Exclusion and access in higher education policies

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Governance, 2014.The democratisation process of higher education in South Africa commenced in 1994, with the refrains of ‘widening access, broadening participation’ and ‘the doors of education and culture shall be opened’. The deep structural and systemic deficits in the apartheid education system restricted access to higher education based on race, while simultaneously deepening inequalities in the schooling system. Education reform as the transition to democracy commenced, required seismic policy and systemic shifts widely described as an agenda to transform the higher education system. Thus equity of access and success reverberate in the policy documents and reforms undertaken by the government. This research study examined the policy texts and state instruments used to steer the system towards the goal of widening access. Using the conceptual model of Bowe, Ball and Gold (1992) it explored the role of universities in re-interpreting policies, while at the same time focusing on the difficulty of ‘widening access’ given the treacherous legacy of the past. The focus was on a 16 year time-span from 1994–2010, tracing the journey of policy reforms and analysing the quantitative data at the national level of the higher education system. The researcher sought to understand the enormity of the education system problems, while taking into account that changing the course for the country is a major task which would require deep transformation that would not be feasible in a short period. Findings of the research conducted are analysed and discussed during the course of this thesis. The thesis also recommends the adoption of an evaluative framework that would enable government to measure progress in relation to stated goals and inculcate greater accountability by universities