Comparative study of admissions criteria of a selection of South African universities

Summary: The new school-leaving certificate, the National Senior Certificate (NSC), was awarded for the first time in 2008. This necessitated a relook at the entrance requirements for university, as the school subjects offered, and the evaluation thereof, had changed considerably compared with those for the previous schoolleaving certificate (Senior Certificate). It became important for universities to adjust their admission requirements from the 2009 firstyear intake onwards. The admission requirements of nine universities (considered by FinWeek, 18 March 2010, to be similar in terms of effectiveness and classification) were compared. The universities are: the University of the Free State (UOFS), the University of the Western Cape (UWC/WestCapU), the University of KwaZuluNatal (UKZN), the University of Pretoria (UP/UPret), NorthWest University (NWU/NWestU), the University of the Witwatersrand (WITS/UWits), the University of Cape Town (UCT), Rhodes University (Rhodes/RhodesU) and the University of Stellenbosch (US/UStell). (The second abbreviation appearing in some cases is the abbreviation used in Figure 1, which was taken directly from Finweek.) Effectiveness is defined by FinWeek as a combination of the following: undergraduate success rate; graduates as percentage of total enrolment; research output units and contracted research, while classification of institutions is defined as a range from mainly undergraduate training institutions to mainly researchled institutions. This study considered how the nine selected South African universities utilise the NSC results to select students for their mathematical statistics and computer science degrees. Some of the universities use only the NSC results for placement, while others use a combination of the NSC results and some additional admission tests. At most universities the NSC results are combined into an admission point score (APS). This APS is calculated differently at the different universities. The following questions were investigated: How is the APS calculated by each of the nine universities considered in this study? What minimum APS is required for general entrance to undergraduate studies at these universities? What minimum APS do students need to enter a three-year programme in mathematical statistics or computer science at these nine universities? To compare the admission requirements of the universities considered, the entrance requirements documents of the various universities were studied and compared. Furthermore, secondary data of the University of the Western Cape were used to illustrate the differences in the APSs for these universities. A sample of 176 students who matriculated in 2008 with six or more designated NSC subjects and who were in their first year at UWC in 2009 was considered for this study. The UWC data were used to calculate the APSs according to the 2011 admission requirements of the nine universities. In general, students have to offer a minimum of four subjects from the designated subject list, with a level 4 (≥50 percent) or more, to qualify for university admission. For this study only students who had completed six or more designated subjects were considered. To further contain the study, only students that could possibly have qualified for a mathematical statistics or computer science degree were considered. These programmes require school mathematics and not mathematical literacy as a subject. Both these programmes are offered at all the universities considered in this study and could, therefore, be compared. The method for calculating the APS differs substantially between the universities, as does the minimum score required for university admission. To compare the minimum required APS for admission to the respective selected universities the research data of 176 UWC students were used. It was found that only 11 percent of the 176 students admitted to UWC would have qualified for admission at UCT. Although UWC and Rhodes use similar methods for calculating their APSs they have very different minimum APS requirements: Rhodes requires an APS of 40, whereas UWC requires an APS of only 27. Consequently Rhodes would have accepted only 18 percent of the students that were accepted by UWC. Due to the stricter mathematics requirement for the programmes considered, fewer students qualify for these programmes than would have qualified for general university admission. In order to see what APS would be necessary for a student studying at UWC to successfully complete a first year, the 2009 end-of-year university results of the 176 students of this pilot study were used. Of the 176 UWC students that started their studies in 2009, only 108 (61 percent) progressed to the next academic year in 2010. Their average UWC APS was 41,4 with a 95 percent confidence interval of (40,4; 42,3). If a simplified method is used for calculating the APS, namely summing the school scores (without life orientation (LO)), the 95 percent confidence interval for the mean APS of the students that progressed is (30,4; 32,1). It needs to be noted that both UWC and Rhodes use a more complex method of calculating the APS which inflates the APS by approximately 10 points. Currently universities differ considerably in their calculation of the APS as well as their minimum entrance requirements. A simplified and standardised method for the calculation of the APS would allow learners and other stakeholders to easily determine the APS required to be selected for a particular tertiary programme. For most programmes further school subject requirements are specified. For the mathematical statistics and computer science programmes at the universities studied, the difference in the school mathematics requirement is most pronounced. According to this pilot study the APS a student requires to successfully complete the first academic year at UWC, is approximately 30 when the simplified method to calculate the APS is used (summing the scores of six designated school subjects (without LO)). An APS of 30 is currently being used by UP, UKZN and UFS as the minimum requirement for selection. Their method of calculating the APS is very similar to the method proposed by this study. Additional studies would need to be carried out to confirm the results of this pilot study. Further studies are also needed to determine how the scores of the nondesignated subjects should be adjusted for possible inclusion in the calculation of the APS. The NSC is now standardised across South Africa. If the APS is also calculated in a standardised manner it should be sufficient to use this information to determine which students would be able to succeed at university. The minimum admission requirement could vary from university to university depending on the programme for which a student applies. The minimum APS for a programme should be carefully considered and adjusted so that selected students have a chance to succeed. If academically underprepared students are selected for tertiary studies the universities should be aware that these students will need extensive extracurricular assistance. Without additional interventions these underprepared students will have no chance of succeeding at university, which is ethically unjustifiable.Department of HE and Training approved listDepartment of HE and Training approved lis

Smartphone owners need security advice. How can we ensure they get it?

Computer users often behave insecurely, and do not take the precautions they ought to. One reads almost daily about people not protecting their devices, not making backups and falling for phishing messages. This impacts all of society since people increasingly carry a computer in their pockets: their smartphones. It could be that smartphone owners simply do not know enough about security threats or precautions. To address this, many official bodies publish advice online. For such a broadcast-type educational approach to work, two assumptions must be satisfied. The first is that people will deliberately seek out security-related information and the second is that they will consult official sources to satisfy their information needs. Assumptions such as these ought to be verified, especially with the numbers of cyber attacks on the rise. It was decided to explore the validity of these assumptions by surveying students at a South African university, including both Computer Science and Non-Computer Science students. The intention was to explore levels of awareness of Smartphone security practice, the sources of advice the students used, and the impact of a Computer Science education on awareness and information seeking behaviours. Awareness, it was found, was variable across the board but poorer amongst students without a formal computing education. Moreover, it became clear that students often found Facebook more helpful than public media, in terms of obtaining security advice

Cyber security education is as essential as “The Three R’s”

Smartphones have diffused rapidly across South African society and constitute the most dominant information and communication technologies in everyday use. That being so, it is important to ensure that all South Africans know how to secure their smart devices. This requires a high level of security awareness and knowledge. As yet, there is no formal curriculum addressing cyber security in South African schools. Indeed, it seems to be left to Universities to teach cyber security principles, and they currently only do this when students take computing-related courses. The outcome of this approach is that only a very small percentage of South Africans, i.e. those who take computing courses at University, are made aware of cyber security risks and know how to take precautions. Moreover, because this group is overwhelmingly male, this educational strategy disproportionately leaves young female South Africans vulnerable to cyber attacks. We thus contend that cyber security ought to be taught as children learn the essential “3 Rs” – delivering requisite skills at University level does not adequately prepare young South Africans for a world where cyber security is an essential skill. Starting to provide awareness and knowledge at primary school, and embedding it across the curriculum would, in addition to ensuring that people have the skills when they need them, also remove the current gender imbalance in cyber security awareness

Fast tracking students from disadvantaged backgrounds into main stream Computer Science

A computer-based training (CBT) system was used to teach Computer Literacy to full-time students at the University of the Western Cape. This approach was successful in creating computer literate students as well as creating an opportunity for students from educationally disadvantaged schools to enter the Computer Science course. The students experienced this new approach to learning positively. This has laid the foundation to export the computer-based education model to communities outside the university. Lifelong learning opportunities will thus be created.Department of HE and Training approved lis

A bridge over the computer science graduate skill gap

Paper presented at X World Conference on Computers in Education, 2-5 July 2013; Toruń, PolandUniversities are increasingly required to respond to the ever evolving needs of an ever more sophisticated and globalised workplace, which requires well-rounded workers with more than mere technical knowledge. Employers expect their prospective employees to already have acquired a range of professional and personal skills. Universities face a challenge in helping students to develop these skills and it is debatable whether this can be achieved within the university environment. What is needed is a way for students to interact with the outside world as part of their undergraduate programme in a situated learning environment. This paper reports on a computer science assignment specifically designed to develop professional and personal as well as discipline-specific skills. The results suggest that situated learning assignments are indeed able to enhance the development of precisely those soft skills which are so valued by employers

Improving maternal and reproductive health in Ethiopia

This study aimed to examine the relationship between maternal health and good quality of life in an attempt to understand the years between 2005 and 2011. Data from the Ethiopia Demographic and Health Surveys 2005 and 2011 were used. Bivariate, Camer-V, chi-square and logistic regression analyses were used to determine the relative contribution of the predictor variables. The hypotheses tested in this study were that gender, wealth quintile, type of place of residence and region are highly significant with women’s education and work status. Females’ expected age (adjusted odds ratio = AOR) for some school training has dropped in 2011 from 0.678 to 0.255 for the age group 25–34, but male expected age (AOR) for some school has increased in 2011 from 0.784 to 2.274. The age of the respondent, age at first cohabitation and socio-economic variables were positively associated with having visited health facilities in the last 12 months and being visited by a family planning worker.IS

Multiple imputation of unordered categorical missing data: A comparison of the multivariate normal imputation and multiple imputation by chained equations

. Missing data are common in survey data sets. Enrolled subjects do not often have data recorded for all variables of interest. The inappropriate handling of them may negatively affect the inferences drawn. Therefore, special attention is needed when analysing incomplete data. The multivariate normal imputation (MVNI) and the multiple imputation by chained equations (MICE) have emerged as the best techniques to deal with missing data. The former assumes a normal distribution of the variables in the imputation model and the latter fills in missing values taking into account the distributional form of the variables to be imputed. This study examines the performance of these methods when data are missing at random on unordered categorical variables treated as predictors in the regression models. First, a survey data set with no missing values is used to generate a data set with missing at random observations on unordered categorical variables

Cyber security education is as essential as “the three R's”

Smartphones have diffused rapidly across South African society and constitute the most dominant information and communication technologies in everyday use. That being so, it is important to ensure that all South Africans know how to secure their smart devices. Doing so requires a high level of security awareness and knowledge. As yet, there is no formal curriculum addressing cyber security in South African schools. Indeed, it seems to be left to universities to teach cyber security principles, and they currently only do this when students take computingrelated courses. The outcome of this approach is that only a very small percentage of South Africans, i.e. those who take computing courses at university, are made aware of cyber security risks and know how to take precautions. In this paper we found that, because this group is overwhelmingly male, this educational strategy disproportionately leaves young South African women vulnerable to cyber-attacks. We thus contend that cyber security ought to be taught as children learn the essential “3 Rs”—delivering requisite skills at University level does not adequately prepare young South Africans for a world where cyber security is an essential skill. Starting to provide awareness and knowledge at primary school, and embedding it across the curriculum would, in addition to ensuring that people have the skills when they need them, also remove the current gender imbalance in cyber security awareness

Transforming RNA-Seq gene expression to track cancer progression in the multi-stage early to advanced-stage cancer development

Cancer progression can be tracked by gene expression changes that occur throughout early-stage to advanced-stage cancer development. The accumulated genetic changes can be detected when gene expression levels in advanced-stage are less variable but show high variability in early-stage. Normalizing advanced-stage expression samples with earlystage and clustering of the normalized expression samples can reveal cancers with similar or different progression and provide insight into clinical and phenotypic patterns of patient samples within the same cancer

Maths4Stats: Opleiding vir onderwysers

Maths4Stats: Educating teachers. The inadequate nature of the education infrastructure in South Africa has led to poor academic performance at public schools. Problems within schools such as under-qualified teachers and poor teacher performance arise due to the poorly constructed education system in our country. The implementation in 2012 of the Curriculum and Assessment Policy Statement (CAPS) at public schools in South Africa saw the further crippling of some teachers, as they were unfamiliar with parts of the CAPS subject content. The Statistics and Population Studies department at the University of the Western Cape was asked to join the Maths4Stats project in 2012. This project was launched by Statistics South Africa in an effort to assist in training the teachers in statistical content within the CAPS Mathematics curricula. The University of the Western Cape's team would like to share their experience of being part of the Maths4Stats training in the Western Cape. This article focuses on how the training sessions were planned and what the outcomes were. With the knowledge gained from our first Maths4Stats experience, it is recommended that future interventions are still needed to ensure that mathematics teachers become well-informed and confident to teach topics such as data handling, probability and regression analysis