The role of higher education policy in distance education provision in South Africa

Abstract

Notwithstanding challenges facing systems of higher education world-wide, higher education in South Africa has been fundamentally re-engineered since the achievement of democracy in 1994. The University of South Africa (Unisa) emerged as the only dedicated distance education institution and the biggest provider of higher education. Against the background of transformation in higher education policy and practice in South Africa, this study aimed to address the implementation of higher education policy in relation to the provision of distance education in South Africa, with special reference to Unisa. To address the research problem, a literature study investigated theoretical perspectives, recent policy trends in higher education globally and their influence on distance education and the impact of higher education policy development and implementation in South Africa on Open Distance Learning (ODL) provision. A mixed method empirical research design was used to explore how the academic and administrative cohort of top and middle and extended management at Unisa perceive the implementation of higher education policy at their institution in relation to distance education provision. The inquiry comprised two phases: Phase 1, a quantitative component entailed a survey using a self-designed questionnaire. A non-probability purposive sampling strategy was used to select respondents for the survey, and the entire target population (Unisa employees at middle to executive management level) participated. Phase 2, a qualitative component, entailed semi-structured interviews with a purposeful sample: members of top management and two council members. The survey results indicated strong agreement on the need for strategy and planning, more funding and improved levels of service. There was disagreement or ambivalence around sufficient human and infrastructural capacity, the cost of ODL, quality and the efficiency of ICT systems and processes. Four major areas of concern emerged from the interviews: Transformation (the national transformation agenda and mindset change); funding (enrolment planning and capping, the unfunded student issue and salaries); institutional efficiency (strategy, planning, capacity and quality); and the cost of ODL and the need for a dedicated ODL Policy. The study concluded with recommendations to facilitate the enhanced practice and delivery of ODL in South Africa.