The state of quality of teaching and learning in higher education
Thirty years into democracy
DOI:
https://doi.org/10.20853/40-5-8543Keywords:
Democracy, Higher Education, Teaching, Learning, Quality, TransformationAbstract
This article evaluates the state of quality in teaching and learning in the South African higher education system since the advent of democracy 30 years ago. A comprehensive qualitative summary of the legislative framework that informed the transformation of higher education, including quality assurance practices of the activities related to teaching and learning, and pedagogical developments, was analysed using a narrative review.
The analysis revealed challenges brought about by the transformation agenda, which led to flooding of institutions of higher learning, resulting in massification. Whilst access was provided, a new range of related issues arose, especially the question of the quality of teaching and learning. South Africa established regulatory frameworks that made higher education a right rather than a privilege. However, the challenge of resource distribution inequalities persists, especially in rural areas and historically disadvantaged institutions.
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