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A LEARNING FACILITATION FRAMEWORK
A LEARNING FACILITATION FRAMEWORK TO ENHANCE ACADEMIC SKILLS DEVELOPMENT AMONG UNDERPREPARED LEARNERS IN SOUTH AFRICAN HIGHER EDUCATION
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The research presented in this thesis is concerned with understanding underpreparedness, a phenomenon which is inextricably intertwined with the current higher education dilemma of poor throughput and high attrition rates in higher education. A continuous need exists for ways to scaffold the underprepared student to succeed. For this reason a learning facilitation framework based on empirical research and current understanding about the potential benefits of engaged learning is presented. The thesis focuses on what is meant by underpreparedness; factors contributing to underpreparedness; the domains of underpreparedness; and the typical circumstances underprepared students find themselves in. These four focus areas were investigated and the different interpretations and dimensions provided an opportunity for diverse perspectives on underpreparedness to be encompassed and enveloped, thereby becoming a basis not only for the framework recommended, but also for future research or initiatives to improve teaching and learning.
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