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SARUA Higher Education Profiles in Southern Africa, Vol 2 SARUA 2012 hIGHER EDUCatiON Data A Profile of Higher Education in Southern Africa Southern in Education Higher of Profile A The 15 country profiles in A Profile of Higher Education in Southern Africa – Volume 2: National Perspectives provides a wealth of quantitative and A Profile of Higher Education in qualitative data on higher education in the SADC region. Four main observations arise from this compendium. First, there has been a tremendous demand for higher education provision in all SADC countries. Governments have responded positively to this need and this has resulted Southern Africa in the growth of the number of public and private institutions across the region. Second, growth in the regional higher education sector brings with it the concomitant demand for qualified and experienced staff. To deliver quality outputs, higher education institutions face a tremendous challenge in recruiting, developing and retaining capable human resources. Third, it is encouraging to note that countries are increasingly establishing structures to assist and support the governance and quality of higher PERSPECTIVES NATIONAL 2: VOLUME education. Finally, this volume highlights the low levels of internationalisation VOLUME 2: NATIONAL PERSPECTIVES of universities in the SADC region. Regionalisation and collaboration between higher education institutions hold enormous potential for improving the quality of higher education. Executive editor: Piyushi Kotecha Editors: Merridy Wilson-Strydom and Samuel N Fongwa Ultimately, well-defined and carefully implemented partnerships are expected to revitalise higher education and enable it to make the necessary contribution to the transformation of the region and to the imperatives of a knowledge society. Angola Botswana DRC Lesotho Madagascar Malawi SARUA P.O. Box 662 Mauritius Wits 2050 Mozambique Tel +27 (0) 11 717 3952 Fax +27 (0) 11 717 3950 Namibia Website: www.sarua.org Email: [email protected] SARUA Seychelles ISBN: 978-0-9869903-8-0 South Africa Swaziland sa a r u Tanzania southern african regional universities association sa a r u Zambia southern african regional universities association SARUA LEADERSHIP DIALOGUE SERIES VOLUME 3 NUMBER 1 2011 Zimbabwe BUILDING REGIONAL HIGHER EDUCATION CAPACITY THROUGH SARUA LEADERSHIP DIALOGUE SERIES VOLUME 3 NUMBER 1 2011 ACADEMIC MOBILITY BUILDING REGIONAL HIGHER EDUCATION CAPACITY THROUGH ACADEMIC MOBILITY www.sarua.org BUILDING REGIONAL HIGHER EDUCATION CAPACITY THROUGH ACADEMIC MOBILITY A www.sarua.org BUILDING REGIONAL HIGHER EDUCATION CAPACITY THROUGH ACADEMIC MOBILITY A A PROFILE OF HIGHER EDUCATION IN SOUTHERN AFRICA Volume 2: National Perspectives Executive editor: Piyushi Kotecha Editors: Merridy Wilson-Strydom and Samuel N Fongwa sa a r u southern african regional universities association SARUA LEADERSHIP DIALOGUE SERIES VOLUME 3 NUMBER 1 2011 i BUILDING REGIONAL HIGHER EDUCATION CAPACITY THROUGH ACADEMIC MOBILITY www.sarua.org BUILDING REGIONAL HIGHER EDUCATION CAPACITY THROUGH ACADEMIC MOBILITY A © SARUA 2012 Southern African Regional Universities Association (SARUA) PO Box 662 WITS 2050 SOUTH AFRICA The contents of this publication may be freely used and reproduced for non-profit purposes, provided full acknowledgement of the source is given. All rights reserved. ISBN: 978-0-9869903-8-0 Editing and copy-editing: Stuart Marr, Philanie Jooste and Helene Perold for Helene Perold & Associates, Johannesburg Typesetting, layout and proofreading: COMPRESS.dsl, Stellenbosch SARUA is a not-for-profit leadership association of the heads of the public universities in the 15 countries of the SADC region. Its mission is to promote, strengthen and increase higher education, research and innovation through expanded inter-institutional collaboration and capacity-building initiatives throughout the region. It promotes universities as major contributors towards building knowledge economies, national and regional socio-economic and cultural development, and for the eradication of poverty. The authors are responsible for the choice and the presentation of the facts contained in this document and for the opinions expressed therein, which are not necessarily those of SARUA and do not make any commitment for the Association. Recommended citation: Kotecha P (exec. ed.), Wilson-Strydom M and Fongwa SM (eds) (2012) A Profile of Higher Education in Southern Africa – Volume 2: National Perspectives. Johannesburg: SARUA. Contents Foreword v Researchers and authors vii Acronyms ix Chapter 1: Introduction 1 Chapter 2: Angola 7 Chapter 3: Botswana 13 Chapter 4: Democratic Republic of the Congo 23 Chapter 5: Lesotho 29 Chapter 6: Madagascar 37 Chapter 7: Malawi 43 Chapter 8: Mauritius 49 Chapter 9: Mozambique 57 Chapter 10: Namibia 63 Chapter 11: Seychelles 71 iii iv A Profile of Higher Education in Southern Africa Volume 2 Contents Chapter 12: South Africa 75 Chapter 13: Swaziland 87 Chapter 14: Tanzania 95 Chapter 15: Zambia 105 Chapter 16: Zimbabwe 115 References 125 Foreword A wealth of quantitative and qualitative data has been assembled in these SADC country profiles and there is much to digest. However, four main observations arise from this compendium. First, there has been a tremendous demand for higher education provision in all Southern African countries. Governments have responded positively to this need and this has resulted in the growth of the number of public and private institutions across the region. In SARUA’s 2008 study, a total of 66 public universities, 114 technical universities or colleges and 170 private universities were identified. In the current study these numbers increased to 109 public universities, 526 technical universities or colleges and 456 private institutions. While this may partly be a function of improved reporting, we can nonetheless conclude that there has been considerable growth in higher education provision between 2008 and 2012. Higher education is being recognised by governments in the SADC region as a key agent for national development after a period of neglect but, from the perspective of policy, investment, planning and innovation, these are still early days. Consequently, many challenges experienced by governments and universities flow from insufficient capacity, inadequate funding resources and a shortage of high-level management skills. Second, growth in the regional higher education sector brings with it the concomitant demand for qualified and experienced staff. This poses one of the biggest challenges for institutional and national policy-makers. To deliver quality outputs, higher education institutions face a tremendous challenge in recruiting, developing, renewing and retaining capable human resources. Dedicated attention and innovative strategies are required to address this critical need in each country, taking cognizance of opportunities that can be harnessed through regional and international collaboration. Responding to the demand for higher education without addressing the human, infrastructural and technological implications that flow from this response will compromise quality. Third, it is encouraging to note that countries are increasingly establishing structures to assist and support the governance and quality of higher education. These include mechanisms such as tertiary education councils and entities responsible for quality assurance. However, continuing socio-political conflict in a number of countries, as well as cases of ongoing governance conflicts between higher education institutions and the state, undermine the growth of robust, flourishing institutions. The accountability–autonomy nexus is a contested area and differing practices pertain with regard to the powers of the state. The continuum of institutional and academic autonomy varies a great deal in the legislative and operational domains across the region, a context that requires responsive institutions to contribute to national and regional development. The purpose of higher education governance arrangements, their respective boundaries and their effectiveness will require ongoing review. Interaction, dialogue and reflection amongst all key stakeholders will become necessary as part of the expansion agenda that is surfacing strongly in individual SADC countries. v vi A Profile of Higher Education in Southern Africa Volume 2 Finally, this volume highlights the low levels of internationalisation of universities in the SADC region. Apart from small strides made in Mauritius, Botswana, Tanzania and South Africa, the data in this volume point to slow, uneven and low levels of regional and international collaboration. Clearly the priorities of most SADC countries remain at increasing country-level participation. Many regions across the globe are using internationalisation or regional supra-national interventions as mechanisms to complement national efforts to expand and strengthen the contribution of higher education to the knowledge economy. How national, regional and international factors play out, either by design or by default, has important policy implications and could have severe consequences for postgraduate training in SADC countries. With regard to the research conducted for this study, it is important to respect the integrity of the country profiles as just that. They are, in essence, country profiles, the value of which lies in their longitudinal nature. Over time, it is important that data collection and the gathering of policy perspectives are developed and refined by the individual countries within a systemic framework that can
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