By Njuguna Ng'ethe
This identify explores a space of tertiary schooling that's presently understudied; this is often the level and nature of differentiation and articulation in African tertiary schooling structures. the final discovering is that the binary procedure is dominant, characterized through universities and polytechnics as designated kinds of associations. Differentiation is obviously obvious in Africa. despite the fact that, notwithstanding diverse in nature and volume, the differentiation is generally horizontal in place of vertical. Articulation, nevertheless, appears in its infancy as a few universities, of their admission standards, don't understand polytechnic skills, and mobility among related establishment varieties is unusual. whereas nationwide coverage, industry forces, institutional reforms, undefined, and nearby tasks force differentiation, source constraints, isomorphism, governance and investment buildings, and the absence of measurement and form debates act as inhibitors. call for for entry seems to be the single motive force for articulation whereas nationwide regulations, inner governance constructions, and industry/labour industry inhibit its development. The examine concludes that wisdom of either differentiation and articulation in African tertiary structures remains to be scanty. as a result, this exploratory examine should still bring about extra paintings aimed toward anchoring differentiation and articulation inside of nationwide tertiary schooling platforms.
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Extra info for Differentiation and Articulation in Tertiary Education Systems: A Study of Twelve Countries
T. = not included in tertiary system. The Prevalence of Binary Systems Though the systems are quite varied, evidence suggests that the binary system is dominant, with universities and polytechnics as the main sub-systems (see Table 4). Most systems began with a binary structure, and Ghana, Kenya, Malawi, and Tanzania retain them today. However, variations occur around the binary model—with Cameroon, Nigeria, and Senegal being classified as differentiated, Uganda as trinary, and Zambia as unitary.
These differences originate in the varieties of colonial experience, political economy and immediate post-independence history. They also reflect how countries have subsequently been able to position themselves in relation to the internationalization of higher education and to the market forces associated with globalization. Thus, South Africa, for example, exhibits a fascinating picture of institutional differentiation quite simply because this was an integral dimension of the apartheid policy.
In process of establishment. X = in existence, but data not collected. t. = not included in tertiary system. The Prevalence of Binary Systems Though the systems are quite varied, evidence suggests that the binary system is dominant, with universities and polytechnics as the main sub-systems (see Table 4). Most systems began with a binary structure, and Ghana, Kenya, Malawi, and Tanzania retain them today. However, variations occur around the binary model—with Cameroon, Nigeria, and Senegal being classified as differentiated, Uganda as trinary, and Zambia as unitary.