Die oorgang van skool na universiteit : 'n teoretiese raamwerk vir 'n pre-universitêre intervensie

[摘要] ENGLISH ABSTRACT: The South African school system is increasingly producing students who do not make the grade in higher education. Universities are concerned about the quality of the students who register as first-years at higher education institutions. The findings of various studies have clearly shown that more and more students are inadequately prepared and therefore not ready for higher education. In South Africa the problems resultingfrom the gap between school and university have been exacerbated by the inequalities that exist in the secondary school system, and which are still part of the legacy of apartheid. Within the context of learners'increasing unpreparedness for university studies, their difficult transition from school to university and the concomitant high drop-out figures in higher education, this study investigated the extent to which universities – with Stellenbosch University as a case in point – can contribute towards preparing students for university studies from as early as school level, and thus facilitate their transition from school to university. Taking this research question into account, the researcher investigated the extent to which specific variables played a part both in the pre-university phase and after admission. In addition, the study also focused on the extent to which students' school background (previously disadvantaged privileged school) influences students' preparedness, and to what extent academic standards (amongst others final examination results)are related to success in the first year at university. The research design was a case study of black newcomer first-year students who participated in a Stellenbosch University bursary project (the Merit Bursary project) in their Grade 12 year. The data generation consisted of two phases, namely a quantitativeapproach in the pre-university phase and a qualitative approach, after admission, in the transitional phase. The research findings have revealed that the inequalities in the South African schooling system influence the transition from school to university. The classification of schools (previously disadvantaged or privileged school) plays a crucial role in students' preparedness and how they handle the transition from school touniversity. There are various academic, social, emotional, cultural and financial factors that impact on this transition. However, the factors are interdependent – no one factor can be regarded as being more important than another. Universities must adopt a holistic approach to the transition that newcomer students are required to make. It was concluded in the study that universities have a responsibility to ensure that the diminishing pool of potential students in higher education be expanded. Universities should also ontributetowards preparing prospective students more effectively so that the transition process will be less challenging. It is believed that this will also improve the throughput rate. In this regard the study proposes a theoretical framework for a pre university intervention.

[发布机构] Stellenbosch University