By Nico Cloete, Peter Maassen, Richard Fehnel, Teboho Moja, Trish Gibbon, Helene Perold

The ebook offers the main accomplished and so much thorough learn of the advancements in South African better schooling and study after the 1st democratic elections of 1994, that's of post-Apartheid South African better schooling. the advantages to the reader are that he/she gets an in depth perception into the hot (i.e. post-1994) South African greater schooling method. the big variety of skilled authors and editors fascinated with the booklet promises that the reader could be brought within the new SA greater schooling approach from loads of views which are awarded in a constant and coherent means.

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Extra resources for Transformation in Higher Education: Global Pressures and Local Realities (Higher Education Dynamics)

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M. (1998). The Bureaucratisation of Universities. Minerva, 36, 21–47. Gornitzka, Å. M. (2001). Restructuring of Administrative Workforce in Universities. Paper presented at the CHER conference 2–5 September, Dijon, France. Gumport, P. (2000). Academic Restructuring: Organisational Change and Institutional Imperatives. Higher Education, 39, 67–91. , Goldblatt, D. & Perraton, J. (1999). Global Transformations. Politics, Economics and Culture. Stanford: Stanford University Press. Henkel, M. (1991).

Asp. J. G. (1968). Planning, Programming, Budgeting: A Systems Approach to Management. First edition. Chicago: Markham. Maassen, P. ) (2000). Higher Education and the Stakeholder Society. European Journal of Education, (Special Number) 35(4), 377–497. Maassen, P. & Van Vught, F. (1994). Alternative Models of Governmental Steering in Higher Education. In: L. Goedegebuure & F. van Vught (eds), Comparative Policy Studies in Higher Education. Utrecht: Lemma. Meek, L. (2001). Reflections on Australian Higher Education: 1994–1999.

Such an agency, called the National Institute for Evaluation, was indeed set up in 2000. It is presently focusing on public institutions and not on private institutions because the government wants to align the allocation of public funds for higher education more closely with the socio-economic needs of the main Japanese stakeholders. The re-allocation of funds on the basis of institutional performance is also intended to strengthen the global competitiveness of Japanese universities. In practice this means that the former imperial universities as ‘key institutions of graduate schools’ have received up to 25% more funding each year, while the other public institutions have received no extra funding.

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