Investec: University academic support programmes give students a chance at success

South African learners’ matric results represent a critical fork in the road, dictating a young person’s access to tertiary education and shaping their future prospects. Yet, these scores often fail to reflect true potential, as they are influenced by a deeply challenged social and education system. Investec corporate social investment (CSI) recognises this disconnect and is assisting university support programmes to give learners a second chance to redefine their academic journey and, ultimately, their lives. 

Our education system faces profound challenges which impact learners’ likelihood of succeeding in secondary-level education. Investec CSI Head Setlogane Manchidi articulated how grade 12 results often fail to accurately reflect students’ true potential in an article he wrote for the Mail & Guardian in early-2024. His concern was how the discrepancy between performance and capability has far-reaching implications for young people’s future and the country’s broader socioeconomic landscape. 

Make-or-break matric results 

The 2023 National Senior Certificate (NSC) examination results provide a stark illustration of this issue. While the overall pass rate of 82.9% was celebrated as an achievement, a closer examination reveals concerning trends. Of the 691 690 candidates who wrote matric in 2023, only 262 016 wrote pure maths and only 206 399 learners sat for the physical science (physics) exam.  

These statistics become even more troubling when considering higher performance thresholds. Only 15.8% of students achieved 60% or higher in maths, while 17.2% reached this level in physics. The number of students achieving distinctions (80% or above) was a mere 3.4% in maths and 3.2% in physics nationally. Perhaps most critically, only 40.9% of the total number of candidates who wrote the 2023 NSC examinations received bachelor passes, allowing them to pursue university studies. 

“These figures point to deeper systemic issues within South Africa’s basic education system. The fact that scores between 30% and 40% in some subjects still constitute a pass is a cause for concern. Moreover, the poor uptake and performance in gateway subjects such as maths and science limit learners’ future academic and career options,” Manchidi explains. 

The challenges faced by South Africa’s education system are multifaceted. Poverty and inequality continue to play a significant role, with 469 115 of the 691 690 candidates in 2023 coming from no-fee paying schools. This socioeconomic reality creates additional hurdles for students attempting to access and succeed in higher education. 

The cumulative effect of poor performance in lower grades also contributes to the overall quality of passes and performance in matric. The lack of standardised national examinations for lower grades makes it difficult to identify and address underperformance earlier in learners’ educational journeys. Discipline issues, learning deficits exacerbated by the Covid-19 pandemic, and a shortage of adequately qualified teachers in key subjects like maths and science further compound these challenges. 

The implications of these educational shortcomings extend beyond individual students. As Manchidi notes, an education system that perpetuates poverty and inequality rather than addressing it is fundamentally at odds with the country’s developmental goals. The high number of dropouts and low-quality passes likely contribute to the growing number of youth not engaged in education, employment or training, with long-term psychological and economic consequences for South African society. 

Investec’s support for university bridging programmes 

Recognising the make-or-break nature of matric results and how the odds are stacked against learners in a society still deeply challenged by inequality and poverty, Investec has made tertiary education support a key focus of its CSI.  

Investec has partnered with various university initiatives at institutions such as the University of the Free State (UFS), University of Cape Town and Rhodes University to support bridging programmes. These facilitate students’ access to higher education and support their performance at tertiary level. 

“The initiatives seek to enable the social, academic and psychological integration of students from diverse backgrounds into university life. Providing additional support through mentoring, tutoring, academic advising, supplemental instruction and career guidance, these initiatives aim to level the playing field for students who have experienced educational and life disparities,” says Manchidi.  

Bridging the gap 

The Investec-supported UFS University Access Programme (UAP) gives students whose matric results fall short of mainstream university admission requirements a second chance to access tertiary education.  

The one-year Higher Certificate (EMS) access programme addresses the educational gaps often resulting from inadequate schooling. The UAP offers a comprehensive curriculum designed to prepare students for the rigours of university study. Participants enrol in three credit-bearing first-year university courses: a compulsory course in skills and competencies for lifelong learning, a mandatory academic literacy course and a maths literacy module. Students can choose between two broad disciplines: Economic and Management Sciences or Human and Social Sciences. 

The demand for such bridging opportunities is evident from the staggering number of applications the programme attracts. In 2022, the UAP received 27 000 applications for fewer than 1 200 places.  

To ensure quality education and support, the UAP employs 12 full-time lecturing staff. These module coordinators are responsible for coursework curriculum and assessment, supported by 200 part-time contracted facilitators. The programme extends beyond the UFS Bloemfontein campus, with contact sessions in Bethlehem, Welkom, Sasolburg, Phuthaditjhaba and Motheo. Additionally, the UAP has representatives at affiliated technical vocational education and training institutions, ensuring comprehensive coverage and support for students across various locations. 

Investec provides financial assistance to participating students. Between 2017 and 2022, Investec invested more than R2.5 million in the programme. This investment encompassed a range of support mechanisms, including limited bursaries, boot camps, tutorials, psychosocial mentoring and recognition for top achievers. 

Gauging programme impact 

A recent impact analysis conducted by UFS provides compelling evidence of the programme’s success, particularly at the undergraduate level.  

• More than 1 000 students enrolled in the programme between 2017 and 2022. 
• Sixty-seven percent of enrolled students successfully completed the programme and obtained the Higher Certificate, with the vast majority doing so within two years of enrolment. 
• Seventy-eight percent of graduates went on to enrol in undergraduate degree programmes within a year of completing the Higher Certificate. Of the 701 programme graduates who proceeded to undergraduate studies, 378 entered extended programmes, while 323 entered mainstream programmes. 
• Of the initial 2017 intake, 70% of the programme’s successful participants who then enrolled in undergraduate degrees have completed their degrees. The 2018 cohort shows similar promise, with 59% already having graduated with an undergraduate degree, a percentage expected to increase in the coming years. 
• While the primary impact of the programme is seen at the undergraduate level, some UAP graduates have continued to postgraduate studies. The assessment found that 35 students had enrolled in Honours degrees, with 34% successfully graduating and most completing their degree in one year. 

Bolstered by Investec’s investment, the programme has proven to be a powerful tool in addressing educational inequalities and opening doors to higher education for students who might otherwise have been left behind.  

The programme’s success not only transforms individual lives but is contributing to the broader goal of creating a more equitable and prosperous society. 

From bridging student to PhD 

Dr Lerato Sekonyela’s academic journey is a testament to her perseverance and the power of second chances. After losing her mother at a young age and struggling academically, Sekonyela’s matric results fell short of university requirements. Faced with disappointment, she found hope in UFS’s Career Preparation Programme (now UAP). 

Despite being discouraged by stigma and teasing, Sekonyela’s self-reflection on the sacrifices her father made and the opportunity she had been offered made her commit to proving herself.  

Her determination paid off. In 2005, she earned her first qualification and became a tutor. She went on to complete two Honours degrees and was appointed as a facilitator in the very programme that launched her academic career. Her Masters and Doctor of Philosophy (PhD) research focused on improving access and support for students in higher education, particularly in university access programmes. 

Today, Dr Sekonyela coordinates the UAP at UFS, helping students who face similar challenges to those she once encountered. Her story is a powerful reminder of the impact that university bridging programmes can have in unlocking potential and changing lives.