TERTIARY EDUCATION  

9.1       The role of tertiary is to provide high level manpower and research support needed for economic development as well as cultivate the intellectual and cultural, enrichment that is indispensable for the nation’s social development. This area of education has expanded enormously since 1977. In 1978 the combined enrolment of tertiary institutions was 1 047. By 1991 it had more than quadrupled to 4 960, catering for approximately 40% of Form 5 leavers.  

9.2       However, a number of problems presently faced this sector. First is lack of a comprehensive policy to guide its development, co-ordination, funding and administration. Second, is the problem of proper articulation between secondary and tertiary education, particularly in degree programmes, which has given rise to a programme such as the Pre-Entry Science Course. It is noted though that when the Cambridge Overseas School Certificate (COSC) Examinations are localised attempts will be made to minimise the mismatch. Third, is the lack of synchronisation between the academic year of tertiary institutions and secondary education which leads to some disruption in students` studies. This disruption is further compounded by the fact that students have to do Tirelo Sechaba before proceeding to tertiary education.  

9.3       In order to address these problems, Government will establish an appropriate framework and formulate policies to guide the development and management of tertiary education. The academic year for the whole education system will be synchronised to the extent possible and modifications will be made to Tirelo Sechaba Scheme to reduce disruptions to students` studies as far as possible.