Cape Peninsula University of Technology (CPUT)
, South AfricaThe Cape Peninsula University of Technology is at the heart of technology education and innovation in Africa. An internationally acclaimed institution, it is the only university of technology in the Western Cape and is the largest university in the region with an enrolment of more than 30 000 students. The university has six faculties offering a wide range of accredited undergraduate and postgraduate courses in the fields of Applied Sciences, Business, Education and Social Sciences, Engineering, Informatics and Design as well as Health and Wellness Sciences.
Show On MapCentral University of Technology (CUT)
, South AfricaCUT’s main building and administrative hub, the ZR Mahabane Building being erected. CUT is the foremost higher education institution in the heartland of South Africa. The education university has two campuses – one in Bloemfontein, the judicial capital of South Africa, and one in Welkom, in the heart of the Free State goldfields. The two campuses offer education opportunities in a number of technological fields, including science, technology, engineering and mathematics (STEM); management sciences; humanities; and education. The university (then still known as the “Technikon Free State”) opened its doors in 1981, with 285 students enrolled in mainly secretarial, art and design programmes. Today, the institution boasts more than 21 000 students who have decided to make CUT their academic partner in earning a qualification and gaining appropriate work-integrated learning to equip and prepare them for professional practice. With the restructuring of the higher education landscape in 2004, CUT embraced its new status as a university of technology (UoT), positioning itself to succeed as such. The qualifications on offer reside in four faculties, namely Faculty of Health and Environmental Sciences; Faculty of Humanities; Faculty of Engineering, Built Environment and Information Technology (IT); and Faculty of Management Sciences. The university offers certificates and diplomas at undergraduate level, as well as advanced diplomas, postgraduate diplomas at honours level, and master’s and doctoral degrees in order to increase the production of world-class postgraduate programmes and high-quality outputs for research. CUT’s vision is to be “a leading African University of Technology, shaping the future through innovation.” The notion of CUT as a leading African University of Technology should be seen against the background of the University’s aspiration to be socially relevant and to have a positive impact on the socio-economic conditions of the community it serves. To be a leading African UoT is to recognise the location of the University geographically but also, more importantly, to recognise its location within the matrix of social and economic challenges that the continent faces. It talks to indigenous knowledge, a de-colonised curriculum, and distinctively African values such as ubuntu. The future orientation of the vision statement – by 2030 – requires the University to project itself 10 years into the future, in an uncertain and rapidly changing world. “Shaping the future through innovation” speaks to CUT’s aspiration to be an active force for change, finding novel and innovative solutions to the problems that the country and the continent face. The vision statement is underpinned by seven strategic objectives arising from the stakeholder engagements and by the University’s mission statement, values, motto, and graduate attributes. Go to Vision 2030 for the full vision. CUT is currently at the forefront of research and innovation, making the university a leading South African university in the application of additive manufacturing (AM) for the design and production of customised medical implants. The university also commands respect with its technology transfer research, including the: Centre for Rapid Prototyping and Manufacturing (CRPM); Product Development Technology Station (PDTS); Centre for Applied Food Security and Biotechnology (CAFSaB); Unit for Lean Construction and Sustainability (ULCS); and Unit for Drug Discovery. From 2015 to 2021, CUT held the South African Research Chairs Initiative (SARChI) status in the field of Medical Product Development through AM, and a Department of Science and Innovation (DSI)/Manufacturing, Engineering and Related Services Sector Education and Training Authority (merSETA)-funded Chair in Innovation and Commercialisation of AM. Furthermore, the Medical Device Additive Manufacturing Technology Demonstrator Project (MEDADD) was launched at the Bloemfontein campus in April 2022. This R71 million project, which is funded by the DSI, is set to unite the university’s centre and industry in planning and investing resources in a collaborative manner to develop the local medical device industry through AM technology, and to reduce the country’s reliance on costly imported medical devices that local hospitals cannot afford. This is but a small contribution the university is making in this field. CUT, as a university of the 21st century, finds itself to be part of the knowledge society, where increasing global connections, challenges and imperatives have called for a realignment of the university’s vision, academic direction, and purpose with this reality. Internationalisation, which encompasses academic enterprise to strengthen the academic programme, fosters intercultural co-operation and exchange, and builds global engagement, is the university’s response to this. As part of CUT’s Internationalisation Strategy, the university continues to reach out to students and academics from the Southern African Development Community (SADC), Germany, Belgium, Finland, the Netherlands and China, in order to create cross-border partnerships and better global community through education, and, most importantly, to contribute to South Africa’s status as a participant in innovation and world markets. In turn, these partnerships ensure that CUT students are not only industry-ready but that they have a global perspective and an understanding of international challenges and opportunities. CUT’s Fundraising and Development Unit aims to facilitate and support the development of an effective, engaged university that: intellectually engages topical regional and national development matters, with the intention of conceiving, developing and delivering social and technological innovations and solutions; and develops partnership projects for the development and delivery of these social and technological innovations and solutions. The university continues to strive for academic excellence in all that it does. Its achievements today propagate the perception that CUT, as a UoT in the Central region, is making a difference in socio-economic development as a preferred local, national and international partner to anyone who intends contributing towards the regional and national economy. Visit our Vision 2020 page to see what achievements have been made since 2012 and what we were focused on as a UoT. On the Vision 2030 page are our plans for the future. Mission & Vision CUT has a new vision and strategic trajectory for the year 2030 and the Vision statement is: By 2030, Central University of Technology, Free State will be a leading African University of Technology, shaping the future through innovation. CUT remains committed to the core values of ubuntu, integrity, diversity, innovation and excellence, as well as the institution's transformation agenda.
Show On MapDurban University of Technology (DUT)
, South AfricaDUT~ has approximately 33 000 students, the Durban University of Technology (DUT) is the first choice for higher education in KwaZulu-Natal (KZN). It is located in the beautiful cities of Durban and Pietermaritzburg (PMB). As a University of Technology, it prioritises the quality of teaching and learning by ensuring its academic staff possess the highest possible qualification that they can get. The Durban University of Technology is a result of the merger in April 2002 of two prestigious technikons, ML Sultan and Technikon Natal. It was named the Durban Institute of Technology and later became the Durban University of Technology in line with the rest of the universities of technology. DUT, a member of the International Association of Universities, is a multi-campus university of technology at the forefront of higher education, technological training, research, and innovation. In alignment with DUT’s strategy ENVISION 2030, the University would like to see its people (staff, students etc) become entrepreneurial and innovative. In 2020, DUT was ranked amongst the Top 500 Universities globally, and 10th for citations globally and 5th Nationally. DUT has six Faculties, Accounting and Informatics, Applied Sciences, Management Sciences, Engineering and the Built Environment, Health Sciences and Arts& Design.
Show On MapUniversity Of Cape Town (UCT)
, South AfricaUCT was founded in 1829 as the South African College, a high school for boys. The College had a small tertiary-education facility that grew substantially after 1880, when the discovery of gold and diamonds in the north – and the resulting demand for skills in mining – gave it the financial boost it needed to grow. The College developed into a fully fledged university during the period 1880 to 1900, thanks to increased funding from private sources and the government. During these years, the College built its first dedicated science laboratories, and started the departments of mineralogy and geology to meet the need for skilled personnel in the country's emerging diamond and gold-mining industries. Another key development during this period was the admission of women. In 1886 the Professor of Chemistry, Paul Daniel Hahn, convinced the Council to admit 4 women into his chemistry class on a trial basis. Owing to the exceptional standard of work by the women students, the College decided to admit women students permanently in honour of Queen Victoria's Diamond Jubilee in 1887. The years 1902 to 1918 saw the establishment of the Medical School, the introduction of engineering courses and a Department of Education. UCT was formally established as a university in 1918, on the basis of the Alfred Beit bequest and additional substantial gifts from mining magnates Julius Wernher and Otto Beit. The new university also attracted substantial support from well-wishers in the Cape Town area and, for the first time, a significant state grant. In 1928, the university was able to move the bulk of its facilities to the magnificent site at Groote Schuur on the slopes of Devil's Peak. It was here, on land bequeathed to the nation by Cecil John Rhodes as the site for a national university, that UCT celebrated its centenary the following year. Apart from establishing itself as a leading research and teaching university in the decades that followed, UCT earned itself the nickname "Moscow on the Hill" during the period 1960 to 1990 for its sustained opposition to apartheid, particularly in higher education. The university admitted its first small group of black students in the 1920s. The number of black students remained relatively low until the 1980s and 90s, when the institution, reading and welcoming the signs of change in the country, committed itself to a deliberate and planned process of internal transformation. From the 1980s to the early 1990s, the number of black students admitted to the university rose by 35 percent. By 2004, nearly half of UCT's 20 000 students were black and just under half of the student body was female. Today we have one of the most diverse campuses in South Africa. The university has 6 faculties - Commerce, Engineering & the Built Environment, Law, Health Sciences, Humanities and Science – which are all supported by the Centre for Higher Education Development, which addresses students' teaching and learning needs. Among its more than 100 000 alumni are the late Professor Christiaan Barnard, the world-renowned heart surgeon, and 3 Nobel laureates, Sir Aaron Klug, the late Professor Alan MacLeod Cormack and JM Coetzee. UCT also has more than 80 specialist research units that provide supervision for postgraduate work and is home to more than a third of South Africa's A-rated researchers – academics who are considered world leaders in their fields.
Show On MapUniversity Of Limpopo (UL)
, South AfricaThe University of Limpopo is the result of a merger between the former Medical University of Southern Africa and the University of the North, which merger occurred on 01 January 2005. The Medical University of Southern Africa (MEDUNSA) was established in 1976 to provide tertiary education and training facilities to the educationally disadvantaged in the fields of Medicine, Allied Health and Nursing Sciences, and Dentistry intended to meet the health needs of the country. The Campus is situated to the north-west of Pretoria. Its grounds extend over some 350 ha adjoining the Ga-Rankuwa Township and are easily accessible by roads and rail. Regular bus and taxi services operate between Pretoria and Dr George Mukhari Hospital as well as between Mabopane and Medunsa. The extension of University Education Act of 1959 made provision for the establishment of racially exclusive universities for black South Africans. Under the provisions of the Act, the University College of the North was established about thirty kilometres from the Limpopo Province town of Polokwane on 01 August 1959. The College was placed under the academic trusteeship of the University of South Africa. This formative relationship was maintained until the South African Parliament promulgated the University of the North Act (Act No. 47 of 1969) thus bringing to an end the College status as of 01 January 1970. The University nestles in the foothills of the Hwiti (Wolkberg range) in Mankweng, midway between Polokwane and the spectacular splendour of Magoebaskloof.
Show On MapUniversity Of Pretoria (UP)
, South AfricaThe University of Pretoria (UP) was established in 1908 with just four professors and 32 students, in a little house called Kya Rosa. Today, it is one of the largest research universities in South Africa. UP has transformed into a dynamic university community of staff and students who come from a range of diverse backgrounds and cultures showcasing South African and global societies. The University was born from a vision to create a space for quality education and for new ideas to flourish. Over the course of its existence, and through different phases of political power and social change, UP has been resilient in its commitment to academic quality. This has allowed us to establish a presence among the top 1,9% of universities worldwide. Our vision has always been to look forward, provide the best possible education for our students, and encourage them to go on to do great things. We are continuously transforming the corporate and research landscape through innovative thinking and the high calibre of our graduates. More than a quarter of a million alumni have passed through our doors. Many are on the path to success, while others have already become leaders in their fields both locally and internationally. UP has grown to become one of the top universities on the continent, and we are proud that our reputation precedes our graduates around the world. Our story at UP is as much about where we have come from as where we are heading. It is a story of ongoing positive development, dedication to excellence, and striving to reach our goals with zeal, passion and perseverance.
Show On MapUniversity of Technology (UT)
, South AfricaOur University was formed in 2004 following the merger of three technikons. Our merger aimed at redressing the inequalities of the past by providing access to all our communities and an academic home for all our students. In that short time, we have grown into the largest contact University in South Africa, with seven faculties offering programmes in science, engineering and technology, business and management, education, humanities and the arts. We have been ranked by Times Higher Education (THE) in 2018 as one of the top 1000 universities globally and our programmes in engineering in the top 300. THE has also ranked us eighth in South Africa. In 2017, University Ranking by Academic Performance (URAP) ranked us as the number one University of Technology in Africa. Equally important, as a people’s university our moral purpose is to be the embodiment and custodian of our people’s aspirations. This strategic intent is foregrounded by the outcomes of our Transformation Summit held in 2017 and subsequent Transformation Framework, which was informed by national, continental and global developmental goals. Our University provides an academic home for all our people, especially for those who are at the margins of society, rural and urban, by maximising access to higher education to address our triple challenges of poverty, inequality and unemployment. We adopt a decolonial position as our programmes aim to have a liberating effect by ensuring that our learning becomes a continuum of creation, innovation and technology transfer to serve the aspirations of our communities. Anchored in the African philosophy of Ubuntu, we are a caring and compassionate University and a site of ideation, intellectualism and engaged scholarship to effect social change and transformation. At TUT, we embrace engaged scholarship whereby learning, teaching, research and engagement is integrated with our everyday realities. Our University is committed towards breaking down the ivory towers of academia by finding authentic and enduring solutions to our communities’ most pressing problems. We empower our graduates by future-proofing them to successfully negotiate the rapidly changing world of work and make a tangible movement towards civic renewal. Our mission directs us towards solving pressing societal problems and ensuring that our graduates are productive and active citizens. Our suite of programmes and qualifications, research and innovation, as well as engagement with stakeholders are aimed at making a positive impact on our communities. We are a committed staff who works tirelessly towards providing a quality service and conducive teaching, learning and living spaces.
Show On MapVaal University Of Technology (VUT)
, South AfricaOn Friday, 8 May 1964, the then government made an announcement that a unique Training Institute, the first of its kind in the Republic of South Africa would be built in the Vaal Triangle to address the skills shortage specifically for our rich industrial area. The building commenced shortly after the announcement was made and the project was completed in 1966 when the Vaal Triangle College for Advanced Technical Education opened its doors to the community. What started off as a Technical College has now developed and grown to be the only fully-fledged University of Technology in Southern Gauteng. The year 2014 marked 10 years as a University of Technology, and in 2016, the institution celebrated 50 years of existence. The face of the university has changed irrevocably since the 1990s, and as we go beyond our 50th anniversary, we will shift our focus to achieve greater success. In the 50 years of its existence, first as a College of Advanced Technical Education (1966-1979), Vaal Triangle Technikon (1979-2003) and then as Vaal University of Technology (2004-to date), VUT has grown in stature and size as a Higher Education Institution, drawing students from all over the country and the African continent. It is one of the largest Universities of Technology, with approximately 23 000 students. This position enables it to make a substantial contribution to the development of human capital in the region, the country and beyond its borders. The rich heritage of our region and the presence of metal, steel, engineering and telecommunications companies provide ample opportunities for our graduates to become rounded and fully-fledged citizens of the world. The impact of globalization, the changing world of work, the information era, new modes of knowledge production and the emergence of a new learning industry, have had a major influence on the transformation of the institution over the past 50 years. My whole career has been dedicated to bringing about change and developing a strong research culture, which is the heartbeat of a prosperous institution. The central vision of this celebratory book is to capture and reflect on how the institution realigned itself to grow from a Technical College to a Technikon and ultimately recrafting itself to complement the higher education landscape as the University of Technology it is today. The fundamental mandate of the university is for the upliftment of society and the creating of an affirming environment that navigates people through their expectations, aspirations, and dreams. 2 FOREWORD FOREWORD 3 Higher education institutions should not only be education hubs, but also be effective sustainable businesses. Knowledge is a highly perishable commodity, so we must constantly revamp that knowledge base; innovate and evaluate its impact in terms of the relevant needs of society and the country. We should never lose sight of our educative role, ensuring that we have a strong ethical background. Educational institutions have a mandate to produce people who have the requisite skills to operate at the requisite levels, being responsible and accountable. My vision is a transformed institution sought after by business and community where all are welcome, a hub for lifelong learning where diversity and equity are promoted, and barriers inhibiting the growth of individuals are broken down. It is against this background that in 2007 we were mandated by the Department of Higher Education and Training to craft a new vision for a University of Technology. Hence our vision and mission is: VISION To be a University that leads in innovative knowledge and quality technology education. MISSION To produce employable graduates who can make an impact on society by: • Adopting cutting edge technology and teaching methods; • Creating a scholarly environment conducive to knowledge creation, learning and innovation; and • Developing a Program Qualification Mix that meets the needs of society in Africa and beyond.
Show On MapUniversity Of Johannesburg (UJ)
, South AfricaUJ has four campuses: the Auckland Park Kingsway, Auckland Park Bunting Road, Doornfontein and Soweto campuses – all located in the metropolitan area of the City of Johannesburg. The campuses vary in size and each has its own character and culture contributing to the institution’s rich diversity. A comprehensive development plan has been framed to ensure the optimal utilisation of all campuses. This will direct the growth and development of five sites of higher education delivery, each unique in its academic programme profile and capacity, but all sharing the objective to offer high-quality university education. There is much excitement about the establishment of the Soweto Centre for Small and Medium Business Enterprise Development on the Soweto Campus. The Centre is the first phase of the Campus’s flagship development, the Johannesburg School of Leadership, with its distinctive focus on and exploration of African leadership. Recent developments such as the state-of-the-art buildings accommodating the School of Tourism and Hospitality, the Faculty of Art, Design and Architecture, and the modern Arts Centre [comprising a theatre and gallery] are to the benefit of not only UJ but also the Johannesburg community at large. The combined facilities available at the University are among the best in the country and include libraries, micro-laboratories, sports and culture facilities. Many of UJ’s facilities such as the restaurants, conference venues and the art theatre and gallery are commercially driven and open to the general public. The University comprises a built-up area in excess of 45,000m2 and the facilities available at the respective campuses include: Lecture rooms and micro-laboratories. Libraries. Campus and health clinics. Student shopping centres, restaurants and cafeterias. Auditoriums, halls, galleries and conference venues. Sports facilities. The University of Johannesburg was formed as a result of the merger between the former Technikon Witwatersrand, Vista University and Rand Afrikaans University on 1st January 2005. The University consists of a number of faculties and has four campuses in and around Johannesburg with a diverse and multi-cultural community. The University requires a Campus Master Plan to be prepared to provide it with strategic direction and to act as a guide for future growth and development for the short-, medium- and long-term. The Campus Master Plan must grow out of the academic vision and mission of the University. The GAPP Architects and Urban Designers/Julian Elliott Consortium will undertake the development of the Campus Master Plan. Vision An international University of choice, anchored in Africa, dynamically shaping the future. Mission Inspiring its community to transform and serve humanity through innovation and the collaborative pursuit of knowledge. IMAGINATION We encourage and inspire free, independent and critical thought aimed at developing a better future for UJ and society by: Shaping the future by encouraging an imagination-driven vision of the future; Developing a cosmopolitan identity and a culture that embrace diversity; Exhibiting ambition and drive; Creating an environment conducive to free, independent and critical thought that inspires ‘bright ideas’ for the enhancement of our academic and community uplifting endeavours. CONVERSATION Through facilitating open, respectful and meaningful dialogue, we encourage an inclusive environment that embraces diversity by: Leading consultatively and constructively and making wise decisions collectively; Learning together from and through our diversity; Providing platforms and opportunities for meaningful engagement with one another and our stakeholders through mutual respect and listening; Creating an inclusive environment and nurturing the diversity of cultural expression through processes of mutual interaction, support and empowerment. REGENERATION We are dynamic, progressive, responsive and innovative in our endeavour to provide access to global academic excellence and to promote the common good in a sustainable way by: Developing sustainably through creative contribution and renewal; Making positive change through innovating for the common good; Taking advantage of opportunities; Providing access to students to excellent educational opportunities across a wide range of fields and disciplines and at various levels; Constantly working to enhance the quality of our programmes and services; Providing a rich extra-curricular environment for students; Pushing boundaries, overcoming barriers with courage and surpassing expectations. ETHICAL FOUNDATION We nurture and actively promote an ethos of honesty, transparency, accountability and fairness in all our endeavours by: Treasuring academic freedom; Seeking balance in the pursuit of knowledge; Earning trust through credible and principled conduct; Acting responsibly by being fair, consistent and transparent; Participating in and developing the community; Being truthful and trustworthy at all times; Conducting our business ethically, in good faith and to the best of our ability; Honouring our commitments; Honouring information that is private and confidential; Client Advocacy – we serve our clients with distinction.
Show On MapUniversity Of South Africa (UNISA)
, South AfricaUnisa is the largest open distance learning institution in Africa and the longest standing dedicated distance education university in the world. We enroll nearly one-third of all South African students. Founded in 1873 as the University of the Cape of Good Hope, the institution became the first public university in the world to teach exclusively by means of distance education in 1946. Throughout the years, Unisa was perhaps the only university in South Africa to have provided all people with access to education, irrespective of race, colour or creed. This vibrant past is mirrored in our rich history, more particularly our massive and impressive database of alumni, some of whom are to be found in the most senior levels of society across the world. Given our rootedness in South Africa and the African continent, Unisa today can truly claim to be the African university in the service of humanity. We have embraced the fact that we need to adapt quickly to the fast-paced higher education environment of the 21st century and this is reflected in our management style and leadership practice. In addition, one of our main aims is to harness the new and emerging potential in information and communication technology to catapult the university into a truly digital future. We offer an unparalleled range of study choices, ranging from short courses and certificate programmers to three-and four-year degrees and diplomas, close to 400 000 current students. As one of the leading research institutions on the continent, our research efforts have won us numerous awards, recognitions and honours. Whether you’re beginning a new journey with us or staying involved with your alma mater, we commend you on choosing a world-class institution that has been building Africa’s future for more than 150 years. We are a reputable, comprehensive, flexible and accessible open distance learning institution that is motivating a future generation. We offer internationally accredited qualifications and have world-class resources. Our vision “towards the African University shaping futures in the service of humanity” drives us to find answers to Africa’s educational and developmental problems. The three core business areas of Unisa are teaching, research and community engagement. Our world-class research is spearheaded by the Research, Postgraduate Studies, Innovation and Commercialisation portfolio and community engagement by our Community Engagement and Outreach Policy. We also place great importance on the celebration and promotion of our African arts and culture through various endeavours.
Show On MapUniversity of the Free State (UFS)
, South AfricaThe University of the Free State (UFS) has a proud history as one of the oldest, most respected institutions of higher education in South Africa. It opened its doors in Bloemfontein in 1904 as the Grey University College, with six students in the Humanities. Today it is a multi-campus institution, with two diverse campuses in Bloemfontein and one in Qwaqwa in the scenic Eastern Free State, accommodating more than 40 000 students in its seven faculties, with an increasing number of international students and associates, and an ever-widening scope of active involvement in and contribution to its surrounding communities. For the past 119 years, the UFS has been delivering quality graduates who have made their mark in various sectors. What sets the institution apart is its holistic student support initiatives, enabling it to achieve some of the highest success rates in the country. Delivering students who are in high demand in the global job market, remains a top priority. An established network of industry partners and close collaboration with the public and private sectors, as well as a continuous process of transformation and curriculum renewal, dovetail to produce highly employable graduates. UFS research efforts are driven by dedicated scholars, some of whom are international leaders in their fields, with industry and social impact and real-world application. Through the principle of engaged scholarship, the UFS responds to societal needs, using its scholarly and professional expertise with an intentional public purpose and benefit. It is an institution that goes all out to provide its students and staff with an outstanding university experience. Anchored in a value bedrock of social justice, respect, and caring, the institution has managed to remain steadfastly relevant in a challenging and ever-changing national higher education landscape.
Show On MapUniversity of the Witwatersrand (WITS)
, South AfricaInternationally distinguished for research, high academic standards and commitment to social justice in Africa and beyond.
Show On MapNorth-West University (NWU)
, South AfricaThe NWU is committed to functioning as a unitary, integrated, multi-campus university that enables equity, redress and globally competitive teaching and research across all three of our campuses. Our core activities, teaching-learning and research, are intertwined with community engagement and innovation in our eight faculties, most of which serve both distance and contact students. The NWU offers more than just an education: we offer people a place in the world. Academically, students benefit from great choice and flexibility, enabling them to fulfill their potential and start preparing for their careers. Through collaboration with other universities and institutions internationally, we are part of the global higher education community. Our internationalisation activities include student and staff exchange and cooperation in academic, research, cultural and sports matters. As we like to say in our University Anthem: “where the willow trees grow and the thorn tree spreads its shade, there you will grow in knowledge…”
Show On MapUniversity of Fort Hare (UFH)
, South AfricaHISTORY Many forces have interacted in the Eastern Cape. Incoming Afrikaners and British met with Xhosa-speakers in the eighteenth century, and the long process of conflict, followed by the subordination and expropriation of the indigenous people, took place over more that one hundred years. An important British base at this time, named after a military officer , and a small town of Alice grew near its environs. The process of colonization and expropriation was paradoxical. Brutal military conquest, and integration of the population into the colonial economy, was accompanied by the spread of Christianity. The missionaries who carried the new ideas were themselves part of colonial expansion, but brought with them a creed which was taken by Africans and forged into a tool for grappling with the challenges of the colonial world. The South African Native College, later the University of Fort Hare, was, ironically, founded in 1916 on the site of the earlier British military stronghold. The college originated from the sometimes uneasy alliance between the new class of educated African Christians, supported by a number of traditional Southern African leaders, and early twentieth-century white liberals, many of them clergy. The religious tradition at the heart of Fort Hare‟s origin, shared by blacks and whites alike, heralded "plain living and high thinking‟, and a form of education that was undeniably Eurocentric. However it did not make the assumption, central to the Bantu Education implemented in South Africa from the 1950's, that black Africans required or deserved a different, inferior education. Thus, the University of Fort Hare produced graduates from South Africa and as far north as Kenya and Uganda, who knew they were as good as the best. Many went on to prominent careers in fields as diverse as politics, medicine, literature and art. Some politically active alumni like Oliver Tambo, Nelson Mandela, Govan Mbeki, Robert Sobukwe and Mangosuthu Buthelezi in South Africa, Robert Mugabe and Herbert Chitepo in Zimbabwe, and Elius Mathu and Charles Njonjo in Kenya, have impacted their nations. In the arts Fort Hare has released from South Africa, poet Dennis Brutus, Drum journalist Can Themba, sculptor and painter Ernest Mancoba and Xhosa author and scholar Archibald Campbell Jordan. The first black Zimbabwean medical doctor, Tichafa Samuel Parirenyatwa, and the historian, novelist and politician Stanlake Samkange were also among the many non-South Africans who spent formative years at Fort Hare. Though Fort Hare operated in an environment of racial segregation even before apartheid, the college contained the seeds of a more tolerant South Africa. It was as racially inclusive as it could be at the time, with black, coloured and Indian students studying as one. It had men and women students from the beginning; its mainly white staff included black academics like ZK Matthews and DDT Jabavu and student's home languages ranged through Xhosa, Sotho, Zulu, Afrikaans and many others. The takeover of the college in 1959-60 by the National Party government put an end to these achievements. Fort Hare was transformed into an ethnic college for Xhosa speakers. Outspoken staff members were expelled and a new administration, conspicuously loyal to the government and intent on imposing its world-view, was installed. The campus grew over the next three decades, and student numbers increased, but government interventions reduced Fort Hare to the level of “Bush Colleges‟ that were instituted in many homelands. In a parody of true academic maturity, Fort Hare became in 1970, self-governing and "independent‟. With the creation of Ciskei in 1980, Fort Hare became the university of a microstate, recognized only by its fellow Bantustans and by South Africa's minority government, a marked decline from its previous status as the greatest centre of black higher education in Southern and Eastern Africa. The values and traditions of Fort Hare were embattled after 1960. The apartheid state made a determined attack upon the institution and did immense damage. However, some continuities of its unique and proud historical traditions of non- racism, critical debate and aspiration towards educational excellence were never eliminated and these are now being nurtured and developed The tradition of excellence survived, firstly, amongst the students and also among a small but growing number of progressive academics. Many rejected the attempt to turn Fort Hare into an ethnic institution, and from various directions – political, religious and cultural – people kept alive a spirit of opposition. In the 1960's various African National Congress and Pan Africanist Congress aligned organizations emerged and were quickly suppressed. Subsequently, Fort Hare became a stronghold of the Black Consciousness oriented South African Students‟ Organisation. Later still, there were constant protests by students, brutally suppressed, against the Ciskei homeland regime. The tradition survived through the affection and loyalty of people towards Fort Hare, and, when the opportunity arose after 1990 when the apartheid-era administration was expelled, many opted to work here. Supporters included Sibusiso Bengu, the first black Vice-chancellor of the new dispensation, later Minister of Education and subsequently the University Chancellor; Makhenkesi Stofile, the Minister of Sport and Recreation; and Sipho Pityana, Registrar in the early 1990's. It survived in the creation of a new Pan-Africanism and internationalism, with students from Zimbabwe to Eritrea, and staff from all over Africa and the world flocking to its doors. Many came because they knew of Fort Hare's historical reputation and wanted to contribute to its newfound opportunities towards renaissance. It survives in the remarkable archival records at Fort Hare, made up of the papers of the ANC and other liberation movements in exile. The archives of the university itself record an extraordinary and sustained educational achievement, forming a corporate memory now made accessible to scholars from all over the world. This tradition survived notably in the university's determination, under dynamic new leadership since 1999, to pull back from the brink of institutional collapse, to refute any misconceived national attempt at higher education rationalization that would cause it to fade away or disallow its distinctive voice to be heard. To contemporary Fort Harians, it is important to acknowledge, record and question its history, and to extract the most liberating, enriching and valuable elements from its history as building blocks towards a radically modernized institution. In the process the institution is building on the foundational strengths of its historical inheritance, geographical locations, stakeholder constituencies and committed workforce, and does not rely on a nostalgic invocation of previous glory. The university is redefining its role as the producer and disseminator of new knowledge, particularly focusing on its central place in the reshaping of post apartheid South Africa, and repositioning itself as the empowerment agent in the political, economic, cultural and social revolution that is unfolding in the subcontinent and beyond. Its curriculum and research agenda is being tuned to resonate with the contextual social renaissance, both by stimulating it and by responding to it. At the same time it is utterly conscious of the need to engage and partner with the surrounding communities and region in a serving capacity and to extend into society at large through interesting new interconnections. Following a decision by the Ministry of Education, the university has, since January 2004, been incorporating and integrating a new campus in the city of East London, formerly of Rhodes University, into UFH. This significant development in a new larger operating environment presents significant challenges as well as strategic opportunities for the calculated expansion of UFH into new markets, enabling it to play a stimulating and catalytic role in the development of the Buffalo City region. Hence it is strategically planning to grow and develop programmes in a much wider student market and is re-profiling Fort Hare across the three campuses in Alice, Bhisho and East London. As the backbone to a new academic system, five new Faculties were established in 2005-6. Over the next period significant expansion in the portfolio of academic and strategic programmes are foreseen. The University of Fort Hare is indeed more determined than ever to build on its distinctive and illustrious past. Visit the Centenary Website for more detailed information
Show On MapStellenbosch University (SU)
, South AfricaStellenbosch University (SU) is home to an academic community of 29 000 students (including 4 000 foreign students from 100 countries) as well as 3 000 permanent staff members (including 1 000 academics) on five campuses. The historical oak-lined university town amongst the Boland Mountains in the winelands of the Western Cape creates a unique campus atmosphere, which attracts local and foreign students alike. On the main campus, paved walkways wind between campus buildings – some dating from previous centuries; others just a few years old. Architecture from various eras attests to the sound academic foundation and establishment of an institution of excellence. This, together with the scenic beauty of the area; state-of-the-art, environmentally friendly facilities and technology, as well as visionary thinking about the creation of a sustainable 21st-century institution, makes for the unique character of Stellenbosch University. Academic excellence and innovation The University is amongst South Africa's leading tertiary institutions based on research output, student pass rates and rated scientists, and is recognised internationally as an academic institution of excellence. It boasts the highest weighted research output per full-time academic staff member of all South African universities and the second-highest number of scientists in South Africa who have been rated by the National Research Foundation (NRF). It also has the highest student success rate in the country. SU is cementing its reputation as a world-class institution. According to the Times Higher Education World University Rankings, SU is one of the top 300 universities in the world, and among the top 20 in BRICS countries. It also features among the world's elite institutions in 10 of the 36 subjects featured in the QS World University Rankings by Subject for 2015. SU was also included in the 2014 CWTS Leiden Ranking, which measures the scientific performance of 750 major universities worldwide. With 18 research chairs under the NRF South African Research Chairs Initiative (SARChi), the University is regarded as a leader in the fields of biomedical tuberculosis research and management, wine biotechnology, animal sciences and mathematical biosciences. Another SARChi chair, in the field of invasion biology, is shared between SU and the University of Venda. This constitutes but one of SU's many partnerships, both local and international. As preferred research partner, SU also participates in various international academic networks. Faculties and campuses SU has ten faculties: AgriSciences, Economic and Management Sciences, Medicine and Health Sciences, Engineering, Military Sciences, Arts and Social Sciences, Science, Education, Law and Theology. The main campus in the picturesque university town of Stellenbosch in the heart of the Western Cape winelands is quite an attraction for students. Stellenbosch is situated about 50 km from Cape Town and just 30 km from Cape Town International Airport. Eight faculties are on the main campus, with the Faculty of Medicine and Health Sciences situated on Tygerberg campus adjacent to the Tygerberg academic hospital, and the Faculty of Military Sciences – the only one of its kind in South Africa and one of only two in Africa – based at the South African Defence Force Military Academy in Saldanha. The University of Stellenbosch Business School (USB) and other postgraduate business and planning programmes of the Faculty of Economic and Management Sciences are located on the Bellville Park campus. The fifth SU campus, in Worcester, was officially opened in 2012 with the launch of the Ukwanda Rural Clinical School of the Faculty of Medicine and Health Sciences. Here, medical and related health sciences students have the opportunity to complete their clinical training on a rural platform. This is yet another example of SU's pioneering work in the field of academic innovation. Each year, the campus also houses a new group of school-leavers who participate in Stellenbosch University's Science and Mathematics bridging programme (SciMathUS). The programme offers students from educationally disadvantaged communities the opportunity to gain access to higher education. Vibrant student communities SU is known as a residential campus with an active residential life, which makes residence placement sough-after among students. As the residence demand far exceeds supply, and in line with new learning needs, SU is in the process of converting its Stellenbosch campus into an integrated learning and living space. Residences and private wards are grouped into clusters, each with its own cluster hub, where residence and day students are able to study, meet and socialise. With the construction of new buildings and the repurposing of existing buildings, student-centred facilities are created to enable students to conduct group work, study and gain access to the University's electronic networks. SU's graduates are sough-after in the workplace. However, the University also aims to deliver engaged citizens and responsible leaders, who are willing to use their expertise and skills to serve society. Therefore, students are encouraged to engage with the community through MAD² (Making A Decision 2 Make A Difference) and Matie Community Service as well as service learning and community interaction within their respective disciplines. Further opportunities for self-improvement are offered by MFM 92.6, the University's community radio station; a wide variety of student associations and sporting codes, the Students' Representative Council, house committees and the Frederik Van Zyl Slabbert Institute for Student Leadership Development.
Show On MapUniversity of Zululand (UZ)
, South AfricaThe University of Zululand or UniZulu is the only comprehensive tertiary educational institution north of the Tugela River in KwaZulu-Natal, South Africa. Its new status is in accordance with South Africa's National Plan for Higher Education aimed at eradicating inequity and costly duplication.
Show On MapUniversity of Mpumalanga (UMP)
, South AfricaThe University of Mpumalanga (UMP) is situated in the scenic Province of the rising sun, a context for staff and students’ inspiration. UMP was established in 2013, and enrolled the first cohort of 169 students in February 2014 in three programmes, namely Bachelor of Education (Foundation Phase Teaching), Bachelor of Agriculture in Agricultural Extension and Rural Resource Development and Diploma in ICT. Rapid and gratifying growth has been experienced since the establishment of the University. The University now offers 48 qualifications, to a total of 7100 students in 2020. The University of Mpumalanga is committed to offering its students a life -changing experience through high quality curricula and co-curricula programmes. These programmes promote the principles of excellence and academic integrity. At UMP, we enable students to realise their full potential in the full spectrum of cognitive, social, aesthetic, and personal dimensions, in pursuit of democratic citizenship. Furthermore, we are guided by the principle of access for success to foster a positive learning experience and outcome for our students. We create and maintain a conducive ecology, and an enabling teaching and research environment. Additionally, we conduct high quality teaching and research with high impact. All the foregoing are made possible through collaboration with strategic partners, locally, nationally and internationally. The University prides itself for being able to respond with agility to the dynamic needs of its students and the communities it serves. UMP is striving for innovation and transformation, in the interests of the less privileged. We foster creativity and entrepreneurial spirit among our students. Our state of the art infrastructure and iconic buildings provide students with a living and learning environment that is responsive to the needs of our students. Our compelling strength is in our pioneering spirit, and willingness to ensure that our students are among the most sought after in their areas of expertise: notably Agriculture, Nature Conservation, Hospitality Management, Information, Communication and Technology. All of these are crucial for the development of the Province of Mpumalanga specifically, and the country generally and beyond.
Show On MapUniversity of the Western Cape (UWC)
, South AfricaThe University of the Western Cape's crest was developed in 1963 - three years after its founding - by a group of academic staff and students. The university's name is used alongside the crest. This combination serves as the visual identifier for the university. The following elements individually represent a specific meaning: Proteas The Protea is the national flower of South Africa and is found in great abundance and variety in the Western Cape – the home of the university. The three Proteas symbolise Teaching, Culture and Education. Laurel Leaves The laurel leaves indicate competition and victory. The blue background represents brightness in our endeavour as an institution to obtain international insight, and the gold represents the earth in which our achievements are anchored. Greek Temple The Greek Temple is the international symbol for academia and signifies our recognition that we are part of it. Motto Respice Prospice means to look back, to look forward - to take what is worthy from the past and build the future.
Show On MapNelson Mandela University (NMU)
, South AfricaNelson Mandela Metropolitan University (NMMU) opened on 1 January 2005, the result of the merging of the PE Technikon the University of Port Elizabeth (UPE) and the Port Elizabeth campus of Vista University (Vista PE). The PE Technikon has its roots in the country’s oldest art school, the PE Art School founded in 1882; the University of Port Elizabeth (UPE), the country’s first dual-medium residential university, came into being on 31 January 1964; and the Port Elizabeth campus of Vista university, which opened up access to higher education for disadvantaged students. The union of these institutions came about as a result of government’s countrywide restructuring of higher education – intended to deliver a more equitable and efficient system to meet the needs of South Africa, the continent and the world in the 21st century. On 20 July 2017, Nelson Mandela Metropolitan University was officially renamed Nelson Mandela University: the only higher education institution in the world to carry the name of Nelson Rolihlahla Mandela. The name change provided an opportunity for the institution to rebrand and position itself continentally and globally, while also allowing it to usher in a new era of renewed vigour towards meaningful transformation. Nelson Mandela University is today a sought-after educational destination and the most diverse university in South Africa.
Show On MapTshwane University of Technology (TUT)
, South AfricaTshwane University of Technology is a higher education institution in South Africa that came into being through a merger of three technikons — Technikon Northern Gauteng, Technikon North-West and Technikon Pretoria
Show On MapMangosuthu University of Technology (MUT)
, South AfricaTo be a transforming, equitable, sustainable and academically excellent University of Technology anchored in its communities. The Vision is an expression of a commitment to: Grow in academic stature; Be fair and inclusive; Grow in harmony with our resources; and Grow together with our communities.
Show On MapSol Plaatje University (SPU)
, South AfricaSol Plaatje University (SPU) opened in 2014, the first of two new universities to be established in post-apartheid South Africa. It is also the first university to be established in the Northern Cape Province. Positioned as a niche university Positioning itself as a niche university, SPU offers academic programmes of a high intellectual nature in fields that meet the needs of the South African thrust to develop a nation that is proud of its heritage and roots. In developing the focus for its academic disciplines, SPU has looked to the unique needs, competence and characteristics of the Northern Cape region. This approach brought the current focus areas of teacher education, ICT and data science, heritage studies, paleo-sciences and creative writing in African languages to the fore. Furthermore, in an era of concern about global warming and the more-serious threat to arid regions like the Northern Cape, SPU is developing future programmes in agricultural sciences with a focus on water-stressed conditions. The availability of physical resources together with the intellectual capacity to deliver such programmes will determine how quickly they can be implemented. Solid relationships with stakeholders SPU wants to be a serious contributor to the enduring human attempts at giving meaning to complexity, in the particular context of the region. To do this, the University is forming solid and respectful partnerships with social and institutional structures in Kimberley and in the Northern Cape more generally. It is in these partnerships that the idea of a university in the Northern Cape presents its most exciting prospect. Developed as city university SPU has been developed as a city university in the town of Kimberley. It occupies a combination of existing and purpose-built structures. The architecture of the new buildings has a unique personality and embraces a modern approach to light and space and is inclusive of artwork and design reflecting the heritage of the area. An important characteristic of a great city is that it also has a good university. Here is the nexus that aligns the development strategies of the city and the University and that demands of SPU to develop and sustain high quality, exciting academic programmes that will be attractive to staff and students from the region and beyond to learn, work and live in Kimberley. Pride in its namesake SPU takes pride in the fact that it bears the name of Sol Plaatje, a visionary South African intellectual who embraced the values and ethos to which the University subscribes. More about Sol Plaatje University The vision of SPU is a university critically engaging in learning, research and development – while enhancing democratic practice and social justice in society. The SPU mission is: To become an institution of higher learning uniquely positioned to: graduate citizens competent and capable of realising the aspirations of society produce new knowledge impacting on key challenges of the region engage critically with communities of discourse and communities of people in order to search out pathways to equitable development. The following three goals underpin the continuing development of SPU:
Show On MapUniversity 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 MapUniversity of KwaZulu-Natal (UKZN)
, South AfricaThe University of KwaZulu-Natal was formed on 1 January 2004 as a result of the merger between the University of Durban-Westville and the University of Natal. The new university brings together the rich histories of both the former Universities. The University of Durban-Westville was established in the 1960s as the University College for Indians on Salisbury Island in Durban Bay. Student numbers throughout the 1960s were low as a result of the Congress Alliances’ policy of shunning apartheid structures. This policy gave way in the 1980s to a strategy of “education under protest” which sought to transform apartheid institutions into sites of struggle. Student numbers grew rapidly and in 1971, the College was granted University status. The following year, the newly-named University of Durban-Westville moved into its modern campus in Westville and was a site of major anti-apartheid struggle. UDW became an autonomous institution in 1984, opening up to students of all races. Founded in 1910 as the Natal University College in Pietermaritzburg, the University of Natal was granted independent University status in 1949 owing to its rapid growth in numbers, its wide range of courses and its achievements in and opportunities for research. By that time, the NUC was already a multi-campus institution, having been extended to Durban after World War 1. The distinctive Howard College building was opened in 1931, following a donation by Mr T B Davis, whose son Howard Davis was killed during the Battle of Somme in World War I. In 1946, the government approved a Faculty of Agriculture in Pietermaritzburg and, in 1947, a Medical School for African, Indian and Coloured students in Durban. The two KwaZulu-Natal universities were among the first batch of South African institutions to merge in 2004 in accordance with the government’s higher educational restructuring plans that will eventually see the number of higher educational institutions in South Africa reduced from 36 to 21. Confirmed by a Cabinet decision in December 2002, the mergers are the culmination of a wide-ranging consultative process on the restructuring of the Higher Education Sector that began in the early 1990s.
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