DOCSLIB.ORG

STUDENT GUIDE 2016 1916 - 2016 STUDENT GUIDE CONTENTS Y O F F Our Mission I T O 1 Our Vision S R 1 R T Vice-Chancellor’S Message 2 E How to Apply 100 H 3

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
STUDENT GUIDE 2016 1916 - 2016 STUDENT GUIDE CONTENTS Y O F F Our Mission I T O 1 Our Vision S R 1 R T Vice-Chancellor’S Message 2 E How to Apply 100 H 3 y o f F i t o s r r t e 100 H v a i CENTINARY r n e U UFH STUDENT GUIDE 2016 1916 - 2016 STUDENT GUIDE CONTENTS y o f F Our Mission i t o 1 Our Vision s r 1 r t Vice-Chancellor’s Message 2 e How to Apply 100 H 3 v Faculty of Science and Agriculture a 6 i CENTINARY Faculty of Social Sciences and Humanities r 9 n Faculty of Law e 13 Faculty of Education U UFH 16 Faculty of Management and Commerce 19 Sport at the University of Fort Hare 21 Life on Campus 22 Financial Aid 23 Student Counselling Unit 26 National Benchmark Tests 28 NBT Test Sites 2015 29 Venue Details 32 Aknowledgements 1916 - 2016 1 OUR MISSION The mission of the University is to provide high quality education of international standards contributing to the advancement of knowledge that is socially and ethically relevant, and applying that knowledge to the scientific, technological and social-economic development of our nation and the wider world. OUR VISION The University of Fort Hare is a vibrant, equitable and sustainable African University, committed to teaching and research excellence at the service of its students, scholars and wider community. 2 VICE-CHANCELLOR’S MESSAGE The University of Fort Hare is a proud African university with an illustrious operates is that knowledge does not only reside behind the walls of the history spanning 99-years. Founded in 1916 it will be celebrating its centenary University but there is indigenous knowledge out there that can enrich the in 2016. As the University approaches that historical landmark it is proud to content of what we teach and the knowledge we produce through welcome new applicants who will be part of that great moment and share in research. the achievements of this iconic Institution. Social and cultural activities continue to generate enormous interest in our The University has now reached the 12 000 mark in the number of students students. The various sporting codes, the choir, student political organisations enrolled and continues to grow not only in the quantity but the quality of etc, continue to link the students with the community. students who graduate from it. The graduates of the University of Fort Hare The University continues to try and improve the quality of student life inside are found in all spheres of social, economic, cultural and political life. The and outside the classroom. Student accommodation is aimed to improve with University continues to fulfill its mandate in the core areas of teaching/learning, an additional 1250 beds to be provided in new residences. Refurbishment of research and community engagement. Teaching and learning in the various old residences remains an on going priority. disciplines is accompanied by a ground-breaking transdisciplinary module in Life Knowledge and Action done by all first year students. The teaching/learning and research facilities continue to receive attention so as to provide top modern facilities for our students. This module is aimed at producing well-rounded graduates who will be It is our hope that as you join the University of Fort Hare you will be part of a global citizens. The University continues to improve its teaching and learning team that will continue to seek the best for this Institution. capabilities and has a Teaching and Learning Centre which is aimed to introduce modern ways in curriculum and pedagogical approaches. We are The Student Administration Office will help you with your application, currently exploring a humanizing pedagogy whose basic values are aimed at admission and registration enquiries. putting the student at the centre of education. The University research output has been growing at a very high rate and achieving targets set by the Department of Higher Education and Training. The research niche areas are not only responsive to current societal needs but are also promoting scholarship that is relevant to future needs in the production of knowledge. The University academics and students continue to play a significant VC Signature role in community engagement. The premise from which the University 3 DO YOU KNOW WHAT YOU WANT TO STUDY? It is a good idea to have a career objective in mind, check the admission requirements of the various qualifications offered at the University of Fort Hare. HOW TO APPLY Pre-2008 matriculation certificate? This is the old school-leaving 1. Submit your application form and all the necessary documentation qualification before 2009. including application fee before closing date. ADMISSION REQUIREMENTS FOR BACHELOR’S DEGREES 2. An SMS will be sent to you informing you of the status of your application • Minimum of level 4 in English 1st Additional Language or thereafter a letter of confirmation. • Minimum of level 3 in English Home Language. • Minimum of Level 4 or better in four 20-credit subjects from the designated 3. Current matriculants who qualify based on their Grade 12 mid-term list, excluding Life Orientation. performance, are provisionally admitted pending the submission of their final matric results and subject to availability of space. MINIMUM STATUTORY ENTRY QUALIFICATION REQUIREMENT 4. Successful applicants will receive an admission letter, together with a Pass NSC with an achievement rating of 4 registration guide, which reflects the registration dates and orientation Bachelors degree programme. It is important to note that all applicants who wrote the National (50-59%) or more in 4 (four) subjects Senior Certificate (NSC) are required to write the National Benchmark test Diploma Pass NSC with an achieving rating of 3 (NBT) before they are allowed to register for their 1st year at University. (40-49% )or more in 4 (four) subjects Read more about this compulsory test on www.nbt.ac.za. In which school- leaving category do you fall? National Senior Certificate (NSC)? The NSC is the new school-leaving qualification since 2009. 4 ADMISSION REQUIREMENTS FOR MATURE AGE APPLICANTS ADMISSION REQUIREMENTS: Mature age applicants (turning 23 years during year of registration), who Senior Certificate (pre-2008) have met the requirements in bullets 1 – 3 above, qualify for admission to main stream programmes. They need to apply for conditional exemption A candidate is expected to possess a minimum level of proficiency in English from HESA. language. A pass mark of at least E symbol on SG is considered to be sufficient. A pass mark of at least an F symbol on HG English 1st language is Designated Subjects also considered to be sufficient. Applicants who wish to enroll for a degree programme need to ensure that four of their seven subjects are from the designated list. A Matriculation Exemption or Further Education and Training Certificate. Accounting Languages Agricultural science Life science A standard qualification to study for a degree is a Matriculation Business Studies Mathematics of Mathematical Literacy endorsement or equivalent. Dramatic Arts Music Economics Physical Sciences Engineering Graphics Religious Studies and Design Symbol achieved in Grade of Grade 12 subjects Geography Visual Arts Grade 12 subjects HG SG History Consumer Studies A8 6 Information Technology B7 5 %A C6 4 How to calculate your minimum admission point score (APS) D5 3 E4 2 NSC NSC% PS APS % F 31 7 80-89 8 90-99 6 79-79 7 80-89 5 60-69 6 79-79 NSCN SC 4 50-59 5 60-69 3 40-49 4 50-59 2 30-39 3 40-49 10 -290 2 30-39 0-29 5 ARE YOU A INTERNATIONAL APPLICANT WITH FOREIGN SCHOOL-LEAVING? Undergraduate High scores are considered first in chronological order All applicants with non-South African School-leaving require a certificate of exemption from the For interview programmes students are invited for presentations Matriculation Board of South Africa for admission into an undergraduate qualification. For more prior to selection * information regarding the Matriculation Exemptions please visit the Matriculation Board website The current matrics are provisionally accepted pending their matric final on www.he-enrol.ac.za results and availability for admission into programmes, plus NBT results The University of Fort Hare will also submit applications to the Matriculation Board on The application forms are checked and signed by the Faculty behalf of the applicant on submission of the following: Manager according to the admission status. Form M30E (also available from the matriculation board website); Copies of educational qualification (certified at the University); Once the forms are signed, they are given back to the Students Copy of Passport or birth certificate (certified at the University); Registration Office to capture the status which is then communicated to Exemption application fee charged at R400.00 (payable at the University); and the students as backup. Sworn English translation of documents required where applicable. The Faculty keeps records of the accepted students as backup. Postgraduate All applicants with non-South African qualifications are required to Wait listed students are considered after registration of have their qualifications evaluated by the South African Qualifications accepted students Authority (SAQA). For more information regarding evaluation of qualifications please visit the SAQA website: www.saqa.org.za Accepted students get notification from the Students Registration Office. Student selection and admissions process 1. Students receive application forms from the Students Registration Office through the post/ contact. ENQUIRIES 2. These are completed and returned to the Students Registration Office and get sorted per-Faculty. Alice Campus Tel.: 040 602 2016 / 2053/ 2122/ 2174/ 2281 3. Then the faculty selection committee (Deputy Dean: Teaching and Learning, Faculty East London Campus Tel.: 043 704 7155 / 7266 / 7004 / 7139 Manager, [email protected] HODs and Administrators) convenes to do the selection. 4. Admission is done on merit, using the Swedish point system.
Load more

Recommended publications
  • 2014 Integrated Annual Report About This Report
    Convention Square, 1 Lower Long Street, Cape Town 8001, South Africa This report is printed on Triple Green, a recyclable, biodegradable GPS co-ordinates: - 33.915141,18.425657 and acid-free local paper, which has Tel: +27 21 410 5000 | Fax: +27 21 410 5001 been produced from certied and sustainable raw materials. Triple Email: [email protected] | Website: www.cticc.co.za Green's environmental credentials include being endorsed by the Forest Stewardship Council (FSC). twitter.com/CTICC_Ofcial facebook.com/CTICC 2014 Integrated Annual Report About this report Welcome to the Cape Town International this report, and was assisted in doing so Use the ‘Contents’ index on the opposite Convention Centre’s (CTICC) second by an external sustainability consultant. page to find all relevant information consecutive Integrated Annual Report for The key material issues were identified pertaining to the organisational structure, the period 1 July 2013 to 30 June 2014. using the recommended GRI materiality business model, material issues, strategy, process, following the ‘identify, prioritise performance across key areas, governance This report covers all the significant and validate’ approach. Information and and financial statements. The GRI index operations of the CTICC, including existing data on these material issues are disclosed can be found on page 139. The limited buildings and related business activities. throughout the report and the related GRI assurance conclusion can be found on the Limited reporting is included on the CTICC content index can be found on page 139. CTICC website. East expansion programme. Additional indicators were explored in a The CTICC does not have any joint ventures, The CTICC has enhanced reporting on materiality workshop held in April 2014.
    [Show full text]
  • April 2013 Teacher.Co.Za Meet Our Amazing Teachers
    Supporting Quiet Teaching them through time for the tolerance sickness teacher is healthy Page 9 Page 10 Page 11 Your Guide to Education •April 2013 teacher.co.za Meet our amazing teachers NTA Winners Ismail Teladia of Spine Road High School in Mitchells Plain is one of the National Teaching Awards winners. Meet more educators who make us proud from pages 12 to 15. Photo: David Harrison 2 Career April 2013 theTeacher Celebrating teachers The annual National Teaching Award (NTA) acknowledges excellence in the most innova- tive, dedicated and committed educators across Mzansi. The Teacher has had the privi- lege to interact with the winning teachers who have done extra ordinary things to deliver aca- demic content and more impor- tantly achieve tangible results. The three teachers we are pro- filing in this issue are amazing human beings. After talking with Spine Road High School teacher Ismael Teladia, one is clear that this Mitchell’s Plein, multi-tasking and talented educator is serious about the business of education. Messina Ouma Mokgope chose teaching as a profession because of her commitment to making a contribution to others. Mokgope, principal at Tsitsing Primary school has over 30 years experience in education. Karin Adlem, the grade R teacher at Pietersburg English Medium Primary School, Limpopo, chose teaching the young ones because this is where the seed gets planted. — The Editor Sharon Tshikosi doing one of the things she enjoys: feeding a ring-tailed lemur. Photo: Delwyn Verasamy Corrections In our previous editions of the Conserving nature Teacher committed errors and wishes to apologise for the Her childhood dream of becoming a resources and the environment was geography and English.
    [Show full text]
  • 1 Premier Alan Winde State of the Province Address 2020
    PREMIER ALAN WINDE STATE OF THE PROVINCE ADDRESS 2020 1 Good morning!! I’m going to do the protocol a little bit differently today: Residents of Mitchells Plain and surrounds! All citizens of the Western Cape Special Guests Community leaders Religious leaders Police Service leaders Honourable Speaker Honourable Members of the Provincial Cabinet and Legislature Members of the Consular Corps Honourable leaders of political parties, members of the National Assembly and National Council of Provinces Director General of the Western Cape Heads of Provincial Departments Leaders of Local government Colleagues, friends and family It is fantastic to be here in Mitchells Plain today! It is an honour to be delivering my State of the Province Address in front of this community, and it is a special honour to be delivering it in this venue. The Rocklands Civic Centre is no stranger to historic events. It was here that the United Democratic Front rose up against the evils of Apartheid. It was here that people of all walks united behind the idea of a democratic South Africa in which everyone would be free. Over the years, thousands of people have entered through those doors- for community programs, important discussions, for weddings and celebrations. There is no better place than this place, a Provincial heritage site, for us to host this historic SOPA - the first SOPA outside of the Provincial Parliament, right here in one of our communities. So, let’s get down to the business of this house, which is for me to reflect on what we have delivered to date, and to lay out our delivery priorities for the future, to our audience here today, and across the province.
    [Show full text]
  • Ismail Med Edu 2019.Pdf
    Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) A thesis submitted in fulfilment of the requirement for the degree of Magister Educationist in Education Leadership and Management Student: Malika Ismail Student number: 2920322 Supervisor: Dr Melanie Luckay Faculty of Education The University of the Western Cape, Republic of South Africa i http://etd.uwc.ac.za/ DECLARATION I, Malika Ismail, hereby declare that this thesis, “Mentoring and the preparedness of first- time primary school teachers: A study of a non-governmental Joint Mentorship Project (JMP)” is my own work; that it has not been submitted before for any examinations or degree purposes, in another University or for another qualification. All sources I have used or quoted have been indicated and acknowledged by complete references. MALIKA ISMAIL SIGNATURE: DATE: December, 2019 ii http://etd.uwc.ac.za/ EDITOR’S LETTER 12 December 2019 TO WHOM IT MAY CONCERN RE: Mentoring and the preparedness of first-time primary school teachers - A study of a non-governmental Joint Mentorship Project (JMP) by Malika Ismail (STUDENT NO: 2920322) I hereby confirm that I, Michelle Chetty (Proofreader and Copy Editor), have proofread the dissertation named above, written by Malika Ismail. I have not altered the context of the document, but have corrected spelling, grammar and layout where necessary. I have not performed any plagiarism check on the document. Please contact me on [email protected] for any enquiries. Sincerely, Michelle Prem Chetty PROOF IT iii http://etd.uwc.ac.za/ DEDICATION I dedicate this dissertation to: My parents, Gafiedor and Yahya Ismail, who have supported me and made many sacrifices to ensure that we have an education.
    [Show full text]
  • University of the Western Cape
    University of the Western Cape EXCLUSION BY DESIGN: A CONSTITUTIONAL ANALYSIS OF ADMISSION POLICIES AND PRACTICES IN SELECTED CAPE TOWN SCHOOLS BERNITA ISAACS (Student number: 8531486) A thesis in fulfilment of the requirements for the degree of Magister Educationis (M.Ed.) Department of Educational Studies University of the Western Cape Supervisors: Dr. Neetha Ravjee and Dr. Chesné Albertus 2019 http://etd.uwc.ac.za/ KEYWORDS Access to Education Inclusive Education Exclusionary Policies Exclusionary Practices Education Equality Ability Testing Social Difference Education Rights Critical Education Theory State obligation i http://etd.uwc.ac.za/ ABSTRACT School admission policies are powerful tools that can sometimes contain provisions that are in conflict with the Constitution of the Republic of South Africa and other legislation and policies which regulate education in South Africa. Provisions relating to fees, documents required for admission and specific admission practices may have the effect of excluding certain learners from admission to schools. Such practices include charging application fees, charging registration fees, administering admission tests and demanding only specific documents for proof of address. On the face of it, these practices may seem unproblematic, but in effect, they exclude certain learners. This may be contrary to South African Law. Section 36 of the Constitution allows for the limitation of rights. Differentiation or discrimination may be permissible; however, it is unfair discrimination that is prohibited. Consequently the constitutionality of these policies and practices investigated are measured against the protection afforded by the Constitution. This study identifies some of these exclusionary provisions and practices at schools and proposes possible ways to eradicate and combat them.
    [Show full text]
  • SAIIA Quiz Programme 2016.Indd
    Welcome to the 24TH SAIIA Interschool Quiz organised by the Western Cape Abbotts College Claremont Alexander Sinton High School Crawford Branch of the South African Institute of International Affairs. We thank all the Belgravia High School Kenwyn teams for their enthusiasm and commitment to the quiz, and believe we are all Bishops Rondebosch building a better future for South Africa through engaging the youth with current Cape Academy for Maths & Science Tokai Chesterhouse Durbanville international affairs. Claremont High School Claremont COSAT Khayelitsha We are deeply indebted to our sponsor, ABE BAILEY TRUST, who has Durbanville Hoerskool Durbanville Fairmont High School Durbanville provided us with generous sponsorship. Thanks are also extended to other Garlandale High School Athlone donors for their generous contributions to this event. Glendale Secondary Mitchells Plain Groote Schuur High School Newlands Herzlia High School Cape Town Hottentots High School Stellenbosch Immaculata High Wynberg • BARGAIN BOOKS • SPORTSMAN WAREHOUSE Jan van Riebeeck High School Gardens La Rochelle Girls High School Paarl • BOKOMO • OXFORD UNIVERSITY PRESS Livingstone High School Claremont Luhlaza High School Mitchells Plain • CAPE TIMES • PENGUIN RANDOM HOUSE Maitland High School Maitland Makupula Secondary School Stellenbosch • CAPE TOWN SCIENCE CENTRE (PTY) LTD Masibambane High Kraaifontein Matthew Goniwe Memorial Khayelitsha • CAMBRIDGE UNIVERSITY • PICK ‘N PAY FAMILY STORE- Milnerton High School Milnerton PRESS PLUMSTEAD Mondale High Mitchells Plain
    [Show full text]
  • Investigating Technology Acceptance in Public Secondary Schools in Pretoria
    Investigating technology acceptance in public secondary schools in Pretoria By Helena Alexander Submitted in partial fulfilment of the requirements for the Degree in Magister Educationis in the Faculty of Education, University of Pretoria Supervisor Dr M. Mihai Co-supervisor Dr K. Moodley NOVEMBER 2019 DECLARATION I declare that the dissertation, which I hereby submit for the degree of Magister Educationis at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution. ETHICS CLEARANCE CERTIFICATE ii The author, whose name appears on the title page of this dissertation, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that she has observed the ethical standards required in terms of the University of Pretoria’s Code of ethics for researchers and the Policy guidelines responsible for research. iii ACKNOWLEDGEMENTS My eternal gratitude to God, for His grace that gave me the strength, courage and perseverance to complete this course. Dr Maryke Mihai and Dr Kimera Moodley, thank you for your considerate guidance, your thoughtful comments and recommendations, and support through this research from the beginning to the end. Dr Mihai, your door was always open and you were always just a text or email away. Thank you for taking me under your supervisory wings but more importantly, your patience. Our post-meeting conversations were always so inspiring. My heartfelt gratitude to the principals of the schools, for their help and cooperation, and allowing me the opportunity to conduct research at the schools; and the passionate educators at the schools who, despite their busy schedules, availed their time.
    [Show full text]
  • Infrastructure Plans 2016-17
    TEMPLATE 1: SCHEDULE OF ACCOMMODATION REQUIREMENTS PER BUDGET PROGRAMME OBJECTIVE USER DEPARTMENT: EDUCATION MISSION: WCED HOW CAN THE PROVISION OF ACCOMMODATION CONTRIBUTE TOWARDS THIS VISION? To ensure that all the conditions for optimal lifelong learning are met in order for all learners to acquire the knowledge, skills and values they need to realise their potential, to lead fulfilling lives, to contribute to social and economic development PROGRAMME OUTCOMES OPTIMAL SUPPORTING ACCOMMODATION RATIONALE Programme 8.1: Administration To 8.1.1: Office of the MEC Additional office accommodation in Head Office, Office accommodation is required for staff in order provide overall management of and support to To provide for the functioning of the office of the Member of the Executive District Offices and Service Points are required to to execute their management and administration the education systems in accordance with the Council (MEC) for education accommodate expansion of organisational structure functions in support of provisioning of quality National Education Policy Act, Public Finance 8.1.2: Corporate Services education Management Act and other relevant policies. To provide management services that are not education specific for the education system, to make limited provision for and accommodation needs 8.1.3: Education Management To provide education management services for the education system 8.1.4: Human Resources Development To provide human resource development for office-based staff 8.1.5: Education Management Information System
    [Show full text]
  • Alumni Newsletter Deutsche Internationale Schule Kapstadt
    AUSGABE 2/2019 Alumni Newsletter Deutsche Internationale Schule Kapstadt Preisverleihung Robotics Team in Detroit, USA Klassenausflug Blutspende Speina Cup Basar Theater AG ‘Prinzessin Turandot’ www.dsk.co.za Alumni Newsletter Ausgabe 2/2019 Erlebnis für unsere Schüler! Im Oktober qualifizierten sich Liebe Alumni gleich zwei DSK Mannschaften für die Südafrikanischen Meisterschaften, was ein hervorragendes Ergebnis ist und die gute und Freunde Arbeit der AG widerspiegelt. Besondere Schlagzeilen hat unser Alumnus Jan Frodeno gemacht, der nicht nur zum dritten Mal die Ironman-Weltmeisterschaft der DSK in Hawaii gewonnen, sondern auch einen neuen Weltrekord aufgestellt hat! Wow… wir gratulieren stolz!! Dieses und vieles mehr erfahrt Ihr in diesem Newsletter. Ein ereignisreiches Jahr geht zu Ende. Falls euer Jahrgang im nächsten Jahr ein Die Einweihung (und Nutzung) der neuen Jubiläum feiert, sagt uns bitte Bescheid. und langersehnten Sporthalle im August war Die Schule ist Euch gerne bei der definitiv das Highlight in diesem Schuljahr. Organisation behilflich. Schickt einfach Nach zweijähriger Planungs- und Bauzeit eine E-Mail an [email protected], um war es dann endlich soweit! Zu diesem weitere Sachen zu besprechen. besonderen Anlass kamen Ehrengäste aus Deutschland, Bildungsministerin des Habt Ihr Interesse Teil des Teams zu Western Capes Debbie Schäfer, sowie werden? zahlreich geladene Gäste. Dann schickt bitte eine E-Mail an die oben genannte Adresse, sehr gerne nehmen Die Matrikklasse von 1979 feierte ihr wir Eure Ideen und Wünsche für diese 40-jähriges Matrikjubiläum Anfang Plattform auf. November, das mit einem Treffen an der Wir danken an dieser Stelle allen Schule startete. ehemaligen Schülerinnen und Schülern, In der darauffolgenden Woche fand unser die in dieser Ausgabe einen Bericht Basar statt, der am Freitagabend mit dem geschrieben haben.
    [Show full text]
  • Yesterday & Today, No 23 July 2020
    Yesterday&Today No. 23, July 2020 The Yesterday&Today is a scholarly, peer-reviewed and educationally focused History journal. It is indexed by the South African Department of Higher Education and Training. The journal is currently published in conjunction with The South African Society for History Teaching (SASHT) under the patronage of the North-West University. Open access to the journal is available on the SASHT, the SciELO and the Boloka websites. The Website addresses to find previous and current issues of the Yesterday&Today journal are: http://www.sashtw.org.za AND http://www.scielo.org.za/scielo.php?script=sci_issues&pid=2223 0386&lng=en&nrm=iso AND http://dspace.nwu.ac.za/handle/10394/5126 Two peer-reviewed issues are annually published. Journal focus and vision Scientific research articles in the following field of research are published (covers 75% of the Journal): History teaching/education: Refers to research reports dealing with the methodology (didactics) and practice of History teaching. Educational history/History of education/History in education: The history of any education-related theme is reported. History research: Relates to any historical content or theme, especially represented in the History curricula of Southern Africa. It is recommended that all the contributions should reference to either the GET or the FET or HET curriculum content. A theme of choice should also be linked to ways of HOW to educationally utilise the latter in teaching History in general, and or the classroom in particular. Hands-on articles in the following field of research are published (covers 25% of the Journal) Hands-on reports: Are articles based on authors’ personal experiences/opinions with history within or outside the classroom.
    [Show full text]
  • Report on the 2016 SAIIA Interschool Quiz on International Affairs
    Report on the 2016 SAIIA Interschool Quiz on International Affairs SUMMARY OF QUIZ 2016 ‘The challenge is great. The kids learn so much. It’s a game changer.’ Teacher, Glendale Secondary. We believe this statement by one of the teachers working with the quiz team from her school sums up the impact of the SAIIA Interschool Quiz. For so many, it is a game changer, a point that opens up the world to young minds, and young minds to the world. With this in mind, the SAIIA Western Cape Quiz Committee set about planning the 24th SAIIA interschool Quiz on International Affairs. Begun in 1993, the quiz is designed to draw learners of all backgrounds from among the schools in the Western Cape into reading world news, and especially news and analysis about South Africa’s international affairs. Invitations go out annually to a wide range of schools and, except for several reserved spots for new or developing schools, respondents are accepted on a first-come, first-served basis. For a seventh year running, a pre-quiz workshop gave less-resourced schools, and especially schools who did not fare well in the previous year, an opportunity to receive coaching on gleaning information from the papers and practise for the quiz through a ‘mini-quiz’, as well as an introduction to the world of international affairs. Romy Chevallier, a senior researcher in SAIIA’s Governance of Africa’s Resources Programme based in Cape Town, led the workshop on 5 March at the Diocesan School for Boys (Bishops). Thirteen schools took part in total.
    [Show full text]
  • Young Women on the Move
    SiyaphambiliYOUNG WOMEN ON THE MOVE EDUCATION FILM & MEDIA STUDIES LANGUAGES & CULTURE PSYCHOLOGY Engineering & Built Environment Health Sciences & Medicine Information Systems & Computer Science Finance, Economics & Mathematics Natural, Life & Earth Sciences ISBN: 978-1-77018-765-8 Published by the Department of Higher Education and Training, Private Bag X895, Pretoria, 0001, Republic of South Africa. ©2011 Department of Higher Education, Republic of South Africa. Produced by Rolaball Eduscript SiyaphambiliYOUNG WOMEN ON THE MOVE The faces of the Carnegie South Africa Undergraduate Women’s Scholarship Programme “Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the head of the mine, that a child of farmworkers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another.” Nelson Mandela ContentsACKNOWLEDGEMENTS I FOREWORD II INTRODUCTION III EDUCATION 1 FILM & MEDIA STUDIES 7 LANGUAGES & CULTURE 9 PSYCHOLOGY 11 ENGINEERING & Built ENVIRONMENT 13 Health SCIENCES & MEDICINE 31 Information SYSTEMS & COMPUTER SCIENCE 53 FINANCE, ECONOMICS & Mathematics 57 Natural, LIFE & Earth SCIENCES 71 Acknowledgements Sincere thanks go to the Carnegie Corporation of New Administrator for the scholarship for seven years, and York for its generous funding of this unique scholarship played an extremely important role in its growth and programme. Our particular thanks must go to Andrea development. For the scholarship recipients, he has Johnson, who has seen the scholarship grow from an been a rock of support. idea on paper to a fully-fledged programme supporting A further word of thanks goes to John Pampallis, 150 young women graduates.
    [Show full text]