A Review of Pre-Entry Programs

Abstract

In Namibia, despite an increase in enrollment figures at the University of Namibia, there remain limited pathways to allow access to students from disadvantaged communities. This chapter deconstructs policies and practices applied to pre-entry programs in an effort to attain national higher education goals and subsequently Sustainable Development Goals. I used a systemic review to interrogate national documents, and university policies and other relevant documents to establish the current status of the pre-entry programs. I applied the theory of social justice as a lens to interpret the outcomes. To date, educational goals of increasing access, quality, equity, and democracy at the university have been partially realized, posing long term detrimental effects on redressing equity within society. Finally, the chapter offers recommendations on policy and practice aimed at achieving the goals of social justice through distributive, retributive, and recognitive constructs.