| Autor: |
C.J. Van Staden, L.A. Du Plessis, G. Janse van Rensburg |
| Rok vydání: |
2006 |
| Předmět: |
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| Zdroj: |
South African Journal of Higher Education; Vol 19, No 5 (2005); 863-879 |
| ISSN: |
1011-3487 |
| DOI: |
10.4314/sajhe.v19i5.25532 |
| Popis: |
The skills gap in formally trained black and coloured information and communication technology (ICT) professionals is in part a reflection of the social and historical injustices of past political policies. Furthermore, the current funding formula challenges higher education institutions to improve throughput rates, while providing a skilled labour force. The Vaal University of Technology (VUT) has experienced unacceptably low pass rates in the subject Programming I over five years (2000±2004). The VUT introduced an entry-level certificate in ICT during 2003 in order to widen access, to improve pass rates for Programming 1 and to provide articulation for a diversity of learners into the Higher Diploma in ICT. This article shows that access was indeed widened while the added curriculum had a positive impact on the learners' cognitive skills. Importantly, the results show that the English proficiency module had a positive correlation with the Programming 1 module, but that no significant correlation exists between the Mathematics module and the Programming 1 module. South African Journal of Higher Education Vol. 19(5) 2005: 863-879 |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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