TERTIARY EDUCATION LINKAGES PROJECT (TELP)

TELP is an initiative between the South African and American governments to redress inequalities in tertiary education. The Desmond Tutu Educational Trust’s role in this project was to implement the Student Academic Development (SAD) component of TELP, which consists of four focus areas:

• Assessment Testing
• Academic Development
• Student Leadership & Enrichment
• Work Study

To accomplish these objectives, DTET implemented the following activities for each focus area:

A. Development of Five Year SAD Plans
DTET assisted the participating institutions to develop Five Year Student Academic Development Plans, and continues to assist in the development and implementation of these plans by conducting annual evaluations, as well as providing on-site technical assistance to address challenges faced by institutions during this process.

B. Assessment Testing
The DTET assists the participating institutions in the development and administration of the Standardised Assessment Tests in the critical areas of Maths, Science and Language. Furthermore it trains academic staff to develop, administer and analyse the SATs in order to use the data to appropriately place students in compensatory bridging / foundation programmes.

C. Academic Development
The DTET provides technical assistance to set up and develop bridging / foundation programmes in the identified subject areas and also facilitates academic staff development in relation to teaching under-prepared students.

By the identification of students at risk, and providing compensatory academic support programmes to students, a contribution is made to the student retention rate, student access and student success on tertiary level.

D. Student Leadership and Enrichment
In fulfilling its mission to implement government policy in terms of higher education, the DTET bases student leadership training on the Higher Education Act (Act No 101 of 1997). Through the student leadership training programme, the DTET assists in developing a pool of responsible student leaders and capacitating student development practitioners to conduct student leadership training programmes at their institutions. The focus is mainly on pertinent issues such as financial and conflict management, gender and diversity issues, and co-governance in terms of the Act.

E. DTET Work Study Model
The DTET, having developed a Work Study Model particular to the South African context, has introduced this Model to all the participating TELP institutions. The Work Study Programme holistically addresses students’ financial and academic needs, as well as institutional resource building and student debt relief. It also prepares students for the workplace by providing them with marketable skills.

The Trust provides these institutions with technical assistance in developing and setting up their Work Study programmes, based on the DTET Model. The Trust has also assessed progress in this regard, and has recommended steps to facilitate the successful implementation of the programme.

INSTITUTIONS SERVICED BY DTET UNDER TELP SUB-CONTRACT

• Border Technikon
• Eastern Cape Technikon
• Mangosuthu Technikon
• Medical University of South Africa
• ML Sultan Technikon
• Peninsula Technikon
• Technikon Northern Gauteng
• Technikon North West
• University of Durban-Westville
• University of Fort Hare
• University of The North
• University of the North West
• University of Transkei
• University of Venda
• University of the Western Cape
• University of Zululand
• Vista University

SUCCESSES OF STUDENT DEVELOPMENT THROUGH TELP:

Since the DTET implementation of the project in 1998, significant impact has already been made at the participating historically disadvantaged institutions in a two-year period:

• Institutional commitment through policy to identify students at risk and to provide them with academic support programmes.
• Integration of student development activities via various student development departments and student structures on campuses.
• Integrated planning and implementation strategies to facilitate the effective implementation of the Five Year Student Academic Development Plans.
• Redeployment of staff, who became redundant, into Work Study & Bridging Programmes, thus encouraging job creation.
• Development of institutional funding proposals for student development programmes (Work Study, Bridging).
• Identification of institutional needs and development of strategies to address these needs through institutional visits and regional meetings (total of 53 visits and meetings conducted in two year period).
• Increased institutional capacity through training of staff in setting up and implementing Bridging & Work Study Programmes.
• Effective introduction of Student Leadership training programmes, involving a broad spectrum of student leadership structures.
• Identification of existing resources in the tertiary education sphere, particularly in historically disadvantaged institutions, and utilising them as consultants for the various activities.