Higher Education Pathways : South African Undergraduate Education and the Public Good /
In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have pa...
محفوظ في:
| مؤلفون آخرون: | , |
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| التنسيق: | الكتروني كتاب الكتروني |
| اللغة: | الإنجليزية |
| منشور في: |
Baltimore, Maryland :
Project Muse,
2019
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| سلاسل: | African higher education dynamics series ;
v. 4. Book collections on Project MUSE. |
| الموضوعات: | |
| الوصول للمادة أونلاين: | Full text available: |
| الوسوم: |
إضافة وسم
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| الملخص: | In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues. |
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| وصف المادة: | Issued as part of book collections on Project MUSE. |
| وصف مادي: | 1 online resource (320 pages): illustrations. |
| بيبلوغرافيا: | Includes bibliographical references and index. |
| ردمك: | 9781928331919 |
| وصول: | Open Access |