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The Why and How of Transnational Teaching: A University of South Africa Perspective
Abstract
Most countries today are facing the challenge of trying to increase enrolment in higher education but to do so in ways that are affordable and sustainable and in which increased access represents a reasonable chance of ultimate success. The increasing ubiquity and flexibility of technology creates multiple avenues for institutions to open access to higher education and for students to access this provision. This has yielded a steady increase in cross-border/transnational provisions for higher education. In this, the developing countries of Africa have tended to be consumers of services and materials rather than producers. The potential of TDL in reaching large numbers of people is obvious, but there are still a number of militating factors that need to be addressed if this potential is to be fully realised. This chapter explores some of the reservations that have existed among African higher education institutions, until recently, regarding transnational provisions, and then looks at why this is now changing, with examples of recent developments, and reflects on some lessons for how meaningful transnational engagement can be facilitated.
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