higher education volume 25 issue 4 1993 [doi 10.1007%2fbf01383842] andries h. strydom; justice...

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Higher Education 2 5 : 3 7 9 - 3 9 3 , 1 9 9 3 .9 1 9 9 3 Ktuwer Academic Publishers. Printed in the Netherlands.

A c a d e m i c s t a n d a r d s i n S o u t h A f r i c a n u n i v e rs i ti e s a n d p r o p o s a l sf o r q u a l i ty a s s u r a n c e

A N D R I E S H . S T R Y D O M

Bureau fo r Academic Support, The University of the Orange Free State, Bloemfontein, Republic of

South Africa

J U ST IC E N O R U W A N AUniversity Planning Office, University of the Transkei, Umtata, Republic of Transkei

Abst rac t . I n S o u t h A f r i c a a n o b v i o u s n e e d f o r t h e c l a r i f i c a t i o n o f p r o b l e m s c o n c e r n i n g a c a d e m i c

s t a n d a r d s a n d q u a l i t y a s s u r a n c e h a s b e e n i d e n t i fi e d . S o m e o f t h e r e a s o n s f o r t h e d i f f e r e n c e s in t h i s

r e g a r d b e t w e e n d e v e l o p i n g a n d e s t a b l i s h e d u n i v e rs i t i e s i n S o u t h A f r i c a a r e e x p l a i n e d w i t h r e f e r e n c e to

t h e c a u s e s t h e r e o f , n a m e l y a f r a g m e n t e d s y s t e m o f e d u c a t i o n , d i s p a r i t i e s i n s t u d e n t e n r o l m e n t a n d

s t a f f i n g a n d t h e l a c k o f a c u l t u r e o f l e a r n i n g . A r e a s t h a t r e q u i r e s p e c i a l a t t e n t i o n t o s e t t h e s c e n e f o r

q u a l i ty a s s u r a n c e t o b e s u c c e s s f u l l y i m p l e m e n t e d a r e i d e n t i fi e d a n d , b a s e d o n r e s e a r c h , p r o p o s a l s a r e

m a d e f o r q u a l i t y a s s u r a n c e m e c h a n i s m s f o r S o u t h A f r i c a n u n i v e rs i t ie s .

I n t r o d u c t i o n

Ac adem ic s t andards in S outh A fr i can un ive rs i ti e s vaD" grea t ly . Thi s w as the

c onc l u s ion r e a c he d by t he C om m i t te e o f U n i ve r s i ty P r i nc ipa l s ( CU P ) ~f o l l ow i ng a n

inves t iga t ion in to m acro-aspec ts o f un ive rs it ie s in South A fr i ca . In th i s rega rd the

d imen s ions tha t were deem ed re l evant were input s , ou tcomes , qua l i ty of s t a f f and

the e f fec t iveness of t each ing , a s w e l l a s the dem ons t ra t ed a t t a inment of exce l l ence ,

and in the repor t i t was s t a t ed tha t the CUP should ins t i tu t e gu ide l ines for the

main tenance and improvement of s t andards to encourage un ive rs i t i e s to s t r ive for

exce l l ence in a l l f ace t s o f un ive rs i ty educa t ion (CUP 198 7:9 I ) .T he D e pa r t m e n t o f N a t i ona l E duc a t i on m a i n t a i n s tha t de t e r m i n i ng the a c a de m i c

s tandards of a un ive rs i ty i s a complex endeavour , because qua l i ty cannot be

measured th roughout and quant i f i ed prec i se ly in a l l r e spec t s . In the Depar tment ' s

repor t on ac adem ic s t andards (NA TED 02-129 1987 , p . 38) i t is a l l eged tha t in

'measur ing ' academic s t andards the two major cons ide ra t ions a re the qua l i ty of

academ ic s t a f f and the qua l i ty of the educa t iona l p roces s i t s e lf . A na t iona l survey2

c onduc t e d by t he Bur e a u f o r U n i ve r si t y E duc a t i on o f t he U n i ve r s it y o f t he O r a nge

Free S ta t e in 1990 on t rends and cha l l enges fac ing un ive rs i ty educa t ion in South

Afr i ca , found academic s t andards to be rega rded as the s econd mos t impor tan t

cha l l enge fac ing un ive rs i t i e s , s econd only to f inanc ia l s t r ingency . Academics

m e n t i one d t ha t the g r ow i ng nu m be r o f po t e n t i al s t ude n ts no t r e a dy f o r un i ve r s i ty

s tud ies aggrava ted the s i tua t ion ( in 1988 , 32 pe r cen t o f f i r s t -yea r s tudent s who

enro l led a t unive rs i t ies did no t hav e ma tr icula t ion exempt ion3). Un ivers i t ies in

F i r s t -W or ld count r i e s, f ac ing the sam e problem s t r ive to ach ieve a ce r t a in s t andard



3 8 0

b y m e a n s o f a d m i s s i o n r e q u ir e m e n t s , b r i d g i n g c o u r s e s , a c a d e m i c s u p p o r t, m o d u l a r

s y s t e m s , q u a l i t y a s s u r a n c e , a n d s o f o rt h , w h e r e a s u n i v e r s i t i e s i n v a r i o u s A f r i c a n

c o u n t r ie s a d d e n d e a v o u r s a i m e d a t b e c o m i n g m o r e r e l e v a n t i n a T h i r d - W o r l d

c o n t e x t ( C U P R e p o r t 1 9 8 7 , p . 7 8 ) . T h e m a i n t e n a n c e a n d e n h a n c e m e n t o f s t a n d a rd s

w i t h i n t h e R S A , w h e r e t h e F i r s t a n d T h i r d W o r l d m e e t i n a u n i q u e w a y , t h u s

p r e s e n t a s p e c i a l c h a l l e n g e .

S o m e r e s p o n d e n t s i n t h e s u r v e y s u g g e s t e d t h a t i t b e a c c e p t e d t h a t w e l i v e i n

A f r i c a a n d l e a r n t o a c c e p t p o s t - s e c o n d a r y e d u c a t i o n i n s t i t u t i o n s h a v i n g w i d e l y

v a r y i n g s t a n d a r d s . O n t h e o t h e r h a n d , t h e v i e w w a s f r e q u e n t l y e x p r e s s e d t h a t t h e

r a p i d i n c re a s e i n t h e d e m a n d f o r p o s t - s e c o n d a r y s t u d y a n d f i n a n c ia l c o n s t r a in t s

s h o u l d n o t p r e v e n t i n s ti tu t io n s f r o m m a i n t a i n in g h i g h a c a d e m i c s t an d a r ds . P o s t -

s e c o n d a r y e d u c a t i o n i n S o u t h A f r i c a s h o u l d s o l v e i t s u n i q u e p r o b l e m s t h r o u g h

i m a g i n a t i v e a n d c r e a t i v e p l a n n i n g . J u d g i n g f r o m t h e r e s ul ts o f t h e s u r v e y , o p t in g

f o r l o w e r s t a n d a r d s a c c o r d i n g l y s e e m s t o b e o u t o f t h e q u e s ti o n . T h e r e a l is s u e

r a t h e r s e e m s t o b e t o d e c i d e w h i c h s t a n d a r d s a r e r e l e v a n t t o t h e c o m p l e x , r a p i d l y

c h a n g i n g S o u t h A f r i c a n s o c i e t y a n d w h e t h e r s t a n d ar d s a t t h e le v e l o f p o s t -

s e c o n d a r y e d u c a ti o n a r e n eg o t ia b l e i n te r m s o f d em a n d s m a d e b y t h e c o m m u n i t y

( S t r y d o m et al . , 1 9 9 1 a ) .

T h e f i n d i n g s o f t h e s e i n v e s t i g a t i o n s a n d s u r v e y a t l e a s t i n d i c a t e d a n e e d f o r m o r e

c l a ri ty r e g a r d i n g p r o b l e m s c o n c e r n i n g a c a d e m i c s t an d a r d s a n d a r e s e a rc h p r o j e c t 4

o n q u a l i t y a s s u r a n c e i n S o u t h A f r i c a n u n i v e r s i t i e s w a s l a u n c h e d i n 1 9 8 9 t o

i n v e s ti g a t e t h e m a t te r w i t h a v i e w t o m a k i n g p r o p o s a l s f o r th e m a i n t e n a n c e o fa c a d e m i c s t a n d a r d s b y m e a n s o f a n a c c r e d it a t io n s y s t em .

T h e p r e s e n t s i t u a t io n i n u n i v e r s i ty e d u c a t i o n

T h e r e s e a r c h o n q u a l i t y a s s u r a n c e a t S o u t h A f r i c a n u n i v e r s i t i e s l a i d b a r e c e r t a i n

v e r y i m p o r t a n t f a c t o r s th a t w o u l d i n f l u e n c e a n y p r o p o s a l s f o r q u a l it y a s s u r a n c e.

A fr agm e n t e d s y s te m

U n i v e r s i t y e d u c a t i o n i n S o u t h A f r i c a i s s ti ll p a r t o f a f r a g m e n t e d s y s t e m t h a t

r e f l e c t s t h e d i v i s i o n i n s o c i e t y t h a t w a s l e g i s l a t e d u n d e r t h e a p a r t h e i d p o l i c y ,

A l t h o u g h a n e w p o l i t i c a l d i s p e n s a t i o n i s b e i n g p l a n n e d f o r S o u t h A f r i c a a n d a l l

a p a r t h e i d l a w s h a v e b e e n a b o l i s h e d , i t w i l l t a k e s o m e t i m e b e f o r e t h e e f f e c t s o f

t h e s e c h a n g e s w i l l b e f e l t i n t h e e d u c a t i o n a l s y s t e m , a n d e s p e c i a l l y i n o u r

u n i v e r s i ti e s . S a y s a b l a c k e d u c a t i o n i s t :

One o f the m os t aggravating aspects of much of this o ngoing debate about our edu cation crisis is itssterility. The sam e statistics about drop-ou ts, teacher : pupil ratios, poor su bject selection by black

children, the m ismatch between classroom education and market-place needs con tinue to be bandiedabout - as t he y have been for literally decades. I sometimes fee l that the en dless repetition of all thesesorry facts by educationists and politicians without any real p ointers to practical solutions is the refug e

of the cynical and the hopeless (Taunyane, 1992, 1 & 2).



3 8 1

I n t h e i m m e d i a t e f u t u r e , n o t r u ly n o n - r a c i a l s y s t e m o f u n i v e r s it y e d u c a t i o n c a n

p o s s i b l y b e i m p l e m e n t e d i n S o u t h A f r i c a o n a b r o a d n a t i o n a l s c a l e , a s c u r r e n t

s t r u c t u r e s w i l l c o n t i n u e t o i n f l u e n c e u n i v e r s i t y e d u c a t i o n .

Student enrolment at universi t ies

T o d a y t h e r e a r e 2 1 u n i v e r s i t i e s , a l l r e c o g n i s e d b y t h e C U P . U n t i l t h e m i d - 1 9 8 0 s ,

w h e n t h e s t r ic t a p p l i c a t i o n o f r a c i a l s e g r e g a t i o n a t u n i v e r s i ti e s w a s r e l a x e d , s t u d e n t

e n r o l m e n t w a s a l o n g r a c i a l li n es . B e c a u s e o f th i s p o l i c y , th e m a j o r i t y o f s tu d e n t s o n

a n y u n i v e r s i t y c a m p u s s t il l r e f l e c t th i s s i tu a t i o n , w i t h h i s t o r i c a l ly w h i t e u n i v e r s i t i e s

a d m i t ti n g m o r e w h i t e t h a n b l a c k 5 s t u d en t s a n d h i s to r i c al l y b l a c k c a m p u s e s

a d m i t t i n g m o r e b l a c k s t h a n w h i t e s.

O f th e t e n u n i v e r s it i e s w i t h m a i n l y w h i t e s t u d e n t s , t h r e e c a t e r f o r E n g l i s h -

s p e a k i n g s t u d en t s a n d f i v e c a t e r f o r A f r i k a a n s s p e a k e r s a n d t w o f o r b o th . T h e

U n i v e r s i t y o f S o u t h A f r i c a , w h i c h u s e s d i s t a n c e e d u c a t i o n a s i ts m o d e o f t e a c h i n g ,

c a t e r s f o r a ll p o p u l a t i o n g r o u p s .

S t u d e n t e n r o l m e n t s ta ti st ic s f o r 1 9 8 9 in d i c a t e t h a t o f th e a p p r o x i m a t e l y 3 0 0 0 0 0

s t u d e n t s r e g i s t e r e d a t S o u t h A f r i c a n u n i v e r s i t i e s , 5 2 p e r c e n t w e r e w h i t e , 6 p e r c e n t

I n d i a n a n d 3 6 p e r c e n t A f r i c a n . I n a c o u n t r y w i t h a t o ta l p o p u l a t i o n o f 3 3 . 1 m i l l io n

( 1 9 8 5 c e n s u s ) , o f w h o m 1 4 p e r c e n t w e r e w h i te s , 7 4 p e r c e n t A f r i c an s , 9 p e r c e n t

c o l o u r e d a n d 3 p e r c e n t In d i a n , 3 0 o u t o f e v e r y 1 0 0 0 w h i t es w e r e e n r o l l e d a t au n i v e r s i ty i n 1 9 9 0 a s o p p o s e d t o a p p r o x i m a t e l y 3 o u t o f e v e r y 1 0 0 0 b l a c k s. A n

e x e r c i s e i n t h e e q u it a b l e r e d i s t ri b u t io n o f t h e c u rr e n t n u m b e r o f u n i v e r s it y ' s e a t s '

l e a d s t o i n t e r e s ti n g r e s u l t s ( s e e T a b l e 1 ).

Table 1. Distribution of students according to population group in South A frican universities, 1987 -actual and equitably redistributed

Black Asian Cotoured W hite Total

% population 69.2 3.2 10.3 17.3 100.0Students

Ac tual 96 137 18 112 18 112 153 807 286 910

Redistributed 198 541 9 181 29 551 49 635 286 910

movem ent + 102 404 - 8 931 +11 439 - I04 154

Source: Du Preez 1990

T h e r e d i s t ri b u t e d v a l u e s i n T a b l e 1 f o r u n i v e r s i t y s t u d e n t s r e s u l t i n s t u d e n t

c o u n t s o f a b o u t 1 0 s t u d en t s p e r 1 0 0 0 o f t h e p o p u l a ti o n . T h e m o s t o b v i o u s a s p e c t o f

t h e s ta t is t ic s i s t h e p r o j e c t e d ' l o s s ' o f o v e r 1 0 0 0 0 0 ' s e a t s ' t o th e w h i t e s e c t o r .

C u r r e n t t r e nd s i n d i c a t e a g r o w i n g d e m a n d f o r u n i v e r s i ty e d u c a t i o n b y b l a c k

s t u d e n t s . S t u d i e s p r o j e c t a th r e e - t o f o u r - f o l d i n c r e a s e b y t h e t u r n o f t h e c e n t u r y .

T h i s i n c r e a s e i n d e m a n d s h o u l d b e s e e n i n t h e l ig h t o f a p o s t - s e c o n d a r y s y s t e m t h a t

i s s t r u g g l i n g t o c o p e w i t h c u r r e n t d e m a n d , w h i l e i t s u f f e r s f r o m g r o s s d i s p a r i t i e s i n



3 8 2

r a c i a l r e p r e s e n t a t i o n i n p o s t - s e c o n d a r y e d u c a t io n .

I n m a n y o t h e r r e s p e c t s d i f f e r e n c e s a m o n g s t u d e n t s i n S o u t h A f r i c a n u n i v e r s i t i e s

c a n b e o b s e r v e d . T h e m a j o r i t y o f b l a c k s t u d e n t s w h o m a k e i t t o u n i v e rs i ti e s , s u f f e r

f r o m a l e g a c y o f i n a d e q u a t e s c h o o l i n g . M o s t o f t h e s e s t u d e n ts h a v e s t u d i e d i n

o v e r c r o w d e d c l a s s r o o m s w h e r e a t e a c h e r : p u p i l r a t i o o f 1 : 6 0 a t h i g h s c h o o l l e v e l

a s o p p o s e d t o 1 : 2 0 i n w h i t e s c h o o l s w a s t h e r u l e r a th e r t h a n t h e e x c e p t i o n ; w h e r e

t h e m a j o r i t y o f t e a c h e r s a r e u n d e r q u a l i f i e d f o r t h e s u b j e c t s t h e y t e a c h ; w h e r e t h e

m o s t b a s i c t e c h n o l o g i c a l s u p p o r t s t o l e a r n i n g , s u c h a s o v e r h e a d p r o j e c t o r s , a r e n o t

a v a i l a b l e ; w h e r e r e q u i r e d t e x t b o o k s a r e n o t a v a i l a b l e t o s t u d e n t s f o r m o s t o f t h e

yea r . I n t hese school s r ec rea t i ona l f ac i l i t i e s a r e a lmos t non-ex i s t en t , t he re i s a

t e a c h e r s h o r t a g e a n d t h e y e x p e r i e n c e a l a c k o f f a c il it ie s s u c h a s l a b o r a t o ri e s a n d

a d e q u a t e l y s t o c k e d l i b r a r i e s . T h e l a c k o f s c i e n c e a n d m a t h e m a t i c s t e a c h e r s a l s o

p l a c e s t h e s e s u b j e c ts o u t o f th e r e a c h o f s tu d e n t s .

A t p o s t - s e c o n d a r y l e v e l t h e r e a r e w e l l - k n o w n i m b a l a n c e s i n s u b j e c t c h o i c e s o f

s t u d e n ts , w i t h a l a r g e a n d c o n t i n u i n g p r e p o n d e r a n c e o f t h e a r ts , p h i l o s o p h y a n d

s o c i a l s c i e n c e s . I n t e r e s t i n g l y , b u s i n e s s a n d m a n a g e m e n t s c i e n c e s a r e t h e n e x t

l a r g e s t c a te g o r y ( a l b e it a b o u t h a l f th e f o r m e r ) a n d o n l y t h e n f o l l o w t h e d i s tu r b i n g l y

s m a l l p r o p o r t io n s o f s t u d e n ts i n m a t h e m a t i c s a n d t h e n a t u r a l s c i e n c e s . T h e t r e n d s i n

t h is r e s p e c t a r e w e ll -i ll u s tr a te d b y N a t i o n a l M a n p o w e r C o m m i s s i o n ( N M C ) f ig u r e s

o f d e g r e e s a n d d i p l o m a s o b t a i n e d a t S o u t h A f r i c a n u n i v e r s it i e s f o r 1 9 7 5 a n d 1 98 5:

Th e ne a r s t a t ic s i t ua t i on i n t he l a s t ca t e go ry i s o f pa r t i cu l a r i n t e r es t ( see Tab l e 2 ) .

Table 2. Degreesand diplomas by science categoryobtained n 1975 and 1985

1975 1985

Arts, Philosophy and Social Sciences 6101 9970Business, Com me rce,Managementand Adm in. 2793 5678Mathematics and Na tural Sciences 2083 2431

R e g a r d i n g s h o r t a g es i n H i g h L e v e l M a n p o w e r ( H L M ) , th e N M C n o t es t h a t t h e rei s a c o n s t a n t a n d l a r g e s h o r t a g e o f s e n i o r a d m i n i s t r a t i v e s t a f f , a n d a s e r i o u s

s h o r t a g e o f " t e c h n o l o g i s t s " ( V a n d e r M e r w e 1 99 1). P u p i ls w h o h a v e s t u d ie d a t

s c h o o l s w i t h d e f i c i e n c i e s a n d b a c k l o g s , e n t e r u n i v e r s i t y a t a d i s a d v a n t a g e . T h e y

w i l l n o t h a v e r e c e i v e d a d e q u a t e p r e p a r a t i o n e v e n i n t h o s e s u b j e c t s t h e y h a v e

s tu d i e d. B u t , e v e n m o r e i m p o r t a n t , t h e y w i l l n o t h a v e b e e n g i v e n t h e s k i ll s to c o p e

w i t h a d e m a n d i n g u n i v e r s i t y c u r r ic u l u m . T h e m a j o r i t y o f t h e s e s t u d e n t s f in i s h h i g h

s c h o o l w i t h a v e r a g e m a t r i c u l a ti o n 6 s c o r e s o f l e s s t h a n 5 0 p e r c e n t , a n d t h e r e f o r e f a l l

w i th in t he r ange o f s tuden t s soc i a l s c i en t is t s r e f e r t o a s ' a t - r i sk ' s tuden t s .

M o s t o f t h e ' a t - r i s k ' s t u d e n t s e n d u p e n r o l l i n g i n t h e h i s t o r i c a l l y b l a c k

u n i v e r s i ti e s a f t e r t h e b e s t o f t h e c r o p h a s b e e n ' c r e a m e d ' i n t o t he h i s t o r ic a l l y w h i t e

u n i v e r s it i es . W h i l e i t is t ru e t h a t t h e n u m b e r o f b l a c k s t u d e n ts w h o s a t i sf y t h e

m i n i m u m r e q u i r e m e n t s f o r e n t r y i n t o t h e u n i v e r s i t y i s i n c r e a s i n g ( a n d c u r r e n t

p r o j e c t i o n s s e e m t o i n d i c a t e t h a t t h i s p h e n o m e n o n w i l l a c c e l e r a t e t o w a r d s t h e t u r n

o f t h e c e n t u r y ) , t h e r e w i l l b e m o r e t h a n t h r e e A f r i c a n s t o e v e r y w h i t e s t u d e n t



3 83

q u a l i f y i n g f o r a d m i s s i o n t o u n i v e r s i t y - t h e m a j o r i t y o f th e s e b a r e l y m a k i n g t h e

grade .

Af t e r t he bes t s t uden t s have enro l l ed i n t he whi t e un ive r s i t i e s , h i s t o r i ca l l y b l ack

u n i v e r s i t i e s h a v e , f o r a v a r i e t y o f r e a s o n s , n o c h o i c e b u t t o a d m i t a s m a n y o f t h e

r e s t a s th e i r f a c i li t ie s c a n a c c o m m o d a t e . T h i s ' o p e n a d m i s s i o n ' p o l i c y h a s t e n d e d t o

w e a k e n t h e b l a c k s y s t e m o f p o s t - s e c o n d a r y e d u c a t io n , a n d p u t i t a t a d i s a d v a n t a g e

i n te r m s o f it s o u t p u t p o w e r v i s - h - v i s t h e w h i t e s y s t e m .

I n r e s p o n s e t o c r i t i c i s m s l e v e l l e d a t t h e ' o p e n a d m i s s i o n ' p o l i c y , b l a c k

e d u c a t i o n i s t s h a v e i n d i c a t e d t h a t h i s t o r i c a l l y b l a c k u n i v e r s i t i e s a r e o b l i g a t e d b y

t h e ir c o n t e x t t o s e r v e th e n e e d s o f t h e s e c o m m u n i t i e s . I f t h e y d o n o t u n d e r t a k e t h i s

soc i a l r e spons ib i l i t y , no o the r i ns t i t u t i ons wi l l : t he e l i t i s t modes o f se l ec t i on and

a d m i s s i o n t o u n i v e r s i t y t h a t a r e p r a c t i s e d b y m o s t w h i t e u n i v e r s i t i e s s e e m t o

i n d i c a t e a l a c k o f s e n s i t i v i t y t o t h e n e e d s o f s t u d e n t s f r o m t h e s e d e p r i v e d

c o m m u n i t i e s . I n m o s t h i s t o r i c a l l y b l a c k u n i v e r s i t i e s a n o p e n a d m i s s i o n p o l i c y h a s

b e e n e n t r e n c h e d i n t h e u n i v e r s i t i e s ' m i s s i o n s t a t e m e n t s . W h i l e s o m e o f t h e

h i s t o r ic a l l y b l a c k u n i v e r s i ti e s a r e b e g i n n i n g t o re t h i n k t h e i r s ta n c e r e g a r d i n g ' o p e n

a d m i s s i o n s ' , t h i s p o l i c y h a s l i m i t e d t h e c o m p e t i t i v e n e s s o f h i s t o r i c a l l y b l a c k

unive r s i t i e s i n t he i r b id t o a t t r ac t h igh ca l i b re s t uden t s . N ot un t i l t he r igh t ba l a nce i s

s t ru c k i n th i s a r e a w i l l b l a c k p o s t - s e c o n d a r y e d u c a t i o n e x p e r i e n c e s t ab i li ty .

T h e p r o b l e m s b l a c k s t u d e n t s b r i n g w i t h t h e m i n to t h e u n i v e r s i t y a f f e c t t h e w a y i n

w h i c h u n i v e r s i t i e s m e d i a t e l e a r n i n g , a n d i n f l u e n c e t h e i r s u b j e c t c h o i c e s . A l l

u n i v e r s i t i e s t h a t a d m i t b l a c k s t u d e n t s a r e f o r c e d t o m o u n t a c a d e m i c s u p p o r tp r o g r a m m e s t o a s s i s t s t u d e n t s i n b r i d g i n g t h e g a p b e t w e e n i n a d e q u a t e s c h o o l i n g

a n d u n i v e r s i t y s t u d ie s . A l s o , b e c a u s e o f t h e l im i t e d s u b j e c t c h o i c e s s t u d en t s h a v e i n

h i g h s c h o o l , t h e m a j o r i t y o f th e s e s tu d e n t s o p t f o r c o u r s e s i n th e h u m a n s c i e n c e s

r a t h e r t h a n t a k e t h e h a r d - c o r e p r o f e s s i o n a l p r o g r a m m e s t h a t r e q u i r e s c i e n t i f i c a n d

m a t h e m a t i c a l s k i ll s. S i n c e t h e m a j o r i t y o f t h e s e s t u d e n t s e n r o l a t h i s to r i c a ll y b l a c k

u n i v e r s it i e s, i t is n o s u r p r is e t h a t p r o f e s s i o n a l l y - o r i e n t e d s t u d y p r o g r a m m e s a t t h e s e

u n i v e r s it i e s a r e n o t w e l l d e v e l o p e d .

I n a n a t t e m p t t o i m p r o v e t h e s u c c e s s r a t e s o f b l a c k s t u d e n ts e n r o l l in g f o r

p r o f e s s i o n a l a n d s c i e n t i f i c p r o g r a m m e s t h a t r e q u i r e s c h o o l m a t h e m a t i c s a n d

s c i e n c e a s p r e r e q u i s i t e s u b j e c t s ( f o r e x a m p l e a c c o u n t i n g , e n g i n e e r i n g a n d n a t u r a l

s c i e n c e s ) , s o m e u n i v e r s i t i e s h a v e p r o v i d e d b r i d g i n g c o u r s e s i n t h e s e a r e a s . T h e s e

a r e c o u r s e s w h i c h , a l t h o u g h t a k e n a t u n i v e r s i t y , a r e m e a n t t o d e v e l o p s t u d e n t s '

c o n c e p t u a l u n d e r s t a n d i n g t o a s t a g e w h e r e t h e y c a n e n t e r a f u l l - f l e d g e d u n i v e r s i t y

p r o g r a m m e i n t h e c o n t e n t a r e a s t u d i e d . S p e c i a l c o l l e g e s t o h a n d l e t h e s e t y p e s o f

p r o g r a m m e s h a v e b e e n m o o t e d b y g o v e r n m e n t .

S t a f f i n g d i s p a r i t i e s

A n e x e r c i s e s i m i l a r to t h a t f o r t h e d i s tr i b u ti o n o f s t u d e n t s e a t s ( T a b l e 1 ) c o u l d a l s o

b e d o n e f o r t h e d i s t r i b u t i o n o f a c a d e m i c a n d a d m i n i s t r a t i v e p o s t s a t u n i v e r s i t i e s

( a n d t e c h n i k o n s ) . ( S e e T a b l e 3 ) .

W h i l e m o r e b l a c k s c h o l a r s m i g h t s e e m t o b e t a k i n g u p t e a c h i n g p o s t s a t



3 8 4

Table 3. Distribution of academics and administrators according

universities, 1990 - actual and equitably redistr ibuted

to population group in South African

Black Asian Coloured White Total

% population 69.2 3.2 10.3 17.3 100.0

academics

Actual 486 305 249 8 564 9 609

Redistributed 6 649 307 989 1 662 9 609

movement + 6 163 + 2 + 740 - 6 902

administrators

Actual 1 179 680 1 120 7 935 10 914

Redistributed 7 552 349 1 124 1 888 10 914

movement + 6 373 - 331 + 4 - 6 047

Source: Du Preez 1990:22

unive r s i t i e s , c lose r obse rva t ion r evea l s tha t a f a i r p ropor t ion of pos i t ions a r e f i l l ed

b y Af r i c a n s o f a n o n - S o u t h Af r i c a n o r i g i n . T h i s o b s e r v a t i o n , t o g e t h e r w i t h t h e

inab i l i ty o f a l l un ive r s i t i e s in South Af r ica to t r a in suf f ic ien t Af r ican s tudents fo r

profes s iona l qua l i f i ca t ions i s an ind ic tment o f our un ive r s i t i e s , e spec ia l ly the i r

i n a b i l i t y t o d e v e l o p l o c a l Af r i c a n s t o p a r t i c i p a t e m e a n i n g f u l l y i n p o s t - s e c o n d a r y

educa t ion .

Th e d i spa r i ty in s ta f f ing i s c lea r ly il lus t ra ted by the s i tua t ion of b lack teacher s . I t

i s a c c e p t e d t h a t t h e t e a c h i n g p r o f e s s i o n i s o n e o f t h e m o s t i m p o r t a n t s o u r c e s o flec ture r s in dev e lop ing count r ie s . I t i s ev iden t tha t 13 pe r cen t (24 931) o f the b lac k

t e a c h e r s h a v e n o p r o f e s s i o n a l q u a l i f i c a t i o n s , 2 9 p e r c e n t ( 5 4 6 5 9 ) h a v e S t d 1 0

(h ighes t s choo l l eve l ), 6 .5 p e r cen t (12 341) have a degree an d 20 p e r cen t (37 386)

only hav e S td 8 o r even lo we r qua l i f i ca t ions (V an de r L inde 1991 , p . 1 ). I n Af r ican

u n i v e r si t ie s m o s t s e n i o r a c a d e m i c a n d a d m i n i s t ra t i v e p o s i ti o n s a r e h e l d b y wh i t es .

I t i s common knowledge tha t the ca l ib r e o f th i s s ta f f , in some ins tances , l eaves

m u c h t o b e d e s i r ed .

A cu lture o f learn ing in pos t - secondary educa t ion

For the l a s t decade and a ha l f , s ince the Soweto s tudent upr i s ings in 1976 , the

c l i m a t e i n s c h o o l s a c r o s s S o u t h Af r i c a h a s n o t b e e n c o n d u c i v e t o l e a r n i n g .

De m a n d s b y b l a c k s tu d e n t s f o r p a r i t y in g o v e r n m e n t fi n a n c i n g o f a n d p r o v i s i o n f o r

t h e i r e d u c a t i o n h a v e l e d t o a c a d e m i c b o y c o t t s a n d s t a l e m a t e s t h a t h a v e r e n d e r e d

s c h o o l i n g n o n - e x i s t e n t i n m o s t b l a c k a r ea s . A p r o m i n e n t b l a c k l e a d e r e x p l a i n s:

There are four main elements in what I call the 'education contract' - the teacher, the taught, the parents

and the education authority. All four have to share the blame for the chronic situation black education, inparticular, finds itself in today.

Sheer bad education policy applied by the authorities helped to destroy the sel f image and social

fabric of the black nation. An all too often abrogation of responsibility by black parents for bringing up

their own children aggravated the already untenable conditions in black classrooms.

The increasingly anarchic behaviour of an almost unmanageable number of black pupils over the past



3 8 5

few yea rs has possibly wiped out whateverslim chances m any thousands of youngstersmay have had to

achieve any fo rm of lasting education.Finally, unprofessional cond uct by som e teachers - and I am the first to understand the rea l stresses

black educationists fa ce in the classroom - has further bedevilled the situation in black schools(Taunyane 1992, 2 & 3).

A c u l t u r e o f n o - l e a r n i n g , w h i l e s t u d e n t s p u r s u e d p o l i t i c a l g o a l s , w a s t h u s

i n s t a ll e d a n d e n t r e n c h e d . M o s t u n i v e r s i ti e s w e r e n o t l e f t u n t o u c h e d b y t h i s

p h e n o m e n o n . N o w , a s S o u t h A f r i c a g ea r s h e r s e l f t o w a r d s a n e w , n o n - r a c i a l e r a ,

w h e r e s k i l l e d p e o p l e , i r r e s p e c t i v e o f r a c e o r c o l o u r , a r e r e q u i r e d t o r u n t h e

e c o n o m y , h i s t o r i c a l l y b l a c k i n s t i t u t i o n s a n d u n i v e r s i t i e s f i n d t h e m s e l v e s i l l -

p r e p a r e d f o r t h e n e w c tf lt ur e o f l e a rn i n g t h a t is d e m a n d e d o f t h e m . T h e d e m a n d s o f

t h e n e w S o u t h A f r i c a , w h e r e b l a c k s a n d w h i t e s w i l l b e c o m p e t i n g w i t h e a c h o t h e rf o r s u i t a b l e j o b s a n d s i tu a t io n s i n s o c i e t y , p l a c e m o r e p r e s s u r e o n b l a c k s t h a n o n

w h i t e s f o r t h e r e a s o n s d i s c u s s e d a b o v e . U n l e s s t h e ' e d u c a t i o n c o n t r a c t ' , i n c lu d i n g a

n e w c u l t u r e o f l e a r n i n g , i s r e t u r n e d t o b l a c k s c h o o l s a n d h i s t o r i c a l l y b l a c k

u n i v e r s i ti e s , a n d t h e s e i n s t it u ti o n s b e c o m e p l a c e s w h e r e t h e d i s a d v a n t a g e d s e c t o r s

o f o u r c o m m u n i t y r e g a i n t h e i r l o s t p r i d e t h r o u g h e d u c a t i o n , t h e g a p b e t w e e n t h e

h a v e s a n d h a v e n o t s i s b o u n d t o i n c r e a se .

Qu al i ty assurance in South A fr ican un ivers i ti e s

I n o r d e r t o a d d r e s s t h e a b o v e - m e n t i o n e d i n e q u a l i t i e s i n S o u t h A f r i c a n u n i v e r s i t i e s

a n d q u a l i t y i n h i g h e r e d u c a t i o n a t t h e s a m e t i m e , c e r t a i n p r o p o s a l s f o r q u a l i t y

a s s u r a n c e w e r e m a d e , b a s e d o n t h e f in d i n g s o f r e se a r c h ( S t r y d o m e t a l . 1991b) . In

t h e s e p r o p o s a l s t h e r e s e a r c h e r s d i d t r y t o r e c o g n i s e i n e q u a l i t i e s m i d t h e n e c e s s a r y

r e d r e s s o f t h e s e i n e q u a l it i es b y p r e p a r i n g a c e r t a i n a p p r o a c h t o q u a l i t y a s s u r a n c e .

There i s ve ry l i t t l e doubt t ha t acc red i t a t i on o f a l l d i sc ip l i nes i n un ive r s i t i e s , a s a

f o rn a o f e x t e r n a l q u a l i t y a s s u r a n c e w i th w h i c h s u c c e s s h a s b e e n a c h i e v e d i n v a r i o u s

o t h e r c o u n t r i e s a n d a t l e a s t w i t h s o m e d i s c i p li n e s i n u n i v e r s i ti e s a n d t e c h n i k o n s i nS o u t h A f r i c a , c m l n o l o n g e r b e d i s r e g a r d e d i n S o u t h A f r ic a . T h e i n c r e a s i n g n e e d f o r

a r t i c u l a t i o n ( m o b i l i t y ) w i t h i n t h e p o s t - s e c o n d a r y e d u c a t i o n s e c t o r c o n f i r m s t h e

u r g e n c y o f t h e m a t t e r e v e n f u r t h e r [ N A S O P 0 2 - 3 1 6 ( 1 9 9 2 ) ] . H o w e v e r , i n o u r

c o u n t r y , a c c r e d i t a t i o n ( r e g a r d l e s s o f it s fo r m a t ) w i ll h a v e a n i m p a c t o n t h e s t a t u t o r y

p o w e r s ( a u t o n o m y ) o f p r o f e s s i o n a l b o d i e s a n d u n i v e r si ti e s . U n i v e r s it i e s , u n d e r

t h e i r p r e s e n t s t a tu t e s, a r e r e s p o n s i b l e f o r m a i n t a i n i n g t h e i r o w n a c a d e m i c s t a n d a r d s .

C a r e f u l c o n s i d e r a t i o n o f t h e s t a t u s q u o w i l l t h u s h a v e t o p r e c e d e a n y n e w

d i s p e n s a t i o n f o r e x t e r n a l q u a l i ty a s s u r a n c e .

A s a l r e a d y m e n t i o n e d , a n u m b e r o f u n i v e rs i ty p r o g r a m m e s a n d c o u r se s i n S o u t h

A f r i c a ( w h i c h h a v e i n c r e a s e d s t e a d i l y d u r i n g t h e l a s t f e w y e a r s ) h a v e b e e n

a c c r e d i t e d b y p r o f e s s i o n a l b o d i e s t h r o u g h s p e c i a l i s e d a c c r e d i t a t i o n f o r d e c a d e s .

T h i s a p p l i e s to s o m e o f th e n a t u r a l , m e d i c a l , e n g i n e e r in g , s o c i a l , e c o n o m i c a n d

m a n a g e m e n t s c ie n c e s , to u s e a g e n e r a l c la s s i fi c a t io n .

T h e v a r i o u s s t a t u t o r y p r o f e s s i o n a l b o d i e s e x e r c i s e t h e i r a c c r e d i t a t i o n p o w e r s



3 8 6

accord ing to the i r s t a tu tory powers . Wha t th i s amounts to i s , f i r s t ly , tha t the

b o a rd s / a s so c i a t io n s a c c r e d i t e d u c a t io n a l p ro g ra m m e s o f i n s t it u ti o n s a n d u n d e r t a k e

t o r e c o g n i s e c e r t a i n d e g re e s a n d d i p l o m a s c o n fe r r e d b y t h e i n s t it u t io n s t o e n a b l e

p e r s o n s g r a d u a t i n g f ro m t h e s e p ro g ra m m e s t o r e g i s t e r a s m e m b e r s o f a p a r t i c u l a r

p ro fe s s i o n . S e c o n d l y , t h e s e b o d i e s c o n s i d e r c e r t i f i c a t e s o f p e r s o n s o b t a i n e d f ro m

n o n -a c c re d i t e d i n s t i t u t i o n s o n a n i n d i v i d u a l b a s i s t o d e t e rm i n e w h e t h e r a p e r s o n

w i t h s u c h a c e r t i f ic a t e q u a l i fi e s f o r r e g i s t ra t i o n a s a m e m b e r o f a p ro fe s s i o n . T h e s e

a c t iv i ti e s v a ry c o n s i d e ra b l y ( s o m e t h i n g w h i c h p o s e s a p ro b l e m , e s p e c i a l l y fo r t h e

h i s t o ri c a l ly b l a c k u n i v e r s i ti e s ), t h e y a r e c o m p re h e n s i v e i n n a t u r e a n d a r e l i k e l y t o

inc rease , and se r iou s ly a f fec t a l l un ive rs i ti e s tha t have to t ake in to acc oun t the

r e q u i r e m e n t s o f p ro f e s s i o n a l b o d i e s (N A S O P 0 2 -1 7 1 , 1 98 8; R a a d v i r

G e e s t e s w e t e n s k a p l i k e N a v o r s i n g 1 98 8; S A N S O -1 0 8 , 1 9 8 3 ). T h e i m p a c t o f

u n c o o rd i n a t e d r e q u i r e m e n t s f ro m v a r i o u s p ro fe s s i o n a l b o d i e s ( a s w e l l a s t h es u b s t a n t i a l f i n a n c i a l c o n t r i b u t i o n s t h e y m a k e t o c e r t a i n d e p a r t m e n t s / p ro g ra m m e s )

o n t h e a u t o n o m y o f u n i v e r s i t i e s , m a y s e rv e t o i l l u s t r a t e w h y s o m e fo rm o f c o -

o p e ra t i o n w i t h a c e n t r a l a c cr e d i t in g b o d y h a s b e c o m e e x p e d i e n t .

Internal qua l i ty a s surance ( ins t i tu t iona l s e l f - s tudy or s e l f -eva lua t ion) i s an

i m p o r t a n t c o m e r s t o n e o f external qua l i ty a s surance (acc red i ta t ion processes ) and

fo rm s t h e b a s i s o f a n y s t ra t e g ic o r o t h e r m a n a g e m e n t p ro c e s s . I n i t s el f , h o w e v e r , i t

d o e s n o t p ro v i d e t h e n e c e s s a ry s t im u l u s fo r s t ri v i n g t o w a rd s e x c e l l e n c e . I t i s w i d e l y

a c c e p t e d t h a t p e e r g ro u p e v a l u a t i o n (w h i c h i s i n h e re n t i n a c c r e d i ta t io n ) i n

d i sc ip l ines7 ac ross un ive rs i t i e s , is v i t a l to b r ing abou t s e l f -eva lua t ion and thec h a n g e n e c e s s a ry fo r i m p ro v e m e n t i n u n i v e r s i t i e s . T h i s w h o l e p ro c e s s o f q u a l i t y

a s s u ra n c e w i ll e x p e c t m o re f i n a n c i a l an d h u m a n r e s o u rc e s , b e t t e r m a n a g e m e n t

i n fo rm a t i o n s y s t e m s , e tc . f r o m a ll u n i v e r si t ie s i n S o u t h A f r i c a , m a n y o f w h o m , a s

e x p l a i n e d i n t h e p r e v i o u s d i s c u ss i o n o n t h e p r e s e n t s i t u at io n , a r e n o t w e l l p r e p a re d

for th i s burden .

In t h e r e s e a r c h u n d e r t a k e n , t h e d i f f e r e n t c o n t e x t s i n w h i c h j u d g e m e n t s o f q u a l i t y

a s s u ra n c e a r e m a d e , w e re e x p l o re d a n d p e r s p e c t i v e s w e re o b t a i n e d o n t h e

m u l t i p l i ci t y a n d c o m p l e x i t y o f f a c t o r s w h i c h a r e r e q u i r e d t o a d d re s s q u a l i ty

(academ ic s tandards) an d equa l i ty (com parab i l i ty o f s tandards ) . I t beca m e c lea r , on

t h e o n e h a n d , t h a t i t w o u l d b e i m p o r t a n t t o e x p l o re w a y s a n d m e a n s t o o b t a i n a

ce r ta in cons i s tency ac ross d i sc ip l ines in any one un ive rs i ty . As th i s k ind of

a c c re d i t a t i o n i s a l r e a d y b e i n g p r a c t i s e d b y m a n y p ro fe s s i o n a l b o a rd s a n d

assoc ia t ions in un ive rs i t i e s in South Afr ica , i t s eems reasonable to con t inue wi th

acc red i ta t ion a t th i s l eve l . However , th i s acc red i ta t ion should inc lude the

acc red i ta t ion of a l l d i sc ip l ines a t a l l un ive rs i t i e s in a spec i f i c s e l f - regu la tory

s t ru c t u r e fo r u n i v er s i ti e s u n d e r t h e a u s p i c es o f th e C U P . T h e s t ru ct u r e m u s t

unders tand the un iqueness o f un ive rs i ty educa t ion and ex i s t ing inequa l i t i e s a t th i s

po in t in t ime .

A p r o p o s a l f o r q u a l i t y a s s u r a n c e

I t i s c l e a r t h a t d i f f e r e n t f o rm s o f a c c r e d i t a t i o n a l r e a d y e x i s t i n S o u t h A f r i c a n



38 7

u n i v e r s i t i e s , a n d s h o u l d b e r e c o g n i s e d a s s u c h . T h e p r e m i s e i n a p r o p o s a l f o r

q u a l i t y a s s u r a n c e t h e r e f o r e i s t h a t t h e s e f o r m s o f a c c r e d i t a t i o n o u g h t t o b e

s y n t h e s i s e d a n d c o o r d i n a t e d w i t h i n o n e f r a m e w o r k t o e s t a b li s h o p t i m a l u t i l is a t io n

o f r e s o u r c e s a n d m a n a g e a b l e i n f o r m a t i o n n e t wo r k s f o r t h e p u r p o s e o f a c c r e d i t i n g

disc ip l ines ac ross un ive r s i t ie s .

A l t h o u g h t h e c o m p a r a b i l i t y o f s t a n d a r d s , f o r h i s t o r i c a l a n d d e v e l o p m e n t a l

r e a s o n s , w i l l h a v e t o b e c o m e a l o n g - t e r m g o a l o f a c c r e d i t a t i o n i n S o u t h Af r i c a ,

l i t e r a tur e ind ica tes tha t , idea l ly , acc red i ta t ion i s a p rocess whereby the

c o m p a r a b i l i t y a n d r e c o g n i t i o n o f e d u c a t i o n a l s t a n d a rd s a r e p r o m o t e d . I t i s u s e d t o

r a i se the norms and s tandards o f educa t iona l ac t iv i t i e s to a l eve l tha t wi l l a s sure

use r s o f qua l i ty educa t ion . I n the f ina l ana lys i s , acc red i ta t ion a l so se rves the

p u r p o s e o f c o n f i r m i n g w h e t h e r a d is c i p li n e w i t h i n a p r o g r a m m e / d e p a r t m e n t / f a c u l t y

has ac h iev ed it s goa l s a s c la imed .B a s e d o n t h e r e s e a r c h , t h e e s t a b l i s h m e n t o f a S o u t h Af r i c a n a c c r e d i t a t i o n

m e c h a n i s m b y t h e C U P , i n c l o s e c o l l a b o r a t i o n w i t h p ro f e s s i o n a l a c c re d i t in g b o d i e s

a n d u n i v e r s i ti e s , ta k i n g i n t o c o n s i d e r a t io n t h e r e c o m m e n d e d a c c r e d i ti n g p r o c e d u r e ,

i s p r o p o s e d . T h e s c o p e o f a c c r e d i ta t i o n s h o u l d b e d i s c i p li n e -b a s e d . T h i s m e c h a n i s m

for acc red i ta t ion a t un ive r s i ty l eve l can be adap ted to f ac i l i t a te acc red i ta t ion a t a l l

l e v e l s o f t h e f o r m a l , a n d e v e n i n f o r m a l p o s t - s e c o n d a r y e d u c a t i o n s e c t o r s b y

changing ex is t ing po l ic ie s , s t ruc tures and procedures fo r acc red i ta t ion in pos t -

s e c o n d a r y e d u c a t i o n .

A Univers i t y Accred i t i ng Commi t t ee (UAC)

I t i s p r o p o s e d t h a t t h e C UP c r e a t e a s t r u c t u r e i n t h e f o r m o f a Un i v e r s i t y

Ac c r e d i t i n g C o m m i t t e e ( UAC ) t o e n h a n c e q u a l i t y i n u n i v e r s i t i e s b y m e a n s o f

acc red i ta t ion of d i sc ip l ines .

T h e m a i n f u n c t i o n s o f th i s c o m m i t t e e w i ll b e t o :

a ) e s t ab l i sh c o - o p e r a t i o n b e t w e e n t h is c o m m i t t e e a n d p r o f e ss i o n a l b o d i e s ;b) suppo r t un ive r s i t i e s in p r epar ing for acc red i ta t ion of it s d i sc ip lines ;

c ) e s tab l i sh v i s i t ing pane ls ( compr i s ing pee r s nomina ted by the un ive r s i t i e s

invo lved) fo r d i sc ip l ines to be acc red i ted ;

d ) a c k n o w l e d g e t h e o u t c o m e s o f t h e v i s it i n g p a n e l s ' f i n d in g s o b t a i n e d in c o -

o p e r a t i o n w i t h t h o s e u n i v e r s it i e s c o n c e r n e d ; a n d

e ) f a c i li t a te t h e a c c r e d i ta t i o n p r o c e s s i n n o n - a c c r e d i t e d d i s c ip l i n es b y m e a n s o f

c a n d i d a c y f o r a c c r e d it a ti o n .

To address inequa l i t i e s in the un ive r s i ty sys tem and to f ac i l i t a te a p rocess o f

c h a n g e w i t h t h e n e c e s s a r y s u p p o r t, t h e f o l l o wi n g a r r a n g e m e n t s a r e p r o p o s e d :

- C o n d i t io n a l c a n d i d a c y : As s o o n a s th e p r o p o s e d s y s t e m o f a c c r e d i t a ti o n c o m e s

i n t o o p e r a t io n , a d i s c ip l i n e m a y , u n d e r t h e d i r e c t i o n o f t h e u n i v e r s i t y c o n c e r n e d ,

r e q u e s t a c c r e d it a ti o n . Wh e n a n e v a l u a t i o n h a s b e e n c o m p l e t e d s u c c e s s f u ll y , t h e



3 88

a c c r e d i t i n g c o m m i t t e e w i l l a c k n o wl e d g e t h e o u t c o m e s o f t h e s e l f - e v a l u a t i o n o f

the d i sc ip l ine a t a un ive r s i ty and the v i s i t ing pane l ' s f ind ings , and wi l l ce r t i f y

tha t the d i sc ip l ine under r ev iew sa t i s f ie s the condi t ions fo r acc red i ta t ion . I n

accordance wi th th i s r e su l t , a d i sc ip l ine then qua l i f i e s fo r inc lus ion in a l i s t o f

acc red i ted d i sc ip l ines . This l i s t wi l l be pu bl i shed b y the C UP in the in te r es t o f a l l

c o n c e r n e d . A n e g a t i v e o u t c o m e o f a n e x t e r n a l e v a l u a t io n , o n t h e o t h e r h a n d , w i ll

n o t l e a d t o i m m e d i a t e s a n c t i o n s , b u t t o r e c o m m e n d a t i o n s f o r r e c t i f y i n g t h e

s i t u a t i o n . I t i s o n l y wh e n t h e s e r e c o m m e n d a t i o n s a r e n o t h e e d e d t h a t t h e

g o v e r n m e n t w i l l b e n o t i f i e d a n d m a y p o s s i b l y i n t e r v e n e . T h e p r o c e s s m a y b e

e x p l a i n e d a s f o ll o ws :

In the even t o f a d i sc ip l ine no t be ing ac c red i ted , the d i sc ip l ine wi l l be g r an ted

cond i t i ona l cand idacy f o r a c c r e d i t a t i o n f o r a p e r i o d o f n o l o n g e r t h a n t h r e e

year s . I f th i s d i sc ip l ine a t a pa r t i cu la r un ive r s i ty s t i l l does no t comply wi th the

c r i t e r ia fo r acc red i ta t ion a t the en d o f the th r ee -yea r pe r iod , the ap propr ia te

g o v e r n m e n t d e p a r t m e n t w i l l b e n o t i f i e d o f t h e s t a te o f a ff a ir s b y t h e C UP . T h e

g o v e r n m e n t m i g h t c o n s i d e r w i t h h o l d i n g s u b s i d y f r o m t h is d i s c i p li n e a t a

p a r t i c u l a r u n i v e r s i t y a c c o r d i n g t o p r o c e d u r e s l a i d d o wn b y t h e g o v e r n m e n t .

S h o u l d a d i s c i p l i n e , u n d e r t h e d i r e c t i o n o f t h e u n i v e r s i t y c o n c e r n e d , c o n c l u d e

tha t tha t pa r t i cu la r d i sc ip l ine i s no t ye t r eady for acc red i ta t ion when the sys tem

of acc red i ta t ion comes in to opera t ion , an app l ica t ion for the s ta tus o f ini t ial

cand idacy ( f o r a m a x i m u m p e r i o d o f 5 y e a r s ) m a y b e s u b m i t te d t o t h e UAC . N o

d i s c ip l i n e w i l l th u s b e a l l o we d e x e m p t i o n f r o m a c c r e d i t a t i o n f o r l o n g e r t h a n 1 0y e a r s ( i n c l u d in g t h e i n i ti a l f i v e - y e a r p e r i o d o f c a n d i d a c y o r a t h r e e - y e a r p e r i o d o f

c o n d i t i o n a l c a n d i d a c y ). T h e a c c r e d i t a t i o n c y c l e w i l l b e r e p e a t e d a t l e a s t e v e r y 1 0

year s fo r ev e ry d i sc ip l ine a t un ive r s i ti e s in Sou th Af r ica .

- I n i t ia l candidacy : Can didac y for acc red i ta t ion of f e r s ins t itu t ions the oppo r tun i ty

t o e s t a b li s h a n i n it ia l , f o r m a l a n d p u b l i c l y r e c o g n i s e d r e l a ti o n s h i p w i t h t h e UA C .

I t i s a s ta tus o f a f f i l i a t ion which ind ica tes tha t an ins t i tu t ion appear s to be

progress ing toward ( a l though i t i s no t a s sured of ) acc red i ta t ion . A r ev iew for

c a n d i d a c y w i l l t h e r e f o r e d i f f e r s li g h t ly f r o m a t y p i c a l r e v i e w f o r a c c r e d it a t io n ,

r e f le c t i n g th e f a c t t h a t a c a n d i d a t e d i s c i p l in e h a s n o t y e t d e v e l o p e d t o t h e p o i n t

where i t i s acc red i tab le . I n app ly ing for in i t i a l candidacy the candida te mus t

p r o v i d e e v i d e n c e o f s o u n d p l a n n i n g , h a v e t h e r e s o u r c e s t o i m p l e m e n t i t s p l a n ,

and a ppear to have the po ten t ia l f o r a t ta in ing i t s goa l s w i th in a reason able pe r iod

o f f i v e y e a r s . I ni ti a l c a n d i d a c y w i ll b e g r a n t e d f o r a l i m i t e d p e r i o d o f f i v e y e a r s

o n l y .

Ap p l i c a t i o n f o r i n it ia l c a n d i d a c y w i ll b e e n c o u r a g e d b y m e a n s o f a p u r p o s e f u l

a t t emp t to fu r the r ins t i tu t iona l s e l f - eva lua t ion a t un ive r s i ti e s . The r ea son fo r such

a s t r a tegy is ev iden t . Se l f - eva lu a t ion m ay se rve to :

a ) s t imula te in te rna l qua l i ty a s surance ;

b) p r epare in te rna l ly fo r the v i s i t by the v i s i ting pane l ;

c ) p r o v i d e b a s ic i n f o r m a t i o n f o r th e v i s it i n g p a n e l .

As such , s e l f - eva lua t ion se rves a s a p ivo t be tween in te rna l and ex te rna l qua l i ty



3 8 9

a s s u r a n c e , o b v i a t i n g a s i t u a t i o n w h e r e t h e a c c r e d i t a t i o n o f d i s c i p l i n e s b e c o m e s

a n e n d i n i ts e l f o r u n n e c e s s a r i l y t h r e a t en i n g . C o n d i t io n a l c a n d i d a c y , g r a n t e d a f t e r

a n u n s u c c e s s f u l e f f o r t a t o b t a in i n g a c c r e d i t a ti o n s t a tu s , m a y s e r v e t h e s a m e

p u r p o s e a s in i ti a l c a n d i d a c y .

I n t h e c o u r s e o f t h e a c c r e d i t a ti o n p r o c e s s t h e U A C , u n d e r t h e a u s p i c e s o f th e C U P ,

m a y a t t e n d , i n p a r t i c u l a r , t o t h e f o l l o w i n g m a t t e r s t o e n h a n c e i t s f u n d a m e n t a l

f u n c t i o n s :

- M a i n t a i n in g r e g u l a r c o n t a c t w i t h u n i v e r s i ti e s t o d e t e r m i n e w h e t h e r t h e y a r e a b l e

to uphold t he i r s t a t ed i n t en t ions r ega rd ing acc red i t a t i on and in t e rna l qua l i t y

a s s u r a n c e , a n d t o f i n d w a y s i n w h i c h t h e c o m m i t t e e c a n a s s i s t t h e m t o e n h a n c e

t h e ir e f f e c t i v e n e s s a n d e f f i c i e n c y i n t h i s r e g a rd .

- M a i n t a i n i n g a n o n g o i n g r e l a t i o n s h i p w i t h o t h e r a c c r e d i t i n g b o d i e s s u c h a s

p r o f e s s i o n a l b o a r d s a n d a s s o c i a t i o n s i n v o l v e d i n a c c r e d i t a t i o n a n d e d u c a t i o n a l

i m p r o v e m e n t .

- V e r i f y i n g t h e p r o c e d u r e s o f , a n d l ia i s o n w i t h o t h e r a c c r e d i ti n g b o d i e s t o e n s u r e

t h a t t h e y r e p r e s e n t s o u n d a c c r e d i t a ti o n t h e o r y a n d p r a c t ic e , a n d a r e r e s p o n s i v e t o

t h e tr a i n in g a n d d e v e l o p m e n t s t a n d a r d s i n a c c o r d a n c e w i t h t h e n e e d s o f s o c i e t y

and the u n ive r s i t y a s an i ns t it u t ion .

- P r o v i d i n g r e a s o n a b l e a n d a p p r o p r i a t e i n f o r m a t i o n a b o u t t h e a c c r e d i t e d

d i sc ip l i nes t o t he CUP.- A s s i s t i n g d i s c i p l i n e s t h a t o b t a i n c a n d i d a c y f o r a c c r e d i t a t i o n w i t h a v i e w t o

sa t i s fy ing the condi t i ons fo r acc red i t a t i on .

- P r e p a r i n g a n d d i s s e m i n a t i n g p u b l i c a t i o n s , a s w e l l a s c o u n s e l l i n g a n d a r r a n g i n g

m e e t i n g s , w i th a v i e w t o t he m a i n t e n a n c e a n d / o r i m p r o v e m e n t o f a c a d e m i c

s t andards a t un ive r s i t i e s .

- P r o m o t i n g s e l f -r e g u l a t i o n o f u n i v e r s it i e s b y p r o m o t i n g i n t e rn a l q u a l i ty a s s u r a n c e

a t t he i ns t i tu t i ona l l eve l .

I n t e r n a l q u a l i ty a s s u r a n c e

I n t h e e x p l a n a t i o n a b o v e , a f o r m o f e x t e r n a l q u a l i t y a s s u r a n c e f o r S o u t h A f r i c a n

u n i v e r s i t i e s t h r o u g h a c c r e d i t a t i o n w a s p r o p o s e d . H o w e v e r , i n t e r n a l q u a l i t y

a s s u r a n c e ( s e l f - e v a l u a t i o n ) i s a t t h e h e a r t o f a c c r e d i t a t i o n a n d m a y b e s e e n a s a

p r e r e q u i s i t e f o r c o n s i d e r i n g , r e v i e w i n g a n d p r o m o t i n g q u a l i t y a t t h e i n s t i t u t i o n a l

l e v e l, a n d i n s u p p o r t i n g d i s c i p l in e s i n u n i v e rs i ti e s w i t h c a n d i d a c y i n p r e p a r a t i o n f o r

acc red i t a t i on .

I n t e r n a l q u a l i t y a s s u r a n c e i s a n o p e r a t i o n a l f u n c t i o n a p p l i e d a t a l l l e v e l s b y a

un ive r s i t y t o a l l i t s ac t i v i t i e s , and i s concerned in de t a i l w i th ( a ) t he way in which

these ac t i v i t i e s a r e o rgan i sed , under t aken , and eva lua t ed , i n o rde r t o ensure f i t ness

f o r p u r p o s e , ( b ) a n o p t i m i s e d u s e o f r e s o u r c e s , a n d ( c ) t h e a c h i e v e m e n t o f id e n t i f ie d

goa l s .

E x c e p t f o r t h e s u p p o r t g i v e n t o c a n d i d a c y f o r a c c r e d i t a t i o n o f d i s c i p l i n e s a t



3 9 0

u n i v e r s i t i e s , i n t e r n a l q u a l i t y a s s u r a n c e w i l l c o n s i d e r a n d r e v i e w u n i v e r s i t i e s '

m e c h a n i s m s f o r e f f e c t i v e l y a c h i e v i n g t h e i r m i s s i o n s , g o a l s a n d o b j e c ti v e s .

W i t h a v i e w t o p u t i n t e r n a l q u a l i t y a s s u r a n c e m e c h a n i s m s i n t o p r a c t i c e w i t h i n

u n i v e rs i ti e s, t h e f o l l o w i n g i s r e c o m m e n d e d :

T h e e s t a b l i s h m e n t o f a q u a l it y m a n a g e m e n t u n i t b y t h e C U P i n c o l la b o r a t i o n

w i t h u n i v e r s i ti e s , t h e p r i v a t e s e c t o r a n d t h e g o v e r n m e n t , f o r t h e p u r p o s e o f ( a )

c r e a t i n g d e v e l o p m e n t o p p o r t u n i t i e s a n d p o s s ib i l i ti e s f o r d i s c i p li n e s i n u n i v e r s i ti e s

t h a t h a v e a p p l i e d f o r a c c r e d i t a t i o n c a n d i d a c y , a n d ( b ) a s s is t i n g u n i v e r s i t ie s i n

c o n d u c t i n g i n s t i tu t i o n a l s e l f - e v a l u a t i o n a t t h e h i g h e s t l e v e l .

An internal quality management unit

A t p r e s e n t u n i v e r s i t ie s a r e r e s p o n s i b l e u n d e r t h e i r s t a tu t e s f o r a c a d e m i c s t a n d a r d s .

I t i s p r o p o s e d t h a t t h e C U P c r e a te a s t r u c tu r e i n th e f o r m o f a q u a li t y m a n a g e m e n t

u n i t ( Q M U ) t h a t w i l l a s s i s t a n d s u p p o r t u n i v e r s i t i e s i n m a i n t a i n i n g a n d i m p r o v i n g

a c a d e m i c s t a n da r d s. S u c h a m e c h a n i s m w i l l b e i n d e p e n d e n t o f a n y i n d i v id u a l

u n i v e r s i t y : i ts c o n s u l t a t i v e c o m m i t t e e w i l l r e p r e s e n t a w i d e r a n g e o f i n t e r e st s a n d ,

t h r o u g h i t s m a n a g e m e n t b o a r d ( i n c l u d i n g a t l e a s t t h r e e m e m b e r s f r o m o u t s i d e t h e

h i g h e r e d u c a t i o n s y s t e m ) , i t w i l l b e a c c o u n t a b l e t o t h e C U P . S i n c e t h e re v i e w t e a m s

p u t t o g e th e r b y t h e Q M U w i l l c o n s i s t o f e x p e r i e n c e d , s e n i o r p e o p le , r e v i e w s b y t h e

Q M U w i ll c a r ry w e i gh t .T h e Q M U w i l l o p e r a t e o p e n l y s o t h a t e v e r y u n i v e r s i t y w i l l k n o w w h a t t h e

r e v i e w e r s w i l l b e l o o k i n g f o r . R e g u l a r r e p o r t s f r o m t h e Q M U o n t h e w h o l e

u n i v e r s i t y s y s t e m w i l l h e l p u n i v e r s i t i e s k e e p p a c e w i t h c h a n g e , a n d w i l l i d e n t i f y

g o o d p r a c t i c e w h e r e i t is f o u n d . T h e r i s k o f a n a d v e r s e r e p o r t f r o m t h e Q M U w i l l

c a u s e u n i v e r s i t i e s t o r e v i e w t h e i r q u a l i t y a s s u r a n c e p r o c e d u r e s .

The QM U will, at the request of a university:

(a) Seekdata and information in connection with q uality assurance mechanisms so that the peer review

team, m ade up of secondees from universities, will have the opp ortunity o familiarise itself with all

aspects o f an institution 's qua lity assurance principles, policies, procedu res and practices.(b) Com men t on the ex tent to wh ich procedures in p lace in individual universities reflect appropriate

good practice for m aintaining quality and are applied in practice.

(c) Identify and com men d to universities good practice with regard to the m aintenance of academic

standards at nation al level.

(d) Adv ise disciplines with candidacy (at the request of universities) on ho w to pro mote self-evaluation

with a view t o accreditation.(e) Re po rt annually to the CU P on general matters of interest on internal quality assurance at

universities and can didac y for accreditation.

T h r o u g h a p p r o p r i a t e s t ru c t ur e s, t h e Q M U w i l l a l so :

- a r r a n g e f o r s e c o n d m e n t o f r e v i e w e r s f r o m u n i v e r s i ti e s a n d f o r th e i r t r ai n in g ;

- c o l l e c t i n f o r m a t i o n o n q u a l i ty a s s u r a n c e m e c h a n i s m s f r o m u n i v e rs i ti e s a n d

a r r a n g e v i s i t s t o u n i v e r s i t i e s ;

- h e l p r e v i e w e r s p r e p a r e r e p o r t s ;



391

- p r o d u c e s y s t e m - w i d e r e p o r t s o n t h e i n t e r n a l q u a li t y a s s u r a n c e o f u n iv e r s it ie s ;

- e x a m i n e i n d e t a i l w i t h t h e a i d o f a c h e c k l i s t h o w a u n i v e r s i t y s a y s i t c h e c k s o n

i n t e rn a l q u a l i t y a s s u r a n c e m e c h a n i s m s a t t h e i n s ti tu t i o n a l l e v e l ;

- v i s i t u n i v e r s i t i e s e v e r y f i v e y e a r s t o a s s e s s h o w t h e s e p r o c e d u r e s w o r k i n

prac t i ce ;

- m a k e w r i t te n re p o r t s t o u n i v e r s it ie s .

F i n a l ly , i t i s p r o p o s e d t h a t q u a l i t y a s s u r a n c e b e p h a s e d i n in a w a y t h a t w o u l d n o t

t h r e a t e n u n i v e r s it ie s , b u t w i ll s u p p o r t a n a c c e p t a b l e p r o c e s s o f q u a l i ty a s s u r a n c e .

T h i s w o u l d m e a n t h a t t h e C U P c o n s i d e r s t h e v i a b i l i t y o f a u n i v e r s i t y a c c r e d i t i n g

c o m m i t t e e f o r e x t e r n a l q u a l i t y a s s u r a n c e a n d a q u a l i t y m a n a g e m e n t u n i t t o s u p p o r t

i n t e rna l qua l i t y a s surance a t un ive r s i t i e s . These cons ide ra t i ons shou ld a im a t t he

i d e a l o f s e l f - r e g u l a t i o n o f t h e u n i v e r s i t y s y s t e m b y b e a r i n g i n m i n d e x i s t i n ga c c r e d i t a t i o n b y s t a t u t o r y p r o f e s s i o n a l b o d i e s a n d e x i s t i n g s e l f - e v a l u a t i o n o r

in t e rna l qua l i t y a s surance i n p rac t i ce a t un ive r s i t i e s .

C o n c l u s i o n

S o m e o f th e f a c t s t h a t h a v e b e e n p r o v i d e d , h i g h l ig h t t h e d i s p a r it ie s t h a t e x i s t in t h e

u n i v e r s i t y e d u c a t i o n s y s t e m a s i t c u r r e n t l y f u n c t i o n s , a n d a l s o h o w t h e s e i n f l u e n c e

a n y p r o p o s a l s f o r q u a l it y a s s u r a n c e . W i t h t h e a d v e n t o f t h e n e w p o l i t ic a ld i s p e n s a t i o n , h e r a l d i n g t h e m o v e t o a n o n - r a c i a l d e m o c r a t i c S o u t h A f r i c a , n e w

m o d e s o f th i n k i n g a n d o f d o i n g a r e e x p e c t e d . T h e i d e a s o f p a r i ty , e q u i t y a n d j u s t i c e

m u s t n o w g o v e r n e v e r y t h in g t h a t is d o n e . T h e p r o c e s s o f r ig h t in g p a s t w r o n g s

t h r o u g h r e b u i l d i n g s h o u l d n o t b e l a b e l l e d a s r e v e r s e d i s c r i m i n a t i o n a n d t h u s b e

c e n s u r e d . T h e g r e a t e s t c h a l le n g e f o r a l l S o u t h A f r i c a n s i s t o e r a s e t h e i n e q u a l it ie s

t h a t h a v e b e e n e n t r e n c h e d i n a d i v i d e d s o c i e t y . T h i s i s a l s o th e m a j o r c h a l l e n g e t h a t

f a c e s u n i v e r s i ti e s a s t h e y a t t e m p t t o c r e a t e a s y s t e m o f q u a l it y a s s u r a n c e .

A n u m b e r o f a r e a s r e q u i r e s p e c i a l a t t e n t i o n b e f o r e a s y s t e m o f e x t e r n a l q u a l i t y

a s s u r a n c e c a n b e f u l l y i m p l e m e n t e d a t th e h i s t o r i c a ll y b l a c k u n i v e r s it i es .

- T h e y n e e d t o fo c u s a t t e n t io n o n t h e ir a d m i s s i o n p o l i c ie s w h i l e a t t h e s a m e t i m e

t a k i n g c o g n i z a n c e o f t h e s p e c i a l r o l e t h e y h a v e t o p l a y i n u p l i f t i n g t h e i r

c o m m u n i t i e s . T h e q u a l i t y r e v i e w p r o c e s s i t s e l f m u s t r e c o g n i s e t h e s p e c i a l

d e m a n d s t h a t a r e m a d e , a n d w i l l c o n t i n u e t o b e m a d e , o n t h e s e u n i v e r s it ie s .

- D u r i n g t h is p e r i o d o f re b u i l d in g , h i s t o r i c a l ly b l a c k u n i v e r s it ie s n e e d t o b e

ass i s t ed t o improve t he i r f ac i l i t i e s and r esources , t he i r s t a f f i ng and t he i r

l e a d e r s h i p a n d m a n a g e m e n t s k i l l s .

- O n t h e i r p a r t , h is t o r i c a ll y b l a c k u n i v e r s i ti e s m u s t s e e k a s s i s t a n c e f r o m t h e i r

c o m m u n i t i e s i n t h e i r q u e s t t o r e - e s ta b l i s h a c u l tu r e o f l e a rn i n g . O n l y w h e n

l e a r n i n g h a s b e c o m e t h e i r raison d' ~tre w i l l t h e s e i n s ti tu t io n s b e c o m p e t i t i v e a n d

p l a y a r o le i n p r o d u c i n g q u a l i ty m a n p o w e r f o r a fu t u r e S o u t h A f r i c a .

I t i s a c c e p t e d t h a t t h e r e i s a v a r i a t i o n i n a c a d e m i c s t a n d a r d s a t S o u t h A f r i c a n



392

univers i t ies and that ex ternal qual i ty assurance based on in ternal qual i ty assurance

should be consi dered to rect i fy this varia t ion as far as necessary . Howe ver, the

broad socio -eco nomic and pol i t ical context wi th in which univers i ty educat ion takes

place, wi l l have to be taken account of , as proposed, to ensure acceptance and

success wi th qual i ty assurance in South Africa .

Notes

1. A co-ordinating body comprising vice-chancellors of all the universities in South Africa.

2. During 1990 and 1991 the Bureau for University Education carried out surveys on 'trends and

challenges' in universities in South Africa.

3. Matriculation exemption. The Matric (Std. 10) examination is the final examination before leaving

high (secondary) school. Matriculation exemption refers to a national academic standard required

for university admission.

4. Details of the research project on quality assurance are available from the Unit for Higher

Education Research at the University of the Orange Free State.

5. 'Blacks' in this document refers to all South Africans not being 'white', except where African,

Coloured and Asian are mentioned specifically. 'Africans' refers to members of the native races on

the continent of Africa. 'Coloureds' refers to persons of mixed racial origins. 'Asians' or 'Indians'

refers to persons from the Indian subcontinent who are descendants of people who immigrated to

South Africa.

6. See note 3.

7. A d i sc ip l ine resides in an academic programme, an academic department or a faculty/school within

a university.

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