Tertiary education linkages project (TELP), 674-0315 : mid-term evaluation report

Mid- term evaluation covers the period 1995-9/01. Key findings are as follows: (1) Despite their structural and historical affinities, the HDIs are not homogenous The universities and technikons differ in conception and function. Each has a different dynamic, history, character and ethos. (2) Unanticipated and uncontrollable changes in higher education are having an effect on morale in most of the HDIs, with subsequent negative consequences for the project. Falling student numbers in higher education generally have militated against TELP's effort to increase access to these institutions. There has been considerable resistance to gender equity workshops. (3) Three factors contribute most to the project's success: a committed and pro-active Vice-Chancellor, a competent TELP Coordinator, and the project's integration into an institution's strategic plan. The absence of any of these factors or a combination thereof limits potential project impact. (4) Overall, the HDIs are most satisfied with the institution- specific activities mechanism and least satisfied with the linkages component. Satisfaction with, and the impact of, the joint activities mechanism was mixed. (5) TELP seems better integrated into the strategic plans of the technikons than of the universities. One area in which joint activities have been most successful has been in capacity building around strategic planning skills. With two exceptions, the HDIs are on course to meet the June 2000 deadline to comply with South African Qualifications Authority (SAQA) requirements. (6) Staff development under Project Implementation Letters (PILs) and joint activities has occurred with regard to curriculum development, and raising awareness and understanding of the National Qualifications Framework and SAQA requirements. The expansion or establishment of research units has had an effect on skills development and staff morale. The linkages program has provided significant opportunities for staff to receive advanced technical and post-graduate training. However, it has often proven difficult to retain staff trained overseas. (7) Student development is being furthered through bridging programs, standard testing packages, and 5-year student development plans, though much remains to be done in these areas. (8) The workshops run under joint activities have been criticized for being organized on the assumption that "one size fits all" and for failing to tailor their schedules to the institutions' calendars. Some criticism was voiced about the expertise of facilitators. (9) All the HDIs have now established linkages with universities or consortia of higher education institutions in the United States. A third have established successful linkages. However, the majority of South African institutions reported significant frustration and disappointment with linkage negotiations and the quality of the services provided under it. (10) One of the most important findings to come out of the site visits is the pivotal role of the TELP coordinators to the success of the program. (11) Good communications between all stakeholders and actors are essential for TELP's success. The desire was expressed several times for better sharing of information within and between institutions. (12) Utilizing project benchmarks as a measurement of performance reveals that TELP definitely is making progress towards achieving its intended results. Most HDIs are developing and using revised curricula; about 50% are evaluating first year students on entry. A minority of institutions is providing compensatory/bridging programs. Of the 15 HDIs, 13 have developed 3-year rolling plans. (Author abstract, modified)