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Driving Change

The Story of the South Africa Norway Tertiary Education Development Programme

Trish Gibbon

Publication Year: 2014

Driving Change tells a story that exemplifies a basic law of physics, known to all ñ the application of a relatively small lever can shift weight, create movement and initiate change far in excess of its own size. It tells a story about a particular instance of development cooperation, relatively modest in scope and aim that has nonetheless achieved remarkable things and has been held up as an exemplar of its kind. It does not tell a story of flawless execution and perfectly achieved outcomes: it is instead a narrative that gives some insight into the structural and organisational arrangements, the institutional and individual commitments, and above all, the work, intelligence and passion of its participants, which made the SANTED Programme a noteworthy success.

Published by: African Books Collective

Title Page, Copyright

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Contents

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pp. iii-

Acronyms

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pp. iv-v

About the Authors

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pp. vi-viii

The Editorial Group

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pp. ix-x

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Preface

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pp. xi-xii

Reading through the manuscript of Driving Change: The story of the South Africa Norway Tertiary Education Development Programme has given me a lot of pleasure and invoked many positive memories. ...

Dedication

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pp. xiii-

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Introduction

Trish Gibbon

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pp. 1-8

This book tells a story that exemplifies a basic law of physics, known to all – the application of a relatively small lever can shift weight, create movement and initiate change far in excess of its own size. It tells a story about a particular instance of development cooperation, relatively modest in scope and aim that has nonetheless achieved remarkable things and has been held up as an exemplar of its kind. ...

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1. Promoting South African reform objectives through development cooperation

Nasima Badsha

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pp. 9-28

The political transition in South Africa, from a regime which catered largely for the needs of a racial minority to a democratically elected government that needed to meet the needs and aspirations of all its citizens, posed huge challenges for every sector and institution of society. In education, the scope of the transformation agenda has proven to be daunting. ...

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2. The Norwegian perspective

Inger Kristine Stoll

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pp. 29-46

The international development agenda is in constant change, from an approach with donors and recipients of aid, to an approach based on inclusive development partnerships. On the Norwegian scene aid has been replaced by development cooperation and subsequently included as an instrument for Norwegian foreign policy interests. ...

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3. The role of the SANTED Secretariat: Riding the development cooperation bicycle, hands on and hands off

Trish Gibbon

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pp. 47-60

Once the dust has settled and the broad terms of an agreement have been put in place, a number of necessary but sometimes awkward questions arise. Who will administer, manage and generally run the programme? Where will its administrative centre be located? What reporting and monitoring conditions should be established? ...

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4. Supporting and enhancing the academic project: Improving student throughput and success within an equity framework

Colleen Howell

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pp. 61-78

One of the objectives of Norway’s development cooperation with South Africa was to ‘consolidate the democratic transition’ (see Chapter 2). This objective is expressed at a high level of abstraction and requires translation into far more concrete terms before it becomes meaningful. ...

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5. Multilingualism for teaching and learning

Pamela Maseko

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pp. 79-102

This chapter will address a number of issues pertaining to multilingualism for teaching and learning in South African higher education during the SANTED II Programme. It will provide the national and institutional language policy context for the SANTED multilingualism projects, the challenges of implementation, the strategies used for implementation and monitoring, ...

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6. Challenges relating to the establishment of comprehensive universities in the South African higher education sector

Martin Oosthuizen

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pp. 103-126

The restructuring of the South African higher education system from 2001 onwards introduced a new theme to the second phase of the SANTED Programme. Provision was made for a project on the academic mission and nature of the comprehensive universities, a new type of institution that resulted from a large-scale restructuring of the higher education system in South Africa ...

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7. Cross-border collaboration in the Southern African Development Community countries

Fazela Haniff, Trish Gibbon

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pp. 127-144

South Africa’s relationship with its neighbours is built on the foundation of the tremendous support afforded by those countries to liberation movements during the struggle against apartheid. It was only natural that in the period after the democratic transition, South Africa would seek to maintain and build on those relationships. ...

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Conclusion: Learning from experience: Summing up the impact of SANTED and its legacies

Robert Smith

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pp. 145-161

The SANTED Programme in its two phases has been described by the Norwegian authorities as ‘the jewel in the crown’ of their assistance to education in South Africa. That this jewel was valuable is clearly demonstrated in the chapters preceding this conclusion. ...

References

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pp. 162-168

Back cover

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E-ISBN-13: 9781920677565
Print-ISBN-13: 9781920677435

Page Count: 184
Publication Year: 2014