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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. -
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. -
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. -
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. -
Walter Sisulu University General Prospectus 2020
WALTER SISULU UNIVERSITY GENERAL PROSPECTUS 2020 General Rules and Regulations www.wsu.ac.za GENERAL PROSPECTUS 2020 This General Prospectus applies to all four campuses of Walter Sisulu University. LEGAL RULES 1. The University may in each year amend its rules. 2. The rules, including the amended rules, are indicated in the 2020 Prospectus. 3. The rules indicated in the 2020 Prospectus will apply to each student registered at Walter Sisulu University for 2020. 4. These rules will apply to each student, notwithstanding whether the student had first registered at the University prior to 2020. 5. When a student registers in 2020, the student accepts to be bound by the rules indicated in the 2020 prospectus. 6. The University may amend its rules after the General Prospectus has been printed. Should the University amend its rules during 2020, the amended rules will be communicated to students. Students will be bound by such amended rules. CAMPUSES & FACULTIES MTHATHA CAMPUS 1. Faculty of Commerce & Administration 2. Faculty of Educational Sciences 3. Faculty of Health Sciences 4. Faculty of Humanities, Social Sciences & Law 5. Faculty of Natural Sciences BUTTERWORTH CAMPUS 1. Faculty of Education 2. Faculty of Engineering & Technology 3. Faculty of Management Sciences BUFFALO CITY CAMPUS 1. Faculty of Business Sciences 2. Faculty of Science, Engineering & Technology QUEENSTOWN CAMPUS 1. Faculty of Economics & Information Technology Systems 2. Faculty of Education & School Development 1 2020 PROSPECTUS ALL CORRESPONDENCE TO BE ADDRESSED TO: -
The Higher Education Landscape Under Apartheid
CHAPTER 2 IAN BUNTING THE HIGHER EDUCATION LANDSCAPE UNDER APARTHEID This chapter lays out the South African higher education landscape as it was shaped by the apartheid policies of the National Party government prior to 1994. It describes how the disenfranchisement of the African majority culminated in the establishment of five separate legislative and geographic entities (the Republic of South Africa and four ‘independent republics’) and traces the process by which this policy led to the establishment of 36 higher education institutions controlled by eight different government departments. The chapter also describes the apartheid thinking which led to the differentiation of higher education in South Africa into two distinct types – universities and technikons – and shows how sharp racial divisions, as well as language and culture, skewed the profiles of the institutions in each category. 1. POLICIES OF THE APARTHEID GOVERNMENT 1.1. Racial divisions in South Africa At the beginning of 1994, South Africa’s higher education system was fragmented and unco-ordinated. This was primarily the result of the white apartheid government’s conception of race and the politics of race, which had shaped the higher education policy framework that it laid down during the 1980s. The apartheid government, under the influence of the ruling National Party, had, by the beginning of the 1980s, divided South Africa into five entities: · The Republic of Transkei (formed from part of the old Cape Province). · The Republic of Bophuthatswana (formed from part of the old Transvaal Province). · The Republic of Venda (also formed from part of the old Transvaal Province). · The Republic of Ciskei (formed from another part of the old Cape Province). -
University Brochure: Cape Higher
Four universities situated in an area of unrivalled natural beauty, committed to excellence Four universities in teaching, research and Unlimited possiblities community engagement Four universities CHEC Unlimited possibilities Cape Higher Education Consortium CAPE PENINSULA UNIVERSITY OF TECHNOLOGY • STELLENBOSCH UNIVERSITY PO Box 19084 UNIVERSITY OF CAPE TOWN • UNIVERSITY OF THE WESTERN CAPE CPUT Cape Peninsula University of Technology Wynberg 7824 Tel: +27 21 763 7100 SU Stellenbosch University Fax: +27 21 763 7117 www.chec.ac.za UCT University of Cape Town CHEC UWC University of the Western Cape Cape Higher Education Consortium Four universities situated in an area of unrivalled natural beauty, committed to excellence Four universities in teaching, research and Unlimited possiblities community engagement Four universities CHEC Unlimited possibilities Cape Higher Education Consortium CAPE PENINSULA UNIVERSITY OF TECHNOLOGY • STELLENBOSCH UNIVERSITY PO Box 19084 UNIVERSITY OF CAPE TOWN • UNIVERSITY OF THE WESTERN CAPE CPUT Cape Peninsula University of Technology Wynberg 7824 Tel: +27 21 763 7100 SU Stellenbosch University Fax: +27 21 763 7117 www.chec.ac.za UCT University of Cape Town CHEC UWC University of the Western Cape Cape Higher Education Consortium World-class Research and A tradition of Collaboration and education innovation excellence participation Four of South Africa’s leading universities - the Cape Peninsula In addition to the four universities, a number of leading research The Western Cape attracts students from all over South Africa, All four universities have a wide range of partnerships with University of Technology (CPUT), Stellenbosch University (SU), institutes and centres as well as academic hospitals are located the Southern African region, the rest of Africa and internationally. -
The Historical Evolution of University and Technikon Education And
The historical evolution of university and technikon education and training in South Africa and its implications for articulation between the two types of higher educational institutions with particular reference to LIS education and training Jaya Raju The paper provides discussions on articulation between university and technikon LIS education and training in the context of: the historical evolution and traditional purposes of university and technikon education and training; major similarities and differences between university and technikon LIS education and training; and current changes in higher education in South Africa to effect a new ethos of transformation, equity and efficiency. In doing this the paper highlights issues that are critical to deliberations on the matter of articulation between LIS programmes at universities and technikons. This, the paper claims, is important because increasingly higher education institutions are faced with the articulation dilemma as students seek greater mobility within a transforming higher education sector. Introduction The issue of articulation between different types of higher education institutions has become an important one particularly in the context of current educational transformations in South Africa to bring about a more equitable and integrated education system. The purpose of this paper is to trace the historical evolution of university and technikon education and training in South Africa and examine the implications of this historical evolution for articulation between the two types of higher educational institutions with particular reference to library and/or information science (LIS) education and training. After briefly explaining what higher education is as this is the context in which universities and technikons are located, the paper moves on to define the concept of a university and that of a technikon and also discuss the evolution of these institutions in the South African context. -
Future Profile Alumni a New Generation Alumnus Leads the Way Find Your Old Friends University Page 3 at Missionvale Campus Page 6 Pages 9-11
routes Alumni Newsletter Edition 2 • November 2007 Future Profile A new generation Alumni university Alumnus leads the way Page 3 at Missionvale Campus Find your old friends Page 6 Pages 9-11 We’re in your face … ‘Friendraise’ – the importance HAVE you sent someone a strawberry dipped in chocolate of Alumni remaining in touch recently? Poked a mate, mapped your favourite movie or, perhaps, even tossed a pig? If so, you’ve been introduced to ALUMNI are probably the ambassador programme to Facebook, a social networking tool that’s binding the world best advertisements a higher complement the Student together across cyberspace. education institution can have. Alumni Society activities; Today more than 40 million people make use of this social But celebrating alumni success improving the University Shop; networking revolution, be it for professional or personal goes way beyond the collection celebrating alumni success and reasons. The NMMU network has 2961 friends. It’s a number of newspaper clippings. It is getting more alumni directly that’s growing … like our own alumni network. There are important that we connect involved in university activities, 60 000 of you – but we haven’t found you all yet. with our alumni and share in including continuing their As you will read, staying in touch reaps rewards. their lifelong journey in some education. It’s almost three years since the merger, and NMMU is well meaningful way. A major advantage of this positioned to become a top-flight new generation university. The Alumni Relations Office’s Paul Geswindt office is the commitment and New generation universities, as outgoing NMMU Vice- strategic focus is to friendraise. -
“Restructuring in South African Universities”
On The Outsourced University: A survey of the rise of support service outsourcing in public sector higher education in South Africa, and its effects on workers and trade unions, 1994-2001 FINAL REPORT May 2002 Lucien van der Walt, Chris Bolsmann, Bernadette Johnson, and Lindsey Martin Funded by the Centre for Higher Education Transformation, UNISA Research undertaken by the Sociology of Work Unit, University of the Witwatersrand Address communications to: Lucien van der Walt Department of Sociology School of Social Sciences Faculty of Humanities University of the Witwatersrand Private Bag 3 Johannesburg South Africa [email protected] Tel: +27 (0) 11 717 4441 Fax: +27 (0) 11 339 8163 Outsourcing support services in public sector higher education in South Africa, 1994-2001 RESEARCH TEAM: Lucien van der Walt, Sociology of Work Unit, University of the Witwatersrand: coordination, planning, final data analysis and write-up Chris Bolsmann, Department of Sociology, RAU: planning, initial data preparation and analysis Bernadette Johnson, School of Education, University of the Witwatersrand: planning, analysis, write-up Lindsey Martin, Department of Sociology, RAU: planning, final data analysis ADDITIONAL RESEARCHERS: Literature survey: Patrick Connolly Interviews: Shaheen Buckus. Lindsey Martin, Papi Nkoli Final data preparation and analysis: Lindsey Martin, Lucien van der Walt OTHER ACKNOWLEDGEMENTS: Glenn Adler, Nico Cloete, Khayaat Fakier, Jane Kabaki, Eddie Webster This research was made possible through the financial support of the -
Mandela Memories: an African Prometheus2
Mandela Memories: An African Prometheus2 I first met Mandela in 1991 in Johannesburg, at the offices of the ANC during my visit to South Africa, while a guest of the Congress of South African writers, who had invited me to talk at various community cen- ters to share ideas and experiences in the unfolding postapartheid demo- cratic process. Mandela had just resumed the presidency of the ANC after twenty- seven years in prison. I could never have imagined that my very first engagement in the country would be with the legend of that struggle. Mandela had been part of my literary and political imagination since his days as the Black Pimpernel who, time and again, made a fool of the pursuing apartheid police. A Makerere student at the time, I had just read Orczy’s novel The Scarlet Pimpernel, set during the French Revolution, and it was easy to equate the French reign of terror with apartheid’s and Man- dela with the Percy character, the master of disguises and elusive moves. The real Mandela of the Rivonia trial, Robben Island, and worldwide celeb- rity added to the legend. He had been the subject of poetry, politics, and popular performance. In London, I had worked with the ANC in exile, even met with the hardworking Oliver Tambo, his legal partner, the one that held together a party then dubbed terrorist by the West. So Mandela’s name was 2. Parts of this article have been published in the Standard (Kenya); and the Sunday Inde- pendent (South Africa). boundary 2 41:2 (2014) DOI 10.1215/01903659-2686034 © 2014 Ngũgĩ wa Thiong’o Downloaded from http://read.dukeupress.edu/boundary-2/article-pdf/41/2/29/396837/b2412_12Thiongo_Fpp.pdf by guest on 23 September 2021 30 boundary 2 / Summer 2014 always in the horizon of my being, and now, at last, I was going to meet the man.