A formative evaluation of the SAEP non-academic bridging year programme

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dc.contributor.advisorBoodhoo, Adiilahen_ZA
dc.contributor.advisorLouw-Potgieter, Johaen_ZA
dc.contributor.authorMahomed, Shariefahen_ZA
dc.date.accessioned2016-07-08T10:44:56Z
dc.date.available2016-07-08T10:44:56Z
dc.date.issued2015en_ZA
dc.description.abstractThis dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic component of the BYP. The Bridging Year Programme Description This programme recruits learners from poor socio-economic backgrounds who have gained a National Senior Certificate (NSC) at bachelors pass level but have not gained access to their tertiary level programmes of choice. Its aim is two-fold, (1) to assist learners to improve their NSC standard in order to gain access to their tertiary education programme of choice and (2) to provide them with personal development skills to cope with the academic and social demands of tertiary education. The assumption is that if the learners' personal development skills are enhanced their prospects of success in tertiary education and the employment market will be improved. Thus, the programme comprises an academic component and a non-academic (personal development) component. The scope of this evaluation focused specifically on the non-academic component of the BYP. Background A review of local and international bridging courses found that most students from poor socio-economic backgrounds are underprepared to cope with the social and academic workload of tertiary education, leading to high tertiary-dropout rates. A number of programme evaluations found that if students are provided with a set of non-academic (personal development) skills including planning and organising, prioritising their workload and English literacy skills, they will be better prepared to cope with the academic demands, thus improving their prospects of success at tertiary institutions.en_ZA
dc.identifier.apacitationMahomed, S. (2015). <i>A formative evaluation of the SAEP non-academic bridging year programme</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,Institute for Monitoring and Evaluation. Retrieved from http://hdl.handle.net/11427/20266en_ZA
dc.identifier.chicagocitationMahomed, Shariefah. <i>"A formative evaluation of the SAEP non-academic bridging year programme."</i> Thesis., University of Cape Town ,Faculty of Commerce ,Institute for Monitoring and Evaluation, 2015. http://hdl.handle.net/11427/20266en_ZA
dc.identifier.citationMahomed, S. 2015. A formative evaluation of the SAEP non-academic bridging year programme. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mahomed, Shariefah AB - This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic component of the BYP. The Bridging Year Programme Description This programme recruits learners from poor socio-economic backgrounds who have gained a National Senior Certificate (NSC) at bachelors pass level but have not gained access to their tertiary level programmes of choice. Its aim is two-fold, (1) to assist learners to improve their NSC standard in order to gain access to their tertiary education programme of choice and (2) to provide them with personal development skills to cope with the academic and social demands of tertiary education. The assumption is that if the learners' personal development skills are enhanced their prospects of success in tertiary education and the employment market will be improved. Thus, the programme comprises an academic component and a non-academic (personal development) component. The scope of this evaluation focused specifically on the non-academic component of the BYP. Background A review of local and international bridging courses found that most students from poor socio-economic backgrounds are underprepared to cope with the social and academic workload of tertiary education, leading to high tertiary-dropout rates. A number of programme evaluations found that if students are provided with a set of non-academic (personal development) skills including planning and organising, prioritising their workload and English literacy skills, they will be better prepared to cope with the academic demands, thus improving their prospects of success at tertiary institutions. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - A formative evaluation of the SAEP non-academic bridging year programme TI - A formative evaluation of the SAEP non-academic bridging year programme UR - http://hdl.handle.net/11427/20266 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/20266
dc.identifier.vancouvercitationMahomed S. A formative evaluation of the SAEP non-academic bridging year programme. [Thesis]. University of Cape Town ,Faculty of Commerce ,Institute for Monitoring and Evaluation, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/20266en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentInstitute for Monitoring and Evaluationen_ZA
dc.publisher.facultyFaculty of Commerceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherProgramme Evaluationen_ZA
dc.titleA formative evaluation of the SAEP non-academic bridging year programmeen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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