摘要：The publication of cohort studies tracking students’ performance has given rise to concerns about the efficiency of the South African higher education system at a number of levels. These studies, which began with Scott et al.’s 1 pioneering work in 2007 and which have continued with the CHE’s 2 annual Vital Stats series, show that, regardless of the university at which they are enrolled, the subject area or the type of qualification for which they are registered, black South Africans fare less well than their white peers. At institutional levels, alarm at such observations is seen in efforts to manage success, throughput and drop-out rates through the appointment of key individuals such as deans and deputy vice chancellors responsible for teaching and learning. At a national level, concern about the performance of the system overall has led to the introduction of, first, Teaching Development Grants and, now, University Capacity Development Grants. Both of these mechanisms provide earmarked funding aimed at enhancing the quality of teaching and learning.
关键词：higher education;curriculum reform;attrition;outcomes- based approaches
