Walter Sisulu University (WSU) was established on 1 July, 2005 in terms of the Higher Education Act No. 101 of 1997, as amended.
The new university was named in honour of an icon of the South African liberation struggle, the late Walter Max Ulyate Sisulu who was a close comrade of Nelson Mandela.
In October 2011, WSU was placed under administration at the request of the Council, Management and WSU stakeholders.
This period of Administration ended on 30 April 2014. During the past two and a half years, many new systems and processes have been implemented to stabilise the university and re-position the institution on a new trajectory.
WSU is undergoing a significant turnaround strategy to improve infrastructure, to review the academic enterprise, ICT infrastructure, financial sustainability and human resources.
A new institutional statute was gazetted on 17 January 2014 and in May 2014, a new council took over from the former administrator Professor Lourens van Staden.
Walter Sisulu University (WSU) will be a leading African comprehensive university focusing on innovative educational, research and community partnership programmes that are responsive to local, regional, national development priorities, and cognisant of continental and international imperatives.
In pursuit of its vision as a developmental university, WSU will:
Provide an educationally vibrant and enabling environment that is conducive to the advancement of quality academic, moral, cultural and technological learner-centred education for holistic intellectual empowerment, growth and effective use of information;
Provide and maintain the highest possible standards in innovative learning and teaching, applied, basic and community-based research and community partnerships in cooperation with development agencies, the public and private sectors;
Provide affordable, appropriate, career-focused and professional programmes that address rural development and urban renewal with primary emphasis on science, technology and development studies;
Create a new generation of highly-skilled graduates capable of understanding and addressing complex societal challenges, with critical scholarly and entrepreneurial attributes grounded on morally sound work ethics and responsible leadership
The Tshwane University of Technology (TUT) is a proud product of South Africa's first decade of democracy. While the size and scope of this dynamic new institution impress, the quality of its teaching, research and community engagement is what makes the University really stands out.
TUT was established on 1 January 2004, with the merging of the former Technikon Northern Gauteng, Technikon North-West and Technikon Pretoria. At the time of the merger, the uniquely South African institutional designation of "technikon" was dropped in favour for the internationally accepted "university of technology" designation.
This new mega-institution annually enrols approximately 60 000 students. Its student body is one of the most demographically representative in the country in terms of both race and gender, reflecting the Rainbow Nation in all its diversity. With almost 22 per cent of contact students accommodated in residences, the University is by far the largest residential higher education institution in Southern Africa.
Its geographic footprint covers four of South Africa's nine provinces – Gauteng, Mpumalanga, Limpopo and the North-West Province – with campuses located in Tshwane (Pretoria, Soshanguve and Ga-Rankuwa), Mbombela (previously called Nelspruit), eMalahleni (previously called Witbank) and Polokwane (previously called Pietersburg). Large numbers of students are also drawn from other provinces and from neighbouring countries such as Botswana, Zimbabwe, Namibia and Swaziland.
TUT employs more than 2 700 permanent staff members, including almost 855 highly qualified permanent academics. These academics are increasingly focusing on conducting applied research and community engagement activities in addition to their instructional roles. Caring for the underprivileged, the upliftment of people and assisting those in need are key elements of the University's community engagement strategy.
TUT is truly an institution in service of the Southern African community. One of its key focuses is, therefore, the economic and social development of the Southern African region. In its quest to promote knowledge and technology, it provides the market with a career-focused workforce. It also aims at making a significant contribution to creating sustainable economic growth that will impact on the standard of living of all of the region's people.
The education offered at TUT, with its entrepreneurial focus, opens up unlimited opportunities for students to become job creators and entrepreneurs. This is established by creating prosperity through the stimulation of innovation and creative thinking. This is facilitated by various incubators and technology stations.
TUT strives to be a leading institution, viewing the diversity of its staff, students and other stakeholders as a strength to be nurtured in service of the country and the African continent. The University is committed to ongoing transformation to make it ever more responsive to the needs of Southern Africa and the continent, as a whole
The Cape Peninsula University of Technology is at the heart of technology education and innovation in Africa. An internationally acclaimed institution, it is the only university of technology in the Western Cape and is the largest university in the region with an enrolment of more than 30 000 students. The university has six faculties offering a wide range of accredited undergraduate and postgraduate courses in the fields of Applied Sciences, Business, Education and Social Sciences, Engineering, Informatics and Design as well as Health and Wellness Sciences
To be at the heart of technology education and innovation in Africa.
The four aims that comprise our mission:
We will build a university that is highly efficient, sustainable and environmentally conscious
We will be known for the high quality of our teaching and learning and the relevance of our curriculum
We will create a vibrant and well resourced living and learning environment for our students
We will enhance and develop the quality and effectiveness of our research and knowledge production
We undertake to deal with others in a spirit of Ubuntu
All our interactions will be governed by a spirit of mutual respect
We support the principle of equity
We will promote innovation in all aspects of our work
We will uphold the principle of accountability for our actions
We prize excellence
We will strive for efficiency in all our operations
At the foot of the majestic Drakensberg mountains, tucked away at Phuthaditjhaba in the beautiful Eastern Free State lies the Qwaqwa Campus of the University of the Free State (UFS).
The campus has a long but fascinating history – fraught with hardship and struggle, but also with beauty and progress.
Since its incorporation in 2003, this former branch of the University of the North has been playing an important role in bringing higher education to this underprivileged rural community.
The UFS carefully considered several factors when it established the academic programme on the campus. The realities of the campus’s geographical location had to be kept in mind, as well as the socio-economic background of potential students, the educational needs of the broader community and the natural resources of the region. The main consideration was that the study programmes, research, academic interventions and community-service learning opportunities would be socially and educationally responsive to the needs of the area.
In line with the common vision of the university to develop niche areas for all its campuses, the Qwaqwa Campus specifically addresses socio-economic development, informed by a rural context. Stimulating growth, job creation and entrepreneurship in the region is the main focus in the creation of demand-driven academic, skills and community development programmes offered on the campus.
These programmes are underpinned by a strong research agenda that focuses on identifying the best possible strategies for creating jobs in impoverished rural areas and understanding how best to stimulate economic growth in these contexts.
The campus offers programmes in the faculties of the Humanities, Education, Economic and Management Sciences, as well as Natural and Agricultural Sciences, with postgraduate teaching in various centres of excellence.
The approximately 3 800 students on campus ensure a lively atmosphere with 230 dedicated staff members from diverse backgrounds who guide, support and drive the Qwaqwa Campus to excellence.
Our Bloemfontein Campus stands proud in the City of Bloemfontein – capital of the Free State Province and judicial capital of South Africa. The campus dates back to 1904, making our university one of the oldest in the country.
The Main Building, and other buildings of historic and architectural importance portray the calm, though vibrant atmosphere synonymous with an academic institution of more than a century old.
It is a vast campus where staff and students are encouraged to walk in order to enjoy the beautiful buildings, parks, lawns and other infrastructure. Resources, planning and dedicated workmanship have been spent not only on the development of the building and facility infrastructure, but also to make the campus user- and experience-friendly.
When on the campus, stop a while and rest under one of the shady trees. You will find that many of the benches are an artwork by a famous South African artist. Walk around on our Thakaneng Bridge student centre where you can do everything from eating to buying the latest academic text books.
Our campus is immaculately maintained and it provides a safe and secure environment for our 28 186 students who study here to fulfil their academic potential. Through an active programme of sports, cultural and social interaction, our students are also given the opportunity to develop into well rounded future leaders. Accommodation is very popular and our 23 residences are within walking distance of all facilities.
Our Bloemfontein Campus is regarded as the most integrated campus in South Africa with the most diverse group of students.
The campus is situated in one of the main roads into Bloemfontein, Nelson Mandela Drive, and within walking distance of shopping centres, schools and other places of interest.
Based in the Faculty of Humanities, the UCT English Language Centre (ELC) delivers year-round continuing education programmes in English as a Foreign Language to international participants. A range of courses are offered at various proficiency levels, including General English, English for Business Communication and preparation courses for the IELTS, and Cambridge English exams.
In line with innovative teaching and learning practice in the sector, ELC uses a learner-centred approach which focuses on students' individual needs and learning styles, and a communicative method to get students communicating with confidence from the start.
All teachers are highly qualified and experienced.
Classes are taught in small groups of no more than 12 students to allow all participants to benefit from individual attention and feedback.
As well as following a coursebook, teachers use a wide range of materials, including listening and video clips, authentic reading texts and digital learning resources.
The University has seven campuses as well as a number of other sites of operation, such as the Pretoria Academic Hospital. Central administration is located at the Hatfield Campus.
The University of Pretoria offers more than 1 800 academic programmes in two of the official languages, namely Afrikaans and English. (Some programmes and modules are offered only in English.)
In 1996, the University of Pretoria became the university with the highest research output in South Africa and we have maintained this status.
The University of Pretoria celebrated its Centenary in 2008.
The academic programmes of the University are offered in nine faculties, as well as a business school. The faculties comprise a total of 140 departments and 85 centres, institutes and bureaus. UP is at the forefront of tertiary education in the country and collaborates with world-class partners to ensure continued excellence in learning and teaching.
From our founding in 1986 as Cape College of Theology until now Global School of Theology Western Cape has been a cooperative ministry of the Assemblies of God churches in both South Africa and the United States. While our foundation is AG, the student body and staff come from several denominations and movements -- both Pentecostal and evangelical.
GST Western Cape is a Pentecostal ministry which is driven by our vision, our mission and our values. These along with our Statement of Faith are the guiding principles by which we operate. This includes all relationships with students, staff and other ministries. Our Lord, Jesus Christ has blessed us as we have served him under these guiding principles.
South West Gauteng College is a public Technical and Vocational Education and Training (TVET), formerly, FET college, operating under the auspices of the Department of Higher Education and Training (DHET) in terms of the Continuing Education Act, Act No.16 of 2006, as amended. The College is accredited by Umalusi and several Sector Education and Training Authorities (Seta’s) to offer education and training, mostly in the FET band (NQF Level 2 to 4). Some programmes are offered in the Higher Education band i.e. the N4 to N6 levels.
With its head office located at Molapo Campus, Soweto and campuses spread through Soweto (3) to Roodepoort (2) and Randburg (1), the College is a real citadel of education and training for communities in its wide catchment area and beyond.
With the distance learning and e-learning mode, driven through the Technisa Campus in Randburg, it is no exaggeration to say “we now surface everywhere!”
Starting from 2007, the (FET )TVET colleges have been offering the new three year TVET curriculum, which culminates in the awarding of the National Certificate (Vocational) [NC (V)] to students. This qualification is opening two doors to the successful students. Since their education will have had a deliberate vocational slant, the students completing the NC (V) Level 4 qualification are able to enter the job market. The first cohort of NC (V) graduates came out at the end of and was received well by the economy