Increase Success by Decreasing Admission for Maths– Fairytale or Reality?
South Africa is facing a crisis with not being able to produce enough graduates in the scarce skills areas to sustain economic growth. The crisis is fuelled by a school system that does not produce enough potential students with Mathematics, Accounting and Science. Since the introduction of the new school curriculum in 2008, there is no longer an option to take pure maths on a standard grade level. Instead, only two mathematical subjects are offered: pure maths (which is on par with higher grade maths) and mathematical literacy. It is compulsory to take one or the other. As a result, lees student finishes Grade 12 with pure mathematics every year. This national problem needs urgent attention if South Africa is to make any headway in critical skills development as mathematics is a gateway to scarce skills professions. Higher education institutions initiated several initiatives in an attempt to address the above, including preparatory courses, bridging programmes and extended curricula with foundation provisions. In view of the above, and government policy directives to broaden access in the scarce skills areas to increase student throughput, foundation provision was introduced for Commerce and Information Technology programmes at the Vaal Triangle Campus (VTC) of North-West University (NWU) in 2010. Students enrolling for extended programmes do not comply with the minimum prerequisites for the normal programmes. The question then arises as to whether these programmes have the intended impact? This paper reports the results of a two year longitudinal study, tracking the first year academic achievement of the two cohorts of enrolments since 2010. The results provide valuable insight into the structuring of an extended programme and its potential impact.
[1] C. Boughey. A meta-analysis of teaching and learning at the five
research intensive South African universities Not Affected by Mergers.
Pretoria: Council on Higher, (2009).
[2] CHE. Council on Higher Education. Higher Education Quality
Committee. Criteria for programme accreditation, 2004.
[3] DoE. Department of Education. National Curriculum Statement Grades
10-12, (General) Mathematics. Seriti Printing (Pty) Ltd. Printed by the
Government Printer Pretoria, 2008. http://education.pwv.gov.
[4] DoE. Department of Education. National Curriculum Statement Grades
10-12, (General) Mathematical Literacy. Seriti Printing (Pty) Ltd.
Printed by the Government Printer Pretoria. 2008.
http://education.pwv.gov.za
[5] DHET. Department of Higher Education and Training. Green paper for
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No.34935, pp. 3-78.
[6] DHET. Department of Higher Education and Training. Foundation
provision in ministerially approved programmes. May 2012.
[7] C. Downs. Increasing equity and compensating historically
disadvantages students at a tertiary level: benefits of a Sciences
Foundation programme as a way of access. Teaching in Higher
Education, vol. 15(1), February 2010, pp. 97-107.
[8] L.A. du Plessis and D. Gerber. Academic preparedness of students - an
exploratory study. The Journal for Transdisciplinary research in
Southern Africa, vol. 8(1), July 2012, pp. 81-94.
[9] V. Gayle; D. Verridge and R. Davies. Young people-s entry into higher
education: quantifying influential factors. Oxford Review of Education,
vol 28 (1), 2002, pp.5-17.
[10] W. Gertse, Mathematics is critical in meeting SA-s skills gap.
https://www.saica.co.za/News/NewsArticlesandPressmediareleases/tabid
/695/itemid/3278/language/en-ZA/Default.aspx.2012.
[11] D. Johnson. Access to higher education: to break the vicious cycle of
working class schools producing working class citizens. University of
the Western Cape.2007.
[12] P. Kaburise. Extended degrees: A Univen study. Journal for new
generation Sciences. 2011, vol 9(2), pp.19-31.
[13] P. Kaburise. Foundation English at the University of Venda: How
responsive is it? SAJHE, 2012, vol. 26(1), pp. 77-90.
[14] S. Mabizela, 2012. Education in South Africa. Chief executive of the
government-s quality assurance body, Umalusi.
http://www.southafrica.info/about/education/education.htm#ixzz2NDEsj
4pt, 2012.
[15] P. Machika. Access to success. The value of bridging programmes in
engineering at the University of Johannesburg. Journal of Engineering,
Design and technology, vol. 5(2).JEDT, 2007, pp. 120-128.
[16] C. Nel and L. Kistner. The National Senior Certificate: Implications for
access to higher education. South African Journal of Higher Education,
vol. 23(5), 2009, pp. 953-973.
[17] M.J. Oosthuizen. 2013. Report to the DHET. Feedback on
Mathematical Literacy as a Designated Subject for Admission to a
Bachelor Degree Study. 9 January 2013. Unpublished.
[18] C. Rust. The impact of assessment on student learning: How can the
research literature practically help to inform the development of
departmental assessment strategies and learner-centred assessment
practices? Active Learning in Higher Education, vol. 3, 2002, pp. 145-
158.
[19] V. Schoër; M. Ntuli; N. Rankin; C. Sebastiao and K. Hunt. A blurred
signal? The usefulness of National Senior Certificate (NSA)
Mathematics marks as predictors of academic performance at university
level. Perspectives in Education, vol. 28(2), 2010, pp. 9-18.
[20] I. Scott; N. Yeld and J. Hendry. A case for improving teaching and
learning in South African higher education. Higher Education Monitor
No. 6. Pretoria: Council on Higher Education. 2007.
[21] T. Simkins. Leadership in education: ''What works' or 'what makes
sense'?', Educational Management, Administration and Leadership, vol.
33, 1, 2005, pp. 9-26.
[22] UNICEF. South Africa-s poor mathematics results: what is the solution?
Posted on July 24, 2012 by Contract Accountants.
http://www.unicef.org. 24 July 2012.
[23] T. Volbrecht, and C Boughey. Curriculum responsiveness from the
margins? A reappraisal of academic development in South Africa. In
H.Griesel (Ed.), Curriculum Responsiveness: Case Studies in Higher
Education. Pretoria: South African Universities. Vice Chancellors-
Association. 2004.
[24] N. Yeld.N. Some challenges and responses. Higher Education in South
Africa. Discourse, 2010, vol. 38(1).
[1] C. Boughey. A meta-analysis of teaching and learning at the five
research intensive South African universities Not Affected by Mergers.
Pretoria: Council on Higher, (2009).
[2] CHE. Council on Higher Education. Higher Education Quality
Committee. Criteria for programme accreditation, 2004.
[3] DoE. Department of Education. National Curriculum Statement Grades
10-12, (General) Mathematics. Seriti Printing (Pty) Ltd. Printed by the
Government Printer Pretoria, 2008. http://education.pwv.gov.
[4] DoE. Department of Education. National Curriculum Statement Grades
10-12, (General) Mathematical Literacy. Seriti Printing (Pty) Ltd.
Printed by the Government Printer Pretoria. 2008.
http://education.pwv.gov.za
[5] DHET. Department of Higher Education and Training. Green paper for
post -school education and training. Staatskoerant, 13 Januarie 2012
No.34935, pp. 3-78.
[6] DHET. Department of Higher Education and Training. Foundation
provision in ministerially approved programmes. May 2012.
[7] C. Downs. Increasing equity and compensating historically
disadvantages students at a tertiary level: benefits of a Sciences
Foundation programme as a way of access. Teaching in Higher
Education, vol. 15(1), February 2010, pp. 97-107.
[8] L.A. du Plessis and D. Gerber. Academic preparedness of students - an
exploratory study. The Journal for Transdisciplinary research in
Southern Africa, vol. 8(1), July 2012, pp. 81-94.
[9] V. Gayle; D. Verridge and R. Davies. Young people-s entry into higher
education: quantifying influential factors. Oxford Review of Education,
vol 28 (1), 2002, pp.5-17.
[10] W. Gertse, Mathematics is critical in meeting SA-s skills gap.
https://www.saica.co.za/News/NewsArticlesandPressmediareleases/tabid
/695/itemid/3278/language/en-ZA/Default.aspx.2012.
[11] D. Johnson. Access to higher education: to break the vicious cycle of
working class schools producing working class citizens. University of
the Western Cape.2007.
[12] P. Kaburise. Extended degrees: A Univen study. Journal for new
generation Sciences. 2011, vol 9(2), pp.19-31.
[13] P. Kaburise. Foundation English at the University of Venda: How
responsive is it? SAJHE, 2012, vol. 26(1), pp. 77-90.
[14] S. Mabizela, 2012. Education in South Africa. Chief executive of the
government-s quality assurance body, Umalusi.
http://www.southafrica.info/about/education/education.htm#ixzz2NDEsj
4pt, 2012.
[15] P. Machika. Access to success. The value of bridging programmes in
engineering at the University of Johannesburg. Journal of Engineering,
Design and technology, vol. 5(2).JEDT, 2007, pp. 120-128.
[16] C. Nel and L. Kistner. The National Senior Certificate: Implications for
access to higher education. South African Journal of Higher Education,
vol. 23(5), 2009, pp. 953-973.
[17] M.J. Oosthuizen. 2013. Report to the DHET. Feedback on
Mathematical Literacy as a Designated Subject for Admission to a
Bachelor Degree Study. 9 January 2013. Unpublished.
[18] C. Rust. The impact of assessment on student learning: How can the
research literature practically help to inform the development of
departmental assessment strategies and learner-centred assessment
practices? Active Learning in Higher Education, vol. 3, 2002, pp. 145-
158.
[19] V. Schoër; M. Ntuli; N. Rankin; C. Sebastiao and K. Hunt. A blurred
signal? The usefulness of National Senior Certificate (NSA)
Mathematics marks as predictors of academic performance at university
level. Perspectives in Education, vol. 28(2), 2010, pp. 9-18.
[20] I. Scott; N. Yeld and J. Hendry. A case for improving teaching and
learning in South African higher education. Higher Education Monitor
No. 6. Pretoria: Council on Higher Education. 2007.
[21] T. Simkins. Leadership in education: ''What works' or 'what makes
sense'?', Educational Management, Administration and Leadership, vol.
33, 1, 2005, pp. 9-26.
[22] UNICEF. South Africa-s poor mathematics results: what is the solution?
Posted on July 24, 2012 by Contract Accountants.
http://www.unicef.org. 24 July 2012.
[23] T. Volbrecht, and C Boughey. Curriculum responsiveness from the
margins? A reappraisal of academic development in South Africa. In
H.Griesel (Ed.), Curriculum Responsiveness: Case Studies in Higher
Education. Pretoria: South African Universities. Vice Chancellors-
Association. 2004.
[24] N. Yeld.N. Some challenges and responses. Higher Education in South
Africa. Discourse, 2010, vol. 38(1).
@article{"International Journal of Business, Human and Social Sciences:54347", author = "L.A du Plessis", title = "Increase Success by Decreasing Admission for Maths– Fairytale or Reality?", abstract = "South Africa is facing a crisis with not being able to produce enough graduates in the scarce skills areas to sustain economic growth. The crisis is fuelled by a school system that does not produce enough potential students with Mathematics, Accounting and Science. Since the introduction of the new school curriculum in 2008, there is no longer an option to take pure maths on a standard grade level. Instead, only two mathematical subjects are offered: pure maths (which is on par with higher grade maths) and mathematical literacy. It is compulsory to take one or the other. As a result, lees student finishes Grade 12 with pure mathematics every year. This national problem needs urgent attention if South Africa is to make any headway in critical skills development as mathematics is a gateway to scarce skills professions. Higher education institutions initiated several initiatives in an attempt to address the above, including preparatory courses, bridging programmes and extended curricula with foundation provisions. In view of the above, and government policy directives to broaden access in the scarce skills areas to increase student throughput, foundation provision was introduced for Commerce and Information Technology programmes at the Vaal Triangle Campus (VTC) of North-West University (NWU) in 2010. Students enrolling for extended programmes do not comply with the minimum prerequisites for the normal programmes. The question then arises as to whether these programmes have the intended impact? This paper reports the results of a two year longitudinal study, tracking the first year academic achievement of the two cohorts of enrolments since 2010. The results provide valuable insight into the structuring of an extended programme and its potential impact.", keywords = "Access, extended programmes, foundation provision, mathematics.", volume = "7", number = "6", pages = "1507-8", }
