Designing foundation and extended learning programmes

Foundation and extended learning programmes are alternative access routes for students who show that they are academically not ready to enter the university programmes after the point of entry assessments done by student admission departments (Hockings, 2010; Dhillon et al., 2006). The foundation programmes may include some mainstream course content coupled with relevant foundation development components like language, academic literacy, study skills and subject specific support to address gaps in programme knowledge and understanding (Jones et al., 2008; Dhillon et al., 2006). The extended programmes are an extension of a mainstream first year programme over two years to support those students who lack important concepts of the mainstream programme. In some instances, the extended learning programmes are generic in certain fields of study such as Textile, Clothing and Design field. In such cases, students pursuing different programmes can go through the foundation or extended programmes together and split into different programmes later after fulfilling the lagging gaps in knowledge in specific programme courses. The foundation programmes are recommended as the most effective ones because they are composed of a wide range of teaching and learning packages that widely prepare students for course specifics as well as for the general programme requirements like language skills and academic literacy and study skills (Dhillon et al., 2006; Moore & Shulock, 2008). However, such support services are just structures laid down by the institutions which may not be very effective if not well equipped to meet the needs of various students and stakeholder dynamic needs. It is important to find out how the lecturers and other relevant support structures like library and programme laboratories are equipped to ensure provision of responsive learning

104

environments for diverse learners during mainstream lessons, which is the purpose for this study. Jones et al. (2008) point out that after completion of the foundation and extended learning programme, the students require a more holistic system of assessment to give them the opportunity to demonstrate a range of abilities acquired during the foundation and extended learning programme.

In Australian universities, students from diverse backgrounds are exposed to transition programmes and foundation programmes as well as pre- assessment to address knowledge gaps and direct students to appropriate programmes. The transition programmes are meant to familiarize students with university demands, to meet the demands of university study, and to address students with special needs (McInnis & James, 2003; Anderson & Boyle, 2015). These may include international students, mature age entrants, and those from rural and isolated regions. In some cases, the transition programmes are separated from orientation programme in order to address students with special needs. The Australian universities offer whole institution foundation programmes that are designed to accommodate mature age entrants with a median age of twenty-two years. The approach is meant to address the significant differences that exist between the twenty-two to twenty-four year old age group and the school leavers as well as the old students (mature age). These diverse groups have different expectations and learning needs. The programme helps beginner undergraduate students in the development of skills and approaches that are a prerequisite for success in their subsequent studies. The foundation programme also helps to introduce students to the value of broader outlooks through interdisciplinary perspectives in the form of transition and bridging units. These programs are coordinated by the teaching and learning centers in Australian universities. This study focused on how such learning centers’ instructors are supported as well as the nature of the classroom environments.

In the African countries context, the foundation and extended learning programmes address issues of access of different individuals and students with different socio- cultural identities which influence how they develop valued capabilities (UNESCO- UNEVOC, 2013). UNESCO (2011) views these preparatory programmes as capability approaches which focus on addressing institutional and cultural barriers that prevent the accommodation of different groups of students into specific programmes like the

105

Technical Vocational Education Training (TVET). Unterhalter (2007) claims that there are gender norms and practices within some cultures that may limit the enrolment of girls and women in TVET programs. UNESCO-UNEVOC (2013) and Maclean (2010) posit that students with disabilities, students from minority ethnic groups and those who speak minority languages often encounter some forms of discrimination that limit their access to TVET and their opportunities for learning when they are enrolled into the programmes. The same authors point out that the area relating to barriers of learning faced by different groups of students is under-researched. The study on strategies used for students from diverse backgrounds in the provision of TCD programmes falls within the same area of study related to barriers of learning faced by different groups of students.

A study by Moore & Shulock (2009) carried out with California State University students, suggests some factors that may enhance student success in university programmes. These include improving student preparation for university programmes through better alignment across secondary and post-secondary education and carrying out outreach programs to families around college preparation, admission and financial aid. Adelman (2006) suggests that students need to complete gateway courses, especially Mathematics, early in their college career so that it is easier for them to complete bachelor’s degree programmes successfully and complete Mathematics credits early during the first two years. Many studies by Adelman (1999), Adelman (2005), Roksa & Calcagno (2008), McCormick & Carrol (1999), Chen & Carrol (2005) & Calcagno et al. (2006) emphasize the importance of early accumulation of college credits as means of providing momentum towards degree completion. One of the studies reveals that among the students who enrolled in a four year programme at a university, forty-five percent completing fewer than twenty units in their first year went on to complete a degree study as compared to ninety-one percent completion among students who had thirty percent credits in their first year (McCormick & Carroll, 1999). Therefore, students’ completion of thirty credits in their first year was correlated positively with degree completion (Chen & Carroll, 2005). An analysis of students beginning in community colleges reveals that bachelor’s degree attainment was fifteen percent lower for students who earned less than twenty credits in their first calendar year of enrolment compared to students who got twenty or more credits (Adelman, 2005). A study of first time degree seeking students in the Florida

106

Community college system found that reaching each of the three credit thresholds- twenty-four, thirty-six and forty-eight semester units was associated with a higher likelihood of transferring to a university degree programme (Roksa & Calcagno, 2008). In a study with all Florida College students, Mart (2007) notes that students who accumulated credits at a declining rate over successive terms were less socially and academically engaged in college work. The results suggest that a decline in credit accumulation was a marker of limited engagement and of being at high risk of dropping out. Therefore, this study sought to find out how the decline in students’ performance can be alleviated through relevantly designed support services as well as diversified implementation strategies designed by curriculum implementers.

Besides the above, research consensus is that students’ academic preparation in high school is strongly related to college outcomes (Berkner, He, Cataldi & Knepper, 2002; Hoachlander, Sikora, Horn & Carroll, 2003). Some researchers suggest that the predictive strength of high school preparation declines when variables representing college academic performance are included in the university models. Researchers found out that use of methods that account for events that took place over time lead to decline in the predictive strength of high school academic resources. Therefore, the authors argued that high school preparation is important because it affects college GPA, which in turn predicts degree completion by students. The TCD students with varying academic qualifications may perform differently as their level of background knowledge in Textile and Clothing area varies. These students need university engagement that assists them to perform well by attending to their various needs and ensure they succeed in their academic careers. This study sought to find out how the institutions attend to the needs of such TCD students who join university education with various academic backgrounds.

A considerable number of researchers indicate that support programmes for new students are associated with better student outcomes (Moore & Shulock, 2009; Bailey & Alfonso, 2005). Some researchers refer to the support programmes as orientation courses. These courses provide students with information on study skills, goal setting, campus facilities, and support services. Various studies carried out in universities and community colleges in California found that students who take an orientation course upon enrolment in college have higher completion rates, earn more total credits,

107

maintain higher GPAs, and are more likely to persist and graduate (Derby & Smith, 2004; Sommo & Collado, 2009; Stovall, 1999; Zimmerman, 2000). However, it depends on their academic preparation in the fields of study they pursue at university. The first days’ orientation is a general support that assists students to adjust to the university academic environment, which is different from how programmes instruction is delivered in mainstream classrooms that have diverse students. Students with diverse academic backgrounds have various content knowledge and skills experiences that may need to be taken into account and utilized to ensure students’ academic success. This study sought to establish best measures that can be applied to cater for such students at university level.