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 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
“…almost conspiratorial world of arcane acronyms and inaccessible terminology…”
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
Registrations 2003 - 2008
Complete HE 2010
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)
Increase access to higher education
graduates with the skills and competencies to meet the human resource needs of the country
1 300 000
Promote equity of access and redress past inequalities
staff & student profiles
Scott, Yeld & Hendry. 2007
Build high-level research capacityto address the research & knowledge needs of SA
1 300 000
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?
The University of Stellenbosch - AStrategic Framework for the Turn of the Century and Beyond (2000)
Stellenbosch University: Institutional Intent and Strategy 2013-2018
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
- % PG students: 32% → 37%
- % BlackAfrican, Coloured and Asian permanent staff: 38% → 53%
- % BlackAfrican, Coloured and Asian students: 34% → 53%
- UG successrate: 82% →85%
- Retentionrate of first-years: 88%
Support for lecturers:
- Information sources
- Teaching support
Support for students
First Years Academy
Alpha progress survey
Test against profile of
Employer in the
- SA & SU HE context
- SU policies
- Implications for own teaching practice
PNI Feedback using the eMatiesClicker
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