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Increasing equity and compensating historically academically disadvantaged students at a tertiary level: benefits of a Science Foundation Programme as a way of access

Downs, Colleen

Abstract:
An approach to remedy the scarcity of Black students within the sciences at southern African universities has been the development of access programmes. There has been little acknowledgement of the contribution of these access programmes in increasing the quantity and quality of graduates. The contribution made by the Science Foundation Programme (SFP) at the University of KwaZulu-Natal (UKZN), Pietermaritzburg campus, South Africa, was assessed for the years 1991-2003. Participation in the programme did not guarantee access to faculty. Of the 1533 SFP students, 1101 subsequently registered for tertiary study at UKZN and 479 students graduated. Of these, 317 students completed a science degree, 25 completed engineering, 28 completed medicine and 109 completed a degree in the humanities or commerce. Numbers of students were still in progress for the respective degrees. In addition, a number have continued with postgraduate study. These results highlight the valuable role played by the SFP in terms of equity redress and providing a route for historically disadvantaged students to achieve tertiary education success.

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Document Title: Increasing equity and compensating historically academically disadvantaged students at a tertiary level: benefits of a Science Foundation Programme as a way of access
Journal: Teaching in Higher Education
Volume: 15
Issue: 1
No. of Pages: 97-107


Document Type:Journal Article (Peer Reviewed)
Subject Area:Students
Country:South Africa
Keywords:Access, Access to Higher Education, Disadvantaged Students, Inequality in Education


Rights:Taylor and Francis
Date Added:15 February 2012


Down, C. (2010).Increasing equity and compensating historically academically disadvantaged students at a tertiary level: benefits of a Science Foundation Programme as a way of access. Teaching in Higher Education, 15 (1) : 97-107