A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology

[摘要] ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineeringintroduction programmes offered at a higher education institution, using a case studydesign.The South African government is attempting to redress the social inequalities whichprevailed in the education sector during the apartheid era. One of their efforts hasinvolved the widening of access to diverse groups in society in order to increaseparticipation within the higher education sector. However, many students attemptingtheir higher education studies are academically under prepared. This is mainly dueto insufficient life skills, communication skills, numeric skills and literacy skills. Thelack of these skills has inspired various international and national higher educationinstitutions to develop academic programmes aimed at bridging the gap that existsbetween secondary schooling and higher education. Introduction programmes forprospective engineering students have to ensure high-quality curriculumdevelopment procedures in order to secure these students' academic successthroughout their engineering studies. This, in turn, leads to quality graduates andaddresses the huge shortage experienced by the industry.An overview of the contextual and conceptual views on curriculum development isgiven against the backdrop of the current higher education legislation in South Africa.The overview regarding curriculum development links the introduction programmecurriculum to generic learning outcomes specifically set at the National QualificationFramework Level 4. It suggests the application of continuous assessments, in linewith outcomes-based education criteria, together with quality assurance in order to fitthe Higher Education Quality Committee and the Engineering Council of SouthAfrica's accreditation criteria applicable to higher education institutions.During the design and methodological stages, it was established, by means of atheoretical investigation, that the first phase of this study determines whetherstudents that successfully completed the introduction programme performacademically better than students entering the diploma programmes directly. Thetheoretical investigation also established that the second phase of this studydetermines if the diploma students dropped out of the programme for reasons otherthan academic performance.A triangulation approach was used to increase the validity of the empirical part of thestudy and to enhance the rigorous use of both quantitative and qualitative data. Thestudy results shed light on the need for introduction programmes. In addition, itproposed a curriculum framework for improved engineering introduction programmesat the Vaal University of Technology.

[发布机构] Stellenbosch University