Educational programmes, whether academic or vocational, are
designed to provide de ned learning outcomes. Guided by
taxonomies of learning developed by experts such as Bloom and
Anderson, for example, experienced educators would hierarchically
organise the learning outcomes to be imparted to graduates of an
academic programme. These stated learning outcomes establish the
output standards of the programme and are described by a range of
skill sets or competencies measured against well-established
competency levels that range from basic knowledge and
understanding to the higher order cognitive levels associated with the
ability to analyze, create, and synthesize solutions to problems. These
skills could target capabilities required for the job market or further
study.
Unfortunately public discourse this week has focused only on entry
quali cations as an indicator of programme quality, rather than on the
mechanisms that academic institutions put in place for students who,
upon entry, can build upon their knowledge and skills to achieve the
output standards.
The lower level, formal, academic entry requirement into a
programme at The UWI is ve CSEC passes, inclusive of English and
Mathematics. However, for close to 20 years, the university-wide
matriculation requirements always allowed for three CSEC passes, plus
relevant experience for mature students, de ned by the university as
persons 21 years and older.
It would be appreciated that the entry statistics for applicants into a
programme will vary each year as it is dependent upon the
academic
pro le
of the pool of applicants, and the number of spaces available
within a programme of study in a given year. Over the years, however,
the competitive environment has pushed the selection criteria way
above the minimum requirements in most programmes.
It is also important to note that The UWI, in particular, its Open
Campus, has recognised the need to extend its reach to the
under-served and also the value of prior learning. The UWI has
frontally engaged discourse on how this continuous learning for
adults can be matched against educational goals, or a programme of
study. The University, recognises the utility of other tools to
satisfactorily assess entry into a programme of study. These include
interviews, portfolio, and prior learning assessment among others.
In the case of Social Sciences, the number of applications to a
few
programmes
has declined, pushing the modal score in the pool for
selection of applicants closer to the lower level matriculation
requirements. Here, other tools are used for assessment as listed
above, a critical one being prior learning assessment for mature
students. The Certi cate Programme in Public Administration, which
was widely discussed, was one such programme with declining
numbers. In order to broaden the catchment, the Faculty is expanding
its focus to mature (as de ned by UWI) individuals with a minimum
academic requirement of three CSECs, together with prior learning
and work experience or equivalent to gain entry into the programme.
In the not too distant future, the public will see more e orts by the UWI
to broaden access so as to enrich its student body with individuals
who, regardless of their prior academic achievements, demonstrate
the potential to succeed. This will require going beyond the traditional
formal academic quali cation which UWI studies have, time and again,
shown to be not a reliable predictor of academic success at the degree
level. No doubt, these initiatives, as do all paradigm shifts, will be
opposed by those who are well entrenched in the status quo,
particularly in a society that places formal certi cation on a very high
pedestal.
The UWI intends to play its role in the development of a new seamless
national and regional education system that, among other things,
allows citizens to easily move to any level of educational achievement
regardless of their current standing. In my inaugural address, I
challenged the region to target a future state in which,
inter alia
,
man-made disasters are but few and in the aftermath of natural
disasters, survivors would be able to rebuild and maintain resilient
communities that can grow to re-establish strong societies. The
forging of a seamless education system is a necessary precursor to this
target state.
In recent days, the media have reported on adjustments in the admissions criteria for programmes in the Faculty of
Social Sciences at The UWI. The purpose of this statement is to inform the public on how applicants to any programme
are assessed within The UWI. It is important to note that the particulars raised here are in keeping with the general
mode of assessment for entry into academic programmes globally.
UWI Entry Requirements have not changed
Statement from
The Campus Principal
