View in EDS

Reflections on Academic Development: What We Can Learn from the South African Experience. Technical Report.

Saved in:
Bibliographic Details
Title: Reflections on Academic Development: What We Can Learn from the South African Experience. Technical Report.
Language: English
Authors: Epstein, Ruth, Saskatchewan Univ., Saskatoon. Extension Div.
Peer Reviewed: N
Page Count: 67
Publication Date: 1999
Document Type: Reports - Descriptive
Descriptors: Academic Education, College Bound Students, College Preparation, Comparative Education, Foreign Countries, High Risk Students, Higher Education, Instructional Development, International Education
Geographic Terms: Australia, South Africa
Abstract: A study examined academic literacy in high-risk South African students entering postsecondary education, and the relationship of academic literacy to instructional development. Data were gathered in discussions with academic staff at South African universities and technikons and at the University of Saskatchewan. The report begins with background information on education in South Africa, focusing on these topics: the effects of separate school systems and Bantu education; the need for academic literacy; the relationship between education, economics, and morale in education; and tertiary academic institutions. Academic literacy and instructional development are then defined, and South African approaches to them, including current research, are examined. Examples of six types of initiatives at a number of South African institutions are then described. Five approaches to academic literacy at the University of Saskatchewan and one Australian example are offered for comparison. Conclusions are drawn about the South African experience, and suggestions for improving academic literacy programs and administration are made. (Contains 41 references.) (MSE)
Entry Date: 2000
Accession Number: ED435318
Database: ERIC
Description
Abstract:A study examined academic literacy in high-risk South African students entering postsecondary education, and the relationship of academic literacy to instructional development. Data were gathered in discussions with academic staff at South African universities and technikons and at the University of Saskatchewan. The report begins with background information on education in South Africa, focusing on these topics: the effects of separate school systems and Bantu education; the need for academic literacy; the relationship between education, economics, and morale in education; and tertiary academic institutions. Academic literacy and instructional development are then defined, and South African approaches to them, including current research, are examined. Examples of six types of initiatives at a number of South African institutions are then described. Five approaches to academic literacy at the University of Saskatchewan and one Australian example are offered for comparison. Conclusions are drawn about the South African experience, and suggestions for improving academic literacy programs and administration are made. (Contains 41 references.) (MSE)