Case study: Internationalization of South African Higher EducationIAU4th Global Meeting12 April 2011Prof Duma MalazaTHE VOICE OF HIGHER EDUCATION LEADERSHIP
Guiding Question•How much impact canorganizations like HESA haveon internationalization policies?•What strategies are employedto raise the profile ofinternationalization?
All the right noisesNational HE policy formation•Education White Paper 3 (1997)•National Plan for Higher Education(2001)Policy documents of governmentDepartments•Trade and Industry•Science and Technology•International Cooperation However, national equity imperatives meant that transformation was HE’s first priority
DHET Priorities Increase domestic participation rate from 16% to 20% Very low by international standards 40 – 50% for OECD countries Greater equity in access for under-represented groups Still disparities in academic profile – dominated by aging white, male professoriate DHET internationalization branch Competing priorities from other Departments (Trade & Industry, International Cooperation etc.) Non interference with university autonomy Strategic Plan 2010-2014 “International cooperation must grow in the research and postgraduate areas of study to support South Africa’s growth plans.”
External policy • Work towards standardisation of universityMain international admission requirements.policy document • Develop mechanisms for the transfer ofcomes from the credit within universities in the region. Reserve space for 5% of studentSADC Protocol admissions for SADC students.(1997) Encourage student and staff mobility. Ensure, within 10 years, that SADC students and home students have the same rights as far as accommodation and fees are concerned. South African is the only SADC country to achieve these
Student Numbers On average 13% growth p/a in international participation since 1994
Out of Africa 2000-2009US students (Open Door Report -2010) preferred destination:South Africa 13th (4,160) - 12%growth over 2009
PROMOTING THE INTERNATIONAL AGENDA HESA STRATEGIESTHE VOICE OF HIGHER EDUCATION LEADERSHIP
Shaping policy from withinHESA works from within national policy priorities to shift theterms of reference on internationalism1.Established a strategy group on Internationalization to Monitor existing trends Advise the Board on strategic issues on internationalisation Champion the sector’s engagement with policy makers and other stakeholders
Shaping policy from within2. Work in alignment with Government’s developmental focus areas. Promote international collaborations aimed at Creation of decent work and sustainable livelihoods Education Health Rural development, food security and land reform The fight against crime and corruption3. Leverage off existing government multilaterals Support the mobility of academics via the India-Brazil-South Africa partnership Strong strategic role and coordination the South Africa-Japan Universities partnership – aimed at developing scarce and critical skills
Shaping policy4. Promote the work of the International Education Association of South Africa (IEASA) Every university has an international office HESA is chief funder of IEASA All have a code of IEASA develops and shares best conduct & guidelines on practice in the management of internationalization internationalisation within higher Some institutions are education focusing specifically on international issues Annually publishes a guide on studying IEASA coordinates in South Africa for international students medical aid and Organises an annual international insurance to protect conference that, among other things international students provides a platform for engagement with policy makers.
Less about cash, more about collegiality • Internationalisation within Africa is the country’s core focus • Open University (UNISA) claims that it loses money on internationalisation • In South Africa, it is not primarily about profit generation • Driven by old-fashioned values of collegiality, hospitality &• Students reciprocity• Academics A genuine desire to disseminate and• Collaborations share knowledge together with a desire to see knowledge return to the countries from which the students, academics and knowledge came.