DOCSLIB.ORG

African Institute for Mathematical Sciences Schools Enrichment Centre

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
African Institute for Mathematical Sciences Schools Enrichment Centre AFRICAN INSTITUTE FOR MATHEMATICAL SCIENCES SCHOOLS ENRICHMENT CENTRE 6 MELROSE ROAD I MUIZENBERG 7945 I CAPE TOWN I SOUTH AFRICA [email protected] I aimssec.aims.ac.za I S S U E 1 7 SEPTEMBER 2019 INSIDE THIS ISSUE: The joint expression of interest of AIMS South Africa and Academy of Inquiry-Based 1/2 Science of South Africa (ASSAf) to Science Edu- host a Centre for Education in cation (IBSE) Science for Africa, the Mediterra- Workshop nean and Europe (CESAME) for teachers in South Africa, with its MT31 Course 1 inception dated as far back as October 2017, finally came to its Saturday 2 realisation in June 2019. AIMSSEC Maths Tutor- played a vital role in organising an ing Project Inquiry-Based Science Education at AZ Berman (IBSE) workshop which ran for five High School days at the Cape Teaching and by AIMS Leadership Institution (CTLI), is students the teacher professional develop- ment arm of the Western Cape Meeting 3 Education Department (WCED). between The workshop hosted international AIMSSEC and participants from Benin, Cameroon, Inclusive India, Italy, Morocco and Tunisia, CESAME participants Education was a resounding success. South Africa The workshop was facilitated by learning for the Sciences Ms Debbie Schãfer; two French Trainers from La main (including Mathematics) in collab- The 25th 3 • the Superintendent General of à la pâte: Mr Gilles Cappe and oration with like-minded institu- the Western Cape Education AMESA Annual Ms Isabella Pierre-Bes. tions within and across the South National Department (co-hosts), Mr Brian African borders. Schreuder; Congress The CESAME forms part of the broader African, Mediterranean Professor Odile Macchi from the • the Director of the AIMS South AIMSSEC: 4 and European project with the French Academy of Science, who Africa, Prof. Barry Green as well Impact Survey shared goal to support and im- is also the coordinator of the pro- as founding Director Prof Fritz prove school science and mathe- ject, was also present at the Hahne; matics education from Grade 1 – 9. workshop. • the President of the Academy of New staff 4 The objective is to build up a net- Science of South Africa (ASSAf), work of international centres for The other prominent members Prof Jonathan Jansen; the professional development of in who were present were: -service educators. As such, the • The Western Cape Provincial Continued on page 2. South African CESAME will provide Minister of Education, teacher training on inquiry-based The Mathematical Thinking (MT) course have been presented 31 times over a 16-year period, seeing 2 039 teachers successfully going through it. The MT course is en- dorsed by the South African Coun- cil of Educators (SACE), with 20 professional development points. The venue for the MT31 course was Stellenbosch High School, situated in Stellenbosch, Cape Town. Sixty- MT31 participants eight teachers from four provinces (thirty-five from the Eastern Cape, eighteen from Limpopo, four from with 16 teachers, drawn from the KZN, eleven from the Western Intermediate Phase. The Phase Cape) attended the nine-day resi- group representatives highly com- dential part of the course. mended the course as evidenced by their feedback remarks after The newly incorporated AIMSSEC the session. course on “Language and communi- cation in developing mathematics (Left) 1st Language & concepts” was set rolling together Communication course participants with staff with the MT31 course. It started P A G E 2 AIMS student tutors with Dr Barrie Barnard On 31 January 2019 AIMSSEC received the grant letter Grade 8 top achievers from GRANDWEST SED approving a donation towards the AZ Berman High School Maths Intervention Programme for AIMSSEC brought Mr MacDonald 200 Grade 8 learners and AIMSSEC coordinated this project. Chapwanya, former AIMSSEC IT specialist and currently a A group of 21 AIMS South Africa Masters students conducted Learning Hub Manager at SU tutor sessions for these learners; they diligently executed Business School to give a their duties as tutors throughout all the 12 pre-planned motivational talk for the day Saturday sessions. These tutors were split into two groups. to inspire the learners. Group 1 comprised of 11 Master’s students who were responsible for tutoring on the following Saturdays: 2 & 9 The school, AZ Berman High, February, 2 & 9 March and 4 & 11 May and Group 2 comprised did appoint a contact person of 10 Master’s students who tutored on 16 & 23 February, 6 & Mrs Tamsyn Naidoo to liaise 13 April, and 18 & 25 May. with AIMSSEC and GRAND- WEST; she did an excellent 8 June 2019 was set aside as an awards ceremony day and all job and made sure she was the Masters student’s and their learners attended. always available most of the sessions. AIMSSEC did a preliminary training of the 21 purposefully selected Masters students to ensure a good delivery of rele- AIMSSEC appreciates the vant content to the learners. In addition, AIMSSEC conducted support rendered by Mr Chapwanya with Dr Barnard a needs analysis with AZ Berman High School staff so as to be GRANDWEST CASINO to informed of the relevant content to be taught to the learn- enable the Saturday Mathematics tutoring intervention at AZ ers. The topics that were covered were agreed upon. Berman High School to come to its positive realisation. The AIMSSEC staff, namely Dr Barrie Barnard and Mr Mxolisi We would like to thank the following people for their Bhengu were present to monitor the smooth running of the commitment to this project: mathematics sessions. • The GRANDWEST General Manager Mr. Mervyn Naidoo The AIMS students are expected to give back 20 hours of • The project coordinator Ms Melaney Simonhoff their time to community service. This activity was the right opportunity for them to render some of their quality time • AZ Berman High School Principal Mr. Voges towards community service. • Ms Tamsyn Naidoo Overall, the project was evaluated as a success. The learn- • Ms Bernie ers’ results improved dramatically, with the top ten learners The learners, who attended all Saturday sessions; without getting between 73% and 88%. The photograph above shows them, this project could not have been a success. some learners receiving certificates of achievement during the award-winning ceremony. • Directors and Deputy-Directors from the Western Cape • Mr Gary Powell, Education Specialist at the Schools Education Department, and representatives from NGOs and Development Unit, UCT Higher Educational Institutions (HEI), namely, • Dr Linda Bosman, Lecturer at Stellenbosch University •the Schools Enrichment Centre of AIMS (AIMSSEC), • Dr Mark Herbert, Lecturer at the University of the •the University of Cape Town (UCT), Western Cape •the Primary Science Programme (PSP), • Dr Barrie Barnard, Academic Manager at AIMSSEC •Stellenbosch University (SU), and The positive contributions of the WCED towards this workshop •the University of the Western Cape (UWC). cannot go unmentioned; they played a pivotal role in organis- ing, funding and above all, taking care of the logistics of the CESAME Co-chairs: Prof. Odile Macchi from the French Academy aforesaid event. The Minister of Education for the Western of Science, and Co-Chair of Centres for Education in Science Cape Province, Ms D Shãfer, was the main speaker at the for Africa, the Mediterranean and Europe (CESAME); and opening ceremony and she pledged to help secure more Prof. Norbert Hounkonnou, president of the Benin National funding towards Phase II of the project envisaged to run Academy of Sciences, Arts and Letters, and Co-Chair of from 2020 to 2022. CESAME. The overall presentations from the two LAMAP presenters Western Cape IBSME Steering committee: were superb, as evidenced by the following words of remarks • Ms Suanne Rampou, DCES Science emanating from participants’ feedback on their views of the workshop: inspiring, exciting, fun, networking, superb, • Mr Andre Lamprecht, DCES Mathematics thought-provoking, camaraderie, collaboration, rejuvenating, • Dr Zorina Dharsey, Director at the Primary Science etc. This was a clear indication of how impressed the Programme participants were with the presentations. P A G E 3 of our plenary sessions with some presentation on Inclusive Education. Modalities of making some of their information on Inclusive Education accessible to our clients via our AIM- ING HIGH website were also discussed and there seem to be some green light that this could be a possibility; our IT team will look into this so as to come to a fruitful conclusion. The 21st-century child finds it easy to interact with the screen (IT) than in- teracting with a human being. In light of this fact, we at AIMSSEC try to de- velop our Mathematics Education on IT grounds, such that these learners can access the information with ease. We still acknowledge the power of a AIMSSEC staff with Charlene Petersen from Inclusive Education South Africa teacher’s role in the learning-teaching processes. On 13 August 2019, a meeting be- The driving force or principle behind Ms Charlene Petersen succinctly the notion of Inclusive Education is to tween AIMSSEC and INCLUSIVE EDU- described their role as Inclusive CATION South Africa took place at make all our children feel welcomed, Education South Africa and how they appropriately challenged and support- the former’s office, No. 14 Watson can, hand-in-glove, together with Road, Muizenberg, Cape Town, South ed in their efforts. No child should feel AIMSSEC as a means through which left alone or discriminated against. Africa. education transformation can be achieved in our country, South Africa. We thank Inclusive Education South According to Bui, Quirk, Almazan, and Valenti, (2010); Alquraini, and Africa and look forward to a very fruit- Their approach is a whole-school ful mutual working relationship as we Gut, (2012) “Inclusive Education is transformation, making sure that ‘All when all students, regardless of any progress into the future with one children have the right to meaningful agenda of transforming our Education challenges they may have, are participation in education” as is placed in age-appropriate general System to global standards for the correctly spelt in their Vision State- benefit of all our citizenry.
Load more

Recommended publications
  • Western Cape Education Department
    WESTERN CAPE EDUCATION DEPARTMENT CRITERIA FOR THE NATIONAL SENIOR CERTIFICATE (NSC) AWARDS FOR 2011 AWARDS TO SCHOOLS CATEGORY 1 - EXCELLENCE IN ACADEMIC PERFORMANCE In this category, awards are made to the top twenty schools in the province (including independent schools) that have achieved excellence in academic results in 2011, based on the following criteria: (a) Consistency in number of grade 12 candidates over a period of 3 years (at least 90%) of previous years (b) an overall pass rate of at least 95% in 2011 (c) % of candidates with access to Bachelor’s degree (d) % of candidates with Mathematics passes Each school will receive an award of R15 000 for the purchase of teaching and learning support material. CATEGORY 1: EXCELLENCE IN ACADEMIC PERFORMANCE No SCHOOL NAME 1. Rustenburg High School for Girls’ 2. Herschel Girls School 3. Diocesan College 4. Herzlia High School 5. Rondebosch Boys’ High School 6. Westerford High School 7. Hoër Meisieskool Bloemhof 8. South African College High School 9. Centre of Science and Technology 10. Paul Roos Gimnasium 11. York High School 12. Stellenberg High School 13. Wynberg Boys’ High School 14. Paarl Gimnasium 15. The Settlers High School 16. Hoër Meisieskool La Rochelle 17. Hoërskool Durbanville 18. Hoërskool Vredendal 19. Stellenbosch High School 20. Hoërskool Overberg 21. South Peninsula High School 22. Norman Henshilwood High School 2 CATEGORY 2 - MOST IMPROVED SCHOOLS Category 2a: Most improved Public Schools Awards will be made to schools that have shown the greatest improvement in the numbers that pass over the period 2009-2011. Improvement is measured in terms of the numbers passing.
    [Show full text]
  • 5 March 2020 Issue No. 4/20 Dear Parents/Guardians CULTURE Alice Dance Auditions Grade 8
    5 March 2020 Issue No. 4/20 Dear Parents/Guardians CULTURE Alice dance auditions Grade 8 – 12 learners are invited to sign up for the Alice dance auditions taking place Friday, 13 March from 14:00 until late (time to be confirmed). Sign up for the auditions outside Ms Amann’s class (Room 18). No preparation is required; you will be taught specific choreography on the day. Grade 12 Directors’ Festival Eight talented Grade 12 Drama learners are participating in this year's Directors’ Festival. This project forms part of their curriculum. Our Grade 12s had to write their own short one-act plays, hold auditions and cast their actors. The next step is staging and directing their plays which will be performed on 18 and 19 March 2020. Each of these productions is highly entertaining and of an excellent quality. More information regarding performance times is to follow. Mr and Miss Curro – 22 April 2020 The countdown has begun, and the excitement is mounting. The first stage of the Fashion Extravaganza – the nomination process – is underway. The announcement of the twenty lucky contestants will be made on 9 March. The team has a lot planned and we are looking forward to a wonderful journey with excellent contestants. GENERAL Class leaders Congratulations to the following Grade 8 learners who have been elected as class leaders. Grade 8 8A1 Mila Crous Dewalt Punt 8A2 Mia Kotze Zack Kunz 8E1 Hope Buthelezi Lillian Ashton 8E2 Buhle Mahiqana Erin de Beer 8E3 Joy Holcombe Thato Mapinga 8E4 Jared Isaacs Chloe Matthys 8E5 Kate Wilkinson Dylan Gilbert Please see the correction regarding the Grade 9E3 class leaders below: Grade 9 9E3 Joshua Beckley Sharadh Narsingh Science Expo Internal Round – 4 May 2020 Learners are hard at work on their research projects.
    [Show full text]
  • For Parents & Daughters
    RHENISH NEWS For parents & daughters 23/03/2018 Rhenish Girls’ High School aims to provide its learners with an education of the highest quality and is committed to providing an environment that is conducive to effective teaching and learning. All learners, regardless of their intellectual abilities, social backgrounds and academic aspirations, are encouraged to develop their full potential, to strive for excellence in all they do, and to become responsible, caring and productive citizens. Success … to what degree is it Important Notices a choice? 1. Paper III Exams: Success – irrespective of how one looks at it – takes hard work, Please note that Paper III (Creative and commitment and sacrifice. Often, we look at people we deem ‘successful’ Transactional Writing) for English and Afrikaans will take place on Monday 26 March and we wonder, “How do they do it?” or we may think, enviously to and Tuesday 27 March. Please ensure that ourselves, “They’re so lucky, good things always happen to them.” your daughter is present to write these exams The truth, however, is often a far more simple story. More often than not, – consult the policy document regarding the procedure for this on our website. Learners success is about identifying your goal and then almost singlemindedly who will not be here have already made pursuing that goal. It requires many sacrifices along the way: sometimes arrangements with Mrs van Dyk and will do they can be small sacrifices, like forgoing sugar in your tea or coffee; other these exams on 11 April (English) and 12 April times, they may require bigger sacrifices like not going on that holiday with (Afrikaans) after school.
    [Show full text]
  • Behind Every Good List, There Lies a Determined
    CAREERS Careers, 18-Oct-2009-Page 11, Cyan Careers, 18-Oct-2009- Page 11, Magenta Careers, 18-Oct-2009-Page 11, Yellow Careers, 18-Oct-2009- Page 11, Black C-1 JDCP Sing the praises of these state schools Champions stand proud in SA’s public education landscape THE Sunday Times commissioned the “The intention of this was to reward University of the Witwatersrand’s visiting schools for the total number of pupils researcher Helen Perry to identify the Top encouraged to do these subjects, as well as 100 government schools in the country. how well these pupils did in the exams. The matrics of 2008, on which the survey “In so doing, we avoid unduly rewarding is based, are the first graduates of the new schools that selected only their best stu- curriculum introduced in stages 12 years dents to sit for these subjects.” ago. Schools with 50 or more pupils were The Sunday Times has revived the To p considered for the survey. 100 schools project, last undertaken by the The index considers academic achieve- newspaper 10 years ago, to give its readers ment and is calculated by combining these the information necessary to make “the five factors: single most important decision parents ■ Matric pass rate; will make — where to educate their chil- ■ Percentage of pupils with a university dren”, said Sunday Times editor Mondli entrance pass; M a k h a nya . ■ The average number of A symbols; “We also want to celebrate schools that ■ The number of maths candidates achieving have achieved excellence, demonstrate over 50%, as a percentage of all candidates why they performed so well, and highlight at the school; the top schools as role models for others to ■ The number of science candidates achiev- learn from,” he said.
    [Show full text]
  • Yearbook 2015 Rhenish Girls' High School
    Values YEARBOOK• Excellence 2015 • Compassion • Accountability • Integrity • Diversity • Respect1860 RHENISH GIRLS’ HIGH SCHOOL Phone: (021) 887 6807 Fax: (021) 887 8090 email: [email protected] or [email protected] Address: Koch Street, Stellenbosch 7599 website: www.rhenish.co.za Rhenish Girls’ High School aims to provide its learners with an education of the highest quality and is committed to providing an environment that is conducive to effective teaching and learning. All learners, regardless of their intellectual abilities, social backgrounds and academic aspirations, are encouraged to develop their full potential, to strive for excellence in all they do, and to become responsible, caring and productive citizens. Contents Acknowledgements Leaders ...................................................................................................2 Editor Hostel News ............................................................................. 14 Mrs Sharon Hershaw Academic ...................................................................................... 17 In-house Photography RGHS Class of 2015 ..................................................... 36 Mrs Francoise Arzul Creative Expressions ................................................. 55 Group Photographs Inter-House ............................................................................... 62 Mr Julian Kruger of Fokus Photography Sport ...................................................................................................... 65 Arrangements
    [Show full text]
  • Youth Knowledge on Transmission of HIV/AIDS in Stellenbosch Area, South Africa ­ Does Socio­Economics, Gender and Race Play a Role?
    Kurs SAD483 vt 2008 Examensarbete 20 poäng / 30 högskolepoäng Youth knowledge on transmission of HIV/AIDS in Stellenbosch area, South Africa - Does socio-economics, gender and race play a role? Författare: Anna Sonrei Abstract This thesis investigates learners, from grade 8-12, medical and cultural knowledge of how HIV and AIDS transmit. The investigation was performed in four different schools with structurally different backgrounds set in Stellenbosch area, South Africa. One could expect people from different structural and economic classes to react and interpret educational material differently based on their differing belief systems. These differences in belief systems are normally brought about by families© differences in ethnical, religious, economic and educational background. Some elements of some belief systems may even be incompatible with the educational material presented. For instance, beliefs based on traditional medicine and/or religion may propose non-scientific solutions to cure or live with HIV/AIDS. The Department of Education National Education Policy Act on HIV/AIDS for Learners in Public Schools 1996 (Notice of 1999), WHO, UNICEF, UNAIDS, UNFPA and other NGOs have all come together in the issue of HIV/AIDS and are on the same page on how the virus transmits. The South African government have been ambivalent in the issue of HIV/AIDS and have acted and made some contradictive comments that also could influence how people view this disease. This thesis presents the understanding of the HIV/AIDS phenomenon by learners of different ages that represent the most prominent races and the different economic classes in the Western Cape region of South Africa at the time of writing in 2006-2007.
    [Show full text]
  • RHENISH NEWS for Parents & Daughters 29/09/2017
    RHENISH NEWS For parents & daughters 29/09/2017 Rhenish Girls’ High School aims to provide its learners with an education of the highest quality and is committed to providing an environment that is conducive to effective teaching and learning. All learners, regardless of their intellectual abilities, social backgrounds and academic aspirations, are encouraged to develop their full potential, to strive for excellence in all they do, and to become responsible, caring and productive citizens. 2017 Book Drive a Huge Important Notices Success 1. Re-registration - 2018 All learners returning to Rhenish Girls’ High in Rhenishers Play it Forward 2018 need to complete the online re- The 2017 Book Drive delivered on registration form by 9 October 2018. The link a whopping 1550 books! to the form https://docs.google.com/forms/d/e/1FAIpQLSf Grade 8s' contribution was h-l0MmmVtQWf7rXaEzechMRZCir- extraordinary, particularly Grade ahaVdnLOEJBkerZu7xw/viewform was sent to 8D who donated 305 books. They all Gr 8 – Gr 11 parents through the week. If will enjoy their prize of 3 large you do not re-register, your place may be pizzas at the start of the fourth offered to another learner for 2018. term. The Grade 9s were a close 2. School Yearbook – 2017 second in the collection stakes and the Grade 10, 11 and 12s’ contributions To purchase one of these, please pay the R100 brought up the rear. (EFT into the school account, reference: magazine/daughter’sname+surname) Individually, Mrs Mouton donated the most books – 179 of them. Renae 3. Grade 11s Matric Dance Money Hislop (8A) brought 66 books If you have NOT yet paid your R550 for the and Samantha Herman (8D) Matric Dance, please do so immediately.
    [Show full text]
  • Elections & Erections
    ELECTIONS & ERECTIONS a memoir of fear and fun Pieter-Dirk Uys Also available by Pieter-Dirk Uys Trekking to Teema Published by Zebra Press an imprint of Struik Publishers (a division of New Holland Publishing (South Africa) (Pty) Ltd) PO Box 1144, Cape Town, 8000 New Holland Publishing is a member of the Johnnic Publishing Group First published 2002 1 3 5 7 9 10 8 6 4 2 Publication © Zebra Press 2002 Text © Pieter-Dirk Uys 2002 Cover photographs © Pat Bromilow-Downing Cartoons © Zapiro All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright owners. PUBLISHING MANAGER : Marlene Fryer MANAGING EDITOR : Robert Plummer PROOF -READER : Ronel Richter-Herbert COVER AND TEXT DESIGNER : Natascha Adendorff TYPESETTER : Monique van den Berg Set in 11 pt on 15 pt Adobe Garamond Digitally imposed and imaged at Syreline Process Printed and bound by CTP Book Printers ISBN 1 86872 665 7 www.zebrapress.co.za Log on to our photographic website www.imagesofafrica.co.za for an African experience Contents ACKNOWLEDGEMENTS vii INTRODUCTION : FEAR AND FUN 1 PART I FOREPLAY 9 The First Coming 11 Like Tasting Chocolate? 18 Onslaughts Overseas 24 Finding the Space 28 Don’t Cry for Me 32 Born in the New SA 38 Semen, Blood and Urban Legends 41 Black and White in Drag 45 Auditioning for Amandla 49 Celebrating the Rainbow 56 PART II ELECTIONS 63 Second Time Around 65 Where Angels Fear to Tread 73 Practice makes Perfect 81 Barefoot over the Drakensberg 92 And into Ye Olde Kaffreria 107 Die Honde Blaf maar die Karavaan Gaan Aan! 119 The Bottom Line 125 PART III ERECTIONS 131 A Clean Slate 133 For Facts Sake 137 Trekking to Teaching 143 Ruffling Some Old Feathers 151 P.S.
    [Show full text]
  • Award Winners 2017
    AWARD WINNERS 2017 Gold Awards are awarded to the top three pairs and top ten individuals in each grade. GOLD AWARDS PAIRS Grade 8 1 Thomas Borain / Justin Dietrich Rondebosch Boys' High School 2 Max Fourie / Matthew Dean SA College High School 2 Jack Robinson / Pumulo Mambwe Wynberg Boys' High School Grade 9 1 Neal Malan / Heinrich Crous D F Malan High School 2 Neil Marais / Dirk Beukes Parel Vallei High School 3 Matthew Lochner / Ben Morton Paul Roos Gymnasium Grade 10 1 Nathan Huysamen / Annekin Meyburgh Bellville High School 2 Luke Delmulle / Sean Muller Rondebosch Boys' High School 3 Dayyaan Meyer / Saaleh Majiet Rondebosch Boys' High School Grade 11 1 Kyra Meyer / Georgia De Sousa Herschel Girls School 2 Elouise Lourens / Marion Muller La Rochelle High School 2 Dominique Ariefdien / Jiwoo Chae Meridian Pinehurst Grade 12 1 Jukyung Oh / Kyu Hun Lee Cannons Creek High School 2 Adam Johannes Cordy / Thomas Batler Paul Roos Gymnasium 2 Homaam Arend / Nicolas Robinson Rondebosch Boys' High School GOLD AWARDS INDIVIDUALS Grade 8 1 Constantia Waldorf Justin Heathcote-Marks 2 Elkanah House Justin Botes 3 Wynberg Boys' High School Hyeonwoo Lee 4 Elkanah House Thandeka Matrose 5 Rondebosch Boys' High School Sunny Liu 6 Hoërskool D F Malan Arnold Hattingh 7 Parel Vallei High School Tian Groenewald 8 Bishops Gabriel Dyssell-Höfinger 8 Rondebosch Boys' High School André Toerien 10 Reddam House Constantia Alexander Cristaudo . Grade 9 1 Parel Vallei High School Danielle Kleyn 2 Westerford High School Tanvir Ranchod 3 International School of Cape
    [Show full text]
  • Bursaries and Loans Calendar
    Bursaries and Loans CALENDAR 2014 PART 2 Bursaries and Loans Contact the Bursaries and Loans office Tel.: 021 808 9111 Fax: 021 808 2954 E-mail: [email protected] Website: www.maties.com Postal Address: The Registrar Stellenbosch University Private Bag X1 MATIELAND 7602 Visit us in Admin A, R 2063; Monday to Friday, 08:00-16:30. Calendar Classification The University Calendar is divided into the following parts: General Part 1 Bursaries and Loans Part 2 Student Fees Part 3 Arts and Social Sciences Part 4 Science Part 5 Education Part 6 AgriSciences Part 7 Law Part 8 Theology Part 9 Economic and Management Sciences Part 10 Engineering Part 11 Medicine and Health Sciences Part 12 Military Science Part 13 Afrikaans (Part 1-12) or English copies of the individual parts may be obtained from the Registrar on request. Parts 1, 2 and 3 of the Calendar contain general information applicable to all students. Students are urged to note with special care the content of the Provisions relating to Examinations and Promotions in the “University Examinations” chapter of Part 1 of the Calendar. In all instances, the onus rests on the students to inform themselves properly of the conditions for the allocation of bursaries. i Bursaries and Loans TABLE OF CONTENTS 1. General Information 1 1.1. Language Policy and Plan 1 1.2. Inclusivity 1 1.3. Communication with the University 1 2. Financial Support 2 2.1. What kind of financial assistance is available? 3 2.2. Who qualifies for financial assistance? 7 2.3. How can I apply for financial assistance? 8 2.4.
    [Show full text]
  • Bursaries and Loans SU2014
    Bursaries and Loans Contact the Bursaries and Loans office Tel.: (2721) 808 9111 Fax: (2721) 808 2954 E-mail: [email protected] Website: www.maties.com Postal Address: The Registrar Stellenbosch University Private Bag X1 MATIELAND 7602 Visit us in Admin A, R 2063; Monday to Friday, 08:00-16:30. Bursaries and Loans Accuracy, liability and changes • Stellenbosch University has taken reasonable care to ensure that the information provided in the Calendar parts is as accurate and complete as possible. • Take note, however, that the University’s Council and Senate accept no liability for any incorrect information in the Calendar parts. • The University reserves the right to change the Calendar parts at any time when necessary. The division of the Calendar • The Calendar is divided into 13 parts. • Part 1, 2 and 3 of the Calendar contain general information applicable to all students. Make sure that you understand all provisions in Part 1 (General) of the Calendar that are applicable to you. • Part 4 to 13 of the Calendar are the Faculty Calendar parts. Part Calendar Part 1 General Part 2 Bursaries and Loans Part 3 Student Fees Part 4 Arts and Social Sciences Part 5 Science Part 6 Education Part 7 AgriSciences Part 8 Law Part 9 Theology Part 10 Economic and Management Sciences Part 11 Engineering Part 12 Medicine and Health Sciences Part 13 Military Science Availability of the Calendar parts • The printed versions of the Calendar parts are available at the University’s Information Desk in the Admin A Building. • The electronic versions of the Calendar parts are available at www.sun.ac.za/Calendar.
    [Show full text]
  • 2022 Directions for UNDERGRADUATE APPLICANTS Contents
    2022 Directions for UNDERGRADUATE APPLICANTS Contents WELCOME 2 PART A: PREPARING TO APPLY 3 Matriculation Exemption 3 National Benchmark Tests (NBTs) 3 English language proficiency 4 Applications for student accommodation 5 Applications for undergraduate financial assistance 6 Portfolio requirements (BAS & BA(FA)) 7 International applicants 8 Application fees 9 Monitoring your application status 10 KEY DATES 11 PART B: Applying online 13 The process after you apply online Updating your application PART C: Submitting a paper application 14 Updating your application 15 Code tables to be used when completing your application form 17 PART D: Contact details 33 PART E: Maps of UCT campus and surrounding areas 34 Apply online at http://applyonline.uct.ac.za Apply online if you have a working email address that is not shared with another UCT applicant. CORRESPONDENCE AND INQUIRIES Please address correspondence to [email protected] or to: The Director of Admissions University of Cape Town Private Bag X3 Rondebosch, 7701 South Africa. For faculty-specific and other queries, please use the contact details in Part D. We have made every effort to ensure the accuracy of the information in this guide and our handbooks. However, we reserve the right at any time, if circumstances dictate, to: (i) change any of the published details as well as the courses and curricula on offer, or (ii) add to, or withdraw any of the courses on offer. UCT is aware that the current crisis related to COVID-19 will impact the regular operational timelines. Given the fluid situation that prevails all dates contained in our publications and correspondence are subject to change.
    [Show full text]