Walter Sisulu University General Prospectus 2020
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
2016:1 (First Edition)
2016 August Issue 1 Newsletter of the Faculty of Natural and Agricultural Sciences www.up.ac.za The med-fly, Ceratitis Capitata (Photo: Andre Coetzer). Read article on page 26. UP an integral part of the future of Africa “A space that will bring together 300 young, talented people who will time recognising the global repositioning of higher education at the live and work together and undertake doctoral research while taking cutting-edge of science.” a leadership journey. They will be a generation that will produce In 2010 UP began a process of long-term strategic planning which science for policy-making and policy implementation.” These words is in alignment with the current long-term strategy referred to as of Vice-Chancellor and Principal of the University of Pretoria (UP), UP 2025. In the process of developing this strategy, UP conducted Prof Cheryl de la Rey summarised the essence of Future Africa at the a number of environmental scans and, through these, a number of recent ground-breaking ceremony at the Future Africa Campus on trends were recognised that were likely to shape the future of the the University’s Experimental Farm. institution, science and scholarships. She explained: ”What we are talking about is a new model of doctoral The trend that significantly influenced UP’s strategy was the widely education that is coupled with leadership development, and an recognised realisation that the challenges and major problems endeavour to close the gap between natural and social sciences, and currently facing the world, and particularly Africa, can be resolved between universities, science and policy implementation.” through integrated approaches to science. -
Faculty of Health Sciences Prospectus 2021 Mthatha Campus
WALTER SISULU UNIVERSITY FACULTY OF HEALTH SCIENCES PROSPECTUS 2021 MTHATHA CAMPUS @WalterSisuluUni Walter Sisulu University www.wsu.ac.za WALTER SISULU UNIVERSITY MTHATHA CITY CAMPUS Prospectus 2021 Faculty of Health Sciences FHS Prospectus lpage i Walter Sisulu University - Make your dreams come true MTHATHA CAMPUS FACULTY OF HEALTH SCIENCES PROSPECTUS 2021 …………………………………………………………………………………………………………………………………………………………… How to use this prospectus Note this prospectus contains material and information applicable to the whole campus. It also contains detailed information and specific requirements applicable to programmes that are offered by the campus. This prospectus should be read in conjunction with the General Prospectus which includes the University’s General Rules & Regulations, which is a valuable source of information. Students are encouraged to contact the Academic Head of the relevant campus if you are unsure of a rule or an interpretation. Disclaimer Although the information contained in this prospectus has been compiled as accurately as possible, WSU accepts no responsibility for any errors or omissions. WSU reserves the right to make any necessary alterations to this prospectus as and when the need may arise. This prospectus is published for the 2021 academic year. Offering of programmes and/or courses not guaranteed. Students should note that the offering of programmes and/or courses as described in this prospectus is not guaranteed and may be subject to change. The offering of programmes and/or courses is dependent on viable -
Faculty of Health Sciences, Walter Sisulu University: Training Doctors from and for Rural South African Communities
Original Scientific Articles Medical Education Faculty of Health Sciences, Walter Sisulu University: Training Doctors from and for Rural South African Communities Jehu E. Iputo, MBChB, PhD ABSTRACT Outcomes To date, 745 doctors (72% black Africans) have graduated Introduction The South African health system has disturbing in- from the program, and 511 students (83% black Africans) are currently equalities, namely few black doctors, a wide divide between urban enrolled. After the PBL/CBE curriculum was adopted, the attrition rate and rural sectors, and also between private and public services. Most for black students dropped from 23% to <10%. The progression rate medical training programs in the country consider only applicants with rose from 67% to >80%, and the proportion of students graduating higher-grade preparation in mathematics and physical science, while within the minimum period rose from 55% to >70%. Many graduates most secondary schools in black communities have limited capacity are still completing internships or post-graduate training, but prelimi- to teach these subjects and offer them at standard grade level. The nary research shows that 36% percent of graduates practice in small Faculty of Health Sciences at Walter Sisulu University (WSU) was towns and rural settings. Further research is underway to evaluate established in 1985 to help address these inequities and to produce the impact of their training on health services in rural Eastern Cape physicians capable of providing quality health care in rural South Af- Province and elsewhere in South Africa. rican communities. Conclusions The WSU program increased access to medical edu- Intervention Access to the physician training program was broad- cation for black students who lacked opportunities to take advanced ened by admitting students who obtained at least Grade C (60%) in math and science courses prior to enrolling in medical school. -
Curriculum Vitae Distinguished Professor Heila Lotz-Sisitka Updated July 2018
Curriculum Vitae Distinguished Professor Heila Lotz-Sisitka Updated July 2018 South African National Research Foundation Chair (Tier 1) Transformative Social Learning and Green Skills Learning Pathways Summary Narrative Overview and Early Career I started my career in primary education, working with young children to expand their learning horizons through creative, critical approaches to learning. This led me into a postgraduate and post-doctoral career trajectory where I was able to expand my interest in primary education to wider forms of education and learning, all of which have centred on how human relations with the environment shape learning and transformation of society towards social justice, sustainability and the common good. My Masters degree focused on critical, democratic and participatory approaches to working with environmental knowledge in learning support materials development with foundation phase teachers in post-apartheid curriculum settings. The project spanned five years, and grew into a national initiative to strengthen curriculum transformation. The study was unanimously recommended for upgrading to PhD by all examiners. This launched me into an active professional career in participation oriented approaches to environment and sustainability education research that has spanned all levels and types of education, including early learning, general education and training, higher education, community education, and conservation education. Most recently I have also become more involved in vocational and workplace learning as the green economy has emerged as a significant driver of potential just transitions in post-apartheid South Africa, and the skills system was found to be largely re-active to environment and sustainability concerns. My current research focusses on global change and social learning systems, with emphasis on transformative social learning and green skills learning pathways. -
Walter Sisulu University
Walter Sisulu University PROFESSORIAL INAUGURAL LECTURE 22 MAY 2013 15H00 MTHATHA HEALTH RESOURCE CENTRE Topic: The emerging epidemic of diabetes mellitus: a 20 year community study in former Transkei Professor EV Blanco-Blanco Professor of Chemical Pathology Faculty of Health Sciences Walter Sisulu University Eastern Cape South Africa Auditorium, Mthatha Health Resource Centre, Mthatha, Eastern Cape www.wsu.ac.za WALTER SISULU UNIVERSITY (WSU) DEPARTMENT OF CHEMICAL PATHOLOGY SCHOOL OF MEDICINE FACULTY OF HEALTH SCIENCES TOPIC “THE EMERGING EPIDEMIC OF DIABETES MELLITUS: A 20-YEAR COMMUNITY STUDY IN THE FORMER TRANSKEI” BY ERNESTO V. BLANCO-BLANCO PROFESSOR OF CHEMICAL PATHOLOGY DATE: 22 MAY 2013 VENUE: UMTATA HEALTH RESOURCE CENTRE 3 4 INTRODUCTION AND TOPIC MOTIVATION DIABETES MELLITUS Definition Historical background CLASSIFICATION OF DIABETES MELLITUS DIAGNOSIS OF DIABETES MELLITUS RISK FACTORS AND PREDISPOSING CONDITIONS FOR DIABETES COMPLICATIONS OF DIABETES MELLITUS THE GLOBAL PREVALENCE & GLOBAL BURDEN OF DIABETES THE AFRICAN BURDEN OF DIABETES MELLITUS THE SOUTH AFRICAN BURDEN OF DIABETES MELLITUS CONSEQUENCES OF THE BURDEN OF DIABETES IMPLICATIONS OF THE BURDEN OF DIABETES FOR HEALTH PLANNING DIABETES PREVENTION AS STRATEGY CONTROL OF THE CURRENT BURDEN OF DIABETES CONCLUSIONS REFERENCES 5 INTRODUCTION AND TOPIC MOTIVATION Chemical Pathology, Diabetes Mellitus and the Former Transkei I am a Chemical Pathologist by training. The term ‘pathology’ derives from the Greek words “pathos” meaning “disease” and “logos” meaning “a treatise”. Pathology is a major field of Medicine that deals with the essential nature of diseases, their processes and consequences. A medical doctor that specializes in pathology is known as ‘a pathologist’. Chemical Pathology is that branch of Pathology, which deals specially with the biochemical basis of diseases and the use of biochemical tests carried out at hospital laboratories on the blood and other body fluids to provide support to clinicians. -
PSM Public Sector Manager
UPCOMING EVENTS Human Rights Day World Water Day 21 March 22 March The national Human Rights Day celebra- Every year during March, the Department of tions this year will commence with a Water Affairs celebrates National Water Week in formal programme at the Walter Sisulu South Africa, which also features World Water Square in Kliptown, Soweto, where Pres- Day on 22 March. ident Jacob Zuma will deliver a keynote World Water Day grew out of the 1992 United address. Thereafter, the celebrations will Nations (UN) Conference on Environment and continue at Orlando Stadium, Soweto. Development (UNCED) in Rio de Janeiro. The UN General Assembly designated 22 March of each year as the World Day for Water. The theme for this year’s campaign is: Water is life – respect it, conserve it, enjoy it. 13th Cape Town International Jazz Festival 30 – 31 March The Cape Town International Jazz Festi- val has grown into a hugely successful international event since its inception in 2000. Each year, more than 30 000 music lovers flock to this proudly South African music festival, which is ranked No 4 in the world, outshining events such as Switzerland's Montreaux Festival and the North Sea Jazz Festival in Netherlands. The festival’s winning formula of bringing more than 40 international and local artists to perform over two days on five stages has earned it the status of being the most prestigious event of its kind on the African conti- nent. Known as Africa's “grandest gath- ering”, the festival will be in its 13th year when it takes place at the Cape Town Freedom Day International Convention Centre. -
The Power of Heritage to the People
How history Make the ARTS your BUSINESS becomes heritage Milestones in the national heritage programme The power of heritage to the people New poetry by Keorapetse Kgositsile, Interview with Sonwabile Mancotywa Barbara Schreiner and Frank Meintjies The Work of Art in a Changing Light: focus on Pitika Ntuli Exclusive book excerpt from Robert Sobukwe, in a class of his own ARTivist Magazine by Thami ka Plaatjie Issue 1 Vol. 1 2013 ISSN 2307-6577 01 heritage edition 9 772307 657003 Vusithemba Ndima He lectured at UNISA and joined DACST in 1997. He soon rose to Chief Director of Heritage. He was appointed DDG of Heritage and Archives in 2013 at DAC (Department of editorial Arts and Culture). Adv. Sonwabile Mancotywa He studied Law at the University of Transkei elcome to the Artivist. An artivist according to and was a student activist, became the Wikipedia is a portmanteau word combining youngest MEC in Arts and Culture. He was “art” and “activist”. appointed the first CEO of the National W Heritage Council. In It’s Bigger Than Hip Hop by M.K. Asante. Jr Asante writes that the artivist “merges commitment to freedom and Thami Ka Plaatjie justice with the pen, the lens, the brush, the voice, the body He is a political activist and leader, an and the imagination. The artivist knows that to make an academic, a historian and a writer. He is a observation is to have an obligation.” former history lecturer and registrar at Vista University. He was deputy chairperson of the SABC Board. He heads the Pan African In the South African context this also means that we cannot Foundation. -
Higher Degree Guide
HIGHER DEGREES GUIDE A handbook for Master’s and Doctoral students at Rhodes University RHODES UNIVERSITY 2014 CONTENTS 1. PREFACE 5 2. HIGHER DEGREE STUDIES 6 2.1 Higher Degrees at Rhodes University 6 2.2 Ad eundem gradum candidates 6 2.3 Criteria for the award of a higher degree by thesis 7 3. THE HIGHER DEGREE PROGRAMME 8 3.1 Requirements for admission 8 3.2 Registration 9 3.3 The formal research proposal 12 3.4 Supervision 14 3.5 The thesis 19 3.6 Policies and Procedures for cases of plagiarism 23 3.7 Submission and examination 24 3.7.1 Special Rules for the Master of Fine Art 25 3.8 Publication 26 3.9 Graduation 26 4. RESEARCH RESOURCES AVAILABLE 28 4.1 The Library 28 4.2 Information Technology 28 5. FINANCIAL MATTERS 29 5.1 The costs involved 29 5.2 Funding for Master’s and Doctoral degrees 29 6. THE EXAMINATION OF A MASTER’S DEGREE THESIS 30 6.1 Appointment of examiners 30 6.2 Supervisor’s report 31 6.3 Recommendations open to examiners 31 6.4 Collation of examiners’ reports 32 6.5 Procedure to be followed by the Dean (or Deputy Dean) 32 6.6 Award of the degree with distinction 34 6.7 Subsequent Procedures 35 7. THE EXAMINATION OF DOCTORAL THESES 36 7.1 Committee of assessors 36 7.2 Appointment of examiners 36 7.3 Supervisor’s report 37 7.4 Report form for examiners 38 7.5 Procedure on receipt of examiners' reports 38 7.6 Procedures for dealing with corrections 39 7.7 Subsequent procedures 40 8. -
RUGBY LIST 42: February 2019
56 Surrey Street Harfield Village 7708 Cape Town South Africa www.selectbooks.co.za Telephone: 021 424 6955 Email: [email protected] Prices include VAT. Foreign customers are advised that VAT will be deducted from their purchases. We prefer payment by EFT - but Visa, Mastercard, Amex and Diners credit cards are accepted. Approximate Exchange Rates £1 = R17.50 Aus$1 = R9.70 NZ$1 = R9.20 €1 = R15.30 Turkish Lira1 = R2.60 US$1= R13.40 RUGBY LIST 42: February 2019 PROGRAMMES PROGRAMMES..................................................................................................................................................... 1 Argentina............................................................................................................................................................. 2 Australia.............................................................................................................................................................. 3 Canada.................................................................................................................................................................5 England ............................................................................................................................................................... 6 Fiji....................................................................................................................................................................... 8 France................................................................................................................................................................. -
Engineering Education at South Africa's Technicians
Session 1260 Engineering Education at South Africa’s Technikons G. Frederick d’Almaine, Brian Manhire, Samuel O. Atteh M. L. Sultan Technikon / Ohio University / International Foundation for Education and Self-Help Abstract—This paper describes engineering education at the technikons of post-apartheid South Africa. In addition, the history of technikons is explained in the context of South African tertiary education. Comparisons are drawn between technical colleges, technikons and universities. Fi- nally, some challenges now facing the technikon movement are described. These include the need to adapt to the country’s evolving educational environment—which has radically changed as a result of the dismantling of apartheid—and the move by technikons into the awarding of un- dergraduate and graduate degrees with the attendant concentration on research and the need for technikon educators to seek higher qualifications. I. EDUCATION IN SOUTH AFRICA Education in South Africa is stratified into three layers: primary school (first 7 years); followed by secondary school (next 5 years) and tertiary education.1 Secondary (High) school culminates in a (so-called “matric”) Matriculation Certificate or Senior Certificate which is typi- cally earned at age 18 and is symbolically represented by the letter “M” in the vernacular. Ad- mission to post-matric tertiary education, which is offered by universities, technikons and col- leges, is contingent upon earning the Senior Certificate. There are technical colleges which play a dual secondary/tertiary role by providing the knowledge and skills which prepare their graduates for specific trades or occupations.2 They of- fer National Technical Certificates (N Certificates) such as the N3, which is regarded as equal to a Senior Certificate (provided that languages are also included in the course) and the N4 which is evaluated as M+Β (matric + 8 months) provided it is earned in addition to a qualification equal to the Senior Certificate. -
Annual Report 2019
ANNUAL REPORT 2019 ANNUAL REPORT FOR THE YEAR ENDED 31 DECEMBER 2019 TABLE OF CONTENTS I. ACRONYMS ........................................................................................................................................... 3 II. INSTITUTIONAL GOVERNANCE AND MANAGEMENT INFORMATION ............................................. 4 Organisational Structure ....................................................................................................................... 4 Rhodes University Governance & Management Organogram in 2019 ................................................ 4 1. ANNUAL PERFORMANCE ASSESSMENT REPORT OF THE APP ..................................................... 5 1.1 Background .................................................................................................................................. 5 2. REPORT BY THE CHAIRPERSON OF COUNCIL ................................................................................. 9 3. COUNCIL STATEMENT ON GOVERNANCE ...................................................................................... 10 3.1 Statutory Governance Information ............................................................................................. 10 3.2 Composition of Council .............................................................................................................. 11 3.3 Summary of Attendance at Meetings of Council and Committees of Council ............................ 11 3.4 Major Statements/decisions of council ...................................................................................... -
Social Sciences and Humanities
Published on http://awards.cies.org/ .. (https://awards.cies.org) Home > Social Sciences and Humanities Social Sciences and Humanities Award Autogenerated Code 10705-SF Region Africa, Sub-Saharan Country South Africa Award Type Fulbright Scholar Award Number of Recipients Approximately 10 Researcher Monthly Stipend and Allowances $5,920-$6,620 Teaching or Teaching/Research Award (Assistant Professor or Below) Monthly Stipend and Allowances $6,690-$7,390 Teaching or Teaching/Research Award (Associate or Full Professor) Monthly Stipend and Allowances $6,910-$7,610 Estimated Travel and Relocation Allowance Round-trip, economy-class, international travel arranged by travel agent selected by CIES, for scholar and up to two accompanying dependents. A $2,850 allowance will be provided to cover the costs associated with relocation and excess baggage. Estimated Book and Research Allowance $1,000 books and educational materials allowance for teaching and teaching/research grants; should be donated to the host institution (or other entity) upon grantee's departure. (For Teaching and Teaching/Research grants only.) $3,000 research allowance for Research Awards only. Dependent Tuition Allowance Up to $12,500 per child or $25,000 per family for accompanying dependents in grades K-12 is reimbursed for a full academic year, upon submission of receipts, and depending on funding availability. Amount may be adjusted for shorter grant periods. Reimbursement is based on actual cost of tuition and fees only. Candidate Profile Professionals Academics, all levels including early career Postdoctoral Activity Type Research Teaching Teaching/Research Application Deadline Closed Award Activity Grantees must conduct research, teach undergraduate or graduate courses, or have a combination of teaching and research in their area of specialization.