Access Denied: Examining the Pitfalls of Enrolment Mechanisms in Higher Education
DOI:
https://doi.org/10.56778/rss.v1i1.577Keywords:
Higher education, enrolment system, matriculation statistics, south africa education, admission challengesAbstract
Open and distance learning signifies instruction delivered remotely, emphasizing accessibility, flexibility in curriculum, and structural adaptability. These systems typically consist of interconnected elements including a guiding mission, program offerings, instructional methods, learning resources, communication channels, support services, student body, educators and experts, administrative structure, infrastructure, and assessment processes. Each year, the academic journey for South African students becomes a topic of discussion due to the disparities in enrolment opportunities. Approximately 615,429 learners successfully complete Grade 12 (matric) annually. However, only 25% of these individuals gain admission into higher learning institutions. Out of the remaining 75%, about 10% actively seek employment opportunities, with only 5% securing internships or temporary positions not permanent jobs. Alarmingly, this leaves 70% of matriculants marginalized, facing limited prospects for further education or employment. This systemic exclusion often pushes many towards paths that include social challenges, including crime. This paper seeks to uncover the flaws in enrolment systems and propose strategies to address these critical issues
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