University of Venda (UNIVEN)
, South AfricaThe University of Venda, situated in Thohoyandou in the scenic Vhembe district of the Limpopo Province of South Africa was established in 1982. The university has ever experienced tremendous growth and change. From its early years, staff members were drawn from various backgrounds in South Africa but by 1994 staff members were increasingly recruited from other African countries and overseas. The presence on campus of staff from diverse backgrounds created a unique atmosphere and a fertile environment for new ideas and a capacity for change. During this time the institution remained a traditional university that offered a full-range of courses straddling the humanities, social sciences, natural and applied sciences. With the advent of democracy in 1994 and a new leadership at the helm, Univen embarked on a process of accelerated transformation. From 1995 the university shifted its focus to science and technology, resulting in the introduction of new programmes with an increase in student enrolment in the natural and applied sciences. In 2002, the Department of Education mandated the institution to transform into a comprehensive university that offers career-focused programmes. Prior to its new mandate, Univen had already taken a step to establish some career-focused programmes with emphasis on science and technology. During each stage of transformation the university aligned its vision and mission to the needs of the community at local, regional, national, continental and international levels. This process of transformation created significant changes in administrative governance and in the size and shape of the curriculum. It also attracted better qualified staff and resulted in improved student profile. To date the university has established itself as a national asset through its niche on problem oriented, project based curriculum with a strength in nurturing under prepared students into nationally competitive graduates. The university has therefore become an important player in the South African higher education landscape, contributing significantly to the human resources and development needs of the country and region.
Show On MapSefako Makgatho Health Sciences University (SMU)
, South AfricaSefako Makgatho Health Sciences University is a university in Pretoria North, Gauteng Province, South Africa. Its current incarnation was formed on 1 January 2015. Previously it was known as Medical University of South Africa and later as a campus of the University of Limpopo.
Show On MapWalter Sisulu University (WSU)
, South AfricaWalter Sisulu University (WSU) was established on 1 July, 2005 through a merger of the former Border Technikon, Eastern Cape Technikon and the University of Transkei. WSU is a comprehensive university established in terms of the Higher Education Act No. 101 of 1997, as amended. The transformation of higher education in South Africa began in 2002 and was completed in 2005. The previous 36 South African universities and technikons were reduced to 23 through mergers and incorporations. Since then, three new universities have been established by the Department of Higher Education & Training. The term “technikon” is no longer used by any higher education institution in South Africa. Only the following three types of institutions exist: Traditional universities Comprehensive universities that offer both “technikon-type” and university programmes Universities of Technology, previously technikons. As a developmental, comprehensive university, WSU offers students a wealth of academic choices, articulation and mobility across the qualifications spectrum ranging from certificates to diplomas, degrees and postgraduate studies. Strategically located within the Eastern Cape Province, WSU has a footprint of about 1,000 square kilometres across the urban and rural areas of the region. This provides the University with the platform to engage with the drivers of development so that the appropriate programme and research mix meets the needs of the region, province and the country. WSU focuses on quality academic, technological and career-orientated programmes that provide relevant skills for development in rural and urban areas and places special emphasis on entrepreneurship. WSU operates under a divisional governance and management system and has four campuses, each headed by a campus rector. The four campuses with multiple delivery sites are spread across Mthatha, Butterworth, Buffalo City and Komani. The delivery sites for these campuses are: Mthatha: Nelson Mandela Drive Site, Zamukulungisa Heights Site & Nkululekweni Site Buffalo City: Cambridge Street Site, Buffalo City Stadium Site, Heritage Building Site, College Street Site, Chiselhurst Site & Potsdam Site Butterworth: Ibika Site Komani: Whittlesea Site & Grey Street Site. WSU has a student population of around 27,000 and a staff component of approximately 2,000.
Show On MapEastern Cape (CET)
, South AfricaHistory and Background The Community Education and (CET) Training Colleges were established by the Minister of Department of Higher Educations & Training (DHET) in terms of Section 3(1)(b) of the Continuing Education and Training Act 16 of 2006. These Colleges came into existence on 1 April 2015 when the Public Adult Learning Centres (PALC) migrated to the DHET from the Provincial Education Departments (PED). The sector consists of 3 276 Community Learning Centres, grouped into 9 CETCs (1 College in each Province). The Eastern Cape CET College is one of these 9 CET Colleges. EC CET College Governing Structure The College currently operates with a fully-fledged Governing Council as per Section 10(4) and 10(6) of the Continuing Education and Training Act 16 of 2006. The management structure is made up of:- The Principal, who is the Accounting Officer; 3 Deputy Principals (Academic, Corporate and Finance) The Demographics The Eastern Cape Province is mostly dependant on agriculture, the automotive industry, local government, civil society organisations and the informal economy (hawkers) as drivers of the local economy. The east and north east part of the Province are made up of OR Tambo, Alfred Nzo, Chris Hani, Joe Gqabi and part of Amathole municipalities as depicted in Figure 1 below. These are generally high density, poverty- depressed rural areas, with underdeveloped towns that largely serve as trading hubs. Despite the fact that this region accounts for the bulk of potential arable land, and has a high rainfall pattern and water to sustain agriculture and forestry, the area focuses on consumption, with very little production. Alfred Nzo and Joe Gqabi districts also have development potential, with a strong contribution from forestry and livestock production. The College programmes in this region should be much agricultural and agro processing based Figure 1: District Municipalities of the Eastern Cape Province The Province’s two Metropolitan areas together account for 58.3% of gross value added (GVA) to the provincial economy (38.7% in Nelson Mandela Bay Municipality and 19.6% in Buffalo City Municipality). These metropolitans have townships that are mostly populated with out of school youth who lack relevant entrepreneurial skills that will enable them, if properly trained, to tap into the local township economy. The local economy has high levels of unemployment (adults and youth), poverty, a lack of relevant skills and a lack of entrepreneurial skills. The automotive and manufacturing sectors in the Province are located in these metros. The College seeks therefore to offer skills that will enable the participants to take part in economic activities both formal and non-formal. The College aims to break the low literacy rate and skill the communities and engage with all the identified stakeholders to foster sound working relations. Furthermore, it will sign MOAs and MOUs with sister departments, industry, SETAs and other post-school institutions to forge partnerships which will pave ways to the sustainability of its programmes.
Show On MapFree State (CET)
, South AfricaAbout Us Vision Uplifting and empowering communities with relevant knowledge and skills. Mission To widen participation and access to community education, re-skilling, training and educating for employment and entrepreneurship and providing second chance learning opportunities.. Values Respect | Loyalty | Integrity Relevance | Team work Innovation | Transparency | Responsiveness
Show On MapGauteng (CET)
, South AfricaMission Statement Vision Institution of choice driving social change for adults and out-of-school youth through community education and training programmes. Mission To increase access and success through relevant community education and training programmes for socio – economic impact for adults and out-of-school youth. Values 1. Shared values 2. Batho Pele principles orientated 3. Competitiveness 4. Ethical leadership
Show On MapKwazulu Natal (CET)
, South AfricaKwaZulu Natal Community Education and Training College was established in terms of the Continuing Education and Training Act, 16 of 2006 to cater for education and training needs of post-school youth and adults who: Never attended school Did not complete their schooling Lack appropriate skills for the job market Lack appropriate skills for self-employment Mission A model Public Community College providing quality, occupational and community-based programs towards economic empowerment. Vision To be a college that offers programmes that seeks to address the illiteracy and reduce the unemployment through responsive skills development programmes. Values The KZN CET College is committing itself to: serve youth and adults by providing formal and non-formal education and skills based programmes that are responsive to socio-economic problems such as illiteracy, unemployment and poverty. It also promotes an education that provides opportunities for life-long learning and entrepreneurship that empowers people to actively participate in the economy. “Education is the most powerful weapon which you can use to change the world” - Nelson Mandela How can we help you? These are the programmes that the College provides. computer icon, education, studying Occupational Programmes Occupational and skills programmes include Apprenticeship, Skills and ICB Programmes. The focus of these programmes is geared towards preparing students for a specific skill within a specific work environment related to a specific trade. Formal and Non-Formal Skills Programmes Non-formal and informal programs and activities that promote the acquisition of knowledge and skills in areas of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). Adult Education & Training (AET) Sub-Levels 1-3 ABET / AET Basic Education and Training for adults who want to finish or improve their basic education. ABET / AET aims to provide basic foundational learning tools, knowledge and skills, and provides participants with nationally recognised skills and/or qualifications. General Education & Training Certificate (GETC) ABET Level 4 which is an adult qualification that is registered at NQF Level 1 General Education & Training Certificate (GETC) ABET Level 4 which is an adult qualification that is registered at NQF Level 1 Amended Senior Certificate It’s never too late to get your matric. KZN CETC's Amended Senior Certificate Programme enables adults who did not complete their high school education, or failed their Matric examination, to obtain their school leaving certificate and thus further their education if they so choose
Show On MapLimpopo (CET)
, South AfricaA educational college that offers young and elder people an opportunity to better thier lives education
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