Do Learning Skills Acquired in the University Access Programme Enhance Participation in Academic Practice?

Autor/in	Hlalele, D. J.
Titel	Do Learning Skills Acquired in the University Access Programme Enhance Participation in Academic Practice?
Quelle	In: South African Journal of Higher Education, 24 (2010) 1, S.98-110 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Access to Education; Academic Support Services; Skill Development; Learner Engagement; Educational Practices; Epistemology; Behavioral Objectives; Educational Objectives; Achievement Need; Goal Orientation; Self Efficacy; Program Effectiveness; Communities of Practice; Independent Study; Student Participation; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungspraxis; Erkenntnistheorie; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Community; Selbststudium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article I critically evaluate whether or not learning skills acquired in the university access programme enhance participation in academic practice. University access programmes have been developed with a view to preparing and empowering under-prepared students who did not meet the university criteria. The article claims that even though overwhelming evidence is available to suggest that access programmes provide access to university where there was none and undeniably add value to academic practice, participation in academic practice (epistemological access) is not necessarily guaranteed. (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10