Higher education and the challenges of skills production in the Philippines

There has been a speedy increase in the number of higher education providers, including private higher education institutions in the Philippines. This proliferation of providers and institutional types has given rise to a need to address the issues of skills and relevance in the Philippines. The World Bank (2012) has reported on a significant gap between the skills needs of employers and the levels of skills produced by higher education institutions (HEIs) in the Philippines. How does the Philippines manage the increased demand for higher education to provide skills needed to develop the society and the economy? This article analyses the expansion of higher education globally and in the Philippines, in particular, and its impact on skills production. We argue the case for the proper regulation of the higher education system, in general, and private higher education, in particular, to deliver the relevant skills needed for the economic development and global competitiveness of the Philippines.http://www.sajhe.org.za2016-04-30am201

Regional, continental, and global mobility to an emerging economy : the case of South Africa

This study examined mobility within the understudied region of southern Africa and particularly, the factors that drive and shape educational migration toward South Africa as a regional, continental, and global destination. Based on a survey admi-nistered to international students across seven South African universities, the findings revealed leading reasons were based on human capital and geopolitical rationales. The study also uncovered notable differences based on students’ geographic origins.http://link.springer.com/journal/107342016-02-27hb201

International students seeking political stability and safety in South Africa

Given the increasing rate of South to South migration and South Africa’s leading role as a host for internally displaced migrants as well as Africa’s international students, this study examined this intersection of international students who selected the country for political stability and safety. The findings revealed that while these students were generally more highly prepared academically, more satisfied with university facilities and staff, and experienced fewer academic hurdles than their international student counterparts, they encountered greater challenges in regard to finances, living support and discrimination. The study calls for clearer acknowledgement in policy and specialized support for refugee and asylum seekers’ unique situations and needs.https://www.palgrave.com/gp/journal/413072020-11-25hj2020Education Management and Policy Studie

The regionalisation, internationalisation, and globalisation of African higher education

The landscape of international higher education has been changing since the turn of the 21st century. The globalisation of our societies and economies implies a changing role of the higher education institutions. Accompanying the challenges associated with development, especially in developing countries, are initiatives championing regionalisation as a locus of development. This article positions the debate on the relationships among globalisation, regionalisation, and internationalisation in the context of Africa and its sub-continent, showing that, although these concepts have emerged at different times and contexts, they are still related. Using case studies of two regional political and economic organisations and their higher education counterparts, this article shows that regionalisation is not a new phenomenon but has been part of and has been used in the post-colonial era to serve new social, economic, political, and development purposes in the current period.http://ejournals.bc.edu/ojs/index.php/ijahe/index/hb2016Education Management and Policy Studie

The use of the job enrichment technique for decision-making in higher education : the case of the Philippines

ORIENTATION : This article provides an explorative analysis of the use of the job enrichment technique for decision-making in higher education in the Philippines. RESEARCH PURPOSE : The profile of administrators in charge of decision-making was investigated in terms of their level of familiarity with, and use of, this technique in achieving the goals of enriching jobs, retaining staff and ensuring job-motivation in higher education. MOTIVATION FOR THE STUDY : Given the increasingly competitive higher education environment in which higher education employees, including academics, work, the pressure on their performance, and their search for ideal working conditions, it is important to measure the impact of the job enrichment technique on employee and higher education organisations. RESEARCH DESIGN, APPROACH AND METHOD : The study used a quantitative method. The respondents of this study consisted of 206 administrators. Spearman Rank, Correlation Coefficient, Point Bi serial and Chi-square were used to analyse the relationships between the demographic characteristics and job enrichment technique. Multiple Regression Coefficient was used to predict job enrichment. MAIN FINDINGS: The findings suggest that educational attainment and experience are the most important factors for predicting success as an administrator in higher education. PRACTICAL AND MANAGERIAL INPLICATIONS : Job enrichment should not only focus on the knowledge, experience and skills of administrators, but should be extended to encompass the context and working conditions of employees. CONTRIBUTION : In the context of fiscal austerity measures that result in fewer resources becoming available for higher education, it is important to have competent decision-makers who are able to motivate staff.http://www.sajhrm.org.zaam201

Academic mobility and the experiences of foreign staff at South African higher education institutions

This article analyses patterns of international academic mobility and the experiences of foreign staff at South African higher education institutions. Using the “pull and push factors” as a conceptual framework, it argues that the patterns of international academic staff mobility follow the pattern of international cross-border migrants. These are driven mainly by the pull factors which include quest for better opportunities in life including education. This study used both quantitative and qualitative methods to uncover the motivations and experiences of foreign academics in South Africa. The article uses three sources of data namely documentary analysis, statistical data from the Department of Education’s Higher Education Management Information System (HEMIS), and data from questionnaires that were distributed to foreign academic staff at the three South African universities; namely, the University of Pretoria, University of South Africa, and University of the Witwatersrand. For the foreign academic staff working in South Africa, it was demonstrated that they have both positive and negative experiences. The negative experiences seem to be related to the major nation building project to overcome racism and xenophobia. The principles of non-racialism and, non-discrimination need to be promoted in order to build an inclusive and socially coherent society.https://www.journals.ac.za/index.php/sajhepm2020Education Management and Policy Studie

Internationalisation of higher education in South Africa : a historical review

Current debates on internationalisation are couched in relation to globalisation, and gives the impression that this phenomenon is new. There is also a tendency to discuss internationalisation in relation to various rationales, with economic rationales being dominant. This article challenges the assumption that internationalisation is something new and the notion that it is mainly driven by economic rationales. It argues that in colonial contexts, international education is as old as the advent of colonialism. In the context of South Africa international education is as old as the emergence of higher education in South Africa. Therefore current discussions on the role of international education as part of, or a response to globalisation, should also incorporate the role of international education in colonial conquest and perpetuation of segregation, failing which, discussions of internationalisation will be superficial and not do justice to the complex, divided and conflict-ridden nature of South African society

Changing the wheel while the car was moving : restructuring the apartheid education departments

One of the main weaknesses of the critiques of education policies in post-apartheid South Africa is the tendency to overlook the analysis of the new state and the limitations imposed on it by the Interim Constitution. As such, critiques of policy have been framed in terms of literary or documentary analysis, i.e. by looking at the policy texts that have been released by government since the establishment of the new dispensation. This article represents an attempt to move beyond this narrow analysis of policy and the policy process in the education arena to scrutinise the complex dynamics that have determined or at least conditioned particular directions and made particular policy practices prevail. In particular, it looks at the challenges of restructuring the apartheid education departments, the challenges of the coexistence of the old and the new bureaucracy in the new Department of Education (DoE) and the impact this has had on the establishment of the new institutional memory and culture within the DoE in South Africa

Rural-based universities in South Africa: albatrosses or potential nodes for sustainable development?

Purpose – The purpose of this paper is to focus on how two rural-based universities in South Africa can contribute towards sustainable development especially in their immediate rural communities. It addresses the following questions: what conditions or policy frameworks exist that can engender a sustainable development trajectory? How can rural-based universities reconstitute themselves so they can become effective agents for sustainable rural development? Historically, because of apartheid policies, these and other black universities were on the margins of the knowledge production process and have not effectively engaged in real development activities that would meaningfully improve the livelihoods of rural dwellers. The research identified policy and legislative instruments and strategies that can promote a dynamic interaction with other institutions thus empowering and promoting sustainability. The aim of the paper is to raise awareness about existing possibilities at the disposal of these institutions. Design/methodology/approach – The paper is the outcome of two research initiatives: one was a doctoral study by one of the authors, and the other was a study conducted at both universities. Both studies involved extensive interviews with a wide spectrum of stakeholders (local and provincial authorities, members of the business and university communities). Both also involved document analyses. Findings – That rural-based universities are advantageously situated and possess a variety of characteristics that can enable them to effectively contribute to sustainable development. These include their strategic location within the rural communities; reinventing their mission orientation so as to enhance their research capacity; expanding their intellectual/entrepreneurial/social capital; and the establishment of strong collaborative relationships

The dilemmas of cooperative governance in the Department of Basic Education in South Africa

In this article, we analyse the concept of cooperative governance in terms of the dynamic relationships between national and provincial departments of education to determine their influence on education delivery in South Africa. These dynamic relationships include delegation of responsibilities, decentralisation and other concurrent functions. The concept of cooperative governance is significant because it does not find proper and adequate practical expression in the relationships between and operations of the various spheres of government and has a noticeable impact on the way in which the various spheres are supposed to deliver their mandate in education. The article is of interest to readers in education departments in South Africa and students and scholars of education governance.https://journals.co.za/content/journal/saream2018Education Management and Policy Studie