A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education

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dc.contributor.advisorWaghid, Yusefen_ZA
dc.contributor.authorVan Wyk, Berteen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2012-08-27T11:33:06Z
dc.date.available2012-08-27T11:33:06Z
dc.date.issued2004-04en
dc.descriptionThesis (PhD)--Stellenbosch University, 2004.en_ZA
dc.description.abstractENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to logically necessary conditions which guide the concept. These logically necessary conditions (constitutive meanings) include: equity and redress, critical inquiry, communicative praxis, and citizenship. I explore how instances of these logically necessary conditions manifest in institutional plans at the universities of Cape Town, Stellenbosch, and the Western Cape. My contention is that these institutional plans seem to be tilted towards the exclusive implementation of performance indicator measures which might undermine deep educational transformation. In turn, deep educational transformation requires that logically necessary conditions be framed according to an African philosophy of educational transformation. KEYWORDS: Higher education, education policy, transformation, conceptual analysis, logically necessary conditions.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling; kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk dit asof hierdie institusionele planne neig na die eksklusiewe implementering van maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn. Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet word. SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie, konseptuele analise, logies-noodsaaklike voorwaardes.af_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/49812en
dc.language.isoen_ZAen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectEducation and state -- South Africa -- Western Capeen_ZA
dc.subjectEducational change -- South Africa -- Western Cape. -- Evaluationen_ZA
dc.subjectEducation, Higher -- South Africa -- Western Cape. -- Evaluationen_ZA
dc.subjectEducation, Higher -- South Africa -- Western cape -- Aims and objectivesen_ZA
dc.subjectUniversities and colleges -- South Africa -- Western Cape. -- Aims and objectivesen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.subjectConceptual analysisen_ZA
dc.subjectEducational transformationen_ZA
dc.titleA conceptual analysis of transformation at three South African universities in relation to the national plan for higher educationen_ZA
dc.typeThesisen_ZA
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