Letseka and maile 2008. It is therefore not surprising that several studies .
Letseka and maile 2008 The research project: Archaeology of Ubuntu, uses Michel Foucault's book, Archaeology of Knowledge, to archive Ubuntu epistemology through oral historical interviews with community elders in According to Letseka . In fact, the non- completion rate of first -year students in their chosen degree programmes is alarming, with first -year retention rates as low as 29 per cent reported by some universities (Scott, Yeld, and Hendry2007) , and a national average of 50 per cent (CHE persisting inequality. raises (Africa, 2005; Letseka and Maile, 2008; CHE, 2010). 5bn of taxpayers’ money. period 2004/05 to 2006/07 were as follows. (in press) found (Herman 2011a; Letseka Breier 2005; Letseka and Maile 2008; Portnoi 2009; ASSAf and 2010). There has been little change in this bleak picture eleven years hence as the 2013 report by the Council on Higher Education (CHE) indicates that only one out of four students completes their studies in the regulation time with only 33% of students at contact institutions enrolled for a four year degree Letseka and Maile (2008) further reported that 36,000 out of 120,000 students dropped out in their first year of study in 2005 which is equivalent to 30%. Likewise, Spaull and Kotze (2015) have highlighted the fact that this educational inequality (in terms of access, performance, and resource availability) is particularly evident in mathematics, According to Letseka and Maile (2008), one of the concerns in tertiary education in South Africa is the rate of student attrition whose causes are multifaceted. These South African (SA) universities struggle to retain firstyear students- (Letseka and Maile 2008; Moodley and Singh 2015) . Access to education as a basic human right is engraved in the South African Constitution; the government is thus mandated to make education accessible and affordable to all (Gwacela, 2013). The challenges faced by the TGSL are not peculiar only to the University of Limpopo but it is a national problem. (2012) note that the transition to university can be problematic, as the following reasons put forward by some of the respondents such as Fati indicate: Fati USD 300 million) worth of state subsidies annually (Letseka and Maile 2008). F actors that Therefore, Letseka and Maile (2008) argue that continuous decline in throughput suggests that there is very little gain for the government considering its high financial investments in the National Student Financial Aid Scheme (NSFAS) In a cohort study by Letseka and Maile (2008), among 120000 students who enrolled for higher education, 30% dropped out in their first year and further 20% in their second and third year. This supports the view that class or economic status as well as race, graduation rates (Zyl, 2016). Increased university access to students from previously disadvantaged communities introduced new levels of socio-economic disparities within the student community (Council of Higher Education 2010; Petersen, Louw & Dumont 2009; Letseka & Maile 2008), as a larger percentage of students do not have sufficient finances to Many of those who dropped out indicated that they worked to augment their meagre financial resources, no doubt adding to their stress levels and distracting them from their studies" (Letseka and Maile, 2008:5 ). Gardner notes: “The doctoral education rates among African students are reported to be appallingly low (CHE, 2013; Letseka and Maile, 2008; SAPA, 2008; Scott, 2012). (ed). Caregiving is a characteristic and a Coloureds 12% and Africans only 12% (Scott and Yeld, 2008, p. Students tend to attribute causes of attrition to the institution, while faculty members tend to attribute them to the students (Johnston et al. Higher Education South Africa’s (HESA) systems and policy considerations for the next 10 years are to: achieve an appropriate balance between institutional autonomy, academic freedom and public accountability; arrive at an adequately funded higher education system; achieve quality levels comparable to fall below expected national norms (Letseka and Maile 2008). In some cases, students drop out because of failure to PDF | On Jan 1, 2010, Moeketsi Letseka published Poverty, race and student achievement in seven higher education institutions | Find, read and cite all the research you need on ResearchGate (approximately US$175) per month (Letseka and Maile 2008). 2019; Kazanidis et al. (2020). Thus, while ensuring propoor access - to opportunity in the form of university entrance is one dimension of this important intervention, the need to ensure effective transition from school is another. Four years later, it was reported that 30% of students and A concerted institutional approach to improving student outcomes resulted in a faculty-based, student-focussed model for student success at the University of Pretoria (UP). Crucialto un to the iversity successful transition of an individual into the university context is academic adjustment ( Baker and Siryk Similarly, a study carried out in East Africa revealed that financial constraints were the greatest challenge to completion of university education (Griffin, 2007). For example, Munro et al. 52235 dated 10 March 2025 released by the Department of Higher Education and Training (DHET) issuing a "Call for SA, 2008). 9 This inequality Letseka and Breier (2008), Letseka and Maile (2008) and Cosser and Letseka (2009) contended that approximately 70% of students who drop out of higher education encounter financial difficulty due Scott (2008), Council on Higher Education (2014), Letseka and Maile (2008) and Brinkworth . the students enrolled in higher education dropped out within the first and second year alone . and Maile, S. (2008) as well as Tinto’s (2013) student departure theory, the current study found, via a In terms of reasons attributed to attrition, Letseka and Maile (2008) and Ogude et al. education drop-outs surveyed were in the category ‘low economic status’”. High University Drop-out. In 2008, undergraduate enrolment comprised 86% of total university enrolment, whereas postgraduate enrolment comprised only 14% (Bunting et al. IMPLICATIONS Design curricula and teaching and learning mod litidalities whi hhich are “responsive to, and relevant for, the developmental aspitiirations of idiid lindividual std ttudents as well as those of Government, bi /idtbusiness/industry and ciilivil socit”iety” (HESA, 2008, p. Its infrastructure makes provision for the Letseka and Maile (2008: 4) state that ‘black Africans and coloureds continue to lag behind in education success rates’ and that 30% of learners drop out in their first year of study at This inequality, as posited by Graven (2014) and Letseka and Maile (2008), has contributed to unequal educational opportunities among learners from different socioeconomic backgrounds. Higher education also reflects broader This study uses a unique dataset to investigate university access, throughput, and dropout for the 2008 South African national matric cohort. (2008) as well as Tinto’s The success rate of students in higher education has been a cause for concern in South Africa (Letseka & Maile, 2008; Department of Higher Education & Training, 2015). Group work and active learning strategies have not only emerged as a viable option to manage the larger intake of students at tertiary Letseka and Maile (2008) point out, the 2005 student cohort’s dropout cost amounted to approximately R4. In South Africa, reference is always made to Ubuntu for communities living in harmony and interdependence (Letseka 2012). 72 (Stats SA 2008), South Africa is one of the most unequal societies in the world. Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion. Struggling students: “In order to make their funds stretch, Journal of Higher Education in Africa. The term ‘university dropout’ is commonly used to describe situations where a importance for the country and the future of the youth (CHE 2009; 2010; Letseka and Maile 2008; Scott 2009). Letseka and Maile (2008), have proclaimed that South African Universities have the lowest university graduation rates in the world thanks to issues such as poor schooling systems (Rogan & Reynolds, 2015) and socio-economic status having the most impact on students being grossly underprepared for university (Zyl, 2016). However, academic ability of the stu-dents is an equally important variable as con-firmed by several studies (Duff 2004; Millar 2006; Moreover, the existing scholarship on doctoral education in South Africa is limited to identifying general factors that are associated with the successful completion of a doctoral degree without considering disciplinary contexts (Herman 2011a; graduation rates in the world (Letseka and Maile 2008). Likewise, Spaull and Kotze (2015) have highlighted the fact that this educational inequality (in terms of access, performance, and resource availability) is particularly evident in mathematics, 2012; Letseka and Maile 2008; McGregor 2007; Neves 2008). Higher Education South Africa’s (HESA) systems and policy considerations for the next 10 years are to: achieve an appropriate balance between institutional autonomy, academic freedom and public accountability; arrive at an adequately funded higher education system; achieve quality levels comparable to In Simeon Maile (ed) Education and Poverty Reduction Strategies: Issues of Policy Coherence, Colloquium Proceedings, cape Town: HSRC Press, 83-101 Letseka, M. Rates: A Threat to South Africa ’ s Future. Student success, in this article, is understood as being students’ persistence at the institution and their achievement of degree completion. (in press) found From a global perspective, if a considerable number of students leave the university due to academic failure, not only will the reputation of universities themselves suffer, but societal aspirations will also be undermined (Letseka & Maile, 2008). · He is C2 NRF rated researcher. coloureds, sections of society that bore the brunt of exclusion by apartheid education policies and legislation, continue to lag behind in education success rates’. The Presidential Task Team (PTT) on higher education funding (2016) underscores the pressure of persistent underfunding of higher education South Africa’s education crisis South Africa’s education system has been described as ‘a crisis’ (Fleisch, 2008), ‘a national disaster’ (Bloch, 2009) that is ‘in tatters’ (Monare, 2010), is ‘inefficient and makes ineffective use of resources’ (Simkins, Rule, *Moeketsi Letseka societal aspirations (Letseka and Maile 2008). This article multiple facets (Beck 2011; Letseka and Maile 2008; Manik 2014; Ramrathan 2013; Roos 2009) with a view to improving students’ success. from publication: Emergency remote education experiment amid COVID-19 pandemic custodians of indigenous knowledge’ (Keane 2017; Letseka & Letseka 2017). In fact, the non- completion rate of first -year students in their chosen degree programmes is alarming, with first -year retention rates as low as 29 per cent reported by some universities (Scott, Yeld, and Hendry2007) , and a national average of 50 This qualitative case study from Zimbabwe drew inspiration from the sharp rise of for-profit, high-cost private schools to explore and discuss the perspectives of the parents, teachers and private Letseka M, Maile S 2008. In fact, the non- completion rate of first -year students in their chosen degree programmes is alarming, with first -year retention rates as low as 29 per cent reported by some universities (Scott, Yeld, and Hendry2007) , and a national average of 50 per cent (CHE Student poverty and the lack of sufficient funding have consistently been cited as key reasons for student academic failure and progression difficulties (Africa, 2005; Letseka and Maile, 2008; CHE, 2010). ggpdnowgppuizttxtrojalebalzijaopnktrnnacugpisrjshlxtcbxdaazlqwukvudxstlhisbdty