Up Education-In-Tuition-July-2019.Zp178817.Pdf

Total Page:16

File Type:pdf, Size:1020Kb

Up Education-In-Tuition-July-2019.Zp178817.Pdf In-tuition Newsletter of the Faculty of Education at the University of Pretoria July 2019 Vol. 13 – No. 2 www.up.ac.za/education Minister awarded PhD degree at Faculty of Education The Minister of International Relations and Several friends referred me to UP.” She HVSHFLDOO\IDPLO\ΖPDGHHYHU\H΍RUWQRWWR Cooperation, Dr Naledi Pandor, took her also explained her choice for her focus on negatively impact my work schedule, but I portfolio seriously by graduating with a PhD education: “It is the discipline I have always did accept fewer invitations for three years in Education with Prof. Chika Sehoole, Dean, had an interest in understanding further. of the four,” she said. as her supervisor. Until recently she was the I am a teacher by early training and am Minister of Higher Education and Training. fascinated by education. I learnt that there Dr Pandor says the decision to study again is a vast amount of absolutely fascinating was nerve-wracking. She went on, “But I Her research topic was ‘The contested education information that we need to tap knew I had to try. I was nervous and slightly meanings of transformation in higher into much more than we do today. I also embarrassed, as I am an older student, but education in post-apartheid South Africa’. learnt how to use research material and once I started, I did not want to stop. There to carry out a very demanding academic were several really bright young students The Minister, who holds a Master’s in schedule.” DQGWKH\VHHPHGVRFRQȴGHQWDQGUHOD[HG Education Policy and Practice in multi-racial I sometimes felt I could not catch up to their societies, and another in Linguistics from Being a student and a cabinet minister was FRQȴGHQFHOHYHOVEXWΖZDQWHGWRGRWKLVVR the applied linguistics perspective, explain demanding and she said she had to plan I persevered.” why she chose UP to further her studies: “I her work and study schedule carefully, was told that the Education Faculty at UP DQGVDFULȴFHGPDQ\WKLQJVVKHHQMR\HG Prof. Tawana Kupe, Vice-Chancellor and was a really good team with very powerful including time with her family. Her sleep was Principal, was present at the graduation postgraduate support. I knew that given DOVRD΍HFWHGȊ(YHU\PRPHQWRXWVLGHZRUN ceremony on 16 April 2019, and conferred my schedule I should be registered at an and politics was given to my studies. I tried the degree on Dr Pandor. institution with a good PhD programme. to balance, but some areas were neglected, With Dr Naledi Pandor, MP, (centre) are from left Prof. Salomé Human Vogel (Deputy Dean), Prof. Chika Sehoole (Dean), Prof. Tawana Kupe (Vice- &KDQFHOORUDQG3ULQFLSDO DQG3URI7KHPED0RVLD 9LFH3ULQFLSDO6WXGHQW$΍DLUV In-tuition newsletter | July 2019 | 1 GRADUATION Vice-Chancellor honoured guests with his presence at graduation ceremony Prof. Tawana Kupe, Vice-Chancellor and Principal made a presentation at the graduation ceremony of the Faculty of Education on 16 April 2019. He conferred degrees and also on Dr Naledi Pandor, MP, Minister of Internationalisation and Cooperation. At that stage she was still Minister of Higher Education and Training. It is my pleasure and privilege as Vice-Chancellor and Principal of the University of Pretoria, to welcome and address you in celebration of those who are graduating today. It is an occasion to celebrate your success as graduates. Every graduation ceremony is exceptional as it marks the start of a new and exciting chapter in your personal and professional lives and often in further postgraduate studies. Prof. Tawana Kupe, Vice-Chancellor and Principal Today we celebrate excellence, something that is natural to this university. The 111- year history of the University of Pretoria has Our Faculty of Education from which you are graduating today, prides been characterised by excellence and change. Your success today itself in being responsive to the needs of the education system and of embodies the excellence that this University is about and is the economy. known for. Over the past 2 decades, the Faculty has been able to upgrade As we know today, South Africa and Africa urgently need, in every WKHTXDOLȴFDWLRQVRIRYHUWHDFKHUVLQ6RXWK$IULFDDQGWKH sector, a critical mass of good leaders, who have foresight and Southern African Development Community through Distance wisdom, are well-educated, well-skilled and rounded citizens, and Education. strong institutions that can anchor sustainable democratic futures, inclusive economic development and social progress. And today, I can During this graduation season, the Faculty will be conferring 1514 say with pride and conviction that the education you received at this degrees of which 639 are postgraduate degrees, including 19 PhDs XQLYHUVLW\ZLOOHQDEOH\RXWRSOD\DVLJQLȴFDQWUROHLQFUHDWLQJEULJKWHU and 52 Master’s Degrees. futures of our country and continent. The Faculty had the highest performance level in the university at UP is a leading research-intensive University and the largest 92% success rate, in 2018, compared to the university average of 82%. contributor of graduates in South Africa. At this graduation ceremony 6LPLODUO\RXUVWXGHQWVVHFXUHMREVGXULQJWHDFKLQJSUDFWLFHEHIRUH alone, we will be conferring a total of 449 of the 11649 degrees and they complete their studies, based on the quality of the training they FHUWLȴFDWHVWKDWZLOOEHDZDUGHGGXULQJWKLV$SULOȇVJUDGXDWLRQVHDVRQ receive. At UP, we believe in being a quality institution of excellence that is This afternoon, our very own Minister of Higher Education and locally responsive and comparable to the best in the world. Global Training, Dr Naledi Pandor, MP, received her Doctor of Philosophy rankings place UP in the top 1.9% of Universities in the world. We are Degree in Education Policy from this Faculty. ranked in the top 100 in Law, Theology and Religion and Veterinary Science. At UP, we keep up with developments in various sectors of the economy and society by continuously renewing, reforming and The Department of Higher Education’s report on the assessment transforming our curriculum to make our education relevant and of research outputs for 2017 reveals that UP produced the highest responsive to our knowledge and human capital needs. We also research units, and is the largest producer of PhD and Master’s transform in core mandate to sustain quality, excellence, excellent degree graduates in South Africa. It also reveals that we have one of and innovative teaching and learning. WKHKLJKHVWSHUFHQWDJHVRIDFDGHPLFVZLWKWKHKLJKHVWTXDOLȴFDWLRQ the PhD. Your professional life, running your own business or organisation or pursuing further studies will thrive if you continue to follow these The University leads in research outputs in South Africa and is principles. high in the rankings because of its research performance. We conduct cutting-edge, impactful and relevant research that matters Finally, I applaud all 449 of you! PROUD OF YOU! in transforming lives, communities and it makes a meaningful contribution to Africa and the world. In the last 7 months some of our I know you are wondering, when I will conclude UHVHDUFKDFKLHYHPHQWVLQFOXGHFDUU\LQJRXWDUWLȴFLDOLQVHPLQDWLRQ my speech, as you eagerly await your name to be of a lioness resulting in the birth of healthy cubs, the restoration of hearing using a 3-D printed middle ear as well as participating in the called to take that walk of pride across the stage. All LPDJLQJRIDEODFNKROHIRUWKHȴUVWWLPH7KH8QLYHUVLW\ȇVKLJKTXDOLW\ that remains is for me to say. Make today and every professional and research-orientated degrees enabled 93% of its day matter! Make South Africa and Africa’s future students to enter careers of their choice or continue to postgraduate education 6 months after graduation. matter! 2 | University of Pretoria | Faculty of Education GRADUATION Joy as Minister is awarded doctoral degree with 450 other graduates Dr Naledi Pandor, MP, then Minister of Higher Education and Training, 'HJUHHVZHUHDZDUGHGWRJUDGXDWHVLQFOXGLQJȴYHRWKHUGRFWRUDO was conferred the Doctor of Philosophy degree by Prof. Tawana GHJUHHV7KDWLQFOXGHG%DFKHUORUGHJUHHV+RQRXUVGHJUHHVDQG Kupe, Vice-Chancellor and Principal on Tuesday, 16 April 2019 at Master’s degrees. Ms Lilize Wonigkeit received the award of the Vice- 10:00 in the Rembrandt Hall at Hillcrest Campus. Chancellor and Principal. Dr Pandor’s supervisor was Prof. Chika Sehoole, Dean of the Faculty Dr Pandor was accompanied by many family members, but also of Education. The title of her thesis was ‘Contested meanings of 18 members of Parliament who supported her in the wonderful transformation in higher education in post-apartheid South Africa.’ accomplishment. With Dr Naledi Pandor, MP, were from left Prof. Tawana Kupe, Vice- Dr Naledi Pandor, MP, introduced by her supervisor, &KDQFHOORUDQG3ULQFLSDO3ULQFH0DQJRVXWKX%XWKHOH]LDQG Prof. Chika Sehoole (Dean). Prof. Chika Sehoole (Dean). Joy after the graduation ceremony. Front row from left: Dr Gregory Adewusi; Prof. Salomé Human Vogel (Deputy Dean); Prof. Tawana Kupe (Vice- Chancellor and Principal); Dr Naledi Pandor, MP, (Minister of International Relations and Cooperations); Prof. Chika Sehoole (Dean: Faculty of (GXFDWLRQ 3URI7KHPED0RVLD 9LFH3ULQFLSDO6WXGHQW$΍DLUV %DFNURZIURPOHIW3URI5XWK0DPSDQH +HDG'HSDUWPHQWRI(GXFDWLRQDO Psychology); Dr Goronga Pedzisai; Prof. Everard Weber (Head: Department of Education Management and Policy Studies; Dr Dinah Ngwenya; Dr Moleboheng Ngozwana; Prof. Ronél Ferreira (Department of Educational Psychology); Dr Ina-Marie Harcourt and Prof. Cycil Hartell (Acting Head: Department of Early Childhood Education). In-tuition
Recommended publications
  • The Sumbandila Scholarship Trust
    The Sumbandila Scholarship Trust Transforming the lives of underprivileged children, creating entrepreneurs and leaders who will make significant contributions to the future of South Africa. We believe that the eight year relationship we have with the students starts a process of positive change that lives with the children throughout their lives and influences the people and communities with whom they interact. Table of Contents Introduction ....................................................................... Page 1 Education is the key .......................................................... Page 2 The story so far.................................................................. Page 3 Sumbandila Our Programmes............................................................... Page 4 means Student selection............................................................... Page 5 ‘show the way’, or directly The Full Residential Programme .......................................Page 6 translated Schooling at Ridgeway College ........................................Page 7 from Venda, The Outlier Programme .....................................................Page 8 ‘point the road’. Tertiary Education .............................................................. Page 9 Student numbers ............................................................. Page 11 Our impact so far ............................................................ Page 12 Academic performance ................................................... Page 12 Building communities
    [Show full text]
  • Key Indicators of Student Success at a Tertiary Institution: a Case Study of Cti Education Group’S Accounting Programmes
    KEY INDICATORS OF STUDENT SUCCESS AT A TERTIARY INSTITUTION: A CASE STUDY OF CTI EDUCATION GROUP’S ACCOUNTING PROGRAMMES Submitted in fulfilment of the requirements of the degree of Master of Technology: Public Management in the Faculty of Management Sciences at Durban University of Technology Ntemo Kiamuangana Maurice Student Number: 21451943 Supervisor: Dr Alexander Dawid Van Der Merwe Date: March 2015 DECLARATION I Kiamuangana Maurice Ntemo declare that (i) The research reported in this dissertation/thesis, except where otherwise indicated, is my original research. (ii) This dissertation/thesis has not been submitted for any degree or examination at any other university. (iii) This dissertation/thesis does not contain other persons’ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. (iv) This dissertation/thesis does not contain other persons’ writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) their words have been re-written but the general information attributed to them has been referenced; b) where their exact words have been used; their writing has been placed inside quotation marks, and referenced. (v) This dissertation/thesis does not contain text, graphs or tables copied and pasted from the internet, unless specifically acknowledged, and the source being detailed in the dissertation/thesis and in the references sections. Signature: i ABSTRACT Linking access with success in South African higher education has become vital. There is a clear necessity to identify and rigorously research factors contributing to student success that are within the institutions sphere of influence so that institutional policies and practices can be intentionally aligned and designed to create conducive conditions for student success This study documents the key indicators of student success based on a sample of BComm Accounting students enrolled at CTI Education group (MGI)/Durban Campus from 2009 to 2011.
    [Show full text]
  • Curriculum Vitae Dr Walter Matli
    CURRICULUM VITAE OF DR WALTER MATLI ____________________________________________________ PERSONAL INFORMATION Full names and Surname : Walter Matli Date of Birth : 27 October 1986 Contact Number : 076 288 3345 Email : [email protected] Nationality : South African Residential area : Tembisa Township EDUCATIONAL HISTORY 1. Institute Attended : University of South Africa (UNISA) Qualification : PhD studies (2017 to 2019) About the study: Developing an information services system framework towards developing the capacity of people who are not in employment, education or training (NEET). 2. Institute Attended : University of Johannesburg (UJ) Course : Information System Auditing Qualification : Postgraduate Diploma (2015 – 2016) 3. Institute Attended : National Institute of Teachers Technical Training & Research (Chennai, INDIA) Course : Technical Education to meet Global needs Qualification : Advanced Certificate (8 week course) 4. Institute Attended : Vaal University of Technology Course : Masters in Information Technology About the study: The use of messaging service applications as an educational supporting tool in higher education institutions (HEIs) (Completion 2015) 5. Institute Attended : University of the Free State Course : Advanced Diploma in Qualification : Higher Education2012 – 2013 6. Institute Attend : Vaal University of Technology Course : B Tech: Degree (CUM LAUDE ) Qualification : Information Technology: Business (2007 – 2011) ADDITIONAL ACTIVITIES • Member of the panel adjudicating the prestigious South African Innovation Awards hosted by My World of Tomorrow (MWOT) under Business Connexion. • Business Unity SA anti-corruption training and mentorship programme AWARDS • Rectorate’s award for teaching excellence – highest recognition - This awards are for recognizing the teaching excellence (VUT) • Vice-chancellors academic excellence award – faculty of applied and computer sciences. - This award is given to a student that obtained the highest average in the respective faculty (VUT) ORGANIZATIONAL INVOLVEMENT Current: 1.
    [Show full text]
  • Gavin John Dollman
    21 Horeb Street Gavin John Dollman LaRola Clarens, Free State Gender: Male South Africa Health: Excellent [email protected] Nationality: South African Home +2783 234 1299 Date of Birth: 1983/05/27 Office (058) 718 5234 Notice period: 60 days https://www.linkedin.com/in/gavin -dollman-17410388/ _______________________________________________________________________________ Motivation My philosophy for teaching is to provide practical industry related problems that students need to solve using hard and soft skills. Personally, I am interested in machine learning and it’s many applications within other fields. My current project involves the creation of a predictive model that prospects for fossils within South Africa using drones and image classification. This project involves machine learning, deep learning and photogrammetry to construct these predictive models. Work Experience 2015 - Present University of the Free State Lecturer, Computer Science and Informatics My role is the administration and presentation of a number of courses within the computer science field. As an academic my responsibilities do not end in the classroom, I am expected to be a researcher and actively participate in department activities such as marketing and mentorship programs. • Lectured various courses including Website Design, Databases I and II, Software Engineering, Design Patterns, Human-Computer Interaction and Data Structures (Advanced Programming) • Assessed and designed assignments, exams, project and practical’s • Designed and implemented coursework
    [Show full text]
  • 94 Students' Perceptions on the Use of Technology in Language Teaching
    Journal of Education and Vocational Research Vol. 5, No. 3, pp. 94-100, September 2014 (ISSN 2221-2590) Students’ Perceptions on the use of Technology in Language Teaching *Sandiso Ngcobo, Vukile Mgijima Mangosuthu University of Technology, Durban, South Africa *[email protected] Abstract: Research on the use of technology in educational settings has tended to focus on the impact of technology on the educational outcomes. The other area that that has long been ignored in this research field, when it should form an integral part of research in educational technology, is historical background and views of the students on the technology’s role in achieving educational goals. The research theory that is relevant in this regard is cultural-historical activity theory (CHAT) to additional language learning in education that is drawn from the cultural-historical psychology theory. One-hundred and five participants completed a survey questionnaire. The findings reveal that 66% of the respondents come from families where there are no computers at home and 57% have no good knowledge of computer use even though 53% claim to have been introduced to the use of computers at their last schools. Despite this, the respondents show overwhelming support for the use of technology in higher education. The results are important in that they give hope on the acceptance and possible independent use of technology by students to improve their English proficiency once they have been introduced to technology in language learning. Keywords: historical background, students’ perceptions, additional language learning, technology in education 1. Introduction The use of technology in developing countries’ education systems, such as South Africa where even the distribution of school textbooks can be an issue that is sometimes taken to courts before it materialises, is not yet well explored.
    [Show full text]
  • Technology and Job-Readiness Blend in South African Higher Education Institute
    Technology and Job-Readiness Blend in South African Higher Education Institute Type: Learning Institution Age/Stage: Higher Education CTI Education Group (CTI) is an institute of higher education that serves approximately 11,000 students across 12 campuses in South Africa. The institute consists of two separately registered entities, CTI and Midrand Graduate Institute (MGI), which together, referred to as CTI, focus on arming students with real-life career skills and training them to succeed as employable graduates in a competitive 21st century economy. Because career-readiness is such a steadfast priority for the institute, CTI has developed a number of strategies to ensure that all of its graduates are well prepared for a highly demanding labor market. For example, a virtual employability center will open in 2016 to serve as a resource hub for students looking to enter the job market. The virtual hub will be followed by six physical employability centers to provide personalized, face-to-face job coaching. Finally, employability competencies are firmly embedded into the CTI curriculum, which focuses primarily on information technology, commerce, and law. 1 Intended Outcome: Students progress to employment, post-graduate education, or a professional training program once they graduate from the institution.1 Pearson has gathered student-reported evidence that suggests a majority of students were able to find a job, enroll in post-graduate education, or begin a training program after graduating from one of CTI’s qualifications. More than two-thirds (68 percent) of CTI graduates have reported to be in full-time, part-time or voluntary work; in further education; or in a training program six months after graduating.
    [Show full text]
  • Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 13 DECEMBER 2016 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]
  • Careers Matter May 2015 Changed.Indd
    10 Careers Matter, supplement to the Mail & Guardian May 29 to June 4 2015 Helpful contacts General enquiries: [email protected] Johannesburg: Tel 011 327 2002 Durban North: Tel 031 573 2038 King Sabata Dalindyebo FET College Cape Town Campus: PO Box 3423, Fax 086 409 1627 [email protected] Fax: 031 563 2268 (Mthatha) Cape Town 8000 Fax 021 422 1827 Pretoria: Tel 012 346 2189 Fax 086 409 1627 [email protected] Tel 047 505 1000 Fax 047 536 0932 Johannesburg Campus: PO Box 2289, [email protected] www.inscape.co.za Durban West: Tel 031 266 8400 [email protected] Parklands 2121 Fax 011 781 2796 Fax 031 266 9009 Engcobo Campus: Tel 047 548 1467 Intec College (Distance Learning) [email protected] Libode Ntshuba Campus: Tel 083 477 6972 AFDA Film, TV and Performance School Tel 021 417 6700 Fax 021 419 1210 Midrand: Tel 010 224 4300 Mapuzi Campus: Tel 047 575 9044 Cape Town: Tel 021 448 7500 www.intec.edu.za Fax 086 6126058 Mngazi Campus: Tel 047 576 9469 Fax 021 448 7610 [email protected] [email protected] Mthatha Campus: Tel 047 5360 923 Durban: Tel 031 569 2252 / 2317 Leaders in the Science of Fashion (Lisof) Pietermaritzburg: Tel 033 386 2376 Ntabozuko Campus: Tel 047 575 9044 [email protected] Johannesburg: Fax 033 386 3700 www.ksdfetcollege.co.za Johannesburg: Tel 011 482 8345 Tel 086 11 54763 Fax 011 326 1767 [email protected] Fax 011 482 8347 Pretoria: Tel 012 362 6827 Port Elizabeth: PO Box 27436, Lovedale FET College [email protected] Fax 086 695 1843 Greenacres 6057 (King William’s
    [Show full text]
  • Moving Into the Future
    DIGITAL EDUCATION TO SOUTH AFRICA Moving into the future PRINT, THE YEAR DIGITAL OR THAT WAS SOMEWHERE INBETWEEN? TODAY’S BUSINESS, THE TOMORROW HUMAN FACTOR Q1 | 2016 EDITOR’S NOTE PEARSON elcome to Pearson, Executive producer South Africa’s first ever Zodwa Pakade internal magazine written Editor especially for you. We Ursula Ndhlovu Wthought we’d end off 2015 with an overview of This publication was produced on the different developments in each key business behalf of Pearson by ITWeb. area as well as a peek into the various business ITWeb units’ plans to attain their objectives for the Publisher year to come. Jovan Regasek Within the pages of this publication, Pearson Editorial director South Africa CEO Riaan Jonck talks about the Ranka Jovanovic group successes of 2015 and the great strides Project editor that Pearson South Africa intends to make Alison Job in 2016. As the way that people consume Contributing writers Alison Job, Chana Boucher, information evolves, Pearson keeps pace by Joanne Carew, James Francis, constantly updating the way that we deliver Lesley Stones, Monique Verduyn knowledge to learners. Our striving to remain Copy editor Patricia Czakan at the forefront of trends assures Pearson’s position as a leading education provider in Design Infiltrate Media South Africa, and indeed the world. Cover design We take a look at the trends and insights Zack Hoosen that Pearson is seeing on the frontline of Photography Learning Services, and how these are being Karolina Komendera, Sean Wilson implemented in learning materials as well as Sales director Robert Mace within the company itself.
    [Show full text]
  • Register of Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 22 MAY 2019 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers ‐2 ‐ INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]
  • Prospectus 2018/2019
    Prospectus 2018/2019 Next Page Home Welcome to our world This prospectus introduces you to Pearson Institute of Higher Education. It will provide you with an overview of our accreditations, career-focused higher education qualifications and programmes, teaching and learning methods, facilities and campuses. Visit our website on www.pihe.ac.za or connect with us, using one of our social platforms, to see for yourself what we have on offer. +27 (0)11 690 1700 WhatsApp us on +27 (0)63 108 5517 [email protected] SMS PI and your name to 44311 @PearsonInstitute @pearsoninstitut Pearson Institute We look forward to seeing you on campus! A special thank you to all of our students and staff who took part in the prospectus photo shoot at our Midrand and Pretoria campuses. Previous Page Next Page Home Foundation Faculty of Faculty of Faculty of Pearson Institute of Higher Education 1 Programmes Applied Science Commerce and Law Humanities Table of Contents A word from the Managing Director of Pearson South Africa 5 About Pearson, the world’s learning company 6 Our past, present and future 8 Pearson Institute of Higher Education: Our journey so far 10 Experience a world of learning 12 Introducing you to our world 14 World-class academic credentials 16 Teaching, learning and assessment 19 Academic facilities and resources 23 Our campuses 27 Student life 28 Student support 30 Career development 34 Our vision of empowering human progress through learning 38 Explore our qualifications 39 Foundation Programmes 40 Faculty of Applied Science 44 Faculty
    [Show full text]
  • Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 13 DECEMBER 2017 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an - 2 - institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]