By Marissa Rollnick

Higher schooling reforms across the world have resulted in huge raises in scholar numbers, and therefore a consequent upward thrust in so-called ‘non-traditional’ and underprepared scholars who arrive at better schooling associations with various academic backgrounds. the looks of those scholars presents a specific problem within the sciences the place enough grounding is important. One reaction to this problem has been the supply of entry, beginning or “second probability programmes” which function on diverse versions the world over. This publication offers much-needed research from researchers within the box, reading the ways that deprived and underprepared technology scholars research, in addition to which pedagogical techniques were confirmed to be powerful. The chapters discover the problems extra quite often sooner than targeting the ways that equivalent possibilities to benefit were carried out in tertiary schooling in Southern Africa, the place versions contain the availability of entry, origin or ‘second likelihood’ programmes that experience opened the door to gigantic numbers of latest scholars. In South Africa, the place the frenzy for fairness has been robust because the loss of life of apartheid, programmes were confirmed in any respect tertiary associations, with one of the most winning of those programmes established at universities characterized via a excessive examine output. therefore, the decade has visible loads of examine into the effectiveness of those programmes either at a micro and macro point. This quantity offers an exam of concerns concerning the programmes, their constitution, scholar choice and adjustment. matters resembling the training of those scholars, their communicative skill and laboratory paintings come below the highlight. even if analyzing the problem across the world, the ebook attracts seriously on classes from South Africa the place there was significant event of such programmes.

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South African Journal of Higher Education, 9(1), 65–72. Pendergast, D. (2000). Access to Griffith university: Evaluation of the ‘success’ of the tertiary access course 1989–1999. Brisbane: Griffith University. 2 Issues in Access Programmes 37 Pinto, D. (2001). Directory of science, engineering and technology foundation programmes and proceedings of the indaba of science engineering and technology foundation programmes. Johannesburg: University of the Witwatersrand. Richardson, R. C. (2000). The role of state and institutional policies and practices.

They take the form of a foundation course offered by a further education institution prior to first year university. In France, access to all universities is open in theory (Goastellec, 2002) but various devices are applied to limit access to non-traditional students by favouring those from recognised feeder schools and requiring extensive documentation from those not favoured for acceptance. Goastellec (personal communication) further notes that there are no recognised pre-university bridging programmes but that universities are providing further on-campus support in the form of tutorials provided by post-graduate students, a common practice in most US universities.

Campbell, R. Denes, & C. ), Access denied: Race ethnicity and the scientific enterprise (pp. 193–206). New York: Oxford University Press. Wineke, W. , & Certain, P. (1990). The freshman year in science and engineering: Old problems, new perspectives for research universities. Report of a conference. Ann Arbor: University of Michigan. Zaaiman, H. (1998). Selecting students for mathematics and science. The challenge facing higher education in South Africa. Pretoria: HSRC Publishers. Chapter 3 A Survey of Programmes: Successes in Science Access Marissa Rollnick Introduction Access to science varies greatly between countries and consequently so does provision.

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