Abstract
In the South African higher education sector, there is increasing concern about the poor retention and throughput rates of undergraduate students. There is also concern that the participation rates in higher education, relative to population demographics, remain extremely racially skewed. With the quality of schooling unlikely to change dramatically in the short term, universities need to look for ways to improve student success, particularly in science and engineering, where graduates are needed for a range of key roles in society. Here we review the research presented at a forum held by the Academy of Science of South Africa in 2010, which sought to bring together the latest expert thinking in this area. The major focus of academic development to date has been the establishment of extended degree programmes. However, it is clear that this model has limited capacity to deal with what is, in fact, a much broader problem. We summarise existing interventions aimed at reducing the ‘gap’ between secondary and tertiary education, and describe key innovations in mainstream programmes that are possible at the levels of pedagogy, curriculum and institutional environment, some of which are also becoming established internationally in science and engineering. Driving such initiatives will demand visionary university leadership in order to effect the integrated and holistic change that is needed.
Highlights
The South African higher education sector overall has expanded significantly since 1994, the participation rates in higher education relative to the population remain extremely racially skewed
Technology, engineering and mathematics (STEM) fields, only 21% of students in life and physical sciences completed a degree in 3 years, and in engineering only 32% of students completed the degree in the regulation time of 4 years
Hunt et al.[14] examined students’ school-leaving scores and first-year performance at the University of the Witwatersrand over the period 2006–2010. They found that, with the introduction of the National Senior Certificate (NSC) in 2008, enrolment numbers increased but pass rates decreased in quantitative courses such as mathematics, physics, chemistry and economics
Summary
The South African higher education sector overall has expanded significantly since 1994, the participation rates in higher education relative to the population remain extremely racially skewed. A recent Council on Higher Education (CHE) study[2] in which the 2000 student intake to higher education was analysed provided compelling evidence that across the sector there is a high attrition rate at first year, a low overall completion rate and a very small group who complete in regulation time. In relation to the underperformance of undergraduate students, the level of preparation of first-year students for university studies has long been a concern, with the interface between school and higher education often characterised in terms of a discontinuity or ‘articulation gap’.3. The ASSAf Forum invited evidence-based analyses and evaluation to provide informed perspectives to identify ways forward for STEM education in South African higher education institutions. In areas where there is currently sufficient evidence, a tentative consensus position (what do we know?) and highlight areas for future research and innovation (what do we still need to know?)
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