A formative evaluation of the South African Education and Environment Project Bridging Year Programme

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dc.contributor.advisorDawes, Andrewen_ZA
dc.contributor.authorBoodhoo, Adiilahen_ZA
dc.date.accessioned2014-11-10T09:01:44Z
dc.date.available2014-11-10T09:01:44Z
dc.date.issued2009en_ZA
dc.descriptionIncludes bibliographical references (leaves 89-94).en_ZA
dc.description.abstractMany learners from disadvantaged schools struggle to obtain entrance into tertiary institutions. A Bridging Year Programme (BYP) designed by the South African Education and Environment Project (SAEP) seeks to address this problem by offering intensive tuition to post-high school learners who have failed to gain sufficient points for entry into a tertiary institution. The BYP prepares those learners to re-write core National Senior Certificate (NSC) subjects and assists them in applying for entrance into a university or college. A formative evaluation was conducted to assess whether the programme is designed and implemented as intended and whether programme design and delivery takes into account evidence based practices, established in the literature for programmes of this nature. A review of programme records was undertaken, interviews were conducted with the programme manager and programme coordinator, and selfreport questionnaires were administered to course tutors and programme beneficiaries. The results of the evaluation indicate that while the programme has the necessary potential to set high standards of participation for beneficiaries and provide them with personalised attention, and while learners are generally positive about their experience, a number of limitations are evident. These include in particular: the need for better monitoring of learner compliance with their contractual obligation, improved quality assurance with regard to the teaching and learning programme, and tutor preparation and training. Recommendations for improved programme implementation, as well as monitoring of programme standards, learner participation and performance, and tutor quality are provided.en_ZA
dc.identifier.apacitationBoodhoo, A. (2009). <i>A formative evaluation of the South African Education and Environment Project Bridging Year Programme</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,Organisational Psychology. Retrieved from http://hdl.handle.net/11427/9490en_ZA
dc.identifier.chicagocitationBoodhoo, Adiilah. <i>"A formative evaluation of the South African Education and Environment Project Bridging Year Programme."</i> Thesis., University of Cape Town ,Faculty of Commerce ,Organisational Psychology, 2009. http://hdl.handle.net/11427/9490en_ZA
dc.identifier.citationBoodhoo, A. 2009. A formative evaluation of the South African Education and Environment Project Bridging Year Programme. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Boodhoo, Adiilah AB - Many learners from disadvantaged schools struggle to obtain entrance into tertiary institutions. A Bridging Year Programme (BYP) designed by the South African Education and Environment Project (SAEP) seeks to address this problem by offering intensive tuition to post-high school learners who have failed to gain sufficient points for entry into a tertiary institution. The BYP prepares those learners to re-write core National Senior Certificate (NSC) subjects and assists them in applying for entrance into a university or college. A formative evaluation was conducted to assess whether the programme is designed and implemented as intended and whether programme design and delivery takes into account evidence based practices, established in the literature for programmes of this nature. A review of programme records was undertaken, interviews were conducted with the programme manager and programme coordinator, and selfreport questionnaires were administered to course tutors and programme beneficiaries. The results of the evaluation indicate that while the programme has the necessary potential to set high standards of participation for beneficiaries and provide them with personalised attention, and while learners are generally positive about their experience, a number of limitations are evident. These include in particular: the need for better monitoring of learner compliance with their contractual obligation, improved quality assurance with regard to the teaching and learning programme, and tutor preparation and training. Recommendations for improved programme implementation, as well as monitoring of programme standards, learner participation and performance, and tutor quality are provided. DA - 2009 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 T1 - A formative evaluation of the South African Education and Environment Project Bridging Year Programme TI - A formative evaluation of the South African Education and Environment Project Bridging Year Programme UR - http://hdl.handle.net/11427/9490 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9490
dc.identifier.vancouvercitationBoodhoo A. A formative evaluation of the South African Education and Environment Project Bridging Year Programme. [Thesis]. University of Cape Town ,Faculty of Commerce ,Organisational Psychology, 2009 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9490en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentOrganisational Psychologyen_ZA
dc.publisher.facultyFaculty of Commerceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherOrganisational Psychologyen_ZA
dc.titleA formative evaluation of the South African Education and Environment Project Bridging Year Programmeen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMSocScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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