Department of Higher Education and Training Policy Framework on Internationalisation of Higher Education in South Africa SA-Norway Science Week 06 December 2017
1 Policy Mandate and Definitions Table of Contents 2 Background, Policy and Legislation Context 3 Purpose & Scope of the Policy Framework; Rationale, Goals & Principles of the Internationalisation of HE in South Africa 4 Responsibilities of Government and Institutions in Advancing Internationalisation of Higher Education in South Africa 5 Students and Staff Mobility & International Research Collaboration 6 Cross-border and Collaborative Provision of Higher Education 7 Administration and Reporting of Internationalisation of HE in SA 8 Internationalisation at Home, Quality Assurance and Accreditation A B C D The Code of Good Practice for International Mobility of Students Template for the Declaration and Reporting of Collaborative or Partnership Degrees/Qualifications Template for Institutional-level Memorandum of Collaborative or Partnership Agreement Template for the Degree Supplement E F Template for the Cotutelle Agreement Template Letter of Undertaking by a HE Institution on Student Visa Application 2
Background & Policy Context The Policy Framework is founded on and adheres to regional agreements; commitments and national policy objectives. The SADC Protocol on Education and Training (1997), in particular, enjoins member states to reserve at least 5% of admissions for students coming from SADC nations other than their own and that students from the SADC member states should be treated as home students for purposes of tuition fees and accommodation. The White Paper on PSET recommends that a suitable policy framework for international cooperation in postschool education and training be developed, given the complex effects of internationalisation on the South African system 3
Background & Policy Context The National Development Plan 2030 regards internationalisation of Higher Education in South Africa as a source for: addressing challenges that beset local education; expanding knowledge of local graduates by exposing them to international contexts and knowledge; expanding research capacity and improving research outputs and innovation; and strengthening the local higher education system Therefore, these and other policies require strengthening of internationalisation of higher education in South Africa and give contextual premise to the Policy Framework. 4
Purpose To provide high-level principles and guidelines; to set broad parameters; and to provide a national framework for internationalisation of higher education within which higher education institutions can develop and align their institutional internationalisation policies and strategies. It enjoins HEIs and other role players in the sector, to develop their policies and strategies for internationalisation and in alignment with this Policy Framework. To provide legitimacy and guidance on activities related to internationalisation of higher education. To guide South African HEIs which are considering to offer programmes in other countries or who wish to partner with other institutions in foreign countries. 5
Scope & Rationale The Policy Framework covers all higher education provision and knowledge production which may already have or which may develop an international dimension. The Policy Framework covers all stakeholders in higher education in South Africa including government departments; higher education institutions; students; staff; quality councils; professional and voluntary associations. The main rationale is to have South African HE to be competitive in a globalised world; to advance its quality; and to enhance its intellectual diversity for public good. 6
Goals To enhance the reputation, quality and relevance of higher education in South Africa; To enhance international research collaboration in order to contribute to an increase in knowledge production, intellectual property and innovation; To better equip South Africans with knowledge, skills and attitudes, including intercultural skills required to contribute to its socio-economic development and well-being; To attract talented and highly qualified individuals to the South African HE system; To provide opportunities for sustained developmental benefits 7
Principles Priority Focus SA, SADC, Africa, BRICS, the global South and emerging economies, and the world beyond, Academic freedom is acknowledged and respected. Legal compliance with legislation and policies. Compliance with quality assurance regime. Ethics adherence to the Constitution of RSA. Mutual benefit to partnering parties. Complementarity within partnerships. Value creation by partners. Quality of the initiatives, activities and content of programmes. 8
Responsibilities of Government & Institutions In order to achieve the goals set out in this Policy Framework the higher education system in SA must work together. Government commits to create a conducive environment for flourishing internationalisation and to ensure inter-departmental policy integration and cooperation. HEIs must develop institutional policies and/or strategies on internationalisation of HE. Institutions must set their own targets for internationalisation. Inbound and outbound mobility is encouraged. 9
Cross-border and Collaborative Provision of Higher Education Collaborative partnerships occur when two or more institutions enter into a collaboration agreement for academic activities. Public and private HEIs wishing to offer cross-border collaborative qualifications must have accreditation and approval of their programmes by the relevant legislated authorities. Public and private HEIs that enter into collaborative programmes must notify the DHET. Registered private HEIs wishing to set up branch campuses outside RSA must seek accreditation for their institution and their academic offerings with the CHE and relevant authorities in the target country. 10
Cross-border and Collaborative Provision of Higher Education South African public HEIs may not set up branch or satellite campuses or enter into franchise agreements with institutions outside RSA. However, public HEIs may offer degree and/or certificate programmes that are accredited by the CHE and registered on the NQF but must report the details of such offerings to the DHET. 11
Cross-border Collaborative Qualifications Type 1 Co-badged degree/qualification: these are collaborative/partnership programmes in terms of which a part of the curriculum is offered by a partner(s), but where the degree is (a) accredited by the relevant QA authority in the country in which the enrolling institution is located, and (b) awarded by the enrolling institution only. The awarding institution recognises the contribution of one or more other institutions by a reference on the degree certificate, which may include the name(s) and/or badge(s) of the other partner(s). 12
Cross-border Collaborative Qualifications Type 2 Joint degree/qualification: A joint degree is awarded by an agreement of the partner institutions at the successful completion of a jointly offered single study programme by two (or more) HEIs. If, for any reason, the partners cannot come to a joint decision to award the joint degree, none of the partners may then proceed to award the degree as a single institution degree outside of the agreement. 13
Cross-border Collaborative Qualifications Type 3 Consecutive degree/qualification: This is learning that leads to two degrees usually completed consecutively, where work done at each of the two institutions involved is recognised as part, but not more than half, of the work required by the other institution.. 14
Cross-border Collaborative Qualifications Type 4 Double or Dual degrees: refers to a programme of study offered collaboratively by two HEIs in terms of a collaborative or partnership agreement that may feature jointly-developed and integrated curricula and agreed-upon mutual credit recognition and the successful student is awarded two distinct degrees issued separately by each partner institution. The certificates will be typical of those issued by each institution. The phenomenon is usually called double or dual degrees. The offering of double or dual degrees is not permitted. 15
Internationalisation at Home, Quality Assurance and Accreditation Internationalisation at Home is the purposeful integration of international and intercultural and/or global dimensions into the formal and informal curriculum for all students, as well as the learning outcomes, assessment tasks, teaching methods and support services of a programme of study within domestic learning environments. HEIs must internationalise their curricula in order to provide an alternative mode of internationalisation that can overcome the limitations inherent in international mobility schemes that remain accessible to a minority of students. 16
Internationalisation at Home, Quality Assurance and Accreditation However, internationalisation of the curriculum must not negate curriculum transformation imperatives which HEIs in South Africa have an obligation to fulfil. Internationalisation at Home can partly be achieved through emphasis or increased and/or intensified academic staff international mobility and emphasis on informal curriculum. 17
The End THANK YOU 18