Implications for Harmonization of Higher Education Minimum Bodies of Knowledge in the SADC Region

Abstract

The study sought to understand the implications of harmonization of higher education minimum bodies of knowledge (MBKs) in the southern African development community (SADC) region with specific reference to Zimbabwe and South Africa. The study relied on qualitative methodology while data was collected using key informant interviews and documentary search. The study participants were drawn from institutions of higher education (IHE), councils of higher education (CHE), and members of the academia from both South Africa and Zimbabwe. The findings of the study indicated that there is a negligible role played by MBKs in harmonizing higher education systems between Zimbabwe and South Africa. The study concludes that diplomacy is relevant to the internationalization of higher education. The absence of a coordinated approach exposes international students to challenges from which they cannot extricate themselves in foreign countries without the intervention of their diplomatic missions.