Academic freedom, institutional autonomy, and public accountability in the context of the democratisation and transformation of education
DOI:
https://doi.org/10.20853/39-4-7533Keywords:
Academic freedom, Autonomy, Accountability, Neoliberalism, TVETAbstract
In South Africa, academic freedom grants higher education institutions independence and autonomy. Section 16(1) of the South African Constitution enshrines the right to freedom of expression, which includes academic freedom and freedom of scientific research. This article explores the conceptualisation of academic freedom, emphasising its role in safeguarding both the right and its protection. Recognising that education has historically been shaped by political forces, the Constitution aims to transform society from authoritarianism to constitutional democracy, raising critical questions about the systemic organisation of education and training in a post-apartheid context. The article critically examines the intersection of academic freedom, institutional autonomy, and public accountability within the democratisation and transformation of higher education. Drawing from scholarly perspectives, it interrogates market-promoting policies in the Technical and Vocational Education and Training (TVET) sector, highlighting the tension between neoliberal agendas and the democratic ideals envisioned for post-apartheid education. Using a governmentality lens, the article questions how public accountability extends beyond financial transparency to encompass the social transformation role of educational institutions. Adopting a Human Rights-Based Approach, the article argues that achieving social justice and socio-economic transformation in education requires moving beyond prescriptive, market-driven policies that undermine institutional autonomy. It concludes that sustainable public interests can only be realised through a comprehensive overhaul of the current system.
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References
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https://www.researchgate.net/publication/317662908_Using_epistemic_justice_as_a_framework_for_underpinning_articulation_between_technical_and_vocational_education_and_training_colleges_and_higher_education_engineering_programmes
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McGrath, Simon, Presha Ramsarup, Jacques Zeelen, Volker Wedekind, Stephanie Allais, Heila Lotz-Sisitka, David Monk, George Openjuru, and Jo-Anna Russon. 2019. "Vocational education and training for African development: a literature review." Journal of Vocational Education & Training 72(4). https://doi.org/10.1080/13636820.2019.1679969
Mkandawire, Thandika. 2001. "Thinking about developmental states in Africa." Cambridge Journal of Economics 25(3). https://doi.org/10.1093/cje/25.3.289
Moos, L. 2017. “Neo-liberal Governance Leads Education and Educational Leadership Astray”. In Bridging Educational Leadership, Curriculum Theory and Didaktik, Educational Governance Research, edited by Michael Uljens, Rose M. Ylimaki. Springer.
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https://www.uj.ac.za/wp-content/uploads/2021/11/post-school-education-review-3.pdf
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http://dx.doi.org/10.17159/2520-9868/i84a05
Powell, Lesley, and Simon McGrath. 2014. “Exploring the Value of the Capability Approach for Vocational Education and Training Evaluation: Reflections from South Africa.” In Education, Learning, Training: Critical Issues for Development, International Development Policy 5, edited by Michel C. Carbonnier and Kenneth K. Gilles. Brill-Nijhoff.
https://www.econstor.eu/bitstream/10419/178416/1/9789004281158.pdf
Powell, Lesley, Muronda, Francis, Tini, Shawn. 2024. Student demand for TVET colleges. Report. Report produced under the Five-Year Research Programme on TVET Colleges, commissioned by the Department of Higher Education and Training (DHET) and funded by the National Skills Fund (NSF). Pretoria (ISBN: 978-1-77018-984-3).
https://www.dhet.gov.za/ResearchNew/TVET%20Research%20Programme/Student%20Demand%20for%20TVET%20Colleges.pdf
Selane, Che, and Kola O. Odeku. "An Analysis of How TVET is Playing a Significant Role in Fostering Students’ Skills and Competencies in South Africa." Journal of Educational and Social Research 14(3). https://doi.org/10.36941/jesr-2024-0074
Ssesanga, Karim. 2004. “FOR SOCIAL JUSTICE AND MARKET-ORIENTED REFORMS IN UGANDA's HIGHER EDUCATION.” Education 1.
Swyngedouw. Erik. 2005. “Governance innovation and the citizen: The Janus face of governance-beyond-the-state.”. Urban studies 42(11).
https://doi.org/10.1080/00420980500279869
Thapa, Binayak K. and Aishwarya R. Singh. 2019. "TVET Approaches: A Diagnosis through the Lens of Human Capital, Right Based and Capability Approach." Journal of Training and Development 4. DOI: https://doi.org/10.3126/jtd.v4i0.26830
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Vally, Salim, and Enver Motala. 2014. Education, Economy & Society. Unisa Press.
van der Walt, Johannes L. 2017. “Neoliberalism and education: A reformational-pedagogical perspective (part 1).” Koers 82(1). https://doi.org/10.19108/KOERS.82.1.2275
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Woods, Emma. 2018. "Power, Profit, and Political Participation: How Neoliberal Rationality Limits Citizen Influence in a Democracy." Senior Independent Study Theses. Paper 8172. https://openworks.wooster.edu/independentstudy/8172
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https://www.dbsa.org/sites/default/files/media/documents/2024-01/Going%20Beyond%20the%20Infrastructure%20Funding%20Gap%20Publication%20%28WB-RAS%29.pdf
Akala, Beatrice M'mboga. 2021. "A critical reflection on neoliberalism policies and neo-colonialism at African universities." Journal of Decolonising Disciplines 3. https://doi.org/10.35293/jdd.v3i2.3546
Allais, Stephanie. 2012. "Will skills save us? Rethinking the relationships between vocational education, skills development policies, and social policy in South Africa." International Journal of Educational Development 32(5). https://doi.org/10.1016/j.ijedudev.2012.01.001
Akoobhai, Binaben and Bambo, Gertrude. 2024. “Situational Analysis of Entrepreneurship Development in TVET colleges” Report. Report produced under the Five-Year Research Programme on TVET Colleges, commissioned by the Department of Higher Education and Training (DHET) and funded by the National Skills Fund (NSF). Pretoria: Department of Higher Education and Training. (ISBN: 978-1-0672531-7-2).
https://www.dhet.gov.za/ResearchNew/TVET%20Research%20Programme/Situational%20Analysis%20of%20Entrepeneurship%20Development%20in%20TVET%20Colleges%20%281%29.pdf
Akoojee, Salim. 2016. "Developmental TVET rhetoric in-action: the white paper for post-school education and training in South Africa." International journal for research in vocational education and training 3, no. 1 (2016): 1-15. DOI: 10.13152/IJRVET.3.1.1
Brown, Wendy. 2015. Undoing the Demos: Neoliberalism’s Stealth Revolution. Zone Books.
Council of Higher Education. 2008. “Academic Freedom, Institutional Autonomy and Public Accountability in South African Higher Education”. Report of the independent task team on Higher Education, Institutional Autonomy and Academic Freedom. Pretoria: Council of Higher Education. (ISBN: 978-1-919856-67-4).
https://www.che.ac.za/publications/research/task-team-higher-education-institutional-autonomy-and-academic-freedom-heiaaf
Department of Higher Education and Training. 2013. White Paper for Post-School Education and Training: Building an Expanded, Effective and Integrated Post-School System. Pretoria: Department of Higher Education and Training. (ISBN: 978-1-77018-713-9).
White Paper.indd (dhet.gov.za)
Department of Higher Education and Training. 2017. Report of The Commission of Enquiry Into Higher Education And Training To The President Of The Republic Of South Africa.
https://www.dhet.gov.za/Commissions%20Reports/Report%20of%20Commission%20of%20Inquiry%20into%20the%20Feasibility%20of%20Making%20Higher%20Education%20and%20Training%20Fee-free%20in%20South%20Africa.pdf
Department of Planning Monitoring and Evaluation. 2017. “The Developmental State – An exploration of South Africa’s National Development Plan, 2nd Draft”. Department of Planning, Monitoring and Evaluation: Research Unit.
https://www.dpme.gov.za/publications/research/STRATEGIC%20RESEARCH%20ASSIGNMENTS/2017_DNA%20Economics_Literature%20Review_The%20Developmental%20State.pdf
Fisher, Roy. and Robin Simmons. 2012. “Liberal conservatism, vocationalism and further education in England. In Global Reconstructions of Vocational Education and Training, edited by J. Avis, J. Routledge. https://doi.org/10.1080/14767724.2012.646881
Fricker, Miranda. 2007. Epistemic Injustice: Power and the Ethics of Knowing. Oxford University Press.
Gamble, Jeanne. 2021. “The legacy imprint of apprenticeship trajectories under conditions of segregation and Apartheid in South Africa.” Journal of Vocational Education &Training, 73(2). https://doi.org/10.1080/13636820.2021.1899268
Hansen, Morten B., Andrej C. Lindholst, and Carsten Greve. 2020. "Organizing marketization." In Marketization in local government: Diffusion and evolution in Scandinavia and England, edited by A.C. Lindholst and Morten.B Hansen. Palgrave Macmillan.
Human Resource Development Council of South Africa. 2014. TVET Colleges purpose in a developmental state: Imperatives for South Africa.
https://hrdcsa.org.za/wp-content/uploads/news-downloads/2017/TVET%20Colleges%20PURPOSE%20%20in%20a%20Developmental%20State%20PAPER%20Version%2014%20-%2015%20August.pdf
Krüger, Rosaan. 2013. “The genesis and scope of academic freedom in the South African Constitution”. In Kagisano 8: Academic Freedom. Pretoria: Council of Higher Education. (ISBN: 978-1-919856-83-4).
https://che.ac.za/sites/default/files/publications/kagisano_no_8_march_2013.pdf
Lapuente, Victor, and Steven Van de Walle. 2020. "The effects of new public management on the quality of public services." Governance 33(3). https://doi.org/10.1111/gove.12502
Maistry, Bruce Graham Darren Lortan Savathrie, and Mark, Walker. 2017. "Using epistemic justice as a framework for underpinning articulation between technical and vocational education and training colleges and higher education engineering programmes." In Proceedings of the 4th Biennial Conference of the South African Society for Engineering Education Conference, South Africa, Cape Town, 14-15 June 2017.
https://www.researchgate.net/publication/317662908_Using_epistemic_justice_as_a_framework_for_underpinning_articulation_between_technical_and_vocational_education_and_training_colleges_and_higher_education_engineering_programmes
Majola, Ezekiel., Christina Jordaan, and Lesley Powell. 2024. “Vocational Education and Graduate Struggles in the Eastern Cape, South Africa: A Freirean Approach”. Education as Change 28(1). https://doi.org/10.25159/1947-9417/15943
Makole, Kaizer Raseane., Kabelo B. Moeti and Bhekabantu A. Ntshangase. 2023. “Repurposing Public Technical Vocational Education and Training Colleges in South Africa: A Response to the National Development Plan on Reskilling Youth and Learners with Technical Skills”. African Journal of Public Affairs, 14(1). https://journals.co.za/doi/epdf/10.10520/ejc-ajpa_v14_n1_a4
Mathebula, Thokozani. 2018. “Human rights and neo-liberal education in post-apartheid South Africa”. Journal of Education (University of KwaZulu-Natal), 71 (2018). http://dx.doi.org/10.17159/2520-9868/i71a06
McGrath, Simon, Presha Ramsarup, Jacques Zeelen, Volker Wedekind, Stephanie Allais, Heila Lotz-Sisitka, David Monk, George Openjuru, and Jo-Anna Russon. 2019. "Vocational education and training for African development: a literature review." Journal of Vocational Education & Training 72(4). https://doi.org/10.1080/13636820.2019.1679969
Mkandawire, Thandika. 2001. "Thinking about developmental states in Africa." Cambridge Journal of Economics 25(3). https://doi.org/10.1093/cje/25.3.289
Moos, L. 2017. “Neo-liberal Governance Leads Education and Educational Leadership Astray”. In Bridging Educational Leadership, Curriculum Theory and Didaktik, Educational Governance Research, edited by Michael Uljens, Rose M. Ylimaki. Springer.
https://link.springer.com/book/10.1007/978-3-319-58650-2
Ndlovu-Gatsheni, S. 2018. Epistemic freedom in Africa: Deprovincialization and decolonization. Routledge.
Needham, Seamus. 2020. "TVET policy in South Africa: Caught between neo-liberalism and privatisation?." Journal of Vocational, Adult and Continuing Education and Training 2. https://doi.org/10.14426/jovacet.v2i2.73
Ngcwangu, Siphelo. 2014. “Skills Development In Post-Apartheid South Africa: Issues, Arguments and Contestations”. In Education, Economy and Society, edited by Salim Vally and Enver Motala. UNISA Press.
Ngcwangu, Siphelo. 2015. "The ideological underpinnings of World Bank TVET policy: Implications of the influence of human capital theory on South African TVET policy." Education as Change 19(3). https://doi.org/10.1080/16823206.2015.1085620
Ngcwangu, Siphelo. 2019. “Rethinking the skills question in South Africa.” The Thinker: Pan African Quarterly for Thought Leaders 79.
https://s3.eu-central-1.amazonaws.com/eu-st01.ext.exlibrisgroup.com/27UOJ_INST/storage/alma/EA/CC/D8/1C/D7/11/91/14/18/25/E7/D6/19/99/CD/30/uj_40676%2BSOURCE1%2BSOURCE1.1.pdf?response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20250403T173844Z&X-Amz-SignedHeaders=host&X-Amz-Expires=119&X-Amz-Credential=AKIAJN6NPMNGJALPPWAQ%2F20250403%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=25cb918a0587eee34e85430efbbc868e4992ac044c952c294cdbd3063fa8d019
Powell, Lesley. 2012. "Reimagining the purpose of VET–Expanding the capability to aspire in South African Further Education and Training students." International Journal of Educational Development 32(5). https://doi.org/10.1016/j.ijedudev.2012.01.008
Powell, Lesley. 2016. “The disposable generation: The Role of Vocational Education in Youth Unemployment”. Post-School Education Review 2(1).
https://www.uj.ac.za/wp-content/uploads/2021/11/post-school-education-review-3.pdf
Powell, Lesley. 2021. “Planning for freedom: From human capital to human capabilities”. Journal of Education (University of KwaZulu-Natal) 84.
http://dx.doi.org/10.17159/2520-9868/i84a05
Powell, Lesley, and Simon McGrath. 2014. “Exploring the Value of the Capability Approach for Vocational Education and Training Evaluation: Reflections from South Africa.” In Education, Learning, Training: Critical Issues for Development, International Development Policy 5, edited by Michel C. Carbonnier and Kenneth K. Gilles. Brill-Nijhoff.
https://www.econstor.eu/bitstream/10419/178416/1/9789004281158.pdf
Powell, Lesley, Muronda, Francis, Tini, Shawn. 2024. Student demand for TVET colleges. Report. Report produced under the Five-Year Research Programme on TVET Colleges, commissioned by the Department of Higher Education and Training (DHET) and funded by the National Skills Fund (NSF). Pretoria (ISBN: 978-1-77018-984-3).
https://www.dhet.gov.za/ResearchNew/TVET%20Research%20Programme/Student%20Demand%20for%20TVET%20Colleges.pdf
Selane, Che, and Kola O. Odeku. "An Analysis of How TVET is Playing a Significant Role in Fostering Students’ Skills and Competencies in South Africa." Journal of Educational and Social Research 14(3). https://doi.org/10.36941/jesr-2024-0074
Ssesanga, Karim. 2004. “FOR SOCIAL JUSTICE AND MARKET-ORIENTED REFORMS IN UGANDA's HIGHER EDUCATION.” Education 1.
Swyngedouw. Erik. 2005. “Governance innovation and the citizen: The Janus face of governance-beyond-the-state.”. Urban studies 42(11).
https://doi.org/10.1080/00420980500279869
Thapa, Binayak K. and Aishwarya R. Singh. 2019. "TVET Approaches: A Diagnosis through the Lens of Human Capital, Right Based and Capability Approach." Journal of Training and Development 4. DOI: https://doi.org/10.3126/jtd.v4i0.26830
Tikly, Leon. 2013. Reconceptualising TVET and development: a human capability and social justice approach. In World Report on TVET online resources. UNESCO-UNEVOC.
https://research-information.bris.ac.uk/ws/portalfiles/portal/7109536/Reconceptualising_TVET_and_development_draft_three.pdf
Vally, Salim, and Enver Motala. 2014. Education, Economy & Society. Unisa Press.
van der Walt, Johannes L. 2017. “Neoliberalism and education: A reformational-pedagogical perspective (part 1).” Koers 82(1). https://doi.org/10.19108/KOERS.82.1.2275
Ukwanda, Damien. 2017. “The Modernisation Theory of Development and the Challenges of Development in Sub-Saharan Africa.” Administratio Publica, 25(4). https://ujcontent.uj.ac.za/esploro/outputs/other/The-modernisation-theory-of-development-and/9913732207691
Wedekind, Volker. 2010. “Chaos or Coherence? Further Education and Training College Governance in Post- Apartheid South Africa.” Research in Comparative and International Education 5(3). https://doi.org/10.2304/rcie.2010.5.3.302
Woods, Emma. 2018. "Power, Profit, and Political Participation: How Neoliberal Rationality Limits Citizen Influence in a Democracy." Senior Independent Study Theses. Paper 8172. https://openworks.wooster.edu/independentstudy/8172
World Bank. 2023. Going Beyond the Infrastructure Gap: A South African Perspective.
https://www.dbsa.org/sites/default/files/media/documents/2024-01/Going%20Beyond%20the%20Infrastructure%20Funding%20Gap%20Publication%20%28WB-RAS%29.pdf
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Published
2025-08-23
How to Cite
Majozi, P. J., T, J, Kula, T. E. Sibiya, and L. Makondo. 2025. “Academic Freedom, Institutional Autonomy, and Public Accountability in the Context of the Democratisation and Transformation of Education”. South African Journal of Higher Education 39 (4):130-48. https://doi.org/10.20853/39-4-7533.
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