Academic Support - Saide

Towards a framework for organising

academic support to improve student success
in FET colleges



Report conceptualisation and writing
Cheryl Reeves


Literature reviewers
Chrissie Boughey
Judy Harris


Researchers and case study college reports
Carel Garisch
Angela Schaffer
Vanessa Taylor
Kathy Watters



Project Management
Glenda Kruss










Education, Science and Skills Development Research Programme
May 2006

CONTENTS


List of Tables, Figures, Appendices iv


Acknowledgements vi


Acronyms and abbreviations vii


Executive summary ix






Chapter 1: Introduction: Context, scope and aim .1






PART 1: Perspectives from student academic support in the South
African higher
education and international FET college sectors


Chapter 2: Concerns, debates and approaches 12


Chapter 3: Lessons learnt in the South African context 32


Chapter 4: Practices and models 53






PART 2: Student academic support case studies from the South
African
FET college sector


Chapter 5: Student support concerns and practices 87


Chapter 6: Models, resources and responsibilities 118






PART 3: Conclusions and recommendations


Chapter 7: A framework for organising student academic support in FET
colleges 141






Appendices 148


References 154



LIST OF TABLES, FIGURES AND APPENDICES


Tables


Table 5.1: Student interview - gender 3


Table 5.2: Student interview - population group 3


Table 5.3: Students by field of study and gender 3


Table 5.4: 'High risk' course subjects identified by college leadership 3


Table 5.5: 2005 results of course subjects of the observed lessons 3


Table 5.6: Eleven areas of greatest concern for college students and
lecturers 3


Table 5.7: Factors perceived as contributing to student absenteeism 3


Table 5.8: Lecturers' language use in observed lessons 3


Table 5.9: Students' reports on language use to discuss work outside of the
classroom 3


Table 5.10: Extent of classroom opportunities to practice using new terms 3



Figures


Figure 2.1: Range of contextual support and degree of cognitive involvement
in communicative activities (Cummins & Swain 1984) 3


Figure 2.2: The 'dual iceberg' representation of bilingual proficiency
(Cummins & Swain 1984) 3





Figure 4.1: Theory-led processes 3


Figure 4.2: Kolb's Experiential learning cycle (Kolb 1984) 3


Appendices





Appendix A


Table A: Percentage of lecturers who agreed with each problem statement and
rank order from highest to lowest levels of agreement 3


Table B: Percentage of students who agreed with each problem statement and
rank order from highest to lowest levels of agreement 3


Table C: Comparison of lecturers' and students' perceptions: percentage of
lecturers and students who agreed with each problem statement and
ranking of problems from highest to lowest levels of agreement for both
groups 3



ACKNOWLEDGEMENTS


The following individuals and institutions are acknowledged for their
contributions and participation in the research for this report:


The two literature reviewers:


. Professor Chrissie Boughey, who reviewed student academic
development practices in South Africa higher education
institutions; and

. Dr Judy Harris, who reviewed student academic support practices
in the international vocational or FET college sector.




The four FET colleges where the case study research was conducted.
Thanks go particularly to the students, lecturers and senior management
who so generously gave of their time and insights. The identities of
participating colleges, staff and students are confidential.






Carel Garisch; Angela Schaffer; Vanessa Taylor; and Kathy Watters - the
researchers who collected the data and conducted the case study
research at each of the colleges.


Dr Glenda Kruss, the project manager.


Dr Jeanne Gamble for her contribution to the initial conceptualisation
of the research and for developing the research proposal.


Dr Glenda Kruss and Mignonne Breier, the critical readers and editors.


Ms Priscilla Barnes and Fredericka Davies, for administrative support.


DANIDA for giving the HSRC the opportunity to conduct the study and
thereby make a contribution to the FET college sector.


DANIDA for providing the funding for the research.



Acronyms and Abbreviations


ABET Adult Basic Education and Training


AD Academic Development


BICS Basic interpersonal communication skills


CALP Cognitive academic language proficiency


CEO Chief Executive Officer


CHE Council on Higher Education


CHED Centre for Higher Education Development


CRT Critical Reasoning Test


DANIDA Danish Ministry of Foreign Affairs


DoE Department of Education


EAP English for Academic Purposes


ESP English for Special Purposes


FET Further Education and Training


HE Higher Education


HEI Higher Education Institution


HELTASA Higher Education Learning and Teaching Association of
Southern Africa


HEQC Higher Education Quality Committee


HoD Head of Department


HRD Human Resource Development


HSRC Human Science Research Council


IHEDSA Institute for Higher Education Development in South Africa


LOLT Language of teaching and learning


LPU Linkages and Programmes Unit


MCU Marketing and Communications Unit


MEDUNSA Medical University of South Africa


NATED National Technical Education


NCOR National Certificate Orientation


NIC National Intermediate Certificate


NQF National Qualifications Framework






NRDC National Research and Development Centre for Adult
Literacy and


Numeracy


NSC National Senior Certificate


SAAD South African Association of Academic Development


SAQA South African Qualification Authority


SESD Support to Education and Skills Development


SMME Small, medium and micro-enterprise


SSU Student Support Unit


UCT University of Cape Town


UK United Kingdom


UNITRA University of Transkei


USA United States of America


USAID United States Agency for International Development


VET Vocational Education and Training


WILRU Work Integrated Research Unit



EXECUTIVE SUMMARY






The aim of this research report is to develop a framework for
organising student on-course support that relates specifically to the
FET college sector and the nature of the programmes offered at these
institutions.


1. Research methods


Methodology for the research took the form of two literature reviews,
four FET college case studies, and synthesis of data from the reviews
and case studies. The two literature reviews are of a) student academic
development practices in South Africa higher education institutions
(Boughey 2005a); and b) student academic support practices in the
international vocational or FET college sector (Harris 2005).


The case study colleges comprise four Support to Education and Skills
Development (SESD) Programme colleges spread across three provinces.
Data collection for the case studies took place during the period 8-20
February 2006 and included four activities: lesson observations; post-
lesson interviews with lecturers; focus group interviews with students;
and focus group interviews with college leadership. Data analysis
entailed making generalisations from aggregated data on the case study
colleges.


Synthesised data from the literature reviews and the case studies was
then used to answer the main research questions: What framework could
best serve for organising student academic support at FET colleges?
What are key recommendations or criteria for organising academic
support in FET colleges? What are the main implications or requirements
for this?


2. Structure of the report


Chapter 1 introduces the context, scope and aim of the report. Part 1,
Chapters 2-4, comprises perspectives on student academic support in the
South African higher education and international FET college sectors.
Part 2, Chapters 5 and 6, describe the empirical work and findings from
the student academic support case studies of FET colleges. Part 3,
Chapter 7, presents the study's conclusions and recommendations.


3. Main findings


Main student academic support concerns identified at the FET case study
colleges are:


. students' low levels of foundational knowledge and understanding
of particular subject areas, including their lack of general
knowledge;

. students' proficiency in the language of instruction and
assessment or examination;

. issues related to the development of 'academic' literacy,
particularly reading