Challenges in accessing higher education: A case study of marginalised young people in one South African informal settlement

Walker, Melanie; Mkwananzi, Faith

doi:10.1016/j.ijedudev.2014.11.010

Cited by 32 publications

(26 citation statements)

References 14 publications

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“…Thus enrolment numbers are capped. So, some students will have their applications declined even though they may qualify for admission (Walker and Mkwananzi 2015). But, there are additional hurdles for those who are admitted, in that they will not necessarily be in a position to pay their fees.…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, even this NSFAS funding is mostly a loan -with only 40 per cent of the amount converted into a bursary, and the only if the student performs well academically (Lebeau et al 2012). In addition, there might be those who are not aware that funding support is available and so do not apply (Callender and Wilkinson 2013;Walker and Mkwananzi 2015). Thus, many go unfunded.…”

Section: Introductionmentioning

confidence: 99%

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Student funding and student success: A case study of a South African university

Naidoo

McKay

2018

SAJHE

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The 2015/16 #FeesMustFall protests brought the insufficient tertiary-level student funding problem into the national consciousness, with students arguing they are being excluded from higher education as they do not have sufficient funds. But, the relationship between academic success and access to student funding is not clear. Thus, this study sought to contribute clarity to our understanding of the relationship between student bursary funding and academic performance. Methodologically, it involved an analysis of 8099 undergraduates for the 2011 cohort year. This 2011 cohort was tracked over a period of three years, a period considered as minimum time to gradation. Results show that was no relationship between students being awarded a bursary, and their successful graduation (throughput). Nor was there any relationship between the value of bursary awarded and students' academic performance. Furthermore, the presence of genuine outliers in the dataset is an indication that the allocation of bursary money to individual students must be made more transparent and accountable. In terms of the cohort under study it can be concluded that student academic performance was not a function of bursary funding, although merit bursaries awarded on academic merit yielded the best results. We conclude that student funding is a complex and challenging function, and cannot be viewed as a simple action of funding financially needy students. The limitations of the study should also be noted: it was confined to one large contact institution of higher education and it does not capture those students who take four or more years to complete their qualification.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student funding and student success: A case study of a South African university

Naidoo

McKay

2018

SAJHE

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“…Locally, studies such as those by Walker & Mkwananzi (2015); Fleisch et al (2012);andThinyane et al (2007, 2006) focus on equipping marginalised youths with various skills in a bid to improve their socioeconomic potential. Globally, the concept of youth marginalisation has received significant scholarly attention for many decades.…”

Section: Youth Marginalisationmentioning

confidence: 99%

“…They should also promote a strong work ethic, team work, conflict management, and critical and creative thinking. This will instil a strong sense of confidence and pride among marginalised youths, thereby improving their prospects of employment (Walker & Mkwananzi, 2015;Tukundane et al, 2015).…”

Section: Youth Marginalisationmentioning

confidence: 99%

Exploring Digital Archive System to Develop Digitally Resilient Youths in Marginalised Communities in South Africa

Ochieng

Olugbara

Marks

2017

E J Info Sys Dev Countries

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Promoting digital skills among the youth in marginalised communities can boost their digital resilience, facilitate effective participation in the knowledge economy and foster positive development. However, in developing countries, government and other stakeholders are confronted by several challenges that hamper such projects. These include poor digital infrastructure, a lack of digital capacity, high levels of digital illiteracy, limited access to local digital content, and widespread apathy and mistrust amongst marginalised communities. This article explores the use of a digital archive system to develop digital skills among the youth in the marginalised Kenneth Gardens community in South Africa. A series of training workshops was conducted over a period of 12 months with a pilot group of youths to develop their digital skills. The Kirkpatrick model provided the conceptual framework to evaluate the level of skills acquired. The data were subjected to qualitative analysis and the results show that the use of a digital archive system has significant potential to develop digitally resilient youth.

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“…The modernization of universities characterised by materialistic business approaches has brought a social and economic dilemma of inaccessible and unaffordable education for many, especially in communities where the need for these is perhaps most extreme. This is perhaps most pronounced relative to the lack of accessibility and affordability of higher education in many nations-an issue that has garnered the attention of both ruling and opposition parties in the USA, UK, Europe, and Asia [54].…”

mentioning

confidence: 99%

Imperatives of Sustainable University Excellence: A Conceptual Framework

et al. 2019

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This study envisions the architecture of a modern era university with sustainable standards of excellence. Sustainable University Excellence is herein defined as the ability of a university to excel in the core areas of knowledge creation and dissemination via the mobilization of human, social, intellectual, and financial capital to serve on socioeconomic and environmental fronts ethically, efficiently, and effectively to secure a sustainable future. Seven core performance domains of a university are explored: Teaching quality, research culture, technological capability building, accessibility, community engagement, internationalization, and environment, which should be prioritize in order to continuously advance along a sustainable excellence continuum. This study provides a self-assessment methodology that universities can employ to compare their performance relative to the aforementioned domains, thus enabling the identification of performance gaps, the knowledge of which is crucial to the formulation of more targeted strategy. This approach allows decision makers to form a more coherent vision for sustainability within institutional and broader contexts. The approach proposed herein incorporates the three aspects of sustainability that form the so-called Triple Bottom Line (TBL).

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Challenges in accessing higher education: A case study of marginalised young people in one South African informal settlement

Cited by 32 publications

References 14 publications

Student funding and student success: A case study of a South African university

Student funding and student success: A case study of a South African university

Exploring Digital Archive System to Develop Digitally Resilient Youths in Marginalised Communities in South Africa

Imperatives of Sustainable University Excellence: A Conceptual Framework

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