Contributions from: Prof Sandy Lazarus.
Abstract
Since 1997 new national policy and legislation on higher education in South Africa, arising from the report of the National Commission on Higher Education (NCHE), has provided a broad framework for redressing past inequalities. The policy framework provides for progressive access into higher education for those learners previously disadvantaged. Provision is also made for an integrated system of academic development support which is aimed at both institutional and curriculum transformation and the development of appropriate support mechanisms.
Despite the broad commitments expressed in the policy and legislation towards addressing the needs of previously disadvantaged learners, this paper argues that existing higher education policy falls short of meeting the needs of the most vulnerable learners, particularly those with disabilities. With only a vague commitment towards addressing this area of concern, little attempt has been made in the process of policy implementation to address the barriers in the education system which continue to exclude learners with disabilities from higher education institutions and/or from the process of teaching and learning. Similarly, to date, initiatives to accommodate diversity and the building of equity have failed to specify mechanisms towards addressing the full spectrum of learning needs among the learner population.
In attempting to address some of the challenges for higher education, this paper draws on the work undertaken and the recommendations made by the National Commission on Special Needs in Education and Training (NCSNET) and the National Committee on Education Support Services (NCESS) in 1997, towards addressing barriers to learning and development. The paper explores the impact of the paradigm shift articulated by the NCSNET/NCESS for higher education, which challenged a number of existing practices and assumptions regarding learning needs, support provision and the categorisation of ]earners. The challenges identified are also linked and discussed in relation to the government's recent response to the report of the NCSNET/NCESS and the policy trajectory which is likely to be followed in the future. In conclusion the paper outlines key strategies which need to be followed in higher education in South Africa in order to fully operationalise the commitment to equity expressed in the policy framework.
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