WSU NATURAL SCIENCES FACULTY INTRODUCES EXTENDED PROGRAMMES

The WSU Faculty of Natural Sciences has introduced three extended programmes under its, B.Sc. Biological Science, to provide necessary support to underprepared and academically disadvantaged students.

Unlike mainstream programmes that run for three years; extended programmes are four-year courses for students who meet minimum entry requirements for enrolment into university, but are less likely to succeed and complete their studies.

For Extended Curriculum Programmes (ECP), the first year is drawn-out over two years even though the modules, content and credits are the same as those of a regular mainstream programme. Upon completion of the degree, ECP students receive the same certificate as mainstream students.

WSU’s B.Sc. Biological Science: Academic development Coordinator, Siyamtemba Madyibi, said; “There are B.Sc. extended programmes in Biological Science, in Environmental Science and in Pest Management. For the ECP, students need to have at least two level 3s and two level 4s in any of the subjects considered for placement (Maths, Life Sciences, Physical Sciences and English). They of course need to meet entry requirements into the university with a B endorsement.”

The new programmes were approved in 2019 and were first offered in 2020. They were however offered in the previous years as well, but were found not to be aligned with their mainstream counterparts and had to be realigned and applied for from Department of Higher Education and Training.

“The main reason for these programmes is to increase access to university programmes to students who would otherwise not qualify for the mainstream programmes. Apart from increasing access the programme is designed to help improves success at first year level as these students are given extra support in terms of student development programmes and the foundational component infused into their curriculum,” said Madyibi.

He further expressed that at the moment they are keeping both the mainstream and the ECP. However, there are suggestions that even students placed in the mainstream programmes are not equipped enough to at least pass the 1st-year without any hurdles, as seen from the poor performances and academic exclusions. Perhaps National Benchmarking Tests being rolled out by the Centre for Learning Teaching Development can give a clearer picture in terms of profiling the students to whether they can cope without any assistance.

The introduction of the programmes has improved the pass rate within the department and has created accessibility to the programmes.

by Anita Roji