DOCSLIB.ORG

"Higher Education Access in South Africa For

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Higher education access in South LAW LAW Africa for students with criminal DEMOCRACY DEMOCRACY records & DEVELOPMENT & DEVELOPMENT TAABO MUGUME Researcher, University of the Free State 1 INTRODUCTION The post-1994 South African democratic State has been successful in reconfiguring the national higher education system from one based on racial divide to a more inclusive regime1. While access has improved tremendously, there are still challenges which include: student success; funding; unemployed graduates; and infrastructure to accommodate growing student numbers, etc.2 These challenges are better illustrated by the 2015-2016 #FessMustFall student protests.3 Nixon expounded on the role of higher education institutions in a modern society as follows. They exist so that people from all different backgrounds - economic backgrounds, cultural backgrounds, 1 Leibowitz B & Bozalek V “Access to higher education in South Africa: a social realist account” (2014) 16 (1) Widening Participation and Lifelong Learning 91 at 92. 2 See Leibowitz & Bozalek (2014) at 96. 3 Luescher T, Loader L & Mugume T VOLUME 21 (2017) “#FeesMustFall: an internet-age student movement in South Africa and the case of the DOI: http://dx.doi.org/10.4314/ldd.v21i1.2 University of the Free State” (2017) 44(2) Politikon 231. ISSN: 2077-4907 Page | 25 LAW, DEMOCRACY & DEVELOPMENT/ VOL 21 (2017) and races can have access to the things that they need. ... If our public institutions are going to fulfill their mission they have to consider that the large majority of people who are impacted by the criminal justice system are the very people that they have a mission to serve. And unless they make that connection they are going to miss the mark in achieving their very own missions.4 Therefore, higher education access is fundamental for societal progress. In relation to ex-offenders, it is argued that, for example, getting a higher education reduces the possibility of recidivism.5 According to Walmsley, data from the South African national prison administration shows that with more than one and a half million South Africans in prison by 2013, South Africa has very congested prisons.6 Even though the country has higher education access prison programmes,7 there should be more opportunities to access higher education after serving prison sentences, and even for those with criminal records who may not have served a prison sentence. Moreover, access to higher education is very important for the process of reintegration into communities and reducing recidivism.8 This article analyses the 2016 academic year application forms of 16 South African universities to explore: the kind of mechanisms they have in place to promote access, whether institutions require potential students to provide information about their criminal records, the reasons provided for requiring such information, and any indication of how the information is stored, accessed and shared. Therefore, it focuses on access to higher education in South Africa since, as explained above, higher education is fundamental to societal development. The following discussion includes: a brief discussion of South African higher education; the literature on students with criminal records generally and in South Africa; research methodology; higher education in South Africa and students with criminal records; analysis; a possible route for South Africa; a research agenda; and conclusion. The article is limited by the use of university application forms as the only source of data. 2 HIGHER EDUCATION ACCESS IN SOUTH AFRICA South Africa under democratic leadership has undergone drastic higher education reforms. While there are challenges, progress is noticeable in the levels of access due to 4 Nixon V “Opening remarks at: New York Reentry Education Network pathways of possibility conference” (27 February 2013, City University of New York: Baruch College). 5 Sokoloff NJ & Fontaine A “Systemic barriers to higher education: how colleges respond to applicants with criminal records in Mayland” (2013) at 11. 6 Walmsley R “World prison population list” (10 ed) (2013) available at http://www.aidsdatahub.org/sites/default/files/publication/World_prison_population_list_10th_edition _2013.pdf (accessed 15 November 2016); Maravanyika EO “Understanding overcrowding in South African prisons” (2016) available at http://www.sabc.co.za/news/a/b7d0fd004f36e769aa33aed37832bbf1/Understanding-overcrowding- in-South-African-prisons-20161205 (accessed 28 June 2017). 7 See Walmsley (2013) 8 See Sokoloff & Fontaine (2013) at 11. Page | 26 LAW, DEMOCRACY & DEVELOPMENT/ VOL 21 (2017) policy changes designed post-1994 to support mass higher education.9 Informed by the National Commission on Higher Education of 199610 and the White Paper on Higher Education of 1997,11 the Higher Education Act of 199712 was the first post-1994 fundamental policy initiative designed to ensure regulated transformation of institutions of higher learning. The Act was designed with the main intention of ensuring access to higher education for more students from previously disadvantaged communities and also to avail employment opportunities. In line with promoting access, the State introduced the National Student Financial Aid Scheme (NSFAS) targeting poor students.13 The fund has had a fundamental positive effect on access.14 Moreover, the South Africa Constitution of 199615 considers education as a right, rather than a privilege (Bill of Rights). While student access to higher education in South Africa is noted in a positive light, success still faces serious challenges. In response, many initiatives have been introduced in institutions and supported by the State. However student success is beyond the scope of this article.16 Although some scholars have published on criminal records in South Africa, there is a dearth of literature on access to higher education for students with criminal records. Mujuzi and Tsweledi provide legal clarification on a criminal record “[i]n South African law, there are three situations in which a person may get a criminal record – when he enters a plea of guilty, when he is 9 Badat S “The challenges of transformation in higher education and training institutions in South Africa” (2010) available at http://www.dbsa.org/EN/About- Us/Publications/Documents/The%20challenges%20of%20transformation%20in%20higher%20educati on%20and%20training%20institutions%20in%20South%20Africa%20by%20Saleem%20Badat.pdf (accessed 15 October 2016). 10 National Commission on Higher Education (1996) available at http://www.che.ac.za/sites/default/files/publications/Acknowledgement%20%26%20Content.pdf (accessed 28 June 2017); also see chapter one available at http://www.che.ac.za/sites/default/files/publications/Chapter%209.pdf (accessed 28 June 2017); 11 Education White Paper 3: A Programme for the Transformation of Higher Education (1997) available at http://www.che.ac.za/sites/default/files/publications/White_Paper3.pdf (accessed 28 June 2017). 12 Higher Education Act 101 of 1997 available at http://www.up.ac.za/media/shared/409/higher- education-act-1997.zp86770.pdf (accessed 28 June 2017). 13 Cele MBG “Student politics and the funding of higher education in South Africa: the case of the University of the Western Cape, 1995-2005” (unpublished PhD thesis, University of the Western Cape 2014). 14 Luescher T “Student representation in a context of diversity, massification and democratisation in African higher education: key concepts, perspectives, and common concerns” in Luescher TM, Klemenčič M & Jowi OJ (eds) Student politics in Africa: representation and activism (Cape Town & Maputo: African Minds 2016). 15 The Constitution of the Republic of South Africa 1996 available at https://www.ru.ac.za/media/rhodesuniversity/content/humanresources/documents/employmentequit y/Constitution%20of%20the%20Republic%20of%20South%20Africa%201.pdf (accessed 28 June 2017). 16 Akoojee OS & Nkomo M “Access and quality in South African higher education: the twin challenges of transformation” (2007) 21(3) SAJHE 385; Bokana KG & Tewari DD “Determinants of student success at a South African university: an econometric analysis” (2014) 17(1) Anthropologist 259; Strydom F, Kuh G & Mentz M “Enhancing success in South Africa’s higher education: measuring student engagement” (2009) 42(1) Acta Academica 259. Page | 27 STUDENTS WITH CRIMINAL RECORDS & ACCESS TO HIGHER EDUCATION prosecuted after a plea of not guilty and he is convicted, and when he pays an admission of guilt fine.”17 3 HIGHER EDUCATION AND STUDENTS WITH CRIMINAL RECORDS The institutions considered in the following discussion include Harvard University and Yale University in the United States of America (US), and Cambridge University and Oxford University in the United Kingdom (UK). In the US, legalising the request for college applicants to report their criminal history and for further screening of such applicants in higher education is associated with a 1989 Act: the “Clery Act requires colleges to publish information about campus crime, allowing parents and applicants to compare safety across schools.”18 The Act does not “specify preventive interventions” and as a result institutions responded to the Act by screening applicants’ criminal history in two ways: requesting applicants to self- report specific information about their criminal history, and running independent criminal background checks. The primary reason given by most institutions for inquiring about the criminal records of applicants during college admissions is safety of the campus
Load more

Recommended publications
  • The South African Technology Network Trust
    THE SOUTH AFRICAN TECHNOLOGY NETWORK TRUST (SATN) The SATN trust was formally established in 2008 to support the consortium of technology focused universities to promote relevant, impactful and globally competitive qualifications, research and innovation towards a knowledge-based economy. THE FOLLOWING OBJECTIVES HAVE BEEN IDENTIFIED: MEMBER INSTITUTIONS AND ORGANISATIONS: Cape Peninsula University of Technology (CPUT) • To act as an advocacy and lobbying agency for the consortium Central University of Technology, Free State (CUT) • To be a catalyst for socio-economic development Durban University of Technology (DUT) • To promote and enable research and innovation Mangosuthu University of Technology (MUT) • To ensure graduates actively contribute to the economy Tshwane University of Technology (TUT) • To promote quality technology-based education and training Vaal University of Technology (VUT) Your world to a better future • To mobilise mutually beneficial national and international University of Mpumalanga (UMP) Education, Business and Industry networks Walter Sisulu University (WSU) Namibia University of Science and Technology (NUST) SATN WEBSITE The Technical University of Kenya (TUK) The following website provides detailed information on the SATN Technology Innovation Agency (TIA) and its projects and activities: http://www.satn.org.za CONTACT DETAILS OF THE SATN: Dr Anshu Padayachee Christelle Venter CEO Office Manager Tel: 031 566 1752 Tel: 012 382 4896 Cell: 083 666 1231 Cell: 082 267 5125 E-mail: [email protected] E-mail: [email protected] POSTAL ADDRESSES: PHYSICAL ADDRESSES: SATN Pretoria Office: SATN Durban Office: SATN Pretoria Office: SATN Durban Office: Tshwane University of Technology P O Box 25421 Tshwane University of Technology 36 Glen Eagles Drive Private Bag X680 Gateway Alma Du Toit House La Lucia Pretoria 4321 210 Steve Biko Road Durban North 0001 Sunnyside, Pretoria KwaZulu Natal Gauteng, South Africa South Africa 0002 4051 Trust Registration Number: IT 913/08 | SARS Tax nr: 0033326174 | SARS VAT nr: 4620259822.
    [Show full text]
  • CASE STUDY the Delivery of the First Phase of the Two New Universities
    CASE STUDY The delivery of the first phase of the two new universities: Ronald Watermeyer, DEng (Witwatersrand), BScEng, Hon.FSAICE, FIStructE, FICE, FSAAE, PrEng, CEng, PrCM, PrCPM Director, Infrastructure Options Pty Ltd, Randburg, South Africa; Visiting Adjunct Professor, School of Construction Economics and Management, University of the Witwatersrand, Johannesburg, South Africa Introduction The process for establishing the new universities was initiated when the Minister of Higher Education and Training (DHET) appointed two task teams in 2010 to investigate the feasibility and possible models for the establishment of universities in the Mpumalanga and the Northern Cape Provinces. Following extensive consultation with stakeholders in these two provinces, the task teams submitted their reports to the Minister in September 2011, and subsequently to the Council on Higher Education (CHE) for their advice. The Minister of Higher Education decided to proceed with both universities in the conviction that universities are essentially national institutions and that a university in the Northern Cape would attract students from across the country and not only from the school system in the Northern Cape (NUPMT, 2018) In 2007, stimulated by government infrastructure funding, the University of the Witwatersrand (Wits) embarked upon its first major capital expansion programme in over 20 years. Initially a traditional master-servant approach was pursued, which led to significant cost overruns, the full extent of which was only known months after completion. The client team decided to explore an alternative approach to delivering infrastructure based on long-term, collaborative relationships and early contractor involvement, underpinned by the NEC3 family of contracts. This approach produced a consistently reliable time and cost outcome over the R1,5b infrastructure programme (Laryea and Watermeyer, 2014).
    [Show full text]
  • Communication Studies at the North-West University
    Assessing the Marketing Communication Plan for student recruitment at the North-West University HJ Degenaar orcid.org/0000-0001-7569-2660 Dissertation submitted in partial fulfilment of the requirements for the degree Master of Arts in Communication Studies at the North-West University Supervisor: Dr L Holtzhausen Graduation May 2018 Student number: 10069038 ACKNOWLEDGEMENTS To all the people who, through their support and encouragement, helped to ensure the completion of this study, thank you. In particular, I would like to mention the following people who proved to be invaluable to me throughout the study: My supervisor, Dr Lida Holtzhausen, for the time spent with me, offering insights, guidance and most of all encouragement and motivation throughout the research process. Thank you for understanding my situation. My family, especially my wife Anette and two children, Anja and Phillip, who supported and believed in me and encouraged me to complete the study. Prof Suria Ellis from Statistical Consultation Services at the North-West University’s Potchefstroom campus for her guidance and assistance in analysing the results from the quantitative questionnaire. Mrs Cecilia van der Walt for language editing my dissertation and for the advice given. Mrs Elsa Esterhuizen for the quality control of the bibliography. My Heavenly Father who gave me strength. i ABSTRACT The competition for quality students has become a marketing challenge for universities which has led to the implementation of different student recruitment practices. Fierce competition between Higher Education Institutions in South Africa, increased government pressure to transform and declining government subsidies have forced Universities to increase the number of students as a means of increasing their income.
    [Show full text]
  • Pdf Carnevale, A.P
    Editorial team Editor-in-chief Prof. Teboho Moja, New York University Guest editors Dr Philippa N. Tumubweinee, University of Cape Town Prof. Thierry M. Luescher, Human Sciences Research Council Editorial executive Prof. Teboho Moja, New York University Dr Birgit Schreiber, Stellenbosch University (Book Review Editor) Prof. Thierry M. Luescher, Human Sciences Research Council Prof. Sioux McKenna, Rhodes University Dr Bekele Workie Ayele, Kotebe Metropolitan University Dr Martin Mandew, Durban University of Technology Dr W.P. Wahl, University of the Free State Ms Maretha Joyce, Stellenbosch University (Journal Manager) International editorial advisory board Dr Lisa Bardill Moscaritolo, Pace University Prof. Cecile Bodibe, Empowaworx Dr John Butler-Adam, SA Journal of Science Prof. Ronelle Carolissen, Stellenbosch University Prof. Jon Dalton, Emeritus, Florida State University Dr Tom Ellett, New York University Prof. Magda Fourie-Malherbe, Stellenbosch University Prof. Ransford E.V. Gyampo, University of Ghana Dr Manja Klemenčič, Harvard University Prof. Patrício Langa, Universidade Eduardo Mondlane Prof. Christina Lunceford, Bowling Green State University Dr Ibrahim Ogachi Oanda, CODESRIA Dr Adesoji Oni, University of Lagos Prof. Dawn Person, California State University Fullerton Prof. Akilagpa Sawyerr, Ghana Academy of Arts and Sciences Prof. Juma Shabani, University of Burundi Distinguished Prof. John Schuh, Emeritus, Iowa State University Distinguished Prof. Vincent Tinto, Emeritus, Syracuse University Prof. Nan Yeld, University of Cape Town Publishing and website Ms Mimi Seyffert-Wirth, Stellenbosch University Mr Wikus van Zyl, African Sun Media Ms Davida van Zyl, African Sun Media Contents Guest editorial Space, Language and Identity Politics in Higher Education Philippa Tumubweinee & Thierry M. Luescher v Research articles Inserting Space into the Transformation of Higher Education Philippa Tumubweinee & Thierry M.
    [Show full text]
  • 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 ......................................................................................
    [Show full text]
  • 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.
    [Show full text]
  • EDUCATIONAL RESEARCH for SOCIAL CHANGE September 2020
    i EDUCATIONAL RESEARCH FOR SOCIAL CHANGE September 2020 Vol. 9 No. 2 ISSN: 2221-4070 Educational Research for Social Change, Vol. 9 No. 2 September 2020 ii Educational Research for Social Change An online academic journal ISSN 2221-4070 Vol. 9 No. 2 Postal Address Physical Address Educational Research for Social Change Nelson Mandela University (ERSC) Summerstrand Campus (South) Faculty of Education South Campus University Way Nelson Mandela University Summerstrand Port Elizabeth South Africa PO Box 77000 6001 SUMMERSTRAND, 6031 For editorial inquiries, contact the Co-Editors: Faculty of Education of the Nelson Mandela University (NMU) ∗ Assoc Professor Mathabo Khau ([email protected]) ∗ Assoc Professor André du Plessis ([email protected]), Faculty of Education at North-West University ∗ Prof Lesley Wood ([email protected]). Email: [email protected] or [email protected] (Amina Brey) Production and business matters: Contact the Production Editor and Web Master, Assoc Professor André du Plessis, [email protected]. Desktop Publishing (PDF versions by André du Plessis) Managing Editor & Language Editor: Moira Richards Copyright of articles The Creative Commons license of ERSC is a non-commercial licence which allows users to read, download, distribute, use, remix, build on the texts, with the proviso that the author/s and the journal is acknowledged. Original authors retain unrestricted publishing rights. Educational Research for Social Change, Vol. 9 No. 2 September 2020 iii Educational Research for Social Change (ERSC) Volume 9 No. 2 September 2020 ersc.nmmu.ac.za ISSN: 2221-4070 CONTENTS Editorial Editorial ................................................................................................................................................ vii Lesley Wood Justifying Research as Conscious Intervention in Social and Educational Life: Activating Transformative Potential.......................................................................................................................
    [Show full text]
  • Assessing the Economic Impact of a South African University Campus
    Assessing the economic impact of a South African university campus D. Dyason orcid.org 0000-0002-4408-8281 Thesis submitted in fulfilment of the requirements for the degree Doctor of Philosophy in Economics at the North-West University Promoter: Prof Dr E.P.J. Kleynhans Co-Promoter: Prof Dr W.F. Krugell Graduation October 2018 Student number: 12293687 i ACKNOWLEDGEMENTS “You are my strength, I sing praise to you; you, God, are my fortress, my God on whom I can rely.” Psalm 59:17 “For the Lord gives wisdom; from his mouth come knowledge and understanding.” Proverbs 2:6 To my wife and children, thank you for your support, love and encouragement. I am very grateful to have you as my support team, my rock and my cheerleaders. You made this journey with me without complaints and for that I am forever grateful. Thank you to my promotors. Your encouragement, wisdom and inputs made this thesis possible. Thank you to Riaan Rossouw for your assistance and guidance during the SAM analysis. I am grateful for your help. To Ali Parry, your assistance with the language editing is much appreciated. Thank you for helping me make this thesis enjoyable to read. To the NWU and those individuals who assisted me in obtaining the required data to conduct the study, thank you very much. To my parents and extended family, your prayers and encouragement will forever be appreciated. “He is the one you praise; he is your God, who performed for you those great and awesome wonders you saw with your own eyes.” Deuteronomy 10:21 -o0o- ii ABSTRACT Various data sources show that the economy of Potchefstroom in South Africa’s North West Province delivered consistently positive economic growth rates from 2002 to 2016.
    [Show full text]
  • Disruption of Higher Education Policy Through an Ethics of Care in South Africa
    DISRUPTION OF HIGHER EDUCATION POLICY THROUGH AN ETHICS OF CARE IN SOUTH AFRICA Dissertation presented in partial fulfilment for the degree of PhD in Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University HDE (Giyani College of Education); FDE (RAU); BEd Hons (UWC); MEd (SU) Promoter: Distinguished Professor Yusef Waghid March 2020 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (unless to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. March 2020 _________________________________________________ (Celiwe Ngwenya) Copyright © 2020 Stellenbosch University All rights reserved ii Stellenbosch University https://scholar.sun.ac.za Plagiarism Declaration I understand that the code of conduct against plagiarism and copyright infringement are enforced at Stellenbosch University. The severe legal and academic penalties to the breach of the code are understood. Find the signed form Stellenbosch University plagiarism form in page iv. iii Stellenbosch University https://scholar.sun.ac.za Plagiarism Submission Declaration Form UNIVERSITY OF STELLENBOSCH DEPARTMENT OF EDUCATION POLICY STUDIES I, Memoria Celiwe Ngwenya Module 50261978 (360) Education Policy Studies I, hereby acknowledge that I understand what plagiarism entails and that I am fully aware of the University’s policies regarding plagiarism. I affirm that this assignment is entirely my own work. I have acknowledged and referenced all sources, including Internet Websites.
    [Show full text]
  • JS Myburgh Orcid.Org 0000-0002-1689-354X
    Investigating the impact of postgraduate student drop-out rates at a higher education institute JS Myburgh orcid.org 0000-0002-1689-354X Mini-dissertation accepted in partial fulfilment of the requirements for the degree Master of Business Administration at the North-West University Supervisor: Prof AM Smit Graduation: May 2020 Student number: 20412312 ABSTRACT Universities in South Africa are obliged to adhere to the South African National Planning Commission’s National Development Plan (NDP) by assisting students financially in order to complete their studies. Despite complying, universities experience high volumes of students who drop out at postgraduate level of studies after receiving university-funded bursaries. The objective of this study is on evaluating the financial impact caused by postgraduate students who drop out after receiving university-funded bursaries. Several variables are evaluated in order to understand the impact of these student dropouts. A literature study was conducted to obtain insight into the South African higher education environment, and to highlight the challenges faced by both universities and students. The empirical study conducted focused on the financial impact caused by the postgraduate student dropout rate notwithstanding their receiving university-funded bursaries. It also addresses the variances per demography and the relation to the allocation of these university bursaries. The findings from the empirical study show that a large sum of university-funded bursary money is lost due to students that drop out after receiving bursaries. In conclusion, universities need to address the recovery processes of bursary money from dropout student as well as the poor completion rates on postgraduate level. Key terms: bursary, dropout, higher education institution, postgraduate i ACKNOWLEDGEMENTS In acknowledgement, I wish to thank God for granting me the privilege and perseverance to complete my studies.
    [Show full text]
  • 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
    [Show full text]
  • Minister of Higher Education's UNIZULU Visit a Resounding Success
    Public lecture addresses a Minister of higher education’s depressing state of higher UNIZULU visit a resounding success education system in South Africa GCINA NHLEKO UNIZULU is taking extra precautions GCINA NHLEKO UNIZULU has agreed to start as soon and utmost diligence in ensuring compli- as possible to clearly identify the compo- DR Blade Nzimande, the Minister of ant measures are in place in preparation WORLD-renowned and respected sociol- nents that hinder the success of a uni- Higher Education, Science and Technol- for more students returning to campuses, ogist Professor Kwesi Kwaa Prah recently versity idea in Africa. African universities ogy, has applauded the University of amid peak infection rates across the coun- presented a thought-provoking virtual like the idea of a university that repro- Zululand’s (UNIZULU) progressive efforts try. lecture on reconceptualising the African duces and replicates the institutional to salvage and successfully manoeuvre The institution, which has already university at the University of Zululand’s forms that have been inherited from the 2020 academic year, while ensuring been receiving final-year Nursing Science (UNIZULU) KwaDlangezwa Campus. colonial powers and these standards Covid-19 health and safety protocol is students, will, in the coming weeks, Prof Prah is a prolific author of sev- have been set and maintained from followed at its KwaDlangezwa and Rich- prioritise the return of 30 final-year Man- eral books and many articles on topics outside. We create the theatre of the ards Bay campuses. agement Information Systems students; around Africa’s history and writing on observed by exposing students to foreign Dr Nzimande was speaking during postgraduates in the Faculty of Com- issues affecting the society and education languages that are not used locally e.g.
    [Show full text]