The lost, the least and the last: A South African higher education case study exploring the possibility of defying the barriers to learning

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Research and Development in Higher Education Vol. 29: Critical Visions Thinking, learning and researching in higher education

July, 2006, 392 pages
Published by
Alison Bunker and Iris Vardi
ISBN
0 908557 69 8
Abstract 

The word ‘transformation’ is frequently used in South Africa today. However, policy documents do not spell out how transformation is to be achieved. The higher education system in South Africa is presently in a stage of transformation and under pressure to provide both access and quality education for all people. But what is actually meant by transformative education? How is this applied in practice?

At present, transformation in most South African tertiary institutions is strongly equated with access and numerical parity. This focus often leads to an abstraction from the concrete conditions that should be transformed so that equity can be achieved (Hoppers, 2000). This also fuels the notion that transformation is fully and immediately attainable once equity numbers have been attained. In order to unravel some broad implications and issues regarding transformation with particular reference to reconfiguring South African tertiary education, I will look at how the Commerce Academic Development Programme (CADP), University of Cape Town, might offer a space to look at some implications and issues of transformation by highlighting some specifics relating to the programme. I will look at a few broad areas that impact upon implementation, interweaving the case study with a theoretical discourse that serves as both a reflector and an imperative.