1. Case study: Internationalization
of South African Higher
Education
IAU
4th Global Meeting
12 April 2011
Prof Duma Malaza
THE VOICE OF HIGHER EDUCATION LEADERSHIP
2. Guiding Question
•How much impact can
organizations like HESA have
on internationalization policies?
•What strategies are employed
to raise the profile of
internationalization?
3. All the right noises
National HE policy formation
•Education White Paper 3 (1997)
•National Plan for Higher Education
(2001)
Policy documents of government
Departments
•Trade and Industry
•Science and Technology
•International Cooperation
However, national equity imperatives meant that
transformation was HE’s first priority
4. DHET Priorities
Increase domestic participation rate from 16% to 20%
Very low by international standards
40 – 50% for OECD countries
Greater equity in access for under-represented groups
Still disparities in academic profile – dominated by aging white,
male professoriate
DHET internationalization branch
Competing priorities from other Departments (Trade & Industry,
International Cooperation etc.)
Non interference with university autonomy
Strategic Plan 2010-2014
“International cooperation must grow in the research and
postgraduate areas of study to support South Africa’s growth
plans.”
5. External policy
• Work towards standardisation of university
Main international admission requirements.
policy document • Develop mechanisms for the transfer of
comes from the credit within universities in the region.
Reserve space for 5% of student
SADC Protocol admissions for SADC students.
(1997) Encourage student and staff mobility.
Ensure, within 10 years, that SADC
students and home students have the same
rights as far as accommodation and fees
are concerned.
South African is the only
SADC country to achieve
these
6. Student Numbers
On average 13%
growth p/a in
international
participation
since 1994
9. Out of Africa 2000-2009
US students (Open Door Report -
2010) preferred destination:
South Africa 13th (4,160) - 12%
growth over 2009
10. PROMOTING THE
INTERNATIONAL AGENDA
HESA STRATEGIES
THE VOICE OF HIGHER EDUCATION LEADERSHIP
11. Shaping policy from within
HESA works from within national policy priorities to shift the
terms of reference on internationalism
1.Established a strategy group on Internationalization to
Monitor existing trends
Advise the Board on strategic issues on
internationalisation
Champion the sector’s engagement with policy makers
and other stakeholders
12. Shaping policy from within
2. Work in alignment with Government’s developmental
focus areas. Promote international collaborations aimed
at
Creation of decent work and sustainable livelihoods
Education
Health
Rural development, food security and land reform
The fight against crime and corruption
3. Leverage off existing government multilaterals
Support the mobility of academics via the India-Brazil-South
Africa partnership
Strong strategic role and coordination the South Africa-Japan
Universities partnership – aimed at developing scarce and
critical skills
13. Shaping policy
4. Promote the work of the International
Education Association of South Africa
(IEASA) Every university has an
international office
HESA is chief funder of IEASA All have a code of
IEASA develops and shares best conduct & guidelines on
practice in the management of internationalization
internationalisation within higher Some institutions are
education focusing specifically on
international issues
Annually publishes a guide on studying IEASA coordinates
in South Africa for international students medical aid and
Organises an annual international insurance to protect
conference that, among other things international students
provides a platform for engagement with
policy makers.
15. Less about cash, more about collegiality
• Internationalisation within Africa is
the country’s core focus
• Open University (UNISA) claims
that it loses money on
internationalisation
• In South Africa, it is not primarily
about profit generation
• Driven by old-fashioned values of
collegiality, hospitality &
• Students reciprocity
• Academics A genuine desire to disseminate and
• Collaborations share knowledge together with a
desire to see knowledge return to the
countries from which the students,
academics and knowledge came.
