Do learning skills acquired in the university access programme enhance participation in academic practice?

Abstract

In this article I critically evaluate whether or not learning skills acquired in the university access programme enhance participation in academic practice. University access programmes have been developed with a view to preparing and empowering underprepared students who did not meet the university criteria. The article claims that even though overwhelming evidence is available to suggest that access programmes provide access to university where there was none and undeniably add value to academic practice, participation in academic practice (epistemological access) is not necessarily guaranteed.