For higher education institutions to produce graduates capable of contributing to society and the economy in a productive manner, educational emphasis is placed on the development of critical thinking. The above necessitates that higher education institutions are able to engage in responsive curriculum design and delivery for enhanced student success and access. Public Administration programmes focus on equipping students to work within the broader government sector, able and capable of delivering public functions responsive to the needs of society. Literature suggests that there are a number of factors which influence the success ratio of any undergraduate programme in the South African context, including, inter alia, increased enrolments, student–staff ratios and the overall decline of professional and intellectual life in the country. Further complicating matters are classes too big to be participatory and crammed syllabi preventing in-depth discussions. The notion of embedding academic literacy development in curriculum design through a scaffolded approach aims to influence the academic performance of students through engaged and active learning in order to attain a higher level of achievement as well as benefit from the process of scaffolding. The research comprises a mixed method approach using a case study of the first-year students enrolled for a Public Administration degree. Data collected included an analysis of 2015, 2016 and 2017 student cohorts in: determining their academic literacy level upon registration (set as a baseline before any academic literacy intervention); tracking their academic performance through their formative and summative assessments (through a scaffolded approach); and reflecting upon their learning through their completion of a semi-structured survey. The research intends to argue that the use of a scaffolded approach to learning enhances epistemic access, which sees students moving beyond propositional, or foundation knowledge to epistemic or reflexive knowledge.

中文翻译：

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通过脚手架方法创建认知访问：南非一年级公共管理学生的学术素养技能发展

高等教育机构要培养能够以富有成效的方式为社会和经济做出贡献的毕业生，教育重点放在批判性思维的发展上。以上要求高等教育机构能够参与响应式课程设计和交付，以提高学生的成功率和入学率。公共管理课程的重点是让学生能够在更广泛的政府部门内工作，能够并有能力提供响应社会需求的公共职能。文献表明，有许多因素会影响南非背景下任何本科课程的成功率，其中包括入学人数的增加、学生与员工的比例以及该国专业和知识生活的整体下降。更复杂的问题是课程太大而无法参与，而且教学大纲过于拥挤，无法进行深入讨论。通过支架式方法在课程设计中嵌入学术素养发展的概念旨在通过参与和主动学习影响学生的学业成绩，以获得更高水平的成就并从支架式过程中受益。该研究包括使用混合方法方法，对注册公共管理学位的一年级学生进行案例研究。收集的数据包括对 2015、2016 和 2017 年学生群体的分析： 在注册时确定他们的学术素养水平（设置为任何学术素养干预之前的基线）；通过形成性和总结性评估（通过支架式方法）跟踪他们的学业成绩；并通过完成半结构化调查来反思他们的学习。该研究旨在论证，使用支架式学习方法可以增强认知访问，使学生超越命题或基础知识，转向认知或反思性知识。