ABSTRACT
The study has made use of qualitative historical research methodology, which is defined as the systematic and objective location, evaluation and synthesis of evidence in order to establish facts and draw conclusions about past events (Borg 1963; Cohen, Manion and Morrison 2002:159). Primary data resources, for example, legislation and policy documents, charters, archives, records, files, letters, official publications, newspapers, magazines, films, research reports, written and oral testimony, witnesses or the actual participants in an event; and secondary resources, such as textbooks, quoted material and other reproductions of material of information have been used in charting the transformation, development and progress of South African higher education since the advent of democracy in 1994.
