Higher education (HE) transformation gains and losses 30 years into democracy
The unfulfilled quality promise(s)
DOI:
https://doi.org/10.20853/40-5-8531Keywords:
South African Higher Education, policy and transformation, failed quality promise, slow transformation, access with success, persistent inequalityAbstract
This article analyses transformation progress and trends in HE in South Africa (SA) over 30 years of democracy, highlighting key milestones, enablers, constraints, unfulfilled promises, and unresolved inequities in access and success for previously disadvantaged students and staff. A descriptive, evaluative research methodology, informed by Margaret Archer’s social realist theory and stratified constructs of structure, culture and agency, is adopted to analyse literature sources, various discourses and agents. Key questions include whether the SA government achieved a coherent, well-coordinated system that is planned, governed, and funded at the national level. Has it overcome fragmentation, inequality, and inefficiencies, and met the goals of reconstruction, development, and transformation? While progress is evident in many areas, a fair and equitable system remains unfulfilled. Structural and cultural changes should be accompanied by an enabling environment, collaboration, and agency from all stakeholders, including government, university leaders, staff, and students; otherwise, transformation becomes a symbolic effort.
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