Abstract
This chapter identifies the main thrust of the book as an account of science access programmes involving university level interventions as a response to changing demography in tertiary level institutions with special attention given to lessons from South Africa. It explores different types of interventions and justifies the emphasis on university level rather than school level interventions. Some background to the South African context is provided and its uniqueness with respect to access programmes as a country where access programmes in science are provided at almost all institutions, but particularly at high status research universities which leads to more research being done on programmes. The chapter ends with a summary of the chapters to come.
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Rollnick, M. (2010). Introduction. In: Identifying Potential for Equitable Access to Tertiary Level Science. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3224-9_1
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DOI: https://doi.org/10.1007/978-90-481-3224-9_1
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