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The Stellenbosch University context. Karin Cattell PRONTAK/PREDAC 2013. The SA HE context. The critical value of higher education to society lies in its ability to provide graduates with thinking and practical abilities that can both enrich society and enhance its development considerably.

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the stellenbosch university context

The Stellenbosch University context

Karin Cattell


the sa he context
The SA HE context

The critical value of higher education to society lies in its ability to provide graduates with thinking and practical abilities that can both enrich society and enhance its development considerably.

Council for Higher Education, 2000

the sa he context1
The SA HE context

“…almost conspiratorial world of arcane acronyms and inaccessible terminology…”

Gevers, 1999:2

session framework
Session framework

The context

International context

South African context

Stellenbosch University context


What are the implications for me?

How does the University achieve her T&L vision?

Support for lecturers

Support for students

international context
International context

 53%


 77%


Registrations 2003 - 2008

Complete HE 2010

sa context key legislation
SA context: key legislation

Post-1994: Transformation and restructuring of the HE system

Education White Paper 3: A Programme for the Transformation of Higher Education (1997)

National Plan for Higher Education (2001)

HEQC (Higher Education Quality Committee)

HEQF (Higher Education Qualifications Framework)

national plan for he
National Plan for HE

Increase access to higher education

graduates with the skills and competencies to meet the human resource needs of the country

participation increases
Participation increases

1993  2009

473 000

837 779

  • 78,6% Black
    • 32% at SU
  • 57,1% women
  • Throughput (UG)?
    • 20% (SA average)
sa education reality 2007 2009
SA education reality (2007-2009)

School entry

1 300 000

770 900

Write NSC

529 100

442 600

University entry

86 500

  • 50% drop-out between Gr1 – 12
  • 40% failure rate Gr12 [25% 2012]
  • >46% of youth >20 years of age did not complete their schooling
national plan for he1
National Plan for HE

Promote equity of access and redress past inequalities

staff & student profiles

According to Scott, about 30% of first-year students drop out or are excluded in their first year. This works out to 25 000 of all "contact" students. Reasons for exclusion and dropping out are lack of money and poor schooling, which are factors outside the control of universities, as well as factors within the control of universities, such as the educational process -- how students are taught.

national plan for he2
National Plan for HE

Build high-level research capacityto address the research & knowledge needs of SA

sa higher education pipeline
SA higher education pipeline

School entry

1 300 000

770 900

Write NSC

529 100

442 600

University entry

86 500

36 747


49 753

26 753


23 000

15 000


8 000

6 800


1 200

stellenbosch university context
Stellenbosch University context

How does SU interpret the international and national HE contexts and respond to it?

How does SU see itself, its challenges, its future, its role?

What are the implications for us as lecturers?

some su policy strategy documents strategy documents
Some SU policy / strategy documents / strategy documents

The University of Stellenbosch - AStrategic Framework for the Turn of the Century and Beyond (2000)

Stellenbosch University: Institutional Intent and Strategy 2013-2018

Vision 2030

Language Policy

Language Plan

Research Policy of Stellenbosch University

Stellenbosch University Community Interaction Policy

Business Plan for the University

Development of focus areas

Human Resources Plan

Risk management plan

Sports development plan

Hope Project

Diversity Framework

a few teaching learning policy strategy documents
A few teaching & learning policy / strategy documents
  • Annual Teaching and Learning Reports
  • Strategy for Teaching and Learning 2014-2018
  • Strategy for the Use of ICT in Learning and Teaching at Stellenbosch University (2013)
  • Student feedback policy (2009) (under revision)
  • Guideline Document for Academic Literacy at SU (2012)
  • Module frameworks and Study Guides policy (2002) – becomes part of Learning Materials policy (2007)
  • Assessment policy (2012)
  • FINLO / FIRLT (2004)
overarching su institutional intent and strategy 2013 2018
Overarching: SU Institutional Intent and Strategy 2013-2018
  • Broadening the knowledge base of the University’s staff (particularly academic staff)

- % PG students: 32% → 37%

  • Increasing diversity of both staff and students

- % BlackAfrican, Coloured and Asian permanent staff: 38% → 53%

- % BlackAfrican, Coloured and Asian students: 34% → 53%

  • Promoting student success

- UG successrate: 82% →85%

- Retentionrate of first-years: 88%

  • Becomingsystemically more sustainable
How does the University endeavour to achieve its vision for teaching and learning and meet national T&L imperatives?

Support for lecturers:

- Information sources

- Teaching support

Support for students


Professional growth opportunities:

    • Auxin
    • Spring Teaching Academy
    • CHEC short courses in teaching & learning
  • Consultations and class visits
  • Division Research Development
  • Short Programme: Service­Learning and Community Engagement
  • Faculty-specific (in)formal support

Student and Academic Support

    • Centre for Prospective Students
    • Centre for Student Counselling and Development
    • Centre for Student Affairs
    • Centre for Student Communities
    • Centre for Teaching and Learning
    • Language Centre
  • First-year Academy
  • Bursary and Loans Division (UG & PG)
  • Research Development
support throughout students life cycle
Support throughout students’ ‘life cycle’






First year









E-Mentor system

First Years Academy


Alpha progress survey


Academic offering:




Admissions formula:

Self test

Marketing survey

Test against profile of

successful student

Financial advice

Housing advice

Career Mentorship

Careers website

Omega survey

Career mentor

Employer in the

Careers website



Career readiness






Academic offering

Tracking system

“It is not the strongest or the most intelligent who will survive but those who can best manage change.”Charles Darwin
teaching methods used during session
Teaching methods used during session
  • Visual, written and oral sharing of information (PowerPoint, literature, discussion)
  • Individual and collaborative learning (Activities: quiz, rainbow)
  • Authentic examples
  • Reflection:

- SA & SU HE context

- SU policies

- Implications for own teaching practice

feedback day 1
Feedback: Day 1

PNI Feedback using the eMatiesClicker



1. Use any device that is connected to the internet

2. Go to web address:

3. In the “Clicker number” box enter the number


4. Enter your feedback in the three boxes provided

5. Click on “Submit your answers”.