TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
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TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
Ohigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXI TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2ITtT’UBUC or SOUTH ArmCAAcknowledgementsThis guide was commissioned by the Hundani Centre for Higher Education and Training at the Cape Peninsula University of Technology. It was co-ordinated by Dr Andre van Zyl, Director of the Academic Development Centre, University of Johannesburg.The Guide was d TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2eveloped with support from the DUET NCTDG Project: The improvement of teaching and learning in South African universities through researching and evalTDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
uating TDG projects in the First Year Experience (FYE) initiatives, Tutorials, Mentoring and Writing Retreats.This work is licensed under aCreative CoOhigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXI TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2urriculum Programme at the University of the Western CapeHonjiswa Conana53The University of Johannesburg (UJ) First Year Experience (FYE) InitiativeSoraya Motsabi and André van Zyl184Reflecting on the University ofCape Town’s First Year Experience (FYE) ProjectSean Samson305Improving First-Year Tran TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2sitions and Success at the Nelson Mandela UniversityJennifer Winstead and Shereene Knipp446The Evolution of the UFS 101 ModuleLauren Oosthuizen, ZanetTDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
e Malan and Michael Combrink58I IntroductionAndré van ZylIl is now an established lad lhal student success rales in South Africa are much lower than mOhigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXI TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2he 20-24 year old age group participate in higher education and a mere 35% of the 2006 cohort graduated in the 5 year period to 2010 (CHE, 2013). In addition, this problem has persisted over years, and systemic investigations during the past decade (Scott, Yeld & Hendry, 2007: CHE, 2013) have shown TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2that despite massive efforts and expenditure focussed on effectively addressing the problem, very little positive impact has been made.The transitionTDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
that students have to make between school and higher education seems to be particularly problematic, when the data are more closely analysed, it becomOhigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXI TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2acking the 2006 entering group, which clearly illustrates the scale of the problem:Table 1: Percentage of students dropping out during their first year with the overall estimated 5 year attritionFirst year student drop-outEstimated 5-year attritionContact 3-year degrees0,240,41Contact 4-year degrees TDG-FYE-Good-Practices-Guide-24-5-5-17-final-20,210,41Contact 3-year diplomas0,250,5All 3- and 4-year qualifications (including UNISA)0,330,51Source: CHE, 2013The figures above clearly show that tTDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
he level of first year attrition is particularly high, with between one fifth and one third of newly entering students leaving the system during theirOhigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXI TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2 (3-year diplomas) and 64.7% (all national1institutions) of all 5 year drop out, takes place during the first year of study. The CHE report goes on to point out that this translates to nearly 42 000 of the 127 000 students entering three and four year programmes during 2006 having left the system du TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2ring their first year of study.In other words, the top 18% of matriculants enter the South African HE system and thousands of them leave before the enTDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
d of their first year. Research released since 2014 has contributed to a more nuanced understanding of the issues discussed above. For example, the doOhigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXI TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2uctural transformation of resourcing, access, success, starring and researching in higher education: What do the data say?" (DHET, 2015), as well as the 2016 "2000 to 2008 First time entering undergraduate cohort studies for public higher education institutions" (DHET, 2016)show that although gains TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2have been made in regard to student drop-out, the place of the largest attrition remains the first to second year transition. The former document indiTDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
cates that national first year to second year drop-out (including UNISA) has gone down from 31.5% in 2000 to 19.1% in 2012. This is very encouraging, Ohigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXI TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2lly will drop out during their first year. Even more importantly, the proportion of the five year drop-out nationally (According to DHET, 2016: 18) accounted for by the proportion of first year drop-out currently varies between a staggering 61 and 71% actually emphasising the importance of the first TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2 year even more than any previously available data.Poor levels of student success generally, and the difficulties arising in the first year in particuTDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
lar, are extremely complex systemic phenomena. All the relevant stakeholders (students, schools, universities, government, communities, the business wOhigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXI TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2p' (CHE, 2013) between school and university will have to be a requisite part of any long-term solution. It can be argued that many students who clearly have potential are under-prepared for the "traditional forms of education at present offered in South Africa” (CHE, 2013). This would, however, imp TDG-FYE-Good-Practices-Guide-24-5-5-17-final-2ly that many institutions are at least equally as underprepared for the students they are accepting as the students are underprepared for higher educaTDG-FYE-Good-Practices-Guide-24-5-5-17-final-2
tion. The poor levels of student success (especially at first year level) clearly illustrates that"... the system has not yet come to terms with the lOhigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXIOhigher educationCape PeninsulaSOUTH AFRICAN co w & trainingUniversity of Technology NATIONAL RESOURCE CENTREEAxanon snsTrannj► HSr.vtAAAMOS'UOtNH IXIGọi ngay
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