2017 Higher Education Data
Tuesday, April 23, 2019

South African Public Higher Education Institutions as in the year 2017

‘Academic writers’ set to lose lucrative global market
Tuesday, April 23, 2019

‘Academic writers’ set to lose lucrative global market

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CHE Annual Performance Plan 2018 - 2019

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This BrieflySpeaking does not focus on the debates about rankings or the associated challenges. Rather, it explores the four ranking systems mentioned above and unpacks what we can learn about South African institutions from them.

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Given that a draft National Plan for the PSET sector for the next decade is currently in consultation phase, in this issue of BrieflySpeaking we reflect on the targets that were set in the National Plan for Higher Education of 2001. Using data from VitalStats 2016, which was published in March 2018, we consider the extent to which these targets have been reached and point to some interesting developing trends.

This issue of VitalStats, Public Higher Education, 2016 marks the seventh year of the Council on Higher
Education (CHE) publishing this series. The series provides the latest audited data available on the higher
education sector in an easy to use format. VitalStats 2016 contains data covering the period 2011 to 2016.
Most of the graphs in the publication are based on data extracted from the Higher Education Management
Information System (HEMIS), and the CHE expresses appreciation to the Department of Higher Education

BrieflySpeaking (5) Private higher education landscape - With the entrance of many new players in the South Africa private higher education market, both local and international, the landscape in terms of size and shape is changing rapidly. This monitoring brief provides an overview of five current trends and suggests potential future developments in private higher education.

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BrieflySpeaking (4), History Departments - This monitoring brief provides an overview of History Departments across South Africa at a particular point in time. The brief does not attempt to interrogate the information provided in any depth, nor to assess the extent to which departments at specific institutions have transformed or decolonised their curricula. It is purely a summary of the public information provided by these departments, compiled as a starting point for further analysis of curriculum transformation.


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