MINISTRY OF HIGHER EDUCATION AND TRAINING

Size: px
Start display at page:

Download "MINISTRY OF HIGHER EDUCATION AND TRAINING"

Transcription

1 MINISTRY OF HIGHER EDUCATION AND TRAINING MINISTERIAL STATEMENT ON HIGHER EDUCATION FUNDING: 2009/10 to 2011/12 1 Introduction 2 Checking and adjusting institutional data 3 Allocation of MTEF budgets for 2009/10 to 2011/12 4 Teaching input grids 5 Approved totals of teaching input units for 2009/10 to 2011/12 6 Unfunded student enrolments 7 Teaching output grants for 2010/11 8 Teaching output grants from 2011/12 9 Research output grants for 2010/11 10 Research output grants from 2011/12 11 Institutional factor grants 12 Multi-campus grants 13 Foundation programme grants 14 Infrastructure and efficiency funding 15 Clinical training grants 16 Veterinary sciences 17 Review of funding framework 18 Review of provision of student housing 19 Forward projections of funding data 10 November 2009

2 1 INTRODUCTION 1.1 The context Planning, funding and quality assurance are the three mechanisms used to steer the South African higher education system towards the goals set out in the 1997 White Paper on higher education transformation. This Ministerial Statement deals with the funding and planning instruments which will, during the triennium 2009/10 to 2011/12, form part of these steering mechanisms. The document is, as a consequence of the purpose which it has to fulfill, both technical and detailed. The main elements of this context are national policy imperatives which require higher education to make major contributions to the social transformation of South African society and, at the same time, to national economic growth and development. Higher education is expected to deliver the high level professional skills, the new research, and the innovative ideas which are needed by the economy. Higher education is also expected, through its student admissions and its teaching/learning activities, to assist with the creation of a fairer, more just, society in South Africa. The Ministry of Higher Education and Training will use the instruments set out in this Statement to steer the higher education system towards the realisation of the national goals of equity and development. 1.2 Content of Ministerial Statement The funding framework, which was published in the Government Gazette of 9 December 2003 (Vol 462, no 25824), requires the Minister of Education to issue an annual statement, which includes the following forward determinations: 6.1 A forecast of the grant totals likely to be available for distribution to the public higher education system during the next triennium. 6.2 A forecast of the public higher education system s likely totals of outputs and of planned student inputs for this triennium. 6.3 Details of how the data required for input, output and institutional factor calculations will be determined. 6.4 Details of the input and output weightings, and of the various benchmarks to be employed in the calculation of block grants. 6.5 Details of how unallocated proportions of output block grants will be redistributed. 6.6 Details of how institutional factor grants will be calculated. 6.7 An account of the implementation of the framework, and of the steps taken to ensure that the public higher education system is not destabilised. (Government Gazette, no 25824, 13-14). Forward determinations of this kind are designed to give stability to the funding framework, and to the financial planning of individual higher education institutions. 2

3 2 CHECKING AND ADJUSTING INSTITUTIONAL HEMIS DATA 2.1 The Department of Higher Education and Training will during this triennium continue the practice of checking the Higher Education Management Information System (HEMIS) submissions of each institution. If a review suggests that an institution s data submissions for earlier years are wrong, then it will be required to correct errors and submit new data files. If this is deemed necessary, the institution s block grants for specific years will be re-calculated and any over-payments will be deducted before new block grant funds are paid to the institution. 2.2 The Department of Higher Education and Training will also, when necessary, make adjustments to institutional data in the following circumstances: The report submitted by its external auditors indicates that the institution has not complied with the Department s HEMIS directives Analyses undertaken by the Department indicate that the institution s data submissions are flawed. 3 ALLOCATION OF MTEF BUDGETS FOR 2010/11 TO 2011/ Table 1 which follows shows how the Minister has divided the provisional Medium Term Expenditure Framework (MTEF) allocation for higher education between various categories for the outer two years of the triennium 2009/10 to 2011/ A main point which should be noted about this table is that the overall amounts for 2010/11 and 2011/12, as well as the totals in the various categories and subcategories, could change when the final higher education budgets for these years are approved by Parliament. 3.3 Specific points to note about Table 1 are these: The multi-campus grants for 2010/11 and 2011/12 have been deducted from the institutional factor allocation and have been moved to earmarked allocations. This is discussed further in section The 2011/12 teaching output allocation has been divided into 80% which will be based on actual graduate numbers, and 20% for teaching development. The teaching development allocation has been placed in the earmarked funding category. This is discussed further in section The 2011/12 research output allocation has been divided into 80% which will be based on actual research masters and doctoral graduates and publication units, and 20% for research development. The research development allocation has been placed in the earmarked funding category. This is discussed further in section 10. 3

4 Table 1 MTEF BUDGETS FOR HIGHER EDUCATION: RANDS MILLIONS Final allocations Provisional distribution of MTEF budgets 2008/ / / /12 [1] Block grants [1.1] Teaching inputs [1.2] Institutional factors [1.3] Teaching outputs [1.4] Research outputs [1.5] Former Vista campuses [1.6] Veterinary sciences block grants [2] Earmarked grants [2.1] NSFAS [2.2] Interest & redemption on loans [2.3] Improving infrastructure & output efficiencies [2.4] Clinical training of health professionals [2.5] National Institutes [2.6] African Institute for Mathematical Studies [2.7] Foundation programmes [2.8] Veterinary sciences earmarked grants [2.9] Multi-campus earmarked grants [2.10] Institutional restructuring [2.11] Teaching development grants [2.12] Research development grants TOTALS The veterinary science grants for 2010/11 15 and / have been 19 moved 532 from 21 block 376 to earmarked allocations. The purpose of this change and the future use of these funds is discussed further in section After the reallocations referred to in and above have been made, the yearon-year increases in the broad funding categories in Table 1 become these: Table 2 Increase in budget provision compared to previous year 2009/ / /12 Block grants 10.6% 13.4% 3.0% Earmarked grants 17.3% 15.9% 31.4% TOTAL 12.1% 13.9% 9.4% The earmarked allocations for infrastructure and output efficiencies, clinical training and foundation programmes are discussed in more detail later in this report The Ministry of Education had approved funding for the African Institute of Mathematical Sciences for the three-year period 2007/08 to 2009/10. Provision for funding for at least one year has been made, while the Institute s formal teaching programme is being reviewed. 4

5 3.3.8 Provision has been made for earmarked allocations of R39 million for 2010/11 and R41 million for 2011/12 for the National Institutes in Mpumalanga and the Northern Cape. These funds will be allocated by the Minister on the basis of plans and budgets submitted by the Boards of the Institutes. 4 TEACHING INPUT GRIDS 4.1 The teaching input grid consists of aggregations of educational subject matter categories (CESM categories), which are subjected to weightings by funding group and by course level. These grids distinguish between the teaching inputs of all contact and distance programmes up to and including honours level. For the purposes of teaching input funding, all distance masters and doctoral programmes are given the same weightings as contact programmes. 4.2 Table 3 sets out the funding groups which are based on the 1982 edition of the CESM category manual. Because this edition of the manual has to be used for reporting the 2008 student data which apply to the 2010/11 financial year, as well as the 2009 student data which apply to the 2011/12 financial year, this grid will be used up to and including the 2011/12 financial year. Table 3 Funding groups: 2009/10 to 2011/12 Funding group CESM categories included in funding group 1 07 education, 13 law, 14 librarianship, 20 psychology, 21 social services/public administration 2 04 business/commerce, 05 communication, 06 computer science, 12 languages, 18 philosophy/religion, 22 social sciences 3 02 architecture/planning, 08 engineering, 10 home economics, 11 industrial arts, 16 mathematical sciences, 19 physical education 4 01 agriculture, 03 fine and performing arts, 09 health sciences, 15 life and physical sciences 4.3 The weighting factor of a cell in the grid in Table 4 will be applied to the corresponding unweighted FTE students in that cell, thus generating weighted teaching input units for the particular cell. The total of weighted teaching input units for an institution will be the sum of the input units of all the grid cells. Table 4 Weighting factors for teaching inputs: 2009/10 to 2011/12 Funding group Undergraduate & equivalent Honours & equivalent Masters & equivalent Doctoral & equivalent Contact Distance Contact Distance Contact Distance Contact Distance The Ministry of Education approved the publication of a revised CESM manual in August Universities are revising their HEMIS data bases, and will submit their first returns in terms of the new CESM categories in These new data will be used for funding calculations for the first time in the 2012/13 financial year. 5

6 4.5 Table 5 below sets out the new funding grid, based on the current funding framework and the 2008 CESM manual. The weighting factors in Table 4 would apply to these cells of the grid. Table 5 Funding groups for 2012/13: based on 2008 CESM categories Funding group CESM categories included in funding group 1 07 education, 12 law, 18 psychology, 19 public administration and services 2 04 business, economics & management studies, 05 communication & journalism, 06 computer & information sciences, 11 languages, linguistics & literature, 17 philosophy, religion and theology, 20 social sciences 3 02 architecture & the built environment, 08 engineering, 10 family ecology & consumer sciences, 15 mathematics & statistics 4 01 agriculture & agricultural operations, 03 visual and performing arts, 09 health professions & related clinical sciences, 13 life sciences, 14 physical sciences 4.6 The introduction of this new input funding grid will not have a major impact on the calculations of teaching input unit totals and shares. The number of courses moving into higher funding groups on the new grid will be small. 5 APPROVED TOTALS OF TEACHING INPUT UNITS 5.1 The funding framework requires teaching input funding to be based on planned and approved FTE student enrolments. After a lengthy process of consultation with the sector and individual institutions, the Ministry of Education approved, in October 2007, enrolment targets for each institution up to, and including, the 2010 academic year. Because they required confirmation by each university council, these enrolment targets became in effect a contract between the Ministry of Education and the council. 5.2 These targets will, because of the two-year lag in funding calculations, cover teaching input funding up until the 2012/2013 financial year. 5.3 One of the goals which the Ministry set for this planning process was that there should be no unfunded students in the higher education system by It was made clear during the consultations with universities that this goal could be achieved only if they are able to manage their student admissions and enrolments within the targets which they had accepted in Table 6 below sets out the funded totals of teaching input units for 2009/10 to 2011/12, and the shares which institutions will receive of the teaching input grants. 6

7 Table 6 MINISTERIALLY APPROVED SHARES OF TEACHING INPUT GRANT Financial year Financial year 2009/ / Two FUNDED points TOTAL about OF the TEACHING table which INPUT should UNITS be noted are these: Financial year 2011/12 Cape Peninsula University of Technology 4.66% 4.73% 4.80% University of Cape Town 5.32% 5.29% 5.26% Central University of Technology 1.59% 1.60% 1.60% Durban University of Technology 3.71% 3.58% 3.46% University of Fort Hare 1.24% 1.23% 1.23% University of Free State 4.46% 4.46% 4.46% University of Johannesburg 6.82% 6.76% 6.71% University of KwaZulu-Natal 7.86% 7.96% 8.05% University of Limpopo 3.46% 3.51% 3.55% Mangosuthu University of Technology 1.27% 1.32% 1.37% Nelson Mandela Metropolitan University 3.62% 3.64% 3.65% North West University 5.47% 5.52% 5.56% University of Pretoria 9.14% 9.18% 9.21% Rhodes University 1.22% 1.22% 1.23% University of South Africa 9.26% 9.36% 9.45% University of Stellenbosch 5.11% 5.09% 5.06% Tshwane University of Technology 7.85% 7.55% 7.27% Vaal University of Technology 2.56% 2.52% 2.49% University of Venda 1.41% 1.45% 1.48% Walter Sisulu University 3.26% 3.31% 3.35% University of the Western Cape 3.01% 3.04% 3.07% University of the Witwatersrand 6.15% 6.08% 6.01% University of Zululand 1.55% 1.62% 1.68% (thousands) The totals and institutional shares are taken directly from the Appendix to the Ministerial Statement on Student Enrolment Planning (October 2007) The 2010/11 funded total of teaching input units increases by 4.7% compared to that of 2009/10, and the 2011/12 total increases by 4.4% compared to that of 2010/ Institutions can calculate their provisional teaching input grants by using these percentages and the MTEF totals in Table 1 of section 6. For example, if a university s share of the funded input total is 5.75% for 2010/11, then its provisional teaching input grant will be: x R9 790 million = R563 million. 6 UNFUNDED STUDENT ENROLMENTS 6.1 The average annual growth rate in head count student enrolments between 2005 (the base year for the enrolment planning process) and 2008 was 2.8%, compared to the target rate of 2.0% set in October 2007 by the Ministry of Education. 6.2 The latest student data available show that student enrolments surged above these averages between 2007 and The head count student enrolment total rose from in 2007 to in 2008; an increase of or 5%. The FTE enrolled total, which is an 7

8 indicator of the student load carried by the higher education system, rose from in 2007 to in 2008; an increase of or 4%. If these rates of increase are repeated in 2009, then strains will be placed on the goal of no unfunded students in the system by the 2010 academic year and the 2012/13 financial year. Table 7 is based on the assumption that each university s 2009 FTE enrolment will increase at the same rate which it did between 2007 and Table 7 WEIGHTED TEACHING INPUT UNITS FOR 2011/12: THOUSANDS 6.3 Three main points to note about Table 7 are these: Negative numbers and percentages in the final two columns are indicators of unfunded students. Positive numbers and percentages in these two columns are indicators of over funding of students There will still be unfunded students in the higher education system in 2011/12. The proportion of unfunded students will however have fallen from the 12% experienced in 2007/08 to 3% for 2011/ The final two columns in Table 7 show that any assessment of the success of the migration strategy cannot be based solely on totals for the system. These two columns show that 10 universities are likely to have unfunded students in 2010/11, and that 7 of these will have unfunded proportions of more than 10%. 6.4 Table 8 below ranks institutions by the proportions of over and under funded students which they are likely to have in the 2009 academic year and the 2011/12 financial year. Table 8 Generated for 2011/12 by projected 2009 FTE student enrolments Approved target total: 2011/12 Generated total less target total = unfunded students Cape Peninsula University of Technology % University of Cape Town % Central University of Technology % Durban University of Technology % University of Fort Hare % University of Free State % University of Johannesburg % University of KwaZulu-Natal % University of Limpopo % Mangosuthu University of Technology % Nelson Mandela Metropolitan University % North West University % University of Pretoria % Rhodes University % University of South Africa % University of Stellenbosch % Tshwane University of Technology % Vaal University of Technology % University of Venda % Walter Sisulu University % University of the Western Cape % University of the Witwatersrand % University of Zululand % TOTAL % 8

9 ESTIMATES OF % OF OVER- AND UNDER-FUNDED STUDENTS IN 2011/12 University of KwaZulu-Natal 24.7% Nelson Mandela Metropolitan University 14.2% North West University 11.5% University of the Western Cape 5.8% University of Cape Town 5.6% Durban University of Technology 5.1% Tshwane University of Technology 3.9% University of the Witwatersrand 3.9% Mangosuthu University of Technology 3.3% University of Pretoria 2.1% Cape Peninsula University of Technology -2.2% University of Limpopo -2.4% AVERAGE -2.7% Vaal University of Technology -3.0% Rhodes University -4.0% University of Free State -6.8% University of Venda -7.2% University of Zululand -10.0% Central University of Technology -10.4% University of Johannesburg -11.6% University of Stellenbosch -14.5% University of Fort Hare -16.4% University of South Africa -22.0% Walter Sisulu University -22.5% Note: a negative is an indicator of unfunded students & a positive an indicator of over-funded students 6.5 Forward projections of enrolments for the 2010 academic year suggest that the unfunded student total for the higher education system for the 2012/13 financial year will probably be only 1%, compared to the 2007/08 proportion of 12% and the 3% proportion for 2011/12. These projections do however suggest that the problem of the under funding and over funding of individual universities will be exacerbated. This is a serious issue which will affect future funding and enrolment policies. 6.6 The first step that will be taken in dealing with this matter will be to require universities to submit reports on their management of their student enrolment targets. When the October 2007 Ministerial Statement on Student Enrolment Planning was released to universities, the former Minister of Education said this in her covering letter to vice chancellors: The performance of institutions relative to their input and output targets will be monitored annually. If an institution s performance falls below the targets, then I may ask its Council to submit a formal report on why this has occurred, and on what remedial steps will be introduced. It is important to note that this report does not replace the detailed plan and narrative which each university is required to submit as part of the student enrolment planning process. 6.7 The second step will be that of including, as part of the new round of student enrolment planning, the key issue of what the starting date should be for forward projections 9

10 in the new cycle. Should it be (a) the actual enrolments institutions have in 2010 or (b) the target totals which they should have achieved or (c) some compromise position which takes account both of the original targets and the actual enrolments achieved in 2010? The Department will consult the CHE, HESA and individual institutions on the resolving of this issue, prior to submitting recommendations to the Minister. 7 TEACHING OUTPUT GRANTS FOR 2010/ Teaching outputs: actual and normative The current funding framework requires teaching output grant allocations to be determined on the basis of: an actual weighted total of teaching outputs produced by each institution; a normative weighted total of the teaching outputs which each institution should have produced, in accordance with benchmarks laid down by the Minister. All completed certificates, diplomas and degrees, up to and including non-research masters degrees, are recognised as teaching outputs for the purposes of the calculation of actual teaching output grants. No differences are drawn between the teaching outputs of distance and of contact programmes. The weightings to be applied to these actual graduate outputs are set out in Table 9 below: Table 9 Weightings for teaching outputs: 2010/11 1st certificates and diplomas of 2 years or less 0.5 1st diplomas and bachelors degrees: 3 years 1.0 Professional 1 st bachelor s degree: 4 years and more 1.5 Postgraduate and postdiploma diplomas 0.5 Postgraduate bachelors degrees 1.0 Honours degrees/higher diplomas 0.5 Nonresearch masters degrees and diplomas Normative teaching output totals Normative totals for the 2010/11 financial year will be based on the actual totals generated by each institution s 2008 head count student enrolment, using the benchmarks set out in Table 10 below. The benchmarks indicate what proportion of a university s head count enrolment in a given academic year is expected to graduate in that year. For example, if a university had in 2008 a total of students enrolled in three-year undergraduate qualification, then it is expected to produce x = graduates in 2008 in those qualifications. Table 10 Benchmark graduation rates for 2010/11 Contact Distance Undergraduate: up to 3 years 22.5% 13.5% Undergraduate: 4 years or more 18.0% 9.0% Postgraduate: up to honours 54.0% 27.0% 10

11 Postgraduate: up to masters 29.7% 22.5% 7.3 Dividing the MTEF teaching output allocation between categories of grant The normative and actual totals of teaching outputs will be used to divide the MTEF s provisional allocation of R2 447 million for teaching outputs for 2010/11 between (a) an amount for actual teaching outputs and (b) an amount for teaching development. The method to be used is described below: Totals of the actual weighted teaching outputs (B) and of the normative weighted teaching outputs (M) of all institutions are calculated. The amount available for actual teaching outputs for the system is then determined as: (B divided by M) multiplied by R2 447 million The total available for teaching development for the system is the balance remaining after the amount for actual teaching outputs has been deducted from the total MTEF teaching output allocation. 7.4 Institutional allocations An institution s Rand allocation for actual teaching outputs is determined as: [(Institutional weighted total of teaching outputs) divided by (system s weighted total of actual teaching outputs)] multiplied by (Rand total for actual teaching outputs calculated in above). Only those institutions whose actual weighted totals of teaching outputs are less than their normative weighted teaching output totals receive teaching development funding. An institution s teaching development grant is determined in this way: [(Institutional shortfall between actual and normative teaching output totals) divided by (total of all teaching output shortfalls)] multiplied by (Rand total for teaching development calculated in above). 7.5 Teaching development grants for 2009/10 and 2010/11 In the Ministerial Statement of September 2008, the Ministry of Education set out the allocation process which will operate in 2009/10 and 2010/11. This process has these distinct steps: Institutions were required to submit proposals to the Department on how they would use the teaching development funds generated by their graduate shortfalls in the 2009/10 and 2010/11 financial years In November 2008, calculations were made of the Rand values of the teaching development grants generated for 2009/10 by institutional shortfalls. Institutions whose proposals were approved by the Minister were allocated these amounts as earmarked grants. 11

12 7.5.3 In November 2009, calculations will be made of the Rand values of the teaching development grants generated for 2010/11 by institutional shortfalls. An institution whose proposals were approved by the Minister in 2008 will be allocated these amounts as earmarked grants to be used on these projects. 8 TEACHING OUTPUT GRANTS FROM 2011/ Task team on teaching development grants A task team, appointed by the Ministry of Education, has recommended that the current policy on the calculation and distribution of teaching development grants be discontinued. The three main recommendations of the task team were these: The Minister should be able to set the annual amount available for teaching development as a fixed proportion of the total MTEF allocation for teaching outputs. The Minister, under current policies, is not able to determine in advance the annual amounts to be used for teaching development All institutions should be eligible for teaching development funding, and not just those whose performance falls below national output norms The first of a cycle of teaching development grants should be paid to institutions only after plans have been submitted to and approved by the Department. Institutions should account for their expenditure of these funds through annual progress reports. These and various other recommendations of the task team have been adapted to produce a new policy, which the Minister wishes to implement in 2011/12. The Minister will seek the advice of the CHE before taking a final decision on the implementation of this new policy. 8.2 Proposed new teaching development policy The proposed new teaching development policy would have the following main features: % of the MTEF budget for teaching outputs would be distributed on the basis of the actual teaching outputs (or graduates) produced by universities. The balance of 20% would be used for teaching development grants To ensure that all institutions are eligible for teaching development funds, the distribution of the funds available would be based on the share which each has of the degree credit total of the higher education system. The main points to note about this feature of the policy are these: Degree credits are measures of the teaching outputs based on all the courses offered by universities. The calculations of degree credits follow the same principles as FTE student enrolled student calculations, with the only exception being that degree credits are based on courses actually passed by students. Suppose that a course X has an enrolment of 500 students, that 380 pass the final examination of the course, and that X s share of the curriculum for a programme 12

13 is 10%. X s FTE enrolled total will be 500 x 0.1 = 50. Its degree credit total will be 380 x 0.1 = 38. Degree credit totals can be used to determine an overall success rate for each university, by dividing its degree credit total for all courses by the FTE enrolled student total for that university. For example, if University A has a degree credit total of and an FTE enrolled total of , its average success rate would be 14500/18000 = 81%, If University B has degree credits and FTE enrolments, it will have an average success rate of 22000/30000 = 73%. The teaching development grant for each university would be calculated as follows: [(Institutional FTE degree credits) divided by (system s total FTE degree credits)] multiplied by (20% of the total MTEF teaching output allocation). The FTE degree credits used would be those calculated two academic years before the funding year The use of degree credits without targets or benchmarks would be a signal that all universities, even those with high success rates, need teaching development funds to maintain and improve the quality of their teaching outputs The use of these degree credits would also eliminate one of the unintended consequences of the current policy on teaching development funds. A consequence of the methodology described in paragraphs 10.2 to 10.4 is that teaching development funds go at present only to those universities whose graduate output performance falls below the norms set by the Department. The further a university falls below the norms, the greater will be its reward in obtaining teaching development funds. The effect of this can be seen in the teaching development grants which universities received in the 2009/10 financial year: The total available for teaching development was R345.4 million, of which R228.7 million (or 66.2% of the total) went to one university which had missed its benchmark targets by a wide margin. The next highest allocation to a university was R29.2 million (8.5% of the total). Nine universities, which had met the benchmarks, did not qualify for teaching development funds in 2009/10. The remaining 12 universities received the balance of R87.5 million available in 2009/10; an average of R7.3 million each Teaching development grants would continue to be earmarked funds which must be used for purposes designated by the Minister. The Minister s new requirement would be that these funds must be used in targeted ways to improve the success and graduation rates of disadvantaged students. Institutions would have to do the following: 13

14 They would have to identify those programmes in which the graduation rates of disadvantaged students are significantly lower than those of advantaged students. They would have also to identify the killer courses within those programmes; ie those which are failed by large proportions of disadvantaged students. They would have to submit plans indicating what interventions they could make to improve success rates in these courses. These plans would have to be accompanied by expenditure budgets. Annual progress reports would have to have to be submitted. These would have to describe the outcomes of the implementation of the plans, including indications of changes that have occurred in success rates. 8.3 Example of effect of implementing new teaching development policy Table 11 which follows shows what teaching development grants would have been in the 2009/10 financial year if the new policy had been implemented for this financial year. The main effects of the proposed new policy would have been these, if it had been implemented in 2009/10: The amount available for teaching development grants would have increased by R80 million (or 22.5%) All 23 universities would have received a teaching development grant. The highest share would have been 17.1% and the lowest 1.7%. The shares of 5 universities would have been in the range 5% - 10%, and the remaining 17 would have been below 5%. 8.4 Actual teaching output grants An institution s allocation for actual teaching outputs, under the proposed new policy, would be determined as: [(Institutional weighted total of teaching outputs) divided by (system s weighted total of actual teaching outputs)] multiplied by (80% of the MTEF total for teaching outputs). 14

15 Table 11 Teaching development funds 2009/10: on current and new allocation mechanisms Teaching development funds: Rands Degree credits: 2007 millions Total Share of total 2009/10 allocation on new formula Actual 2009/10 allocation Cape Peninsula University of Technology % University of Cape Town % Central University of Technology % Durban University of Technology % University of Fort Hare % University of Free State % University of Johannesburg % University of KwaZulu-Natal % University of Limpopo % Mangosuthu Technikon % Nelson Mandela Metropolitan University % North West University % University of Pretoria % Rhodes University % University of South Africa % University of Stellenbosch % Tshwane University of Technology % Vaal University of Technology % University of Venda % Walter Sisulu University % University of the Western Cape % University of the Witwatersrand % University of Zululand % TOTAL % RESEARCH OUTPUT GRANTS FOR 2010/ Research outputs: actual and normative Current policies require research output grant allocations to be determined on the basis of: an actual weighted total of research outputs produced by each institution; a normative weighted total of the research outputs which each institution should have produced, in accordance with benchmarks laid down by the Minister. Doctoral and research masters graduates and publication units are recognised as research outputs for the purposes of the calculation of research output grants. The weightings to be applied to these three categories of outputs are set out in Table 12. Table 12 Weightings for research outputs: 2010/11 Publication units 1 Research masters graduates 1 Doctoral graduates 3 15

16 9.2 Normative research output totals As is indicated in 9.1 above, the funding framework makes provision for a normative total of research outputs for the public higher education system to be calculated by multiplying totals of permanently appointed instruction/research professionals by benchmarks approved by the Minister. In the 2004 Ministerial Statement, separate benchmarks were set for universities and universities of technology. These benchmarks had to be expanded when the category of a comprehensive institution was introduced in The Ministry of Education announced in the 2005 Statement that, until a benchmark for comprehensive institutions has been finalised, the benchmarks for universities and universities of technology will be those set out in Table 13 below. Table 13 Normative ratios of weighted publication units to permanently appointed instruction/research staff members Universities 1.25 Universities of Technology 0.50 Comprehensive institutions: University of Johannesburg 0.97 Nelson Mandela Metropolitan University 0.93 University of South Africa 1.16 Walter Sisulu University Dividing the MTEF research output allocation between categories of grant The normative and actual totals of research outputs will be used to divide the MTEF s provisional allocation of R2 003 million for research outputs for 2010/11 between (a) an amount for actual research outputs and (b) an amount for research development. The method to be used is described below: Totals of the actual weighted research outputs (A) and of the normative weighted research outputs (N) of all institutions are calculated. The amount available for actual research outputs for the system is then determined as: (A divided by N) multiplied by R2 003 million The total available for research development for the system is the balance remaining after the amount for actual research outputs has been deducted from the total MTEF research output allocation. 9.4 Institutional allocations An institution s allocation for actual research outputs is determined as: (Institutional weighted total of research outputs) divided by (system s weighted total of actual research outputs)] multiplied by (Rand total for actual research outputs calculated in above). 16

17 Only those institutions whose actual weighted totals of research outputs are less than their normative weighted research output totals receive research development funding. An institution s research development grant is determined in this way: [(Institutional shortfall between actual and normative research output totals) divided by (total of all research shortfalls)] multiplied by (Rand total for research development calculated in above). 9.5 Research development grants for 2009/10 and 2010/11 In the Ministerial Statement of September 2008, the Ministry of Education set out the allocation process which will operate in 2009/10 and 2010/11. This process has these distinct steps: Institutions were required to submit proposals to the Department on how they would use the research development funds generated by their research output shortfalls in the 2009/10 and 2010/11 financial years In November 2008, calculations were made of the Rand values of the research development grants generated for 2009/10 by institutional shortfalls. Institutions whose proposals were approved by the Minister were allocated these amounts as earmarked grants In November 2009, calculations will be made of the Rand values of the research development grants generated for 2010/11 by their research output shortfalls. An institution whose proposals were approved by the Minister in 2008 will be allocated these amounts as earmarked grants to be used on these projects. 10 RESEARCH OUTPUT GRANTS FROM 2011/ Task team on research development grants A task team, appointed by the Ministry of Education, has recommended that the current policy on the calculation and distribution of research development grants, as described in paragraphs 9.1 to 9.4 above, be discontinued from the 2011/12 financial year. These and various other recommendations of the task team will be used and adapted to produce a new research development policy, which the Minister wishes to introduce from 2011/12. The Minister will seek the advice of the CHE before taking a final decision on the implementation of this new policy Proposed new research development policy The main features of the proposed new policy would be these: % of the MTEF budget for research outputs would be distributed on the basis of the actual research outputs produced by universities. The balance of 20% would be used for research development grants. 17

18 All universities would be eligible for research development grants Research development grants would continue to be earmarked funds which would have to be employed within development guidelines to be approved by the Minister The details of these guidelines, together with explanations of the new mechanisms, will be included in a draft policy document, which will be circulated to universities during the first quarter of the 2010 academic year. This policy document will be submitted to the CHE for advice Actual research output grants An institution s allocation for actual research outputs, under the proposed new policy, would be determined as: [(Institutional weighted total of teaching outputs) divided by (system s weighted total of actual outputs)] multiplied by (80% of the MTEF total for teaching outputs). 11 INSTITUTIONAL FACTOR GRANTS 11.1 Types of institutional factor grants Provision is made in the MTEF for a single institutional factors grant to be distributed to institutions (see row 1.2 of Table 1 in section 6). This grant has been distributed to institutions in accordance with the shares which they have of the total of additional teaching input units generated by these three separate factors: the proportion which an institution has of students from disadvantaged backgrounds; the size of its FTE student enrolment; whether it is required, primarily as a result of a merger, to operate on more than one official campus (the multi-campus factor). From 2010/11 the only institutional factors included in the block grants will be those for disadvantage and size. As is explained in section 12 which follows, the multi-campus factor will from 2010/11 become an earmarked grant Grants for institutions with large proportions of disadvantaged students One of the priorities set by the 2001 National Plan for Higher Education is that of increasing the participation, success and graduation rates of black students in general and African and Coloured students in particular (2001: 35). These grants for disadvantage take account of this priority by deeming disadvantaged students to be African and Coloured students who are South African citizens. The institutional factor operates by increasing the teaching input units of institutions, depending on what proportions of their FTE enrolled students are deemed to be disadvantaged. 18

19 In the case of all institutions, other than the dedicated distance institution, a calculation is first made of the proportions they have of disadvantaged students in their contact FTE enrolled student totals. A disadvantage weighting factor is then determined for each institution.. This factor is 0 for universities whose proportion of disadvantaged students is 40% or less, and increases linearly up to a maximum 0.10 at a disadvantaged proportion of 80%. The factor remains 0.10 for those universities whose proportions of disadvantaged students are between 80% and 100%. Additional funding units are then generated by multiplying each institution s approved funded total of contact plus distance teaching input units by its disadvantage factor. In the case of the dedicated distance institution, the calculation of the disadvantage factor is based on the proportion of disadvantaged students which it has in its actual enrolment of FTE distance students Grants related to the size of institutions The size factor takes account of economies of scale as the FTE enrolment size of an institution increases. The institutional size factor operates by giving additional teaching input units to small institutions, depending on the size of their FTE student enrolments. The institutional size factor is 0.15 for institutions with up to (unweighted) contact plus distance FTE students, after which it decreases linearly to 0 for institutions with totals of or more (unweighted) contact plus distance FTE students. Additional funding units are then generated by multiplying each institution s approved funded total of contact plus distance teaching input units by its size factor. 12 MULTI-CAMPUS FACTOR 12.1 Introduction of the multi-campus factor The multi-campus factor was introduced in the 2006/07 financial year as a way of compensating merged institutions for the additional costs incurred in providing teaching services on more than one official campus. The multi-campus factor was calculated in this way: The 2004 FTE student enrolment totals of institutions which merged in either 2004 or 2005 were divided into totals corresponding to the pre-merger institutions. Separate calculations were then made of the additional numbers of teaching units which they generated for institutional size and disadvantage. The main benefit to the merged institutions of these procedures was that they received, in 2006/07, larger institutional factor grant allocations (particularly in relation to size) than they would have if their block grants had been calculated on the basis of their being single, unified institutions. The former Minister of Education accepted that the merged institutions would have difficulty in dividing their student enrolments for 2005 and later years into data files corresponding to their pre-merger campuses. The Minister therefore decided that the additional teaching units used to calculate the 2006/07 size and disadvantage grants for merged institutions would have to be used, until further notice, to calculate multi-campus grants. The totals of these additional units are summarised in Table 14 below 19

20 Table 14 Additional teaching input units for size and disadvantage allocated to merged universities: 2006/07 to 2009/10 Cape Peninsula University of Technology 6515 University of Johannesburg 5319 University of KwaZulu-Natal 2890 University of Limpopo 6742 Nelson Mandela Metropolitan University 5124 North West University 3499 University of South Africa 2448 Tshwane University of Technology 8833 Walter Sisulu University A formula-driven approach to multi-campus grants A task team, consisting of members of the Department and of HESA nominees, was appointed in 2006 to consider ways in which a multi-campus factor could be incorporated into block grant calculations. This working group considered formula-driven methods of allocating additional funds to merged institutions, but concluded that each had unacceptable consequences. The conclusion drawn in 2008 was that a modelling approach would not work in the absence of analyses of the extent to which multi-campuses resulted in higher costs being carried by institutions. When a study of actual costs had been completed, a stream of earmarked funding could be introduced for merged institutions which operate on more than one official campus Earmarked multi-campus allocations The Minister has accepted that a study of the costs involved in the multi-campus operations of merged universities should be undertaken, and that any additional funding should be allocated as earmarked grants. This cost study will be based on the uses to which merged institutions use the earmarked grants set out in Table 15 which follows. The amounts in Table 15 were determined by first calculating the amounts which the universities would have received in institutional factor grants in 2009/10 if they had not received the additional teaching input units set out in Table 14. These amounts were then deducted from the institutional factor grants which they actually received in 2009/10. The balances are set out in Table 15, and are in effect the multi-campus grants which these universities received. The universities concerned will be required to ring fence these amounts for use only on costs associated with the delivery of teaching, administrative and support services on more than one official campus. They will be expected to submit reports on the use of these funds at the end of the 2010/11 and 2011/12 financial years 20

21 Table 15 Earmarked multi-campus allocations for merged institutions: Rands million 2010/ /12 Cape Peninsula University of Technology University of Johannesburg University of KwaZulu-Natal University of Limpopo Nelson Mandela Metropolitan University North West University University of South Africa 0 0 Tshwane University of Technology Walter Sisulu University TOTAL FOUNDATION PROGRAMME GRANTS 13.1 Universities were invited, during 2009, to submit applications for the cycle of foundation funding which will run from 2010/11 to 2012/13. These applications were assessed by a working group consisting of academic development specialists and members of the Department The working group s recommendations have been approved by the Minister, and universities have been advised what their foundation programme grants will be during 2010/11 to 2012/ INFRASTRUCTURE AND EFFICIENCY FUNDING 14.1 Row 2.3 of Table 1 in section 6 shows that a total of R3 200 million has been allocated in 2010/11 and 2011/12 for improving institutional infrastructure and student output efficiencies. The Ministry of Education decided that this amount had to be used in ways that would lead to increases in the numbers and quality of graduates in engineering, life and physical sciences, teacher education and the health sciences. Improved provision had also to be made for students in official student residences All universities had, by the end of December 2008, submitted applications for this government funding. The applications total was R9 766 million, which was more than three times higher than the R3 200 million available. These applications were assessed by the Department and projects were recommended, taking account of the conditions set in advance by the Minister One of the conditions laid down by the Ministry of Education was that each university had to contribute funds from its own resources to approved projects. Institutions with strong balance sheets would be expected to contribute up to 50% of the cost of approved projects. The contributions of other institutions would fall in the range 10% to 40%, depending on the Department s assessment of their balance sheets Institutions will, in terms of the projects approved by the Minister in March 2009, add R2 247 million to the government allocation of R3 200 million. This will raise the total 21

22 2010/11 and 2011/12 investment in the infrastructure of the higher education system to R5 547 million, with the institutional share of this investment being 41%. 15 CLINICAL TRAINING GRANTS 15.1 Row 2.5 of Table 1 in section 6 shows that clinical training grants will be R330 million in 2010/11 and R350 million for 2011/ The Department of Higher Education and Training s Health Sciences Review Committee of the Department of Higher Education and Training has recommended to the Minister that a revised formula be used to distribute these clinical training grants. The main recommendations are these: The list of programmes eligible for clinical training grants should be expanded to include programmes in nursing and clinical programmes offered by universities of technology and comprehensive universities The formula used for allocating these funds should be revised. The formula should, however, continue to be based on the head count totals of students in programmes which require students to have access to the patients, staff and facilities of provincial hospital services Full details of the new clinical training grant policy will be sent to universities when it has been approved by the Minister. 16 VETERINARY SCIENCES 16.1 Provision is made for the allocations for veterinary sciences to move from the block grant to the earmarked category of funding. The amounts involved increase from R67 million in 2009/10 to R106 million in 2010/11 and to R116 million in 2011/ The allocations for 2008/09 and 2009/10 were intended to assist the University of Pretoria, and other institutions involved in the provision of veterinary specialisations, to meet the operational costs of clinical veterinary training, in the absence of contributions from the Department of Agriculture. The new amounts are intended to serve the same purposes, and at the same time function as incentives for institutions to change the equity profiles of their students, to improve the distribution of veterinary specialisations through institutional cooperation, and to increase the numbers of students completing veterinary degrees Universities involved in veterinary training will be required to submit to the Department plans and budgets for the use of these funds over a two year period. The release of the funds for 2010/11 will be conditional on the approval by the Department of these budgets and plans. The release of the funds for 2011/12 will be conditional on the approval by the Department of a progress report for 2010/11 and an audited report on actual expenditure. 22

MINISTRY OF EDUCATION

MINISTRY OF EDUCATION MINISTRY OF EDUCATION MINISTERIAL STATEMENT ON HIGHER EDUCATION FUNDING: 2005/6 TO 2007/8 1 Introduction 2 Allocation of Medium Term Expenditure Framework budgets for 2005/06 to 2007/08 3 Checking and

More information

MINISTERIAL STATEMENT ON UNIVERSITY FUNDING: 2015/16 AND 2016/17

MINISTERIAL STATEMENT ON UNIVERSITY FUNDING: 2015/16 AND 2016/17 MINISTERIAL STATEMENT ON UNIVERSITY FUNDING: 2015/16 AND 2016/17 November 2014 CONTENT Page SECTION A: The Funding of Universities 2 SECTION B: Block Grant Budget Calculations 6 SECTION C: Earmarked Grants

More information

PERFORMANCE INDICATORS IN SOUTH AFRICAN HIGHER EDUCATION Summary Report. Ian Bunting, Charles Sheppard, Nico Cloete and Lisa Belding

PERFORMANCE INDICATORS IN SOUTH AFRICAN HIGHER EDUCATION Summary Report. Ian Bunting, Charles Sheppard, Nico Cloete and Lisa Belding PERFORMANCE INDICATORS IN SOUTH AFRICAN HIGHER EDUCATION 2000 2008 Summary Report Ian Bunting, Charles Sheppard, Nico Cloete and Lisa Belding ABOUT THIS CHET PUBLICATION Informed by the 1997 White Paper

More information

Statistics on Post-School Education and Training in South Africa: 2011

Statistics on Post-School Education and Training in South Africa: 2011 Statistics on Post-School Education and Training in South Africa: 2011 Statistics on Post-School Education and Training in South Africa: 2011 Statistics on Post-School Education and Training in South Africa:

More information

The South African Experience with Developing and Implementing a Funding Formula for the Tertiary Education System

The South African Experience with Developing and Implementing a Funding Formula for the Tertiary Education System The South African Experience with Developing and Implementing a Funding Formula for the Tertiary Education System by Pundy Pillay Sizanang Centre For Research And Development South Africa A case study

More information

Information Guide. Initial Teacher Education

Information Guide. Initial Teacher Education Information Guide on Initial Teacher Education Make teaching your career of choice www.funzalushaka.doe.gov.za www.education.gov.za Make a difference... become a teacher Department of Education Sol Plaatje

More information

Stellenbosch Economic Working Papers: 11/13 MAY 2013

Stellenbosch Economic Working Papers: 11/13 MAY 2013 Poverty trends since the transition The first five years project a cohort study of students awarded NSFAS loans in the first five years 2000-2004 PIERRE DE VILLIERS, CHRIS VAN WYK AND SERVAAS VAN DER BERG

More information

2. The following qualifications held by psychologists shall be registrable as additional

2. The following qualifications held by psychologists shall be registrable as additional STAATSKOERANT, 11 APRIL 2008 No. 30947 109 BOARD NOTICE 26 OF 2008 HEALTH PROFESSIONS COUNCIL OF SOUTH AFRICA (Health Professions Act No. 56 of 1974) RULES RELATING TO THE REGISTRATION BY PSYCHOLOGISTS

More information

Scholarship Application Form

Scholarship Application Form 2015 APPLICATION FORM Closing date 31 July 2015 Master s reference number IT1674/2005 Scholarship Application Form The Old Mutual Education Trust provides scholarships for higher education to members and

More information

REPORT ON THE EVALUATION OF THE 2013 UNIVERSITIES RESEARCH OUTPUTS

REPORT ON THE EVALUATION OF THE 2013 UNIVERSITIES RESEARCH OUTPUTS REPORT ON THE EVALUATION OF THE 2013 UNIVERSITIES RESEARCH OUTPUTS JANUARY 2015 Evaluated in terms of the Policy and Procedures for the Measurement of Research Output of Public Higher Education Institutions

More information

The South African Experience with Developing and Implementing a Funding Formula for the Tertiary Education System

The South African Experience with Developing and Implementing a Funding Formula for the Tertiary Education System JHEA/RESA Vol. 2, No. 3, 2004, pp.19 36 Boston College & Council for the Development of Social Science Research in Africa, 2004 (ISSN 0851 7762) The South African Experience with Developing and Implementing

More information

ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System

ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System Diplomas Accredited as Meeting the Educational Requirement for Registration as a Candidate and Professional Engineering Technician Status:

More information

REMUNERATION OF ACADEMIC STAFF AT SOUTH AFRICAN UNIVERSITIES: A summary report of the HESA Statistical Study of Academic Remuneration

REMUNERATION OF ACADEMIC STAFF AT SOUTH AFRICAN UNIVERSITIES: A summary report of the HESA Statistical Study of Academic Remuneration REMUNERATION OF ACADEMIC STAFF AT SOUTH AFRICAN UNIVERSITIES: A summary report of the HESA Statistical Study of Academic Remuneration November 2014 1 FOREWORD In the face of ageing academics at most South

More information

ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System

ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System Degrees Accredited as Meeting the Educational Requirement for Registration as a Candidate or Professional Engineering Technologist Status:

More information

Reproduced by Sabinet Online in terms of Government Printer s Copyright Authority No. 10505 dated 02 February 1998 BOARD NOTICE 77 OF 2015

Reproduced by Sabinet Online in terms of Government Printer s Copyright Authority No. 10505 dated 02 February 1998 BOARD NOTICE 77 OF 2015 STAATSKOERANT, 31 MAART 2015 No. 38665 107 BOARD NOTICE 77 OF 2015 FINANCIAL SERVICES BOARD FINANCIAL ADVISORY AND INTERMEDIARY SERVICES ACT, 2002 AMENDMENT OF THE NOTICE ON QUALIFICATIONS, EXPERIENCE

More information

Standard Bank Fundisa Fund. Saving for Tertiary Education

Standard Bank Fundisa Fund. Saving for Tertiary Education Standard Bank Fundisa Fund Saving for Tertiary Education What is Fundisa? The Standard Bank Fundisa Fund is an investment that allows investors to save money for the tertiary education of any South African

More information

Teaching makes a difference. Information Guide on Initial Teacher Education. Make a difference... Become a teacher

Teaching makes a difference. Information Guide on Initial Teacher Education. Make a difference... Become a teacher Teaching makes a difference Information Guide on Initial Teacher Education Make a difference... Become a teacher Information Guide on Initial Teacher Education Make teaching your career of choice www.funzalushaka.doe.gov.za

More information

BOARD NOTICE 269 OF 2013 FINANCIAL SERVICES BOARD FINANCIAL ADVISORY AND INTERMEDIARY SERVICES ACT, 2002

BOARD NOTICE 269 OF 2013 FINANCIAL SERVICES BOARD FINANCIAL ADVISORY AND INTERMEDIARY SERVICES ACT, 2002 STAATSKOERANT, 20 DESEMBER 2013 No. 37168 89 BOARD NOTICE 269 OF 2013 FINANCIAL SERVICES BOARD FINANCIAL ADVISORY AND INTERMEDIARY SERVICES ACT, 2002 AMENDMENT OF THE NOTICE ON QUALIFICATIONS, EXPERIENCE

More information

PUBLIC FUNDING OF HIGHER EDUCATION IN SOUTH AFRICA BY MEANS OF FORMULAE 1 A G W Steyn and A P de Villiers

PUBLIC FUNDING OF HIGHER EDUCATION IN SOUTH AFRICA BY MEANS OF FORMULAE 1 A G W Steyn and A P de Villiers PUBLIC FUNDING OF HIGHER EDUCATION IN SOUTH AFRICA BY MEANS OF FORMULAE 1 A G W Steyn and A P de Villiers 1. INTRODUCTION Jongbloed (2004) perceives of public funding of higher education (HE) as falling

More information

The Department of Science & Technology (DST) Renewable & Sustainable Energy Scholarships (RSES) Call for applications for 2015. Information Manual

The Department of Science & Technology (DST) Renewable & Sustainable Energy Scholarships (RSES) Call for applications for 2015. Information Manual The Department of Science & Technology (DST) Renewable & Sustainable Energy Scholarships (RSES) Call for applications for 2015 Information Manual Read this manual carefully before completing the online

More information

1. the language situation in the country (the total number of speakers of the individual languages);

1. the language situation in the country (the total number of speakers of the individual languages); CHOICE OF AFRICAN LANGUAGES FOR THE UNIVERSITY OF JOHANNESBURG The following factors need to be considered when specific African languages are selected for development as academic and administrative languages

More information

Best Practice. Educational Institutions. Administration in. for Payroll

Best Practice. Educational Institutions. Administration in. for Payroll Best Practice for Payroll Administration in Educational Institutions This is a publication of the Remuneration Association for Educational Institutions (RAEI) S e c o n d E d i t i o n J u n e 2 0 1 0

More information

Choosing a career in Insurance

Choosing a career in Insurance CAREER GUIDE MANUAL Choosing a career in Insurance C O N T E N T S 1 ABOUT THE INSURANCE SECTOR 1 1.1 Overview 1 1.2 Working conditions 1 1.3 Employment 2 1.4 Geographical distribution of workers 2 2

More information

S A COUNCIL FOR THE PROPERTY VALUERS PROFESSION

S A COUNCIL FOR THE PROPERTY VALUERS PROFESSION Policy and Procedures Document : S A COUNCIL FOR THE PROPERTY VALUERS PROFESSION Accreditation of University and University of Technology Programmes, leading to registration as a candidate valuer. The

More information

Appendix 5 Outcome 5: A skilled and capable workforce to support an inclusive growth path

Appendix 5 Outcome 5: A skilled and capable workforce to support an inclusive growth path Appendix 5 Outcome 5: A skilled and capable workforce to support an inclusive growth path 1. National Development Plan (NDP) 2030 Vision and Trajectory As committed by government in the National Development

More information

MINIMUM ADMISSION REQUIREMENTS. for Higher Certificate, Diploma and Bachelor s Degree Programmes requiring a National Senior Certificate

MINIMUM ADMISSION REQUIREMENTS. for Higher Certificate, Diploma and Bachelor s Degree Programmes requiring a National Senior Certificate MINIMUM ADMISSION REQUIREMENTS for Higher Certificate, Diploma and Bachelor s Degree Programmes requiring a National Senior Certificate Pretoria August 2005 SCHEDULE Minimum Admission Requirements For

More information

STATUS OF RESEARCH-RELATED ACTIVITIES OFSOUTH AFRICA S UNIVERSITY NURSING SCHOOLS

STATUS OF RESEARCH-RELATED ACTIVITIES OFSOUTH AFRICA S UNIVERSITY NURSING SCHOOLS STATUS OF RESEARCH-RELATED ACTIVITIES OFSOUTH AFRICA S UNIVERSITY NURSING SCHOOLS Prof. Dalena van Rooyen: Nelson Mandela Metropolitan University, Dr Esmeralda Ricks: Nelson Mandela Metropolitan University,

More information

COUNCIL ON HIGHER EDUCATION Higher Education Quality Committee

COUNCIL ON HIGHER EDUCATION Higher Education Quality Committee COUNCIL ON HIGHER EDUCATION Higher Education Quality Committee Framework for Programme Accreditation August 2004 The Higher Education Quality Committee is a permanent committee of the Council on Higher

More information

Report Writing and Data Visualization

Report Writing and Data Visualization Institutional Research Institute 2015 Report Writing and Data Visualization Nhlanhla Cele and Herman Visser 1 Report Writing and Data Visualization Herman Visser and Nhlanhla Cele (SAAIR) Institutional

More information

Higher Education Monitor

Higher Education Monitor Council on Higher Education Higher Education Monitor Postgraduate Studies in South Africa: A Statistical Profile A report commissioned by the Council on Higher Education HE Monitor No. 7 March 2009 Council

More information

Higher Education Quality Committee. Framework for Programme Accreditation

Higher Education Quality Committee. Framework for Programme Accreditation Higher Education Quality Committee Framework for Programme Accreditation NOVEMBER 2004 Council on Higher Education Higher Education Quality Committee Framework for Programme Accreditation The Higher Education

More information

DEPARTMENT OF EDUCATION. DEPARTMENT OF EDUCATION HIGHER EDUCATION ACT, 1997(Act 101 of 1997) for

DEPARTMENT OF EDUCATION. DEPARTMENT OF EDUCATION HIGHER EDUCATION ACT, 1997(Act 101 of 1997) for STAATSKOERANT, 11 JULIE 2008 No. 31231 3 No. 751 DEPARTMENT OF EDUCATION 11 July 2008 DEPARTMENT OF EDUCATION HIGHER EDUCATION ACT, 1997(Act 101 of 1997) MINIMUM ADMISSION REQUIREMENTS for Higher Certificate,

More information

Higher Education: Contribution for the NPC s National Development Plan

Higher Education: Contribution for the NPC s National Development Plan Higher Education: Contribution for the NPC s National Development Plan Nasima Badsha and Nico Cloete November 2011 INTRODUCTION The proposals which are offered in this development plan for a South African

More information

2000 TO 2008 FIRST TIME ENTERING UNDERGRADUATE COHORT STUDIES FOR PUBLIC HIGHER EDUCATION INSTITUTIONS

2000 TO 2008 FIRST TIME ENTERING UNDERGRADUATE COHORT STUDIES FOR PUBLIC HIGHER EDUCATION INSTITUTIONS 2000 TO 2008 FIRST TIME ENTERING UNDERGRADUATE COHORT STUDIES FOR PUBLIC HIGHER EDUCATION INSTITUTIONS 31 March 2016 Prepared by the Directorate: Higher Education Management Information Systems (HEMIS)

More information

POLICIES, ADMINISTRATIVE PROCEDURES AND GUIDELINES ADMISSION POLICY PART ONE: ADMISSION POLICY AS FROM 2009

POLICIES, ADMINISTRATIVE PROCEDURES AND GUIDELINES ADMISSION POLICY PART ONE: ADMISSION POLICY AS FROM 2009 POLICIES, ADMINISTRATIVE PROCEDURES AND GUIDELINES 1. INTRODUCTION ADMISSION POLICY PART ONE: ADMISSION POLICY AS FROM 2009 The University of the Western Cape has been at the forefront of South Africa

More information

Guidelines for the approval of Masters Courses for student income support payments 2

Guidelines for the approval of Masters Courses for student income support payments 2 Guidelines for the approval of Masters Courses for student income support payments 2 Contents THE PURPOSE OF THESE GUIDELINES... 4 STUDENT INCOME SUPPORT... 5 Youth Allowance, Austudy and Pensioner Education

More information

Mature Age Admission Requirements 2010.html

Mature Age Admission Requirements 2010.html 1 of 5 University Admission 2010 Admission Requirements for Mature Age Applicants Introduction Tertiary Entrance Rank - Change of Name Scaling University Application Procedure Mature Age Admission Requirements

More information

REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH

REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH PART A GENERAL PART B HIGHER DOCTORATES PART B THE SCHEDULE PART C THE DEGREE

More information

most important decisions

most important decisions 1 Career Guide Choosing a career is one of the most important decisions that you will make in your life. 2 Contents About the Financial Services Sector 4 Choosing a Career 4 Choosing a Financial Career

More information

Statistical release P9103.1

Statistical release P9103.1 Statistical release Financial statistics of higher education institutions 214 Embargoed until: 15 October 215 11:3 Enquiries: Forthcoming issue: Expected release date: User information services 215 October

More information

REQUIREMENTS. for OMAN S SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION

REQUIREMENTS. for OMAN S SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION APPROVED VERSION Page 1 REQUIREMENTS for OMAN S SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION APPROVED VERSION Page 2 TABLE OF CONTENTS INTRODUCTION Part One: Standards I. Standards for Quality Assurance

More information

STATISTICS REPORT ON TEQSA REGISTERED HIGHER EDUCATION PROVIDERS

STATISTICS REPORT ON TEQSA REGISTERED HIGHER EDUCATION PROVIDERS STATISTICS REPORT ON TEQSA REGISTERED HIGHER EDUCATION PROVIDERS 2014 CONTENTS INTRODUCTION 1 HIGHER EDUCATION AT A GLANCE 3 PROVIDERS 4 STUDENTS 7 ACADEMIC STAFF - 2012 14 ACADEMIC STAFF (EXCL. CASUALS)

More information

Bursaries 2016. Bursaries for the year 2016

Bursaries 2016. Bursaries for the year 2016 Bursaries 2016 Bursaries for the year 2016 NMMU Vice-Chancellor s Scholarship NMMU Vice-Chancellor s Scholarship NMMU s Vice-Chancellor introduced a premier scholarship to attract top achievers in the

More information

Graduate research courses

Graduate research courses Faculty of Education Graduate research courses The Faculty of Education views research as one of its core responsibilities. Our research activities aim to inform and lead professional practice, public

More information

Information Booklet: Registration of Private Further Education and Training Colleges. Third Edition

Information Booklet: Registration of Private Further Education and Training Colleges. Third Edition Information Booklet: Registration of Private Further Education and Training Colleges Third Edition INFORMATION BOOKLET: REGISTRATION OF PRIVATE FURTHER EDUCATION AND TRAINING COLLEGES Contact details for

More information

Reproduced by Sabinet Online in terms of Government Printer s Copyright Authority No. 10505 dated 02 February 1998 STAATSKOERANT, 26 NOVEMBER 2009

Reproduced by Sabinet Online in terms of Government Printer s Copyright Authority No. 10505 dated 02 February 1998 STAATSKOERANT, 26 NOVEMBER 2009 STAATSKOERANT, 26 NOVEMBER 2009 No.32743 3 GOVERNMENT NOTICE DEPARTMENT OF EDUCA1"ION No. 1114 26 November 2009 DEPARTMENT OF HIGHER EDUCATION AND TRAINING HIGHER EDUCATION ACT, 1997 MINIMUM ADMISSION

More information

SOUTH AFRICAN COUNCIL FOR PLANNERS

SOUTH AFRICAN COUNCIL FOR PLANNERS SOUTH AFRICAN COUNCIL FOR PLANNERS NOT FOR PUBLICATION Qualifications in SAQA Format Competencies and Standards Project Phase 2 Draft 18 February, 2015 Prof CB Schoeman & Prof P S Robinson Research Unit

More information

SPEECH BY HONOURABLE SENZENI ZOKWANA, MP, MINISTER OF AGRICULTURE, FORESTRY AND FISHERIES DELIVERED AT THE STUDENT ROUND-TABLE DISCUSSIONS

SPEECH BY HONOURABLE SENZENI ZOKWANA, MP, MINISTER OF AGRICULTURE, FORESTRY AND FISHERIES DELIVERED AT THE STUDENT ROUND-TABLE DISCUSSIONS SPEECH BY HONOURABLE SENZENI ZOKWANA, MP, MINISTER OF AGRICULTURE, FORESTRY AND FISHERIES DELIVERED AT THE STUDENT ROUND-TABLE DISCUSSIONS 30 JUNE 2015 1 Director-General of DAFF; DDGs of DAFF, colleges

More information

Department Higher Education and Training

Department Higher Education and Training Department Higher Education and Training REPORTING by COUNCILS on PUBLIC HIGHER EDUCATION INSTITUTION s activities HEMIS institute 5 th August 2015 Dr EL van Staden: Chief Director University Academic

More information

REGULATIONS FOR THE DEGREE OF BACHELOR OF HOUSING MANAGEMENT (BHousMan)

REGULATIONS FOR THE DEGREE OF BACHELOR OF HOUSING MANAGEMENT (BHousMan) 1391 REGULATIONS FOR THE DEGREE OF BACHELOR OF HOUSING MANAGEMENT (BHousMan) (See also General Regulations and Regulations for First Degree Curricula) HM1 In these Regulations, and in the Syllabuses for

More information

POSTGRADUATE PROGRAMMES DEGREES DIPLOMAS. Faculty of Education

POSTGRADUATE PROGRAMMES DEGREES DIPLOMAS. Faculty of Education POSTGRADUATE PROGRAMMES DEGREES DIPLOMAS Faculty of Education FACULTY OF EDUCATION INDEX POSTGRADUATE PROGRAMMES The University reserves the right, at any time, should circumstance dictate, to make changes

More information

Regulations for Bachelors and Integrated Masters Awards 2015

Regulations for Bachelors and Integrated Masters Awards 2015 Regulations for Bachelors and Integrated Masters Awards 2015 CONTENTS 1 SCOPE OF THESE REGULATIONS... 2 2 GENERAL PRECONDITIONS TO AN AWARD... 2 3 COURSE REQUIREMENTS... 2 4 DURATION OF COURSE... 4 5 MODULE

More information

A guide to the local government finance settlement in England

A guide to the local government finance settlement in England A guide to the local government finance settlement in England December 2013 Department for Communities and Local Government Crown copyright, 2013 Copyright in the typographical arrangement rests with the

More information

A new look at demographic transformation for universities in South Africa

A new look at demographic transformation for universities in South Africa Page 1 of 11 AUTHORS: Kesh S. Govinder 1 Nombuso P. Zondo 1 Malegapuru W. Makgoba 2 AFFILIATIONS: 1 School of Mathematics, Statistics and Computer Science, University of KwaZulu-Natal, Durban, South Africa

More information

HEALTH PROFESSIONS ACT 56 OF 1974

HEALTH PROFESSIONS ACT 56 OF 1974 HEALTH PROFESSIONS ACT 56 OF 1974 RULES RELATING TO THE REGISTRATION BY RADIOGRAPHERS OF ADDITIONAL QUALIFICATIONS Published under Board Notice 113 in Government Gazette 31535 of 31 October 2008 and amended

More information

So you want to be a Dentist

So you want to be a Dentist So you want to be a Dentist DOCTOR OF DENTAL SURGERY Biomedicine Science YEAR 6 YEAR 7 So you want to be an Engineer ENGINEERING BACHELORS DEGREE Biomedicine Commerce Environments Science (with Engineering

More information

FACULTY OF EDUCATION: GUIDELINES AND PROCEDURES FOR THE SELECTION OF BED GENERAL EDUCATION AND TRAINING STUDENTS

FACULTY OF EDUCATION: GUIDELINES AND PROCEDURES FOR THE SELECTION OF BED GENERAL EDUCATION AND TRAINING STUDENTS STELLENBOSCH UNIVERSITY FACULTY OF EDUCATION FACULTY OF EDUCATION: GUIDELINES AND PROCEDURES FOR THE SELECTION OF BED GENERAL EDUCATION AND TRAINING STUDENTS 1. AIM AND RATIONALE 1.1 AIMS OF THE ENROLMENT

More information

NATIONAL NURSING RESEARCH STRATEGY FOR SOUTH AFRICA

NATIONAL NURSING RESEARCH STRATEGY FOR SOUTH AFRICA Trends in Nursing Vol. 1, Issue 1, 2012 http://fundisa.journals.ac.za http://dx.doi.org/10.14804/1-1-30 NATIONAL NURSING RESEARCH STRATEGY FOR SOUTH AFRICA Professor Dalena van Rooyen: Nelson Mandela Metropolitan

More information

Structured Degrees. BA in Cultural and Heritage Tourism (H)

Structured Degrees. BA in Cultural and Heritage Tourism (H) Structured Degrees Structured or focused degrees are programmes that follow a set curriculum, unlike the general studies degrees mentioned above. These degrees do not involve a major; instead they include

More information

ADULT BASIC EDUCATION AND TRAINING ACT 52 OF 2000 [ASSENTED TO 5 DECEMBER 2000] [DATE OF COMMENCEMENT: 13 DECEMBER 2000]

ADULT BASIC EDUCATION AND TRAINING ACT 52 OF 2000 [ASSENTED TO 5 DECEMBER 2000] [DATE OF COMMENCEMENT: 13 DECEMBER 2000] ADULT BASIC EDUCATION AND TRAINING ACT 52 OF 2000 [ASSENTED TO 5 DECEMBER 2000] [DATE OF COMMENCEMENT: 13 DECEMBER 2000] (English text signed by the President) as amended by Education Laws Amendment Act

More information

TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures

TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures Board of Governors for Higher Education Sec. 10a-34 page 1 (12-96) TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures Introduction....

More information

EVALUATION OF TEACHING AND COURSES POLICY

EVALUATION OF TEACHING AND COURSES POLICY University of Fort Hare Policies and Procedures EVALUATION OF TEACHING AND COURSES POLICY TITLE: Evaluation of Teaching and Courses Policy Policy no TLC 007 Approved Date approved Minute Effective Date

More information

POLICY AND PROCEDURES FOR MEASUREMENT OF RESEARCH OUTPUT OF PUBLIC HIGHER EDUCATION INSTITUTIONS MINISTRY OF EDUCATION

POLICY AND PROCEDURES FOR MEASUREMENT OF RESEARCH OUTPUT OF PUBLIC HIGHER EDUCATION INSTITUTIONS MINISTRY OF EDUCATION POLICY AND PROCEDURES FOR MEASUREMENT OF RESEARCH OUTPUT OF PUBLIC HIGHER EDUCATION INSTITUTIONS MINISTRY OF EDUCATION June 2003 TABLE OF CONTENTS 1. Introduction...3 2. Policy Framework...3 3. Recognised

More information

Chiropractic Boards response 15 December 2008

Chiropractic Boards response 15 December 2008 NATIONAL REGISTRATION AND ACCREDITATION SCHEME FOR THE HEALTH PROFESSIONS Chiropractic Boards response 15 December 2008 CONSULTATION PAPER Proposed arrangements for accreditation Issued by the Practitioner

More information

Courses and fees. Postgraduate Coursework Degrees. 14 www.jcu.edu.au. 2015 Tuition Fee (per year) English Band Level. Mid-Year Intake.

Courses and fees. Postgraduate Coursework Degrees. 14 www.jcu.edu.au. 2015 Tuition Fee (per year) English Band Level. Mid-Year Intake. s and fees Postgraduate Coursework Degrees Course DOCTORATES BY COURSEwork Doctor of Clinical Dentistry [see p.32] $42,000 3 C,E Yes 3c Bachelor of Dental Surgery or equivalent registrable dental qualification

More information

3.6.1 12 UNC General Administration Guidelines for Establishing New Doctoral Programs

3.6.1 12 UNC General Administration Guidelines for Establishing New Doctoral Programs 3.6.1 12 UNC General Administration Guidelines for Establishing New Doctoral Programs http://www.northcarolina.edu/policy/index.php?tag=400.1.1.1%5bg%5d A. Academic Programs 1. Degree Levels Offered Guidelines

More information

Foreign Veterinary Schools & Nursing Schools

Foreign Veterinary Schools & Nursing Schools Foreign Veterinary Schools & Nursing Schools CHAPTER 4 In addition to the eligibility requirements discussed in Chapter 1 and Chapter 2, foreign veterinary s and foreign nursing s must comply with additional

More information

An analysis of funding allocations for staff and research degree completions in the Performance-Based Research Fund

An analysis of funding allocations for staff and research degree completions in the Performance-Based Research Fund An analysis of funding allocations for staff and research degree completions in the Performance-Based Report An analysis of funding allocations for staff and research degree completions in the Performance-Based.

More information

APS Accreditation Guidelines

APS Accreditation Guidelines APS Accreditation Guidelines October 2000 Updated September 2002 Directorate of Training & Standards The Australian Psychological Society Ltd APS Accreditation Guidelines 2000 Preamble From January 2000,

More information

Regulations for Licensure and Accreditation of Institutions and Programs of Higher Learning

Regulations for Licensure and Accreditation of Institutions and Programs of Higher Learning Note: These regulations are in effect while being revised to comply with Public Act 13-118. All references to the Board of Governors for Higher Education, Department of Higher Education and Commissioner

More information

SOUTH AFRICA AS A PHD HUB IN AFRICA?

SOUTH AFRICA AS A PHD HUB IN AFRICA? CHAPTER 5 SOUTH AFRICA AS A PHD HUB IN AFRICA? Nico Cloete, Charles Sheppard and Tracy Bailey International debates about doctoral education Internationally, the importance of the doctorate has increased

More information

THE NEED FOR A LEARNERSHIP IN TAXATION

THE NEED FOR A LEARNERSHIP IN TAXATION THE NEED FOR A LEARNERSHIP IN TAXATION RESEARCH REPORT SUBMITTED TO FASSET FINAL: 31 MAY 2009 RESEARCH CONDUCTED BY ACRONYMS AND ABBREVIATIONS ACCA CA CHE Fasset NQF OFO QCTO SAICA SAIPA SAIT SARS Association

More information

Profiling agricultural science teachers and other teaching profesionals at FET and HET Institutions

Profiling agricultural science teachers and other teaching profesionals at FET and HET Institutions Profiling agricultural science teachers and other teaching profesionals at FET and HET Institutions MARCH 2008 TABLE OF CONTENTS EXECUTIVE SUMMARY 4 STUDY AIM 4 1.1 METHODOLOGY 4 1.2 KEY FINDINGS AND CONCLUSION

More information

POSTGRADUATE FINANCIAL ASSISTANCE AND SCHOLARSHIPS AT WITS. POSTGRADUATE FinAnciAl ASSiSTAncE AnD SchOlARShiPS 1

POSTGRADUATE FINANCIAL ASSISTANCE AND SCHOLARSHIPS AT WITS. POSTGRADUATE FinAnciAl ASSiSTAncE AnD SchOlARShiPS 1 POSTGRADUATE FINANCIAL ASSISTANCE AND SCHOLARSHIPS AT WITS POSTGRADUATE FinAnciAl ASSiSTAncE AnD SchOlARShiPS 1 Online Applications Application forms for all awards in this publication are available on

More information

Page 79. London Borough of Sutton. The Executive - 6 July 2010. Report of the Executive Head of Community Living

Page 79. London Borough of Sutton. The Executive - 6 July 2010. Report of the Executive Head of Community Living Page 79 Agenda Item 9 London Borough of Sutton The Executive - 6 July 2010 Report of the Executive Head of Community Living SUTTON S HOUSING REVENUE ACCOUNT BUSINESS PLAN 2010/11-2039/40 PROPOSED REFORM

More information

UNIVERSITY EVALUATION SYSTEMS IN GREECE: ATHENS UNIVERSITY OF ECONOMICS AND BUSINESS. Dimitris Bourantas, Spyros Lioukas andvassilis Papadakis

UNIVERSITY EVALUATION SYSTEMS IN GREECE: ATHENS UNIVERSITY OF ECONOMICS AND BUSINESS. Dimitris Bourantas, Spyros Lioukas andvassilis Papadakis UNIVERSITY EVALUATION SYSTEMS IN GREECE: ATHENS UNIVERSITY OF ECONOMICS AND BUSINESS Dimitris Bourantas, Spyros Lioukas andvassilis Papadakis 1. The National Context: State-University Relationships Greek

More information

NATIONAL DEPARTMENT OF SOCIAL DEVELOPMENT SCHOLARSHIP FOR SOCIAL WORK

NATIONAL DEPARTMENT OF SOCIAL DEVELOPMENT SCHOLARSHIP FOR SOCIAL WORK NATIONAL DEPARTMENT OF SOCIAL DEVELOPMENT SCHOLARSHIP FOR SOCIAL WORK STUDENT GUIDE 2016 NATIONAL DEPARTMENT OF SOCIAL DEVELOPMENT SOCIAL WORK SCHOLARSHIP As part of the recruitment and retention strategy

More information

Human settlements. Introduction

Human settlements. Introduction 6 Human settlements Introduction Since 1994, the South African state has provided about 3.7 million housing opportunities; this is the term used by the Department of Human Settlements to refer to houses

More information

INSTITUTIONAL TYPES IN HIGHER EDUCATION IN SOUTH AFRICA

INSTITUTIONAL TYPES IN HIGHER EDUCATION IN SOUTH AFRICA INSTITUTIONAL TYPES IN HIGHER EDUCATION IN SOUTH AFRICA Ian Bunting and Nico Cloete February 2010 SECTION A: Introduction 1. SA higher education policy framework has three institutional types: (a) Universities:

More information

Education system. South Africa. South African education system described and compared with the Dutch

Education system. South Africa. South African education system described and compared with the Dutch Education system South Africa South African education system described and compared with the Dutch This document provides information about the education system of South Africa. It also includes the Dutch

More information

ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System

ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System University Degrees Accredited as meeting the Educational Requirement for Registration as a Professional Engineer Status: Approved by

More information

HIGHER DEGREES BY RESEARCH: POLICY AND PROCEDURES (THE GOLD BOOK)

HIGHER DEGREES BY RESEARCH: POLICY AND PROCEDURES (THE GOLD BOOK) HIGHER DEGREES BY RESEARCH: POLICY AND PROCEDURES (THE GOLD BOOK) PART 3 DISTINCTIVE FEATURES OF THE RESEARCH DEGREES AND PROGRAMS... 3 3.1 Introduction to Part 3... 3 3.2 PhD... 4 3.2.1 The degree of

More information

Aspen Prize for Community College Excellence

Aspen Prize for Community College Excellence Aspen Prize for Community College Excellence Round 1 Eligibility Model Executive Summary As part of the Round 1 of the Aspen Prize selection process, the National Center for Higher Education Management

More information

EXECUTIVE SUMMARY. Audit Report on PC Training and Business College

EXECUTIVE SUMMARY. Audit Report on PC Training and Business College HIGHER EDUCATION QUALITY COMMITTEE EXECUTIVE SUMMARY Audit Report on PC Training and Business College Report of the HEQC to PC Training and Business College September 2007 Didacta Building, 211 Skinner

More information

Request for Expressions of Interest (EoI)

Request for Expressions of Interest (EoI) Kingdom of Lesotho LESOTHO INSTITUTE OF ACCOUNTANTS - OPERATIONALISATION OF LESOTHO PROFESSIONAL ACCOUNTANCY PROGRAMME European Development Fund Poverty Reduction Budget Support Phase II (FED022-701) Support

More information

Australian Psychology Accreditation Council (APAC) Standards for Accreditation of Australian Psychology Programs

Australian Psychology Accreditation Council (APAC) Standards for Accreditation of Australian Psychology Programs Australian Psychology Accreditation Council (APAC) Standards for Accreditation of Australian Psychology Programs Last Revised April 2005 Contents Page Preamble 3 Definitions of Terms Used 4 Section 1:

More information

Higher education policy Dual in the crown

Higher education policy Dual in the crown fm Higher education policy Dual in the crown David Furlonger 26 September 2012 Walter Baets Image by: Robbie Tshabalala Fears that the SA academic status of a master's in business administration (MBA)

More information

Appendix A - Charter of the Academic and Student Affairs Committee

Appendix A - Charter of the Academic and Student Affairs Committee ATTACHMENT 2 Appendix A - Charter of the Academic and Student Affairs Committee A. Purpose. The Academic and Student Affairs Committee shall be well informed about, provide strategic direction and oversight,

More information

INSTITUTIONAL QUALITY ASSURANCE POLICY

INSTITUTIONAL QUALITY ASSURANCE POLICY INSTITUTIONAL QUALITY ASSURANCE POLICY Approval: Responsibility: Contact Office: University Senate; Ontario Universities Council on Quality Assurance (Quality Council) Provost and Vice President Academic

More information

Masters of Science in Social Protection Financing (1 Year Full-Time) UMT609

Masters of Science in Social Protection Financing (1 Year Full-Time) UMT609 Masters of Science in Social Protection Financing (1 Year Full-Time) UMT609 1. Background and Objectives Social security is a fundamental human right recognized in numerous international instruments, in

More information

UNIVERSITY OF PRETORIA FACULTY OF EDUCATION SELECTION FORM: PhD 2016

UNIVERSITY OF PRETORIA FACULTY OF EDUCATION SELECTION FORM: PhD 2016 UNIVERSITY OF PRETORIA FACULTY OF EDUCATION SELECTION FORM: PhD 2016 Thank you for considering the University of Pretoria for postgraduate studies! 1. GENERAL INFORMATION Closing date: 31 August 2015 at

More information

AUDITOR-GENERAL S AUDITING STANDARD 4 (REVISED) THE AUDIT OF SERVICE PERFORMANCE REPORTS. Contents

AUDITOR-GENERAL S AUDITING STANDARD 4 (REVISED) THE AUDIT OF SERVICE PERFORMANCE REPORTS. Contents AUDITOR-GENERAL S AUDITING STANDARD 4 (REVISED) THE AUDIT OF SERVICE PERFORMANCE REPORTS Contents Page Introduction 3-8301 Scope of this Statement 3-8301 Application 3-8303 Objectives 3-8304 Definitions

More information

Act on Public Higher Education Institutions

Act on Public Higher Education Institutions Act no. 85/2008 Draft Translation Revised December 2008 Act on Public Higher Education Institutions CHAPTER I Scope, etc. Article 1 Scope This Act applies to the University of Iceland and the University

More information

Making revalidation recommendations: the GMC responsible officer protocol

Making revalidation recommendations: the GMC responsible officer protocol 2012 Ready for revalidation Making revalidation recommendations: the GMC responsible officer protocol Guide for responsible officers Contents Section 1: Introduction... 4 1.1 The purpose of the protocol

More information

COLLEGE OF SOCIAL SCIENCES

COLLEGE OF SOCIAL SCIENCES Calendar 2011-12 COLLEGE OF SOCIAL SCIENCES HEAD OF COLLEGE: Professor Anne Anderson Dean of Graduate Studies: Dr Ralf St Clair Dean of Learning & Teaching: Professor Tom Guthrie DATES OF SEMESTERS Semester

More information

The Municipal Infrastructure Grant Programme

The Municipal Infrastructure Grant Programme The Municipal Infrastructure Grant Programme An Introductory Guide Prepared by Department of Provincial and Local Government March 2004 TABLE OF CONTENTS 1. Introduction... 1 1.2 About this document...

More information

POLICY FOR MASTER S AND DOCTORAL DEGREES

POLICY FOR MASTER S AND DOCTORAL DEGREES POLICY FOR MASTER S AND DOCTORAL DEGREES 1. INTRODUCTION 1.1 This policy should be understood and read in conjunction with the University s Tuition, Research, Admission, and Assessment Policies and the

More information

Doctoral Degrees. Administration

Doctoral Degrees. Administration Funding Instrument: Sabbatical Grants to Complete Doctoral Degrees Functional Domain: Grants Management and Systems Administration Document: 2015 Funding Guide Date: March 2015 Table of Contents Abbreviations...

More information

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN GUIDELINES ON THE ACCREDITATION OF COURSES LEADING TO A FIRST QUALIFICATION IN PSYCHOLOGY Ratified by Council: November 2004 1. Rationale

More information

COLLEGE OF ECONOMIC AND MANAGEMENT SCIENCES DEPARTMENT OF HUMAN RESOURCE MANAGEMENT

COLLEGE OF ECONOMIC AND MANAGEMENT SCIENCES DEPARTMENT OF HUMAN RESOURCE MANAGEMENT COLLEGE OF ECONOMIC AND MANAGEMENT SCIENCES DEPARTMENT OF HUMAN RESOURCE MANAGEMENT Information on the new Programme Mix (PQM) to be introduced by the Department of Human Management in 2012 2 CONTENTS

More information