Trained WSILL Migration Instit
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Master of Business Administration MBA Master of Business Administration
MBA Master of Business Administration MBA Master of Business Administration ABOUT MILPARK EDUCATION Milpark Education offers business education via distance and contact learning, focussing on the areas of management, commerce, financial planning and insurance, and banking across South Africa and in other parts of Africa. Milpark Education comprises several academic schools streamlined to provide the best experience to our varied student body within each school’s area of specialisation. Milpark’s Business School continues to offer its highly rated MBA while other schools will focus on their specialised range of offerings. Milpark has been rated as the Number One Private Provider of the MBA degree and was placed third in the overall rankings of accredited business schools in the 2014 PMR.africa national survey on accredited business schools offering MBA/MBL degrees in South Africa. REGISTRATION AND ACCREDITATION Milpark Education (Pty) Ltd is registered as a private higher education institution with the Department of Higher Education and Training (DHET) under the registration number 2007/HE07/003. All Milpark’s higher education programmes are accredited by the Higher Education Quality Committee (HEQC), a permanent sub-committee of the Council on Higher Education (CHE). The Master in Business Administration has been accredited by the Council on Higher Education and is registered on the National Qualification Framework at Level 8 under the SAQA ID 62271. WHAT WILL THE MILPARK MBA DO FOR ME? A key objective of Milpark’s Business School is to enhance the potential of present and future business leaders in southern Africa by enabling them to compete successfully in the global marketplace. -
Universities with Accredited Programmes – 2021
UNIVERSITIES WITH ACCREDITED PROGRAMMES – 2021 University Name Undergraduate Bridging Programme CTA or equivalent Qualification (post graduate programme that allows access into part one of the qualifying examination) Independent Institute B Bus Sci (Acc) Not offering PG Dip (Acc) of Education – Monash Bachelor of Business Science Postgraduate Diploma in Accounting South Africa with a specialisation in SAQA ID 88609 Accounting SAQA ID 88603 Independent Institute B Acc Not offering PG Dip (Acc) of Education – Varsity Bachelor of Accounting Postgraduate Diploma in Accounting College SAQA ID 99284 SAQA ID 109416 Sandton, Durban 2019 onwards Durban 2020 onwards Pretoria, Cape Town 2020 onwards Institute of Accounting Not offering Not offering PG Dip (Acc) Science Postgraduate Diploma in Accounting SAQA ID 101527 2018 onwards Milpark Education Not offering Not offering PG Dip (Accounting) Postgraduate Diploma in Accounting SAQA ID 108930 2019 onwards Nelson Mandela B Com (Accounting) PGDA PGDA University Bachelor of Commerce Postgraduate Diploma Postgraduate Diploma in Accounting (Accounting) in Accountancy SAQA ID 115399 SAQA ID 87057 SAQA ID 90906 2017 onwards B Com (Accounting Science) 2013 onwards Bachelor of Commerce in Accounting Science B Com Hons (Accounting) SAQA ID 91998 Bachelor of Commerce Honours (Accounting) North-West University B Com (Chartered B Com Hons (Financial B Com Hons (Chartered Accountancy) Accountancy) Accountancy) Bachelor of Commerce Honours (Chartered Bachelor of Commerce Bachelor of Commerce Accountancy) (Chartered -
April2016.Pdf
4 12 14 Teach kids visually with a multitude of tools & software to Compliment your lessons! > Drawing > Multimedia > Math Functions 16 18 > Internet > Ebooks > Install apps & software Contents > Tablet to iqTV wireless Connectivity Advertisers >> Technology feature Skyworth Workforce embracing online education ............................ 3 IFC ALL-IN-ONE CLASSROOM SOLUTION! SPHS No more limits for game designers ................................. 4 IBC The importance of STEM education...................................6 UC-Wireless Education OBC South Africa joins group of Digital Education Knowledge Network Transformation Countries ............................................... 8 Page 3; 13 & 17 Pearson Empowering the 21st Century Educators ....................... 10 Page 5 EduWeek Page 7 >> Education matters Edupac Page 9 Soccer programme reaches more than 30 000 children .. 12 Cignal Secure Technologies Improved facilities for Carletonville schools ................... 13 Page 11 Innovative study programme creates collaboration.......... 14 Our front cover >> Learners & teachers Snippets of some of our exciting and informative SKYWORTH IS A How teachers can put children’s vision and academic t1PJOU*35PVDI4DSFFO stories for this issue. MANUFACTURER development first ........................................................ 15 t'SPOU*OUFSGBDF$POOFDUJWJUZ & SUPPLIER OF t¡7JFXJOH"OHMF TABLETS FOR THE EDUCATION The importance of teaching teachers ............................. 16 t%VBM0QFSBUJOH4ZTUFN SECTOR t8JSFMFTT$POOFDUJWJUZ >> Careers -
14 JULY 2017 21 July 2017 Tel: 011 531 1800 | [email protected]
SENIOR SCHOOL NEWS 14 JULY 2017 21 JUlY 2017 Tel: 011 531 1800 | [email protected] www.stmarysschool.co.za FROM THE HEAD’S DESK Over half-term, Kristen represented South Africa at the 21st World Transplant Games in Malaga, Spain. She was nominated for and won Best Female Junior Athlete. Well done, Kristen! My position requires me to focus my attention on the so-called among the girls that if they work hard they will achieve a good mark. big picture: the school as a whole organisation, educational This is certainly not true of all learning. Learning can be elusive: it is challenges, the strategic imperatives, the school’s positioning. dicult, frustrating and messy, and it may bring reward only after many Of late, one of the concerns that I have had is over an increase in hours of grappling with a question, a concept or a task. general anxiety of our pupils. A misconception of learning and the journey to achievement is what I am teaching Miss Nathanson’s Form II English class for half of this is driving our girls to become increasingly anxious about their studies. term while she is working on the Oxbridge program in the United The process of learning or education is not a smooth one that has Kingdom. To be back in the classroom is not only a wonderful a clear trajectory but, rather, it is a meandering path with phases of opportunity for me to enjoy the essence of our school and spend diculty, of ease, of achievement, of disappointment, of struggle. -
Editorial Sam Koma
Int. J. Management Practice, Vol. 12, No. 1, 2019 1 Editorial Sam Koma Milpark Business School, Extension 2, Melville, Johannesburg, South Africa Email: [email protected] Biographical notes: Sam Koma has over 15 years of academic experience contributing to teaching, research and community engagement. He is the author of the Handbook of South African Public Administration – a self-published book by Reach Publishers. He previously served as a Senior Lecturer at the University of Pretoria, School of Public Management and Administration before joining Milpark Education as the Head of the School of Government and Public Management in 2017 and currently heading the Department of Research in the Business School. He is a sought after expert by media houses in South Africa. He is also internationally well-travelled. This special issue examines management practices in African public sector organisations. The aims of this special issue are, first, to provide African scholars with a platform to showcase their work and communicate with one another within the international marketplace of academic ideas and secondly, to inform the global readership of this journal about a continent whose management and governance practices are not well-known. The subject coverage includes topics encompassing public sector administrative reforms and innovations; corporate governance and risk management; contracting out of public services, monitoring and evaluation; and leadership. The first paper, ‘Progress made towards achieving Rwanda’s Vision 2020 key indicators’ targets’ by Dominique Uwizeyimana examines the potential significance of monitoring and evaluation related to the interim evaluation report on the Government of Rwanda’s (GoR) progress towards achieving the objectives of Vision 2020 after 17 years of its implementation. -
Reconceptualising Curatorial Strategies and Roles: Autonomous Curating in Johannesburg Between 2007 and 2016
COPYRIGHT AND CITATION CONSIDERATIONS FOR THIS THESIS/ DISSERTATION o Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. o NonCommercial — You may not use the material for commercial purposes. o ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. How to cite this thesis Surname, Initial(s). (2012). Title of the thesis or dissertation (Doctoral Thesis / Master’s Dissertation). Johannesburg: University of Johannesburg. Available from: http://hdl.handle.net/102000/0002 (Accessed: 22 August 2017). RECONCEPTUALISING CURATORIAL STRATEGIES AND ROLES: AUTONOMOUS CURATING IN JOHANNESBURG BETWEEN 2007 AND 2016 VOLUME 1 A full thesis submitted in fulfilment of the requirements for the degree PhD in Art History Department of Visual Arts Faculty of Art, Design and Architecture University of Johannesburg by JAYNE KELLY CRAWSHAY-HALL 200715237 Supervisor: Professor Brenda Schmahmann The financial assistance of the National Research Foundation (NRF) towards this research in 2016 is hereby acknowledged. Opinions expressed and conclusions arrived at are those of the author and are not necessarily to be attributed to the NRF. DECLARATION OR ORIGINALITY I declare that this study is my own original work. Where use is made of the work of others, it is indicated and acknowledged by means of complete references. This study is submitted for the degree of PhD at the University of Johannesburg, South Africa. It has not been submitted before for any other degree or examination to any other university. -
The PR and Brand Network-Company Profile Updated
COMPANY PROFILE 2020 PORTFOLIO DIRECTOR, PORTFOLIO DIRECTOR ACCOUNT MANAGER, SOCIAL MEDIA SPECIALIST, BUSINESS DEVELOPMENT ASSISTANT AND GRAPHIC DESIGNER PROJECTS &CAMPAIGNS Standard Bank South aspects of their businesses by Pick ‘n Pay (Stokvel ant and robust business Natal townships. PR and Brand Network had a Africa: making sure that every entre- campaign): models that are able to screening day at a park in Kwa preneur business is registered leverage available opportu- To address the issues at Mashu and invited the com- Standard Bank Leanership and had a valid BEE and Tax For 16 months PR and Brand nities. hand PR and Brand Network munity to participate as a need Programme involved 60 Clearance Certificate. Network went national embarked on a 3 months was identified seeing that entrepreneurs that had to be campaign and visited town- US Aid Durban 2016: campaign to roll out strate- people were not conscious trained in Information and PR and Brand Network also ships thus engaging with gy and got involved in the about their health. The screen- Communication Technology trained the entrepreneurs on small businesses and social PR and Brand Network following: ing day was not limited to TB (ICT). PR and Brand Network how to prepare for pitches, clubs. PR and Brand Network Community based but also provided testing for worked with the participants how to compile and deliver evaluated their business created a 360 strategy by embarking a healthcare research gathering informa- cholesterol and HIV. by understanding each presentations. PR and Brand -
Register of Private Higher Education Institutions
REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 22 MAY 2019 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers ‐2 ‐ INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20. -
2018 Higher Education Support New Application Status Updated
2018 Higher Education Support New Application Status Updated: 15/10/2018 REF NO 2018 STUDENT NAME STUDENT SURNAME INSTITUTION NAME APPROVAL STATUS APPLICATION STATUS TUITION INVOICE STATUS REFERENCE/PAYMENT NO: ACTION DATE HE-N1437 MANTHATA ABEL M&L EMPIRE HOLDINGS NOT APPROVED INSTITUTION NOT REGISTERED AT DEPT OF HIGHER EDUCATION HE-N1518 TRACEY LOUISE ABRAHAMS UNIVERSITY OF SOUTH AFRICA NOT APPROVED DATABASE HE-N1802 HURCELLE MYRON ABRAHAMS UNIVERSITY OF THE WESTERN CAPE APPROVED STUDENT IN 1ST YR OF STUDY IN 2018 HE-N1807 REZE DAVONIQUE ABRAHAMS UNIVERSITY OF THE WESTERN CAPE APPROVED STUDENT IN 1ST YR OF STUDY IN 2018 HE-N1738 NICOLE TSHEGOFATSO ADAMS NELSON MANDELA METROPOLITAN UNIVERSITY NOT APPROVED ACCEPTANCE LETTER HE-N348 IBRAIN JERAID CUPIDO ADONIS UNIVERSITY OF SOUTH AFRICA APPROVED STUDENT IN 1ST YR OF STUDY IN 2018 HE-N1621 PAMELLA KANYISA ADONIS WALTER SISULU UNIVERSITY NOT APPROVED DATABASE STATUS HE-N2009 MANDLENKOSI PAULUS ADOONS UNIVERSITY OF SOUTH AFRICA NOT APPROVED DATABASE HE-N748 KEVIN PHILLIP ALERS VARSITY COLLEGE APPROVED STUDENT IN 1ST YR OF STUDY IN 2018 PAID MIL0001129457 07/12/2018 HE-N417 DUWELLIN HUMIN AMOS TO BE UPDATED NOT APPROVED DATABASE HE-N323 MARIA HELEND ANDRE PEARSON INSTITUTE OF HIGHER EDUCATION APPROVED STUDENT IN 1ST YR OF STUDY IN 2018 PAID MIL0001125631 26/03/2018 HE-N399 COLLEN ANDRE SEDIBENG TVET COLLEGE NOT APPROVED RESULTS OUTSTANDING HE-N76 ANDELINA MOSOLE ANDREAS BRITS EDUCATION&TRAINING COLLEGE NOT APPROVED ACCEPTANCE LETTER HE-N1617 MNTENGWANE ANELISA WALTER SISULU UNIVERSITY NOT -
2020 Integrated Report Stadio Registered As a New Private Higher Education
2020 INTEGRATED REPORT STADIO REGISTERED AS A NEW PRIVATE HIGHER EDUCATION HIGHLIGHTS “ A NEW VISION IN HIGHER EDUCATION” INSTITUTION STUDENT 26 OCTOBER NUMBERS SUCCESSFUL 2020 INCREASED BUSINESS OFFICIAL 10% TRANSFER INTO BRAND STADIO LAUNCH OF STADIO TO 35 031 ADJUSTED REVENUE * INCREASED EBITDA INCREASED 14% 29% 14% TO R933M TO R253M CORE HEADLINE EARNINGS** CORE HEPS** INCREASED INCREASED 33% 31% TO 14.2 CENTS TO R117M APPOINTMENT * Earnings before interest depreciation and amortisation (EBITDA) was adjusted to exclude the fair value adjustment in respect of OF DR VINCENT the CA Connect acquisition. MAPHAI AS ** Core Headline Earnings reflects Headline Earnings adjusted for CHAIRPERSON OF certain items that, in the Board’s view, may distort the financial results from year-to-year, giving management a more consistent THE BOARD reflection of the underlying financial performance of the Group. 2020 ACADEMIC YEAR STUDENT COMPLETED IN DROP-OUT RATES 2020 DECREASED MODULE SUCCESS RATE INCREASED ACCREDITATION OF 2 NEW DOCTORATES IN MANAGEMENT AND POLICING THE GROUP HAS 95 ACCREDITED QUALIFICATIONS AND 35 PIPELINE PROGRAMMES COMMENCED CONSTRUCTION CAMPUSES, 14 OF STADIO CENTURION, SUPPORT OFFICES 2 1ST MEGA- CAMPUS CONTENTS 2 About this Report OVERVIEW 3 Chairperson’s report 01 5 CEO’s report 8 Tribute to our Former Chairperson 9 The Group at a glance 14 Our Market OUR 17 Our Strategy 02 BUSINESS 19 Material Matters 21 Business Model 23 Risks and Opportunities 29 Our Institutions 40 Performance against our Strategic Objectives OUR 43 Value -
Print This Article
ISSN 2039-2117 (online) Mediterranean Journal of Social Sciences Vol 5 No 8 ISSN 2039-9340 (print) MCSER Publishing, Rome-Italy May 2014 A Gender Comparison of Access to Basic Necessities in a South African Township: Application of the Lived Poverty Index Rachel Nishimwe-Niyimbanira School of Economics, North-West University, Vanderbijlpark, South Africa. E-mail: [email protected] Tshediso Joseph Sekhampu School of Commerce, Milpark Education, Johannesburg, South Africa. E-mail: [email protected] Paul-Francois Muzindutsi School of Economics, North-West University, Vanderbijlpark, South Africa. E-mail: [email protected] Doi:10.5901/mjss.2014.v5n8p94 Abstract Gender is one of the crucial concepts in the analysis and eradication of poverty. Understanding the link between gender and poverty may assist in developing policies that can have the greatest impact on poverty alleviation. This study used household level data to comparatively analyse the level of access to basic necessities among female and male-headed households in a South African township of Kwakwatsi. Using a simple random sample procedure, 225 households were surveyed in April 2013. A questionnaire was used to collect the relevant information needed in order to assess the level of access to basic necessities. The Lived Poverty Index was used as a measurement of people’s capacity to get the basic necessities of life. Findings of this study showed that major challenges in Kwakwatsi Township relate to access to medical treatment, electricity and clean water. Female-headed households reported higher incidences of lack of access to basic necessities than male-headed households. Access to medicines and medical treatment was found to be the biggest challenge to the residents of Kwakwatsi. -
Innovative Practices in Technology and the Improvement of Learning and Teaching in Higher Education: a Case for Private Institutions
INNOVATIVE PRACTICES IN TECHNOLOGY AND THE IMPROVEMENT OF LEARNING AND TEACHING IN HIGHER EDUCATION: A CASE FOR PRIVATE INSTITUTIONS. By: Mark McCarthy Submitted in partial fulfilment of the requirements of a Masters in Higher Education in the Faculty of Education. At Botho University Supervisor: Dr Jane Iloanya 2018 ACKNOWLEDGEMENTS The dissertation journey has been a valuable one. I had to be committed for an extended period of time, committed to time lines, engage with an external organization, be dependent upon the goodwill of students, balancing family, work and dissertation responsibilities during the busiest times in my work environment, that being the end and the beginning of the academic school year. Additional pressure was added by relocating to another country during this time. I would like to thank sincerely Dr. Jane Iloanya, my supervisor. Dr. Iloanya has been extremely supportive and a true motivator. I appreciated her forthright approach and high expectations as she checked and provided feedback to drafts, challenging ideas and providing technical guidance. Thank you, Dr Iloanya. I would also like to thank Mr. David Onyango who motivated me to enroll in the Masters in Education programme. Thank you to Botho University Botswana, for a learning journey of growth, also, a helpful, efficient team who assisted when there may have been a temporary glitch. Particularly the responsive IT department who patiently guided me through technology challenges. I accept responsibility for my writing and for properly crediting others through diligent referencing. I dedicate this dissertation to my son and trust that he will continue to be a steadfast life-long learner.