Castells in Africa: Universities and Development collects the papers produced by Manuel Castells ... more Castells in Africa: Universities and Development collects the papers produced by Manuel Castells on his visits to South Africa, and publishes them in a single volume for the first time. The book also publishes a series of empirically-based papers which together display the multi-faceted and far-sighted scope of his theoretical framework, and its fecundity for fine-grained, detailed empirical investigations on universities and development in Africa. Castells, in his afterword to this book, always looking forward, assesses the role of the university in the wake of the upheavals to the global economic order. He decides the university’s function not only remains, but is more important than ever. This book will serve as an introduction to the relevance of his work for higher education in Africa for postgraduate students, reflective practitioners and researchers.
ABSTRACT This paper explores the range of functions undertaken by the University of Fort Hare (UF... more ABSTRACT This paper explores the range of functions undertaken by the University of Fort Hare (UFH) over its 100-year history and in what ways it has carried these out. Drawing on the framework developed by Castells on the functions performed by universities, the paper shows that UFH’s role in three of these functions – namely, in the production of values for individuals and social legitimation for the state, in the formation of the dominant elite, and in the training of the labour force – has shifted and changed along with the different imperatives and conditions of the colonial, apartheid and post-1994 democratic eras in South Africa. By contrast, UFH’s role in the production of scientific knowledge is a relatively recent development, but one which has strengthened rapidly.
... Part 3 focuses on research and curriculum, and grapples with different and competing notions ... more ... Part 3 focuses on research and curriculum, and grapples with different and competing notions of responsivity. ... Instead the higher education institutions became a part of the national development policies in countries all over the world, with Finland, Ireland, and the East ...
Chapter 6 is an edited version of 'Chapter 1: The Roles of Universities in the African Contex... more Chapter 6 is an edited version of 'Chapter 1: The Roles of Universities in the African Context', originally published in Knowledge Production and Contradictory Functions in African Higher Education (see Cloete & Maassen 2015). The chapter traces how African universities have been grappling with the Castellian functions by situating them in the historical context in which African universities were established and steered.
Student, staff and research performance indicator data for eight research universities in Africa ... more Student, staff and research performance indicator data for eight research universities in Africa from 2001 to 2015, collected by the Higher Education Research and Advocacy Network for Africa (HERANA), a project of the Centre for Higher Education Trust (CHET).
Preface. Acknowledgements. Acronyms. Introduction. Section 1 The Higher Education Transformation ... more Preface. Acknowledgements. Acronyms. Introduction. Section 1 The Higher Education Transformation Context: Global Reform Trends in Higher Education. The Higher Education Landscape Under Apartheid. Policy Expectations.- Section 2 The South African Higher Education Experience. Part 1 Funding and Students: Introduction. Funding. Students. Conclusion.- Part 2 Staff and Leadership: Introduction. Staff. Leadership. Conclusion.- Part 3 Curriculum and Research: Introduction. Curriculum. Research. Conclusion.- Part 4 The New Terrain: Introduction. Private Higher Education. The Emergent Landscape. Conclusion.- Section 3 The Dynamics of Change: Introduction. New South African Realities. Modes of Governance and the Limits of Policy.- Appendices: Commisioned Papers/Case Studies. Reflections. Reference Group. Profiles of Public Institutions in the SA Higher Education System.- Index.
Across the world there is concern that higher education systems and institutions should be respon... more Across the world there is concern that higher education systems and institutions should be responsive to the changes that are taking place in society in virtually every country. The concern to adapt higher education to changing needs has resulted in a variety of reform programmes. The authors cite the example of South Africa where a framework for the transformation of higher education has been recommended . This transformation has major implications for the curriculum of higher education institutions in terms of the " content and process of learning". The assumption is that higher education institutions themselves should draw on the creativity of their academic communities to design and deliver programmes in response to this framework. Higher education institutions should review what their programmes offer to give students the learning experience that will achieve the educational objectives and social goals intended.
Castells in Africa: Universities and Development collects the papers produced by Manuel Castells ... more Castells in Africa: Universities and Development collects the papers produced by Manuel Castells on his visits to South Africa, and publishes them in a single volume for the first time. The book also publishes a series of empirically-based papers which together display the multi-faceted and far-sighted scope of his theoretical framework, and its fecundity for fine-grained, detailed empirical investigations on universities and development in Africa. Castells, in his afterword to this book, always looking forward, assesses the role of the university in the wake of the upheavals to the global economic order. He decides the university’s function not only remains, but is more important than ever. This book will serve as an introduction to the relevance of his work for higher education in Africa for postgraduate students, reflective practitioners and researchers.
ABSTRACT This paper explores the range of functions undertaken by the University of Fort Hare (UF... more ABSTRACT This paper explores the range of functions undertaken by the University of Fort Hare (UFH) over its 100-year history and in what ways it has carried these out. Drawing on the framework developed by Castells on the functions performed by universities, the paper shows that UFH’s role in three of these functions – namely, in the production of values for individuals and social legitimation for the state, in the formation of the dominant elite, and in the training of the labour force – has shifted and changed along with the different imperatives and conditions of the colonial, apartheid and post-1994 democratic eras in South Africa. By contrast, UFH’s role in the production of scientific knowledge is a relatively recent development, but one which has strengthened rapidly.
... Part 3 focuses on research and curriculum, and grapples with different and competing notions ... more ... Part 3 focuses on research and curriculum, and grapples with different and competing notions of responsivity. ... Instead the higher education institutions became a part of the national development policies in countries all over the world, with Finland, Ireland, and the East ...
Chapter 6 is an edited version of 'Chapter 1: The Roles of Universities in the African Contex... more Chapter 6 is an edited version of 'Chapter 1: The Roles of Universities in the African Context', originally published in Knowledge Production and Contradictory Functions in African Higher Education (see Cloete & Maassen 2015). The chapter traces how African universities have been grappling with the Castellian functions by situating them in the historical context in which African universities were established and steered.
Student, staff and research performance indicator data for eight research universities in Africa ... more Student, staff and research performance indicator data for eight research universities in Africa from 2001 to 2015, collected by the Higher Education Research and Advocacy Network for Africa (HERANA), a project of the Centre for Higher Education Trust (CHET).
Preface. Acknowledgements. Acronyms. Introduction. Section 1 The Higher Education Transformation ... more Preface. Acknowledgements. Acronyms. Introduction. Section 1 The Higher Education Transformation Context: Global Reform Trends in Higher Education. The Higher Education Landscape Under Apartheid. Policy Expectations.- Section 2 The South African Higher Education Experience. Part 1 Funding and Students: Introduction. Funding. Students. Conclusion.- Part 2 Staff and Leadership: Introduction. Staff. Leadership. Conclusion.- Part 3 Curriculum and Research: Introduction. Curriculum. Research. Conclusion.- Part 4 The New Terrain: Introduction. Private Higher Education. The Emergent Landscape. Conclusion.- Section 3 The Dynamics of Change: Introduction. New South African Realities. Modes of Governance and the Limits of Policy.- Appendices: Commisioned Papers/Case Studies. Reflections. Reference Group. Profiles of Public Institutions in the SA Higher Education System.- Index.
Across the world there is concern that higher education systems and institutions should be respon... more Across the world there is concern that higher education systems and institutions should be responsive to the changes that are taking place in society in virtually every country. The concern to adapt higher education to changing needs has resulted in a variety of reform programmes. The authors cite the example of South Africa where a framework for the transformation of higher education has been recommended . This transformation has major implications for the curriculum of higher education institutions in terms of the " content and process of learning". The assumption is that higher education institutions themselves should draw on the creativity of their academic communities to design and deliver programmes in response to this framework. Higher education institutions should review what their programmes offer to give students the learning experience that will achieve the educational objectives and social goals intended.
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