Abstract:
Extended Curriculum Programmes (ECPs) form a central pillar of South Africa’s strategy to promote equity and improve student success in higher education. By embedding foundational provision within extended qualification pathways, ECPs aim to support students from disadvantaged schooling backgrounds while maintaining academic standards. Since the 2012 Foundation Provision reforms, ECPs have expanded system-wide and now represent a substantial and ongoing fiscal commitment. This report evaluates whether ECP enrolment improves student outcomes relative to mainstream pathways under the contemporary policy framework. Using system-wide linked administrative data from the Higher Education Management Information System (HEMIS), National Senior Certificate (NSC) records, and National Student Financial Aid Scheme (NSFAS) data, the analysis follows first-time entering students between 2012 and 2022 to assess their outcomes in the public higher education system in South Africa.
Description:
This report was prepared with financial support from the Council on Higher Education (CHE). The authors gratefully acknowledge this support. Mercy Alaso provided valuable research assistance in compiling and synthesising the historical and policy context of Extended Curriculum Programmes. Kauthar
Hoossen’s literature review, originally prepared as part of her honours thesis, informed the construction and organisation of the literature review section of this report. Any remaining errors or interpretations are the responsibility of the authors alone.
