContent analysis of baseline submissions publishedWorkshops on assessing and rewarding university teachingQEP DVC ForumScotland tripPeer reviewer trainingPhase 1 final institutional submissions due
Individual institutional feedback; begin Phase 2
Successes so far• The whole HE sector is engaged• HEIs are talking to each other– good ideas are being
shared, common challenges are being identified• DVCs are beginning to work together nationally• Focus areas are getting embedded in institutional plans
Challenges• Need to develop a culture of evidence-based decision-
making• Institutions reluctant to share what is not working• Variation among institutions in understanding the need to
shift from compliance to reflective mode
• Benchmarks and codes of good practice for quality undergraduate provision
• Policy recommendations
• Tools and resources for improving student success
• Research
• Communities of practice
Raise the bar for what can be expected of institutions in promoting student success in future
Expected outcomes of the QEP
1. Enhancement of the quality of undergraduate provision.
2. Enhancement of the quality of graduates.
3. A higher education system that is improving continuously as members of the higher education community collaborate to share good practice and solve shared problems.
Broad desired outcomes