2019 Communique and 2016 Proposal
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University of Limpopo
IMPALA FINAL CONFERENCE PRESENTATION Presented by: UL Community of Practice University of Limpopo 8-10 November 2018, Cape Town, South Africa WG 1 TRAINEES: INTERNATIONALIZATION STRATEGY internationalisation strategy workshop and policy seminar After we have benchmarked with other South African universities and IMPALA and EU site visits the Office of International Affairs embarked on a five day policy seminar on internationalisation strategy workshop at Magoebaskloof Hotel, polokwane facilited by Mr Makhubela Jabu, and with colleagues Ms Mothiba BP and Mr Makamu VM and two student assistant Mr Mangaka C and Ms Chuene A. The aim of the workshop was to draft an internationalisation strategy and policy Working Gr: 1 which will be the guiding principle with regard to internationalisation. The draft inetrnationalisation stragy and policy have been sent to the council and awaiting approval. On the 28th May 2018 Jabu conducted a workshop on management of international student and Immigration Laws. Participants in the workshop were Strategy Doc Seniour managers and Executive Management of the university, DVC’s, Executive Deans, Registarar & Directors. Internationalisation strategy workshop University of Limpopo hosted a one day high level strategic workshop on internaltionalisation stratey facilitated by European and South African experts, on the 20th February 2018. The workshops were organised as a follow up to the site visits for the leadership of the 4 South African partner universities in June 2017 in order to support each partner institution in their strategic development through a tailored approach. The need was expressed by the universities as a reaction to IMPALA bringing together within each university communities of practice with a set of tools stemming from the training at the Training Week and the follow-up workshops in September 2017. -
UNIVEN Confers a Total of 64 Doctoral Degrees During 2019 Academic Year Cont
SEPTEMBER 2019 UNIVEN confers a total of Read inside UNIVEN confers a total of 64 Doctoral degrees 1 64 Doctoral degrees during UGO plants Five trees to celebrate 3 Arbour Day MEC Thandi Moraka encourages South Africans to continuously teach their 4 2019 academic year children about our history, culture, heritage and tradition Mr and Miss UNIVEN Heritage 2019/20 crowned 6 ABASA launches a student chapter at UNIVEN 7 Black Lawyers Association Student Chapter paves way for UNIVEN Law 9 students to legal fraternity Dr Edwin Madala wins a prestigious NRF award as an Emerging researcher 10 of the year Centre for Biokinetics, Recreation and Sport Science honours the late Prof 11 Lateef Amusa Department of Justice and Correctional Services should partner with universities to create ethical 12 leaders Netshivhambe represents Ghana at Asia Youth International Model United 13 Nations Symposium in Malaysia Prof Natasha Potgieter is the recipient of the CEO Global’s Pan Africa’s Most 13 Influential Woman in Business and Government AND Titans International Relations Directorate Hosts Buddy Programme Groups 14 PhD graduates of first session posing for a group photo in front of Life Sciences building UNIVEN FM celebrates Twenty-Two years 15 of broadcasting “Our doctoral degree output for this Spring to the economy of the country since its graduation ceremony is the highest number establishment regardless of the challenges Ndivhuho Luvhengo scooped the Best of doctoral degrees ever produced by faced by the Institution from time to time. African Jazz Song at the SATMA14 15 this University. We are very pleased about He told the audience that UNIVEN continues this achievement and would like to thank to be on an upward trajectory regarding its The impact of digital media towards print media has cost media academic, administrative and service staff research output. -
Sol Plaatje University Undergraduate Prospectus 2021
or Humanity - f • a Le ic s fr e A d i l m a o r A f f t r i h k a g i L - • g o m B o a d t s h n o e • M L e i i g d u r i i t v A – f r i k a or Humanity - f • a Le ic s fr e A d i l m a o r A f f t r i h k a g i L - • g o m B o a d t s h n o e • M L e i i g d u r i i t v A – f r i k a SOL PLAATJE UNIVERSITY UNDERGRADUATE PROSPECTUS 2021 General Information and Admission Requirements or Humanity - f • a Le ic s fr e A d i l m a o r A f f t r i h k a g i L - • g o m B o a d t s h n o e • M L e i i g d u r i i t v A – f r i k a or Humanity - f • a Le ic s fr e A d i The Sol Plaatje University (SPU) in Kimberley draws on the distinctivel strengths and heritage of the m a o r A f f t r Northern Cape, stimulating provincial and national development i and has the potential to inject new h k a g i L - • life and purpose into Kimberley and the Northern Cape – a place burstingg with energy, attracting people o m B o a from all over Southern Africa and from d other continents. -
Report on the State of the Arts, Humanities and Social Sciences in South African Universities
REPORT ON THE STATE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES IN SOUTH AFRICAN UNIVERSITIES Prepared for the Andrew W. Mellon Foundation Ahmed Essop December 2015 1 1. Introduction This report on the trends in, and the size and shape of, the Arts, Humanities and Social Sciences (AHSS) at South African universities between 2000 and 2013, which was commissioned by the Andrew W. Mellon Foundation (AWMF), has the purpose of informing the Mellon Foundation’s “policy and practice on grant making” in AHSS at South African universities in line with the Foundation’s new Strategic Plan, which calls for “a bold and creative approach to grant making, responsive to promising new organisations as well as to established institutions” and which seeks “a larger family of grantees to underscore the potential contribution of the humanities and arts to social mobility”. The report is based on a combination of quantitative and qualitative analysis, including unstructured interviews with selected academic and institutional actors in AHSS. Furthermore, in line with the Mellon Foundation’s focus, which does not include professional fields in the humanities and social sciences, the analysis focuses on the arts and non-professional humanities and social sciences (ANPH), as outlined in Appendix Two. 3. Part One: Size and Shape of AHSS in South African Universities 3.1 Background The role and status of AHSS has been the subject of public debate in the recent past as a result of two studies – the Academy of Science of South Africa’s (ASSAf) Consensus Study on the State of the Humanities in South Africa (ASSAf, 2011) and the Charter for the Humanities and Social Sciences (DHET, 2011) commissioned by the Minister of Higher Education and Training. -
The Future of This Country Is in Your Hands – Premier
UniversityUniversity ofof VVendaenda Nendila NEWSLETTER OF THE UNIVERSITY OF VENDA MAY / JUNE 2015 The future of this country Read inside Univen celebrates Africa Day 2 Univen is waiting – apply NOW is in your hands – Premier for 2016 admission 2 Univen occupies its rightful place in society – Chancellor Chancellor Motlanthe confers Univen celebrates Youth Day degrees on more than 2 000 students 3 “The future of this country is in your hands, so New faces at Univen 3 make education a priority.” This was the message from Limpopo Premier First-ever research indaba at Univen 4 Stanley Mathabatha at Youth Day celebration at the Univen stadium on 16 June. International intern at Institute “The youth of today should simply understand for Rural Development 4 that they are not a generation of 1976. You are a special unique generation and most of you were Univen hosts the most successful born after freedom and democracy. More so, you career exhibition have your own set of challenges, unlike the youth 4 of 1976. The generation of 1976 existed in its own material condition of its time and they existed under Talking internationalisation in Brazil 4 apartheid. “It was politically correct for the youth of 1976 Vice Chancellor hosts social to burn schools then. As the generation of post dialogue platform liberation South Africa, your challenges are Univen Transformation different from those of 1976. You are a very special Charter launched generation because your schools are not receiving Univen – a diverse community 5 Bantu education and not forced to have Afrikaans as a medium of instruction because it was the Let’s clean up! language of the oppressor. -
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. -
Humanities I 2005
Humanities I 2005 FACULTIES OF THE UNIVERSITY OF PRETORIA HUMANITIES NATURAL AND AGRICULTURAL SCIENCES LAW THEOLOGY ECONOMIC AND MANAGEMENT SCIENCES VETERINARY SCIENCE EDUCATION HEALTH SCIENCES ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY Address all correspondence to: The Director: Academic Administration University of Pretoria PRETORIA 0002 Cheques and postal orders must be crossed and made payable to the University of Pretoria. Telephone: 012 420 4111 Fax: 012 362 5168/362 5190 Web address: http://www.up.ac.za/ ISBN 1-86854-535-0 Humanities I 2005 FACULTY OF HUMANITIES PART I (this publication) SCHOOL OF LANGUAGES • Afrikaans • African Languages • Ancient Languages • Centre for Academic Development • English • Modern European Languages • Unit for Language Skills Development SCHOOL OF SOCIAL SCIENCES • Anthropology and Archaeology • Biokinetics, Sport and Leisure Sciences • Centre for Augmentative and Alternative Communication • Communication Pathology • Criminology • Geography, Geoinformatics and Meteorology • Historical and Heritage Studies • Philosophy • Political Sciences • Psychology • Social Work • Sociology SCHOOL OF THE ARTS • Drama • Music • Visual Arts PART II (separate publication) POSTGRADUATE STUDIES Humanities I 2005 TABLE OF CONTENTS ACADEMIC STAFF ...........................................................................................................1 REGULATIONS FOR UNDERGRADUATE STUDY ........................................................9 REQUIREMENTS FOR ADMISSION ...............................................................................9 -
RUTHIRA NARAIDOO, Ph.D
RUTHIRA NARAIDOO, Ph.D. Associate Professor Department of Economics University of Pretoria Pretoria 0002 South Africa Tel: +27 12 420 3729 Fax:+27 12 362 5207 Email: [email protected] Website: http://web.up.ac.za/default.asp?ipkCategoryID=729&subid=729&ipklookid=3 PROFESSIONAL EXPERIENCE 2012- Associate Professor in Economics Department of Economics, University of Pretoria, South Africa 2008-2011 Senior Lecturer in Economics Department of Economics, University of Pretoria, South Africa 2007-2008 Lecturer in Economics The University of Nottingham Ningbo, China 2005 -2007 Lecturer in Economics School of Economic and Management Studies, Keele University, UK 2004-2005 Research Assistant/Teaching Assistant (Graduate Assistant) Economics Department, Cardiff Business School, UK Research Associate: Julian Hodge Institute for Applied Macroeconomics, Cardiff Business School, UK 1999-2004 Graduate Teaching Assistant/Research Associate Economics Department, Cardiff Business School, UK Research Associate: Julian Hodge Institute for Applied Macroeconomics, Cardiff Business School, UK VISITING POSITIONS Sept-Oct 2014 Visiting Fellow, Julian Hodge Institute for Applied Macroeconomics, Cardiff Business School, UK EDUCATION 1999-2004 PhD in Economics Economics Department, Cardiff Business School, UK Advisors: Patrick Minford (principal) and Kent Matthews 1998-1999 MSc in International Economics, Banking and Finance (Distinction) Economics Department, Cardiff Business School, UK 1994-1997 BSc in Economics University of Mauritius, Mauritius RESEARCH INTERESTS • Primary: Applied Macroeconomic Theory/Policy, Time Series Econometrics, Monetary Economics • Secondary: Political Economics, International Macroeconomics, Labour Economics, Financial Economics TEACHING PG Courses Lecturer and Module Coordinator: Open Economy Macroeconomics (PhD Level) Time Series Econometrics (Masters Level); Lecturer: Macroeconomics (PhD Level); Lecturer and Module Coordinator: Macroeconomics (Honours Level). -
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. -
ICT) in South African Universities: a Comparison Study Among Selected Historically Black Universities (Hbus)
Mar. 2006, Volume 3, No.3 (Serial No.16) US-China Education Review, ISSN1548-6613,USA Bridging the Digital Divide and the Use of Information and Communications Technology (ICT) in South African Universities: a Comparison Study among Selected Historically Black Universities (HBUs) and Historically White Universities (HWUs) Osunkunle, Oluyinka Oludolapo* University of Limpopo, South Africa Abstract: It has become common place for students in historically white universities (HWUs) in South Africa to have 24 hour access to computers, the Internet, e-learning facilities, check results online and even register online. However, historically black universities (HBUs) are still battling to have access to these facilities. On a macro level, the issue of lack of access to basic ICT facilities or digital divide exists. This is evident in the fact that developed nations like U.S.A and Switzerland have significant access to ICT, while under-developed nations in Africa like Ethiopia and Congo do not enjoy considerable access. On a micro level in South Africa, digital divide still exists. Even the divide exists among South African Universities as students in historically white institutions like Pretoria, Rhodes and Stellenbosch Universities enjoy unlimited access to ICT facilities like computers and the Internet. However, the reverse is the case in HBUs where access rate is very limited and personal observation bears this out as most historically black institutions like the University of Fort Hare, University of Limpopo, and University of Zululand, just to mention a few are still battling with the issue of access to ICT facilities. This paper presents the findings of a survey conducted to examine the present ICT status / capacity of HBUs compared to what exists in HWUs in South Africa. -
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Journal of International Education Research – Second Quarter 2013 Volume 9, Number 2 Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis Nelda Mouton, Ph.D., North-West University, South Africa G. P. Louw, Ph.D., North-West University, South Africa G. L. Strydom, Ph.D., North-West University, South Africa ABSTRACT Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described.