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Presentation to portfolio committee

Joint PC meeting on Basic EducationExpectations from Universities on

the quality of learners produced by our schooling system

Date: 24 April 2012

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Barriers for entrance into higher education

Academic Preparation of learners: Combination of subjects choices Performance in Maths and Science Mathematic literacy not appropriate for

qualifications such as Engineering, Natural Science, Health Sciences

Overall academic performance in relation to the APS (admission point score for entrance)

Foundational and content (discipline related) knowledge

Language proficiency Academic literacy - eg study methods and skills;

approach to learning

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Barriers for entrance into higher education

Career Guidance, life skill orientation and preparation of learners to cope with further studies and life at University Career choices and assistance with applications

for university places and funding Perception of “matric’” endorsement for bachelor

and / or diploma studies Misconception of the perceived higher value of

degrees vs a certificates and diplomas Time management Conflict resolution Inability to work independently vs working in

groups Rote learning and thus no application of current

knowledge Transition from school to university life

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Expectations from FET Colleges on the quality of learners produced by

our schooling system Date: 24 April 2012

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Motivations for the transition from school into the FET College environment To: Pursue a vocational or occupational pathway,

based on informed choices through career, parental, professional or other guidance

Undertake further learning following exclusion from school based on age

Improve opportunities for employment Seek an opportunity outside the schooling system

to pursue learning for personal interest or development (vertically or horizontally)

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Overarching expectations and prerequisites Transition from school into the FET college system

is preceded by appropriate career guidance and awareness of the college learning environment (i.e. admission into college is a choice rather than a last resort)

Foundational literacy and numeracy at either grade 9 or grade 12 equivalent (dependent on qualification at point of entry)

Evidence that the young learner can accept responsibility for his/her own learning

Awareness that learning in the VCET environment also involves reading, writing, analysing and the application of cognate skills to meet the demands of the 21st century workplace – not only about manual/mechanical manipulations

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Some crucial considerations for the transition from school to college

Ideally the learner should have successfully completed grade 9

Emotional maturity (although difficult to measure outside of professional services) is important given that the college learning environment is less rigorous in notable respects (attire, attendance, discipline)

Credibility and reliability of achievement as reflected in the school report – not always a correlation between the achievement level in the report and the learner’s demonstrable competence

Achievement of 60% + (aggregate) at the GET level appears to provide a good prognosis for success in further learning

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THANK YOU !