This post, written by Glenda Cox showcases an insightful perspective of the Open Education situation in the South African Higher Education System

As I write this piece in late 2016 Higher Education in South Africa is in crisis with the sector facing a wave of student protests calling for free higher education under the call #feesmustfall and for the ‘decolonisation of the curriculum’. The ideals of transformation following the end of Apartheid in 1994 appear not to have been satisfied and although Higher Education Institutions (HEIs) are attempting to rectify what they can, protest action has forced many institutions to suspend their teaching programmes.

Fees must fall, Picture by By Ian Barbour; Wikimedia, CC BY-NC-SA https://www.flickr.com/photos/barbourians/22697273532/in/photostream/

Public Higher Education Institutions in SA

South Africa has 26 public institutions of Higher Education. South Africa’s universities accommodate in excess of 1 million students. While SA has the best HE system in Africa, it has flaws and these are becoming very apparent during the #feesmustfall crisis. A major problem for SA, is that while SA has 2 million students in tertiary education, there are 3 million 18-24 year-olds not in education, employment or training (NEETs). For a detailed and expert review of the post-school situation in SA the CHET website has many reports and includes Open Data on http://www.chet.org.za/news/sustainable-higher-education-funding

Shape of Post-school system (http://www.chet.org.za/data/sahe-open-data)

Open Education at the University of Cape Town (UCT)

I work at the University of Cape Town (UCT) in the Centre for Innovation in Learning and Teaching (CILT) and we developed UCT’s first open content directory. The purpose of the initial directory was to provide a place for UCT academics to share OER. That same OER is now shared in the new OpenUCT repository, launched in June 2014 and managed by the UCT Library. Contribution to the UCT OC directory is voluntary.

In 2014, an Open Access (OA) policy was introduced that encourages the sharing of teaching materials. However, there is no specific mandate. There is no financial or status reward or recognition in annual performance reviews for contributing teaching materials to OpenUCT or any other Open platform.

Before the OA policy came into being in 2014, 332 resources had been added to UCT OC on voluntary basis (some with the assistance of small grants). Over 200 lecturers, ranging from young lecturers to A-rated research professors across all faculties at the institution, contributed content to the directory (Cox, 2013). Nevertheless, those who added materials formed a small percentage of UCT staff (10% of approximately 2500 part time and full time academic staff).

UCT also has a Massive Open Online Project (MOOC) project (2014-2017) managed in CILT. Guidelines for what is expected, how materials will be designed and how they will be openly licensed are set out on the CILT website.

Overview of Open Education in South Africa

In May, 2012, the South African Department of Higher Education and Training included a section on the value of OER in their Draft Policy Framework for the Provision of Distance Education in South African Universities (Department of Higher Education and Training, 2014). However, there is no South African national policy on OER as of yet.

Only five of the public HEIs (UCT, Nelson Mandela Metropolitan University, University of Limpopo, University of Venda and Rhodes) have policy that gives the lecturer copyright to release their materials as OER. The presence of policy does not automatically result in sharing of OER. There are number of other variables which also need to be in place before OER is adopted.

The University of the Western Cape (UWC) was the first South African university to create an OER directory. Although the initiative was strongly supported by university policy, the path to sustainability has been a slow one with only a few lecturers participating. “Getting actual buy-in from participants” was acknowledged as important for the future of the UWC involvement in OER (Keats, 2009:54).

The University of South Africa (UNISA) launched an OER initiative in 2012 which included developing a UNISA OER Strategy. This must still be operationalised and encoded in formal policy, but the Strategy suggests that this ideological commitment to openness may eventually pay off in concrete policies, mechanisms and actions.

There is some recent interest from Stellenbosch University, although the institution’s focus is still on Open Access (Van Der Merwe, pers. comm.). Additionally, the University of Pretoria, Faculty of Veterinary Science launched AfriVip in 2014. The national landscape of Openness over the past 4 years is slowly shifting.

Barriers to Open Education and lessons from research

The current IDRC-funded “Researching OER for Development in the Global South” project (ROER4D) seeks to build an empirical knowledge base from across South America, Africa and South and Southeast Asia (Hodgkinson-Williams, 2013). Sub Project 4, for which I was the lead researcher, focused on three South African universities – UCT, the University of Fort Hare (UFH) and UNISA and aimed to understand the factors shaping lecturers’ motivations and concerns regarding OER use and creation. There are a number of fundamental structural issues that needed to be considered and in place before an institution can be considered “OER ready”. If any of these factors – access, permission, awareness, capacity, availability or volition – fall below a critical minimum of operational acceptability, it will comprehensively impact OER decision-making and activity at the institution. We also found that the type of institutional culture that exists at a university will have a powerful impact on the types of options institutions have for engaging with OER.

Open Education in SA: The future

Currently, it is difficult to gauge the impact of existing OER in HE in SA. Crucially, UCT will be hosting the Open Education Global conference in Cape Town in March 2017 in association with the Open Education Consortium for the first time in Africa, and it is hoped that this event can increase awareness and give African-based colleagues an opportunity to attend a conference locally that in this resource constrained environment would be difficult otherwise. The conference with its theme “Open for Participation’ welcomes delegates from all education sectors, the community and government.

In South Africa we wait to hear how events will unfold over the next few weeks but the effects are already being felt as 2016 draws to a close. In this time of crisis the sharing of teaching materials and the development of open educational practices across HE must be seen as a priority- we cannot afford to reinvent the wheel. It is up to Open Education advocates to show institutions and lecturers the value in sharing.

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About the author

Dr Glenda Cox is a senior lecturer in the Centre for Innovation in Learning and Teaching  (CILT) the University of Cape Town and her portfolio includes Curriculum projects, Teaching with Technology innovation grants, Open Education Resources and Staff development. She has recently completed her PhD in Education and her research focused on using the theoretical approach of Social Realism to explain why academic staff choose to contribute or not to contribute their teaching resources as open educational resources. She believes supporting and showcasing UCT staff who are excellent teachers, both in traditional face-to-face classrooms and the online world, is of great importance. She is passionate about the role of Open Education in the changing world of Higher Education.