Developing Priorities and Strategies To Meet the Challenge: Educational Development in Post-Apartheid Universities. ASHE Annual Meeting Paper. Draft.

Autor/inn/en	Pavlich, G. C.; und weitere
Titel	Developing Priorities and Strategies To Meet the Challenge: Educational Development in Post-Apartheid Universities. ASHE Annual Meeting Paper. Draft.
Quelle	(1993), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Apartheid; Blacks; College Role; Educational Change; Educational Development; Educational Quality; Educationally Disadvantaged; Equal Education; Faculty Development; Higher Education; Policy Formation; Racial Discrimination; Student Needs; South Africa + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Black person; Schwarzer; Bildungsreform; Bildungsentwicklung; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politische Betätigung; Racial bias; Rassismus; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper describes the effects of apartheid on higher education in South Africa and formulates strategies to restructure post-apartheid higher education for the greatest educational development for all South Africans. It explains that South Africa's apartheid system deliberately structured education to provide a well-funded system for whites at direct expense to other groups. These inequalities were further entrenched through a "Christian National Education" ideology which permeated curriculum and the cultures of learning. Inequalities have produced various degrees of educational disadvantage. Many institutions currently want to enroll more and more black students but in the process confront the consequences of apartheid education and so experience a tension between growth and diversity and maintaining quality education. The first step in response is to develop a strategy for educational development priorities for institutions that classifies institutions between two polar types. Classification then allows institutions to select appropriate educational development initiatives which usually take the form of either academic support for students or academic development for faculty. A series of core access initiatives, educational effectiveness approaches, and resource deployment strategies are listed and described. (Contains 22 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC