Mnambithi TVET College
, South AfricaMnambithi TVET College was born in 2002 from the merger of the Ladysmith Technical College, Ezakheni Technical College, Ezakheni Ex-college of Education and Ezakheni Skills Centre. Mnambithi TVET College is situated in Ladysmith and Estcourt in the KwaZulu-Natal midlands. Its catchment areas are Estcourt, Weenen, Bergville, Winterton, Pomeroy, Msinga, Dundee, Van Reenen, Mooi River, Greytown and Ladysmith surroundings Ladysmith Technical College was established in the early 1960's under the Department of Education and Culture. It started by offering self-enrichment courses for adults. By 1984 the college offered formal training from N1 - N3 commercial courses. In 1991 this was expanded to N1 – N6, both in Business and Engineering studies. Ezakheni Technical College and Skills Centre were established by the then Department of Education in the early 1980's. Both training centres offered an artisan training based on the scheduled block-release system as well as short skills courses in Plumbing, Auto-motive Repairs, Welding and Carpentry of three months duration. In the 1990's Report 191 (Nated) courses from N1 – N6 Engineering courses were offered. The College's Central Office and Ladysmith Campus are situated on the banks of the Klipriver and are located in the central Ladysmith. The Ezakheni Campuses are situated at Ezakheni [A] Section, Ezakheni [B] Section and Ezakheni [E] Section Township, in approximately 25 km away from the Ladysmith town. In the new developments towards the better part of 2008, the former Ezakheni Ex-College of Education buildings was transferred to Mnambithi TVET College by the Department of Education. State-of-art workshops were built on this site and it was niched as the engineering campus. In 2009 Mnambithi TVET College also inherited buildings at Estcourt and a new campus will be built in Bergville soon. With more satellite a campus offering in the near future, Mnambithi TVET College's aim is to reach more people and meet their educational needs. In 2007 N1 - N3 was phased out replaced by the new curriculum called National Certificate Vocational NC(V) was introduced will the following courses: Electrical Infrastructure Construction, Hospitality, Tourism, Finance, Accounting & Economics, Information Technology and Computer Science, Safety in Society, Office Administration and Education & Development. In 2018 a Pre-Vocational Learning Programme (PLP) was introduced by the Department of Higher Education and Training. PLP act as a bridging course for those who does not qualify for NC(V) programmes. Mnambithi TVET College offers Report 191 (Nated Courses) from Engineering Courses N1 – N6, Business Studies N4 – N6, Utility Studies N4 – N6 and Short Skills Courses. The college is positioned to service mostly the rural community of Bergville, Estcourt, Msinga, Pemeroy, Greytown, Mooi River and Ladysmith and its catchment area. This positioning can be regarded both as advantageous and also as limiting.
Show On MapMthashana TVET College
, South AfricaWelcome to Mthashana TVET College Advancing Knowledge. Transforming Lives. Mthashana TVET College is situated in the Northern Region of KwaZulu – Natal and covers a vast area served by 3 District Councils: Zululand District Municipality, uMkhanyakude District Municipality and uMzinyathi District Municipality. Mthashana TVET College catchment area is characterized by high levels of unemployment where the poverty rate rises to 79% in some areas. The total population is approximately 1.4 million people where only 45% are employed, 7% have grade four as their highest level of education and 36% have no formal schooling experience. The lack of industry undoubtedly contributes to the above situation. This places Mthashana TVET College in a unique position as a rural college servicing predominantly needy communities. This creates many opportunities but also holds many challenges. The existence of a college in this region serves as a glimmer of hope for many young people in the area by providing an important gateway to skills and employment. However, there is an increasing challenge of not being able to meet the needs of all the young people who have various ambitions. Mainly because the majority of students entering the college come from very humble backgrounds and as a result require state support in terms of funding. Over 95% of applicants qualify for bursaries from the means test. Another challenge is that some students entering the college are ill-prepared for college culture as a result they struggle to complete their respective courses, either on time or to even graduate.
Show On MapServices Sector Education and Training Authority (SSETA)
, South AfricaThe Services Sector Education and Training Authority (SSETA) is responsible for the disbursement of the training levies payable by all employers. These levies are collected by the South African Revenue Service (SARS) via the Department of Higher Education and Training (DHET), and are to be disbursed through a management system motivated by skills requirement assessment and monitoring. The SSETA ensures that the skill requirements of the services sector are identified and that adequate and appropriate skills are readily available. The SSETA contributes to the improvement of sector skills through achieving a more favourable balance between demand and supply, and ensuring that education and training: is provided subject to validation and quality assurance; meets agreed standards within a national framework; ensures that new entrants to the labour market are adequately trained; and acknowledges and enhances the skills of the current work force.
Show On MapFibre Processing and Manufacturing Sector Education and Training Authority (FP&M SETA)
, South AfricaThe mission of the FP&M Seta is to evolve as an agile and ethical institution that facilitates an efficient and effective skills development process contributing to the achievement of sector competitiveness, transformation and economic growth.
Show On MapUniversity of the Free State (UFS)
, South AfricaThe University of the Free State (UFS) has a proud history as one of the oldest, most respected institutions of higher education in South Africa. It opened its doors in Bloemfontein in 1904 as the Grey University College, with six students in the Humanities. Today it is a multi-campus institution, with two diverse campuses in Bloemfontein and one in Qwaqwa in the scenic Eastern Free State, accommodating more than 40 000 students in its seven faculties, with an increasing number of international students and associates, and an ever-widening scope of active involvement in and contribution to its surrounding communities. For the past 119 years, the UFS has been delivering quality graduates who have made their mark in various sectors. What sets the institution apart is its holistic student support initiatives, enabling it to achieve some of the highest success rates in the country. Delivering students who are in high demand in the global job market, remains a top priority. An established network of industry partners and close collaboration with the public and private sectors, as well as a continuous process of transformation and curriculum renewal, dovetail to produce highly employable graduates. UFS research efforts are driven by dedicated scholars, some of whom are international leaders in their fields, with industry and social impact and real-world application. Through the principle of engaged scholarship, the UFS responds to societal needs, using its scholarly and professional expertise with an intentional public purpose and benefit. It is an institution that goes all out to provide its students and staff with an outstanding university experience. Anchored in a value bedrock of social justice, respect, and caring, the institution has managed to remain steadfastly relevant in a challenging and ever-changing national higher education landscape.
Show On MapUniversity of the Witwatersrand (WITS)
, South AfricaInternationally distinguished for research, high academic standards and commitment to social justice in Africa and beyond.
Show On MapNorth-West University (NWU)
, South AfricaThe NWU is committed to functioning as a unitary, integrated, multi-campus university that enables equity, redress and globally competitive teaching and research across all three of our campuses. Our core activities, teaching-learning and research, are intertwined with community engagement and innovation in our eight faculties, most of which serve both distance and contact students. The NWU offers more than just an education: we offer people a place in the world. Academically, students benefit from great choice and flexibility, enabling them to fulfill their potential and start preparing for their careers. Through collaboration with other universities and institutions internationally, we are part of the global higher education community. Our internationalisation activities include student and staff exchange and cooperation in academic, research, cultural and sports matters. As we like to say in our University Anthem: “where the willow trees grow and the thorn tree spreads its shade, there you will grow in knowledge…”
Show On MapUniversity of Fort Hare (UFH)
, South AfricaHISTORY Many forces have interacted in the Eastern Cape. Incoming Afrikaners and British met with Xhosa-speakers in the eighteenth century, and the long process of conflict, followed by the subordination and expropriation of the indigenous people, took place over more that one hundred years. An important British base at this time, named after a military officer , and a small town of Alice grew near its environs. The process of colonization and expropriation was paradoxical. Brutal military conquest, and integration of the population into the colonial economy, was accompanied by the spread of Christianity. The missionaries who carried the new ideas were themselves part of colonial expansion, but brought with them a creed which was taken by Africans and forged into a tool for grappling with the challenges of the colonial world. The South African Native College, later the University of Fort Hare, was, ironically, founded in 1916 on the site of the earlier British military stronghold. The college originated from the sometimes uneasy alliance between the new class of educated African Christians, supported by a number of traditional Southern African leaders, and early twentieth-century white liberals, many of them clergy. The religious tradition at the heart of Fort Hare‟s origin, shared by blacks and whites alike, heralded "plain living and high thinking‟, and a form of education that was undeniably Eurocentric. However it did not make the assumption, central to the Bantu Education implemented in South Africa from the 1950's, that black Africans required or deserved a different, inferior education. Thus, the University of Fort Hare produced graduates from South Africa and as far north as Kenya and Uganda, who knew they were as good as the best. Many went on to prominent careers in fields as diverse as politics, medicine, literature and art. Some politically active alumni like Oliver Tambo, Nelson Mandela, Govan Mbeki, Robert Sobukwe and Mangosuthu Buthelezi in South Africa, Robert Mugabe and Herbert Chitepo in Zimbabwe, and Elius Mathu and Charles Njonjo in Kenya, have impacted their nations. In the arts Fort Hare has released from South Africa, poet Dennis Brutus, Drum journalist Can Themba, sculptor and painter Ernest Mancoba and Xhosa author and scholar Archibald Campbell Jordan. The first black Zimbabwean medical doctor, Tichafa Samuel Parirenyatwa, and the historian, novelist and politician Stanlake Samkange were also among the many non-South Africans who spent formative years at Fort Hare. Though Fort Hare operated in an environment of racial segregation even before apartheid, the college contained the seeds of a more tolerant South Africa. It was as racially inclusive as it could be at the time, with black, coloured and Indian students studying as one. It had men and women students from the beginning; its mainly white staff included black academics like ZK Matthews and DDT Jabavu and student's home languages ranged through Xhosa, Sotho, Zulu, Afrikaans and many others. The takeover of the college in 1959-60 by the National Party government put an end to these achievements. Fort Hare was transformed into an ethnic college for Xhosa speakers. Outspoken staff members were expelled and a new administration, conspicuously loyal to the government and intent on imposing its world-view, was installed. The campus grew over the next three decades, and student numbers increased, but government interventions reduced Fort Hare to the level of “Bush Colleges‟ that were instituted in many homelands. In a parody of true academic maturity, Fort Hare became in 1970, self-governing and "independent‟. With the creation of Ciskei in 1980, Fort Hare became the university of a microstate, recognized only by its fellow Bantustans and by South Africa's minority government, a marked decline from its previous status as the greatest centre of black higher education in Southern and Eastern Africa. The values and traditions of Fort Hare were embattled after 1960. The apartheid state made a determined attack upon the institution and did immense damage. However, some continuities of its unique and proud historical traditions of non- racism, critical debate and aspiration towards educational excellence were never eliminated and these are now being nurtured and developed The tradition of excellence survived, firstly, amongst the students and also among a small but growing number of progressive academics. Many rejected the attempt to turn Fort Hare into an ethnic institution, and from various directions – political, religious and cultural – people kept alive a spirit of opposition. In the 1960's various African National Congress and Pan Africanist Congress aligned organizations emerged and were quickly suppressed. Subsequently, Fort Hare became a stronghold of the Black Consciousness oriented South African Students‟ Organisation. Later still, there were constant protests by students, brutally suppressed, against the Ciskei homeland regime. The tradition survived through the affection and loyalty of people towards Fort Hare, and, when the opportunity arose after 1990 when the apartheid-era administration was expelled, many opted to work here. Supporters included Sibusiso Bengu, the first black Vice-chancellor of the new dispensation, later Minister of Education and subsequently the University Chancellor; Makhenkesi Stofile, the Minister of Sport and Recreation; and Sipho Pityana, Registrar in the early 1990's. It survived in the creation of a new Pan-Africanism and internationalism, with students from Zimbabwe to Eritrea, and staff from all over Africa and the world flocking to its doors. Many came because they knew of Fort Hare's historical reputation and wanted to contribute to its newfound opportunities towards renaissance. It survives in the remarkable archival records at Fort Hare, made up of the papers of the ANC and other liberation movements in exile. The archives of the university itself record an extraordinary and sustained educational achievement, forming a corporate memory now made accessible to scholars from all over the world. This tradition survived notably in the university's determination, under dynamic new leadership since 1999, to pull back from the brink of institutional collapse, to refute any misconceived national attempt at higher education rationalization that would cause it to fade away or disallow its distinctive voice to be heard. To contemporary Fort Harians, it is important to acknowledge, record and question its history, and to extract the most liberating, enriching and valuable elements from its history as building blocks towards a radically modernized institution. In the process the institution is building on the foundational strengths of its historical inheritance, geographical locations, stakeholder constituencies and committed workforce, and does not rely on a nostalgic invocation of previous glory. The university is redefining its role as the producer and disseminator of new knowledge, particularly focusing on its central place in the reshaping of post apartheid South Africa, and repositioning itself as the empowerment agent in the political, economic, cultural and social revolution that is unfolding in the subcontinent and beyond. Its curriculum and research agenda is being tuned to resonate with the contextual social renaissance, both by stimulating it and by responding to it. At the same time it is utterly conscious of the need to engage and partner with the surrounding communities and region in a serving capacity and to extend into society at large through interesting new interconnections. Following a decision by the Ministry of Education, the university has, since January 2004, been incorporating and integrating a new campus in the city of East London, formerly of Rhodes University, into UFH. This significant development in a new larger operating environment presents significant challenges as well as strategic opportunities for the calculated expansion of UFH into new markets, enabling it to play a stimulating and catalytic role in the development of the Buffalo City region. Hence it is strategically planning to grow and develop programmes in a much wider student market and is re-profiling Fort Hare across the three campuses in Alice, Bhisho and East London. As the backbone to a new academic system, five new Faculties were established in 2005-6. Over the next period significant expansion in the portfolio of academic and strategic programmes are foreseen. The University of Fort Hare is indeed more determined than ever to build on its distinctive and illustrious past. Visit the Centenary Website for more detailed information
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