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Sehoole, Molatlhegi
- Senior Lecturer
- University of Pretoria
- Department of Education Management and Policy
- Studies
- South Africa
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| Molatlhegi Trevor Sehoole is a senior
lecturer at the University of Pretoria, South Africa,
where he teaches Comparative Education and Policy
Studies in Education. He obtained his Ph.D. at the
University of the Witwatersrand, Johannesburg in
2002. His research interests are higher education
policy, mergers, globalization and internationalization
of higher education, and he has published a number
of articles in these area.
From 1992 to 1996, Dr Sehoole worked as a researcher
for the Education Policy Unit at the University
of the Western Cape, South Africa, which specialized
in higher education policy research and was responsible
for the development of alternative higher education
policy in support of the anti-apartheid social
movements in South Africa and the then government-in-waiting.
He has also been involved in a number of major
research projects in post-apartheid South Africa,
including an Audit of Teacher Education in South
Africa, which led to the closure of many teacher
education colleges and their incorporation into
universities. He served in a team that conceptualized
the audit project and the subsequent research
that ensued.
Dr. Sehoole has received a number of awards in
recognition of his scholarly work, including the
Dean's award for the youngest scholar who has
made the fastest growth in his academic work (2002)
and the University's young exceptional researcher
award (2004). He also received a Rockefeller post-doctoral
award to the University of Illinois at Urbana-Champaign
in 2003-04, where he conducted research on Universities
and African Modernity
Selected Publications
- Democratising Higher Education Policy:
Constraints of Reform in Post Apartheir South
Africa, RoutledgeFalmer, New York and London.
(2005)
- Pedagogical issues and gender in cyberspace
education: Distance education in South Africa,
African and Asian Studies, 2.4. pp. 475-496.
(2004)
- Trade in educational services: reflections
on the African and South African higher education
system, Journal of Studies in International
Education, vol 8 No 3 Fall, pp. 297-316.(2004)
- Policy issues arising from trade in educational
services in non-European sates: Reflections
on the African and South African higher education
system, in De Groof, J; Lauwers G, and Dondelinger,
G., Eds., Globalisation and Competition in
Education, European and Education and Law
Association. The Netherlands, Wolf Legal
Publishers, pp. 237-256. (2003)
- The Incorporation of the Johannesburg College
of Education into the University of the Witwatersrand,
in Jansen, J.D. et. al., Eds., Mergers in
Higher Education: Lessons Learned in Transitional
Contexts, Pretoria, Unisa Press, pp. pp.
54-83. (2002)
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| Cross-border Provision and the Future
of Higher Education in Africa: The Case of South
Africa
This proposal seeks to undertake a research under
the theme: globalization of higher education,
as advertised in the NCS 2005 programme. It will
focus on an analysis of the challenges facing
the South African higher education system within
the context of pressures for liberalization of
its higher education system through the General
Agreement on Trade in Services (GATS). Higher
education development has been influenced by global
changes that have been taking place as a result
of the technological advancement and economic
developments that make demands on higher education.
Increasingly higher education finds itself having
to respond to national and global demands to supply
skills and knowledge in keeping with the changes
shaping world developments.
Higher education in Africa has not been left
unaffected by these global developments. At the
Association of African University (AAU)'s workshop
of April 2004 that focused on the implications
of World Trade Organization (WTO)GATS for higher
education in Africa, participants emphasised the
need to reaffirm the role and importance of higher
education for sustainable, social, political and
economic development and renewal in Africa. It
was acknowledged that this would happen in a context
where ongoing globalization in higher education
has put on the agenda issues of increased cross-border
provision, new modes and technologies of provision,
new types of providers and qualifications, and
new trade imperatives driving higher education.
This project will focus on the challenges cross-border
provision poses for higher education in South
Africa. It will pose the following questions:
(a) how should the South African government respond
to the proposal to liberalise higher education
through GATS negotiations; (b) given the reality
of GATS and the fact that it cannot be avoided,
what model of internationalization should South
Africa develop in order to take advantage of opportunities
presented by the increasingly globalizing higher
education, whilst protecting the public good of
education.
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