Varsity
70 CELEBRATING
YEARS
OFFICIAL STUDENT NEWSPAPER OF THE UNIVERSITY OF CAPE TOWN
14 February 2012
VOLUME 71: EDITION 1
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V VARSITY
Matrics unprepared for UCT SAX SELLS
Aimee Carelse
M
IN THIS ISSUE
atriculants are becoming increasingly unprepared for university once they leave school, lacking the basic skills necessary for university learning. Consequently, graduates are inadequately prepared for the workplace; this according to an article published in the Mail & Guardian on January 26th. In an interview with VARSITY, Professor Ian Scott, Deputy Dean of Higher Education Development at UCT, said that the root of this problem lies in the school system. Because of this, said Scott, universities have to compensate for students’ inadequate preparation by adjusting admissions policies and by implementing certain programmes and initiatives to ensure that students reach the level required for university learning. UCT has a number of measures in place to compensate for some students’ lack of vital academic skills. The Academic Development Programme (ADP) at UCT has implemented various interventionist programmes to further the access and success rate of students from educationally disadvantaged backgrounds. The Writing Centre, which forms part of the Language Development Group (LDP) under the ADP, is another such initiative. Its mission is to “promote and facilitate access to higher education at both undergraduate and postgraduate levels within an ethos of social justice and redress,” says Ermien Van Pletzen, co-ordinator of the LDP. Through one-on-one consultations with students, they are able to identify curriculum needs so that they can be dealt with accordingly. One of the ADP’s biggest and most successful initiatives is the implementation of extended curricula. These are lengthened degree programmes that “integrate the development of foundational knowledge with academic skills in the courses themselves,” says Scott. These programmes are specifically tailored for students from disadvantaged educational
The Right to Run
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Image: michael.currin.co.za SAXXY AND THEY KNOW IT – With 35 000 copies printed, students came out in numbers to sell SAX Appeal and the chance to win a romantic dinner with Jeannie D. Story continues on page 3. backgrounds to enhance their chances of success at university. “I prefer the smaller class sizes because I’m guaranteed the support and individual attention that I need,” says Amy Abrahams, a second-year commerce student in the extended degree programme.
universities have to compensate for students inadequate preparation
the school system’s ability to prepare matriculants for university learning fully depends on two factors: the first is a school system deeply affected by the legacy of apartheid as well as the challenges of existing in a developing country, and the second is the socio-economic circumstances that determine the type of school that one attends. According to Scott, these factors together ensure that “the school system will not be able to deliver
the number of prepared students that universities need it to for a long time.” Whether universities should play a role in teaching students these basic skills at a higher education level is highly contested amongst university educators. Most believe that their focus should be on theoretical learning rather than employability. “Universities must create a space for students to learn what they did not at school. This is a fundamental element
of transformation,” said Scott. Given the number of challenges that South African schools face, if universities are to rely solely on schools to address this issue, the redress goal cannot be met, said Scott. “The school system is not going to improve its output to the extent that we need it to. If it is within the university’s power to help these students, then they have the responsibility to do so.”
Ideally, basic skills such as reading and writing should be taught at school level. Scott explained, however, that
The big 7-0
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