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An examination of the vocational education and training reform debate in southern Africa
Interventions to improve teaching and learning in first year mathematics courses
In keeping with the national mandate of increasing graduates in the sciences in South Africa, a
concerted effort in improving the first year experience becomes imperative. First year mathematics
courses commonly provide the base knowledge necessary for progression in different degree
programmes at university. Success in mathematics courses influences throughputs, retention and
graduation rates of various degree programmes. Due to the highly complex and integrated nature of
issues pertaining to improving teaching and learning in these courses, a multi-dimensional approach
was conceptualized and implemented at the University of Pretoria. This paper reports on the
development of a coherent framework, and the process and strategy for improving student success
through a number of teaching and learning interventions in the first year mathematics courses,
addressing the different dimensions of the framework. The process embarked upon resulted in a
coherent, resource-focused approach with a replicable model for similar contexts.University of Pretoria.http://www.tandfonline.com/loi/tmes202016-08-30hb201
Chaos or Coherence? Further Education and Training College Governance in Post-Apartheid South Africa
Helping Disadvantaged Students: Findings from the Thuthuka Programme
Drawing on social closure theory, this study achieved a deep understanding of the perceptions and
experiences of the first cohort of candidates passing through the Thuthuka support programme.
Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of
professional closure were considered by taking the backgrounds of these students into account,
together with their perceptions of the accounting profession. Their views on whether the Thuthuka
programme as an intervention had been successful in removing post-apartheid professional closure
were determined by taking into account the Thuthuka studentsâ readiness to sit for professional
examinations and to enter the workplace. The findings of the study suggest features that could be
considered in support programmes intended for socio-economically disadvantaged students to
facilitate their entry into a restrictive and restricted market.http://www.tandfonline.com/loi/raed202016-10-31hb2016Auditin