ISSN 2039-2117 (online) ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 5 No 11 June 2014 139 Reviewing the Pitfalls Associated with Centralized Tracking of Students Learning Progress in Large Institutions of Higher Learning Dr P Muhuro Teaching and Learning Centre, *University of Fort Hare, Private Bag X1314, Alice 5700, South Africa. Email:pmuhuro@ufh.ac.za Prof SM Kang’ethe *Department of social work Prof S.W. Rembe *Department of Further and Continuing Education Doi:10.5901/mjss.2014.v5n11p139 Abstract Incontrovertibly, student tracking and monitoring is a noble strategy to gauge milestones of educational endevours, especially in higher education where diverse students have to be supported. To this end, some institutions have resorted to the use of centralized tracking and monitoring of students’ progress in a bid to improve the individualized, targeted outreach and intervention by various professionals. However, the benefits of the centralized and multi-disciplinary approach are not visible, as many still drop out, take too long to complete their programs and show many signs of disengagement. This concern prompted conducting a desktop study to explore pitfalls associated with the delivery of centralised student tracking and monitoring programs in large poorly resourced, higher education settings, with the hope of coming up with possible solutions. The review noted that tracking in large institutions sometimes lack a comprehensive strategy with proper co-ordination and communication to support the diverse students. Specifically poor feedback loop make it difficult to obtain full acceptance by all staff, hence this cripples decision making and planning of alternative strategies. Perhaps tracking could be improved by improving goodwill among the different institutional leaders. Also improved funding of tracking and monitoring initiatives may curb resource shortages which sometimes retard the tracking process. It is especially important to improve the professional capacity of staff involved in intervention. Keywords: Pitfalls, centralized student tracking, alert support agents, monitoring learning progress, institutions of higher learning. 1. Introduction and Background to the Study Students tracking and monitoring is an integral component of formatively and continuously assessing students’ progress in their education endeavours. Tracking is an education process that entails monitoring of learning progress on a specific aspect and devising appropriate interventions. The aspects used as indictors of performance vary across context and may include class attendance, social behavior, psychological wellbeing and academic performance (Hudson, 2005, Ewell, 1995). The processes such as identifying the student at risk indicators, initiating contact and devising an intervention form the core of the program. In the education sector, tracking is an important determinant of the milestones achieved in the implementation of the set educational goals. It is also a way of showing concern for students, particularly those who do not seek support on their own volition (Simons, 2011). Due to the policy of open access where students of various backgrounds have been allowed access to higher education irrespective of race, gender, tribe or socio-economic standing, (UNESCO, 1998), there has been an unprecedented growth in students’ needs. This puts most of the student support administrators at crossroads in terms of finding best ways to meeting these diverse needs. Undoubtedly, tracking and monitoring of students’ progress is regarded as one of the high impact student retention initiatives for disadvantaged students (Kinzie, Gonyea,Shoup & Kuh, 2008). This is because its outreach approach and use of intrusive methods which make it easier to reach those students who may fall through the cracks (Siedman, 2005, Cuseo, 2006). However, the success of tracking and monitoring lies in ensuring that all the necessary processes are