Admission to Higher

Education: Implications for

Nursing Schools

Professor

Dalena van Rooyen

As nurse educators we should continuously ask ourselves:

Who Who are these students in front of me are these students in front of me really.... and really.... and what road what road did they have to did they have to

follow to get into my class?follow to get into my class?

Overview of the students entering HE

It is estimated that every year 1,1 million learners 1,1 million learners start grade 1

However, in 2008 only 589 912 learners 589 912 learners wrote matric. What happened to the rest?

Only 62% 62% of these learners passed matricpassed matric in 2008, thus 38% who wrote the matric examination failed, meaning more that a third failed

Overview of the students entering HE

Those who failed in 2008 are likely to add to the staggering unemployment figure of about 60% in the 18-35 year 60% in the 18-35 year age group

Furthermore, only 20%20% of the 62% who passed, attained a university-entrance university-entrance qualificationqualification

Students entering HE

Of particular interest to Nursing Schools are the 2008 results in Mathematics, Mathematic Literacy and Mathematics, Mathematic Literacy and Physical SciencePhysical Science

At most HEI these subjects (with Life ScienceLife Science) are compulsory subjects for entry into the Nursing Science degree programme

In 2008 only 40% of matriculants passed Mathematics40% of matriculants passed Mathematics, in contrast to the high pass rate in Mathematical Literacy of about 78%

Students entering HE

Only 21% of the learners scored above 50% in Mathematics and only about 15% of the learners scored above 50% in Physical Science

Therefore it is no wonder that SA has consistently consistently under-performedunder-performed in international measures of numeracynumeracy and literacyliteracy in learners

Reason for student drop out from HE

Up to 60% of students 60% of students drop out of university – mostly form underprivileged environments

Key reason cited is lack of finances lack of finances Outstanding student fees at HEI’s rocketed in recent

years:

• UJ: R112 –million, DUT: R175 –million (2007)

Second reason due to poor academic performancepoor academic performance

Reason for student drop out from HE

Other reasons for drop out:

• Female students falling pregnant• Finding campus life and lectures to

structured and boringstructured and boring• Having to care for sick relatives• Peer pressure forcing them to make

incorrect career choices

Further consideration

Communication is identified as a further major stumbling block in the progress of students, not surprisingly if one considers less than 10% 10% of the total SA population of the total SA population speaks English as a first language

Therefore: All Nursing Schools need a tracking system to identify

“students at risk”

Because: Best predictor for the first year drop-outs was a lack of lack of

progressprogress which related to academic underpreparedneacademic underpreparedness for HE

Students Applying for Admission to HEI’s

National Senior Certificate

Structure: Learner study 7 subjects7 subjects Higher and Standard grade Higher and Standard grade differentiation are not used

any more ResultsResults are reflected in percentages and numbers on

Levels: 1-7Levels: 1-7National Senior Certificate

LevelNational Senior Certificate

% Percentage

7 80-100%

6 70-79%

5 60-69%

4 50-59%

3 40-49%

2 30-39%

1 0-29%

National Senior Certificate

Group A: Compulsory Fundamental Subjects (4): •Two official Languages, Home Language (HL) and first additional Language (DL)

•Mathematics or Mathematical Literacy•Life Orientation (not externally examined)

National Senior Certificate

Group B: Elective Subjects (3):• Learner select 3 subjects 3 subjects from list of 27 subjects – but only certain subjects on the designated list designated list (17) (17) give admission to HE eg

•Accounting, Business studies, Economics, Geography, History, IT, Physical Science, Life Science, Music, Consumer studies, Visual Arts, Dramatic Arts etc

Minimum Statutory Entry Requirements

Bachelor’s Degree Programme• Minimum of 30% (level 2) for language 30% (level 2) for language of instruction at HEI• 4 subjects from designated list at a rating of 4(50-59%)• Institutional requirements

Diploma• Minimum of 30% (level 2) language30% (level 2) language of instruction• 4 subjects from designated list at a rating of 3(40-49%)• Institutional requirements

National Higher Certificate• Minimum of 30% (level 2) language of instruction• Institutional requirements

National Certificate (Vocational)

First cohort to enter HE in 20102010 NC (Vocational) is new and modern qualification

introduced at FET Colleges at NQF level 2, 3 and 4 FET Colleges at NQF level 2, 3 and 4 Introduce at FET Colleges at level 2 in 2007, 3 in 2008

and 4 in 2009 It gives Grade 9 learners a vocational alternative to an

academic Grade 10-12, offering industry focussed training on NQF level 2 – 4

National Certificate (Vocational)

Provide both theory and practice theory and practice exposure The National Certificate qualification is al full year at

each NQF level of study Students are issued with a certificate issued with a certificate on completion of

each level of study

In order to obtain the NC (Vocational) a student is required to take a total of 7 subjects at NQF level 47 subjects at NQF level 4

National Certificate (Vocational)

These include the Fundamental Subjects: Fundamental Subjects:• Mathematics or Mathematics literacy, LO and Languages

4 Vocational Subjects4 Vocational Subjects• 12 Fields at FET Colleges

- Management, Marketing, IT & Computer Science, Finance, Office Admin, Electrical Infrastructure Construction, Civil Engineering and Building Construction, Engineering and related designs, Primary Agriculture, Hospitality, Tourism, Safety in Society

Admission Point Score (APS)

APS system allocates point values to the levels of achievement obtained in matric subjects

NSC NSC% APS APS%

8 90-100%

7 80-100% 7 80-90%

6 70-79% 6 70-79%

5 60-69% 5 60-69%

4 50-59% 4 50-59%

3 40-49% 3 40-49%

2 30-39% 2 30-39%

1 0 – 29% 0 0 – 29%

Admission Point Score continue:

Example: Entry to B Cur degree at NMMU

Meet minimum statutory NSC requirements for Bachelor’s degree entry

English, Afrikaans or Xhosa home language and first additional language on a level 3 (40-49%)

NSC rating of at least 4(50-59%) for Maths Literacy or 3(40-49%) for Maths

NSC rating of at least 3(40-49%) for Life SciencesNSC rating of at least 3(40-49%) for Physical Sciences

Minimum Admission Point Score of: 3636

Only about 16% of 18-24 Only about 16% of 18-24 year age group are year age group are accessing HEaccessing HE

Alternative access routes into mainstream programmes1 Extended Curriculum Programmes

• These programmes provide an environment in which academic support and skills development academic support and skills development are integrated with regular academic work

• Additional support modules and activities in the first two years of the extended programme assist students to adapt to the HE learning environment in order to follow follow the mainstream modulesthe mainstream modules during the last two to three years of study (depending on length of degree 3 or 4 years)

• Therefore, at NMMU the (DoE approved) Extended

B Cur degree in nursing runs over 5 years of study5 years of study

Admission criteria for Ext B Cur degree

The purpose of this programme is to provide alternative access to HE to students who have potential to succeed, but do not meet the minimum requirements for mainstream

Therefore: All applicants who do not met the requirements for direct

admission to the B Cur degree, and who have an APS of 25 or higher (25-35) will be referred for admission assessment admission assessment or testingor testing

Alternative access routes into mainstream programmes2 Access or Admission Assessment (NBT’s) Most HEI’s currently have their own system own system of admission

testing, but in 2010 the National Benchmark Tests National Benchmark Tests (NBT’s) should be fully implemented

The purpose of the NBT’s is to assess components - that do not overlap with school-leaving examinations - but add an important dimension re the competency of school-leavers competency of school-leavers to successfully tackle HE studies

Comparing applicants from diverse backgrounds, eg SC &SC & NSC learnersNSC learners, mature age learnersmature age learners, international studentsinternational students, is very difficult – this task can be aided by the introduction of a stable, centrally established benchmark admission tests

National Benchmark Tests (NBT’s)

Two test that learners will write:• The Academic and Quantitative Literacy Test: 3 hoursThe Academic and Quantitative Literacy Test: 3 hours

- The test target students’: Capacity to engage successfully with the demands

of academic study in the medium of instruction Ability to manage situations or solve problems in a

real context that is relevant to higher education study, using basic quantitative information (mathe-matical literacy)

• The Mathematics Test: 3 hoursThe Mathematics Test: 3 hours- The test targets students’:

Ability related to mathematical concepts (mathe-matics)

Alternative access routes into mainstream programmes3 Recognition of Prior Learning (RPL) RPL is an international accepted practice in HEI’s and aims to

widen access to and participation in HE RPL may be applied in two ways:1) for the purpose of credit transfer for modules or subjects studied at

another post-secondary or tertiary institution in order to reduce the amount of duplicated learning

2) for status recognition of skills, knowledge and competencies to allow entry into a specific programme in the absence of formally expected pre-qualifications

Therefore each Nursing School should have an approved RPL system in place

Access and Admission Principles for HEI’s

Have a range of initiatives range of initiatives whereby admission can be gained to an HEI:

(access/admissions testing; RPL; foundation/bridging/or extended curricula programmes; formal linkages with FET Colleges; preparatory programmes for school learners)

Conceptualise access holistically access holistically in terms of:• “getting in” (broadening the pool of people who can

access HE studies, • “getting through” (the strategies and services available to

support students to succeed at their studies), and • “getting on” (the readiness of students for the world of

work and for life)

Access and Admission Principles for HEI’s

Have an admissions policyan admissions policy, which should include under-pinning values of the institution, to guide all aspects of admissions and selection.

Admission and selection must be based on relevant, well-relevant, well-researched, unbiased criteriaresearched, unbiased criteria eg NBT’s and should be expanded to include alternatives to the conventional school-leaving examination.

Admissions criteria and procedures should recognise the different starting points different starting points and cultural backgrounds cultural backgrounds of applicants, and seek to include all those with the potential to benefit.

Access and Admission Principles for HEI’s

Applicants who are highly unlikely to succeed highly unlikely to succeed should not be admitted, but should be counseled or advised regarding alternative options

Research and re-visit the impact of access initiatives access initiatives and the effectiveness of admissions criteria effectiveness of admissions criteria and decision-decision-making processesmaking processes on an ongoing basis to be able to effect improvements when necessary

Conclusion

In the words of the Minister of Higher Education, Dr Blade Nzimande:

“Failures and drop-outs for any reason among Failures and drop-outs for any reason among students after they accessed universities or colleges students after they accessed universities or colleges are an enormous waste of both taxpayers money and are an enormous waste of both taxpayers money and parents’ resources. Minimising this, must be a parents’ resources. Minimising this, must be a priority for all and the DoE will ensure that institutions priority for all and the DoE will ensure that institutions be encouraged and supported to increase success be encouraged and supported to increase success rates and subsequently to increase through-put rates and subsequently to increase through-put rates”rates”

I THANK YOUI THANK YOU