SUPPLEMENTARY
INSTITUTIONAL ENROLMENT PLANNING STATEMENT, 2007 TO 2010 *
Purpose and scope of supplementary statement
In this supplementary institutional enrolment planning statement, Stellenbosch
University (SU) indicates how alleviation of growth constraints may contribute to
enhanced enrolment growth and improved academic efficiency over the planning period
2007 to 2010. The growth constraints summarised here have all been mentioned in SU’s
initial Institutional Enrolment Planning Statement; i.e. no new constraints were added
for the purpose of this supplementary statement.
SU’s planned growth pattern and constraints
In its initial enrolment planning statement for 2006-2010 (see Tables 10 and 11), SU
planned a conservative growth pattern, consolidating at the undergraduate level with a
very small FTE student mean annual growth rate of 0.13%, while expanding steadily on
the postgraduate level with a mean FTE student annual growth rate of 3.44%, giving an
overall mean annual FTE growth rate of 0.93%. The background for this planned growth
pattern is that the University is currently operating, in terms of staff and physical
infrastructure, at or near full capacity in most of its undergraduate enrolment
programmes and a significant portion of its postgraduate enrolment and research
programmes. In certain areas, staff and physical capacity are already under such
pressure that further efficiency gains can only be achieved at the expense of quality.
These patterns are briefly reviewed below, indicating where additional resources are
required to overcome or alleviate some of these constraints.
Undergraduate inflow: SU is of the view that current pipeline and demographic factors
do not signigicantly favour an increased inflow of new entrants at the undergraduate
level. Moreover, new entrants will increasingly require higher levels of student support
in the form of financial as well as academic assistance. Even a modest increase in the
current undergraduate inflow levels at SU will therefore require additional investment in
student support levels, as well as investment in multilingual teaching and learning
provision, that is apart from requirements regarding infrastructure and equipment, to
which we return later.
Postgraduate inflow: SU’s 2005 postgraduate FTE enrolment of 22.9% is expected to
grow significantly to 26.5% of the total FTE enrolment in 2010. The main source is SU’s
own graduates which, for reasons given above, is not expected to increase significantly.
In fact, even with improved throughput rates, the envisaged lack of undergraduate
growth will increasingly require recruitment of postgraduate students from outside of
SU. Currently, SU already recruits more than 20% of its annual postgraduate intake from
the graduates of other universities, a significant proportion of which 9% are from other
countries. An increased postgraduate enrolment and throughput would require
additional provision for student financial and academic support.
Infrastruture: Partly because of little or no state provision for building and equipment
renewal and extension over the past decade (ie excluding residential accommodation),
SU’s spatial occupation rates are currently close to full capacity or at full capacity. SU
has little choice but to concentrate in the short term mainly on the smaller increments
of space provision associated with increases in postgraduate enrolment (because much
* Stellenbosch University’s initial Institutional Enrolment Planning Statement 2006 to 2010 was discussed with the
Department of Education at a meeting in Cape Town on July 21, 2006.
larger increments of additional space provision will be required for significant increases
in undergraduate enrolments). This applies to all fields of study, but the problem of
inadequate laboratory infrastructure and equipment provision is particularly acute in the
relatively more expensive science, engineering and technology (SET) fields of study. SU
remains committed to retain and develop its significant capacity and contribution in SET
which it views both as a national asset to be treasured as well as a necessity for
enhanced social and economic development. Evidence of its commitment is found in
SU’s major strategic investments in these faculties. SU also experiences increased
demand from industry and government to step up its academic output in these fields.
However, this will require large additional capital investments (additional to the flow of
funding expected from the funding formula) to renew outdated buildings and equipment
especially in science laboratories in order to remain at the forefront of academically
acceptable SET training and research standards.
Staffing and throughflow: SU’s initial enrolment planning statement indicated its plans
for improved efficiencies in terms of enhanced throughput and improved graduation
rates. SU is of the view that its student-staff ratio’s may appear to be comparatively
favourable, but this is to a large extent a reflection of the relatively high proportion of
students enrolled at the postgraduate level and for professional qualifications such as
teacher training, social work and health professions training programmes, and of the
nature of tuition and research in a university with a strong presence in SET. These ratios
are necessary to achieve the above-mentioned improvements in throughput and
graduation rates and are intrinsic to the quality of SU’s provision and products. SU
nonetheless strives to contain expenditure on staffing costs as close as possible to 60% of
the main budget.
During the past two years SU underwent major restructuring with a view to better
achieving its strategic goals, which included careful expenditure reprioritization,
personnel cost cuts by way of a voluntary early-retirement offer and various other
savings. Together with SU’s current and envisaged conservative student fee policy (with
annual adjustments being planned in line with inflation), all the above-mentioned
factors have exerted downward pressure on remuneration levels. SU’s continued and
improved performance in the academic field, together with the increased work load,
implies a productivity increase to the benefit of higher education and the national
economy in general. At the same time, the competitiveness of SU personnel, particularly
in the academic field, not only with reference to market trends but also compared to
peer group South African universities, is a major concern and constraint on SU’s growth
ability.
SU’s growth related investments: SU’s own efforts to alleviate some of the growth
constraints include the following:
(a) An investment of R48 million over the three years 2006 to 2008 to strengthen
capacity in the SET fields of study, allocated from SU’s Strategic Fund, on the basis of
approved faculty business plans.
b) Provision for the renovation of building space to accommodate new technological
developments in agricultural and biological sciences, of R22 million.
(c) Special allocation by the SU Council of R14 million per year over three years ending
in 2006 for bursaries for the recruitment of new entrant undergraduate students from
disadvantaged backgrounds.
(d) Special Strategic Fund allocation of R1,5 million in 2006 to start a programme to
improve first year retention and throughput, called the First Year Academy, with the
recurrent cost to be incorporated into future budgets.
(e) Plans to develop a special capital expenditure fund to address building, laboratory
infrastructure and research equipment backlogs in a well-planned manner commensurate
2
with the requirements of SU’s institutional enrolment plan. Council will be approached
for base funding, with a view to gearing up government funding and loan capital (which
will, inter alia, require negotiations with the Department of National Education to relax
SU’s borrowing constraint).
(f) Continuing efforts to diversify income streams and develop strategic partnerships.
Proposal for higher growth in enrolments
Projected higher growth in FTE students: Tables 10A and 11A (the numbering is
commensurate with the initial Institutional Enrolment Planning Statement) show the
number of FTE students (respectively according to course level and field of study) that
SU is prepared to enroll in 2007-2010 in addition to the planned enrolments set out in its
initial Institutional Enrolment Planning Statement for the period 2006-2010, provided
that appropriate resources are made available as indicated further in Table S1.
Tables 10B and 11B consolidate respectively Tables 10 and 10A and Tables 11 and 11A.
The mean annual growth rates of the adjusted planned enrolments (as well as the
original planned enrolments) appear in the separate columns on the right hand side of
Tables 10, 11, 10B and 11B. It can be seen that the adjusted FTE undergraduate mean
annual growth rate for the period 2005 to 2010 will increase from 0.13% to 1.02%, while
the postgraduate mean annual growth rate for the same period will increase from 3.44%
to 5.00%. Of the additional planned 996 FTE students in 2010, 373 will be on the
postgraduate level (Table 10A), while 685 will be in SET (Table 11A).
Postgraduate growth: The more aggressive postgraduate growth path will be spread
over all disciplines. It will help to deliver the high level analytical, innovation and
management skills necessary for the development of a knowledge economy. In this way,
SU will also strengthen its contribution to South Africa’s next generation of academics.
This growth path will require additional investment in library collections, space, staff
and equipment, and will also need a strategy to recruit larger numbers of graduates
from other universities, including student support. The strong emphasis on SET will
require additional investment in equipment and laboratory infrastructure.
Undergraduate growth focus areas: This supplementary growth strategy will inter alia
support SU’s efforts to train an increased number of professionals. At the level of first
degrees, the faculties of Education and of Science have developed a joint strategy to
train science and mathematics teachers. In Business/Management Sciences, professional
training programmes in accounting and actuarial sciences, both strongly reliant on
mathematical and computational skills, will be sustained. The growth strategy will
enhance the faculty of Arts’ language development programmes, including specifically
African Languages, as well as programmes in multicultural communication and socioinformatics. The Science faculty’s infrastructure will be strengthened to provide a
platform for undergraduate training in the basic as well as the applied sciences which
are strongly reliant on capacity in the physical, mathematical and biological sciences.
Agri-sciences could expand its contribution to the food production value chain and
emergent farming systems. Expanded capacity is also needed to provide for the
expected increased demand for trained engineers. (SU’s participation in the JIPSA
initiative to expand SA’s pool of trained engineers required additional consideration,
about which we will comment briefly below.)
Growth related activities: Additional funding may also contribute to a more apprioriate
workload distribution to improve the tuition quality in some high-risk areas outside the
SET faculties. Financial and academic support for students will strengthen SU’s efforts to
further diversify its student body. Multilingual teaching and learning programmes
(especially by means of a policy of a limited parallel mode of instruction in Afrikaans and
3
English) on the undergraduate level may further enhance diversification and provide
support for successful study.
Major extraneous growth constraining factors: SU needs to reiterate that the main
factors determining student inflow at SU will probably remain constrained over the next
few years. These factors can be summarised as demographic, educational and financial.

Demographic: Declining birthrates, at first in the White population group but lately
also in the Coloured population group, indicate that the school population from these
groups may not expand significantly and may decline in the case of Whites.

Educational: These refer mainly to the number and quality of school leavers who are
suitably prepared and qualified for university study, with special reference to those
able to succeed in the SET fields of study. A major concern is that, despite improvement in pass rates and higher symbols in matric examinations, success rates of new
entrants at university did not improve commensurately, and the pool of matrics with
both science and mathematics did not expand significantly over the last couple of
years. This is compounded by the uncertainty associated with the phasing in of a new
secondary school curriculum and a new certification system in the planning period.
Added to this is the fierce competition amongst universities in the Western Cape for
suitably qualified matric candidates, especially amongst the previously disadvantaged population groups.

Financial: Expansion of new entrants into higher education is now focused mainly on
previously disadvantaged population groups who are often unable to afford university
study and who can only be brought into full-time contact university study by very
generous financial support to off-set their tuition and accommodation fees and
opportunity costs. SU opted for a conservative tuition fee policy as described above,
and is of the opinion that student financial aid from its own operating budget is
already at a comparatively high level, from where it cannot be increased significantly without becoming unsustainable. Unfortunately NSFAS, the major public source of
student financial aid, predicates its allocation to institutions on racial enrolment
proportions. Currently this means that an institution must first have a significant
number of black students before it can recieve a significant NSFAS allocation which,
in the case of SU, severely curtails its ability to recruit students from financially
disadvantaged backgrounds. (This constraint can be alleviated if the allocation of
financial support to institutions is based on need rather proxied by race as is
currently the case with NSFAS institutional allocations.)
The fact that most of these factors are extraneous means that, even though SU manages
its internal affairs as well as it could, the factors above depend not on SU’s own actions
but on those of actors and agencies outside the control of the institution. SU is willing
and able to play its part in the social and economic development of the country and the
continent but as indicated above it has, with other institutions, only a limited ability to
influence the factors determining enrolment inflow especially at the undergraduate
level. SU would therefore like to place on record its concern that plans to increase
enrolment growth are contingent upon extraneous factors over which it has little direct
influence.
JIPSA’s initiative to increase the production of registered engineers
Apart from the Department of Education’s invitation to submit plans to enhance
enrolment growth above the levels projected in its initial Institutional Enrolment
Planning Statement, SU was approached by representatives of JIPSA to participate in the
initiative to increase the production of registered engineers by about 1000 per year.
4
SU considered JIPSA’s request and decided to incorporate plans for an expanded
enrolment in the B.Eng.-programme in this Supplementary Enrolment Planning
Statement. This expanded enrolment in engineering is incorporated in the following
manner:
(a) Compared to SU’s limited undergraduate enrolment expansion plans, expanded
enrolment in the undergraduate engineering programme was at a far higher level and
thus required special provision of space and equipment.
(b) SU normally produces about 10% of the engineering graduates in South Africa and
thus would plan to produce 10% of the 1000, i.e. 100 additional graduates, for which it
estimated that at current throughput rates an additional 150 students should be enrolled
as first entrants. Because additional capacity will have to be constructed beforehand,
the additional numbers can only be enrolled from 2008 onwards.
(c) For any other costs associated with this initiative, the same methods of calculation
were used as for the other programmes.
Because this is a special initiative, the costs associated with SU’s response to the JIPSA
initiative are shown separately in the last two lines of Table S1 (note that these costs
are already incorporated in the Totals of this table).
However, SU has to place on record its concern that plans for expanded enrolment
growth in undergraduate engineering studies are subject, perhaps even more so, to the
major growth constraining factors (demographic, educational and financial) mentioned
in the previous section. Although SU is willing and able to play its part in the social and
economic development of the country, plans to increase enrolment growth in
undergraduate engineering are contingent upon extraneous factors over which it has
little direct influence.
Calculation of costs associated with increased enrolment growth
Table S1 below provides estimates of the recurrent and non-recurrent expenditures, in
2006 prices, that need to be covered in the case of the adjusted planned enrolments.
The totals for each year are also reflected in nominal rands. A brief description of the
way in which the projected costs are calculated, is given in the notes that follow Table
S1.
Prepared by Division of Institutional Planning
Approved by the Rector’s Management Team
Stellenbosch University
21 September 2006
SU-Planning Statement suppl # 3.5.doc
5
TABLE 10
CONTACT STUDENTS ONLY: FTE ENROLMENTS BY COURSE LEVEL
Actual enrolments
Lower + intermediate undergraduate
Higher undergraduate
Total undergraduate
Preparatory postgraduate
Lower postgraduate
Intermediate postgraduate
Higher postgraduate
Total postgraduate
TOTAL
Planned/expected enrolment
Growth rate
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2005-2010
10423
1140
11563
385
1396
1042
319
3142
14705
10509
1162
11671
529
1343
1307
329
3508
15179
10882
1315
12197
624
1245
1334
331
3534
15731
11496
1260
12756
787
1237
1308
327
3659
16414
11908
1312
13220
1033
1158
1334
337
3862
17082
12303
1380
13683
966
1378
1370
348
4062
17745
12251
1361
13612
1002
1357
1451
365
4175
17787
12154
1350
13504
1034
1400
1498
376
4308
17812
12309
1368
13677
1069
1448
1549
390
4455
18132
12409
1379
13788
1110
1502
1606
404
4622
18410
12397
1378
13775
1154
1563
1673
420
4811
18586
0.15
-0.03
0.13
3.63
2.56
4.08
3.84
3.44
0.93
TABLE 11
CONTACT STUDENTS ONLY: FTE ENROLMENTS BY FIELD OF STUDY
Actual enrolments
Planned/expected enrolment
Science, engineering, technology
Business/management
Education
Other humanities
TOTAL
Growth rate
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2005-2010
6193
2593
495
5424
14705
6061
2707
604
5807
15179
6495
2778
550
5908
15731
6618
2844
617
6335
16414
6762
2868
797
6655
17082
7155
2845
915
6830
17745
7193
2840
929
6824
17787
7224
2833
943
6812
17812
7376
2872
972
6912
18132
7510
2904
999
6996
18410
7584
2924
1031
7047
18586
1.17
0.55
2.42
0.63
0.93
TABLE 10A
CONTACT STUDENTS ONLY: ADDITIONAL FTE ENROLMENTS BY COURSE LEVEL
Actual enrolments
Planned/expected enrolment
2000
Lower + intermediate undergraduate
Higher undergraduate
Total undergraduate
Preparatory postgraduate
Lower postgraduate
Intermediate postgraduate
Higher postgraduate
Total postgraduate
TOTAL
2001
2002
2003
2005
2004
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2006
2007
2008
2009
2010
0
0
0
0
0
0
0
0
0
58
6
64
0
40
43
11
93
157
259
13
272
0
80
86
22
187
459
433
19
452
0
120
128
32
280
732
598
25
623
0
159
171
43
373
996
TABLE 11A
CONTACT STUDENTS ONLY: ADDITIONAL FTE ENROLMENTS BY FIELD OF STUDY
Actual enrolments
Planned/expected enrolment
2000
Science, engineering, technology
Business/management
Education
Other humanities
TOTAL
0
2001
0
2002
0
2003
0
2004
0
6
2005
2006
2007
2008
2009
2010
0
0
0
0
0
0
79
17
14
47
157
304
33
28
94
459
499
51
41
141
732
685
66
56
189
996
TABLE 10B
CONTACT STUDENTS ONLY: ADJUSTED FTE ENROLMENTS BY COURSE LEVEL
Actual enrolments
Planned/expected enrolment
Lower + intermediate undergraduate
Higher undergraduate
Total undergraduate
Preparatory postgraduate
Lower postgraduate
Intermediate postgraduate
Higher postgraduate
Total postgraduate
TOTAL
Growth rate
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2005-2010
10423
1140
11563
385
1396
1042
319
3142
14705
10509
1162
11671
529
1343
1307
329
3508
15179
10882
1315
12197
624
1245
1334
331
3534
15731
11496
1260
12756
787
1237
1308
327
3659
16414
11908
1312
13220
1033
1158
1334
337
3862
17082
12303
1380
13683
966
1378
1370
348
4062
17745
12251
1361
13612
1002
1357
1451
365
4175
17787
12212
1356
13568
1034
1439
1541
387
4401
17969
12568
1381
13949
1069
1528
1634
411
4642
18591
12842
1398
14240
1110
1622
1734
436
4902
19142
12995
1403
14398
1154
1723
1844
463
5184
19582
1.10
0.33
1.02
3.63
4.57
6.12
5.88
5.00
1.99
TABLE 11B
CONTACT STUDENTS ONLY: ADJUSTED FTE ENROLMENTS BY FIELD OF STUDY
Actual enrolments
Planned/expected enrolment
Science, engineering, technology
Business/management
Education
Other humanities
TOTAL
Growth rate
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2005-2010
6193
2593
495
5424
14705
6061
2707
604
5807
15179
6495
2778
550
5908
15731
6618
2844
617
6335
16414
6762
2868
797
6655
17082
7155
2845
915
6830
17745
7193
2840
929
6824
17787
7303
2850
957
6859
17969
7680
2905
1000
7006
18591
8009
2955
1040
7137
19142
8269
2990
1087
7236
19582
2.94
1.00
3.51
1.16
1.99
7
TABLE S1: SUMMARY OF ADDITIONAL COSTS FOR 2007-2010 (IN THE RAND OF 2006)
RELATING TO INCREASED ENROLMENTS1)
Cost item
2)
1. Capital costs of additional building
space requirements
2007
R'000
2008
R'000
2009
R'000
2010
R'000
Total
25189
25189
25189
25189
100756
336
672
1008
2016
2. Maintenance of new buildings (see 1)
3. New equipment needed
721
3143
3143
3143
10150
4. New library collections
4693
4693
4693
4693
18772
5. Bridging funds for new appointments:
Instruction/research pers.
Other personnel
6782
3391
6782
3391
6. Bursaries for 80% of students
5015
13377
21541
24466
64399
7. Parallel mode of instruction for
first year students in modules with
relatively large enrolments
5150
5150
5150
5150
20600
8. Fixed assets recapitalisation
15 000
15 000
15 000
15 000
60000
TOTAL
TOTAL (Nominal rands)
65941
69238
77061
84960
75388
87271
78649
95598
297039
337067
TOTAL:Undergrad Engineering
14818
TOTAL:Undergrad Engineering (Nom rands) 15559
21731
23958
22935
26550
26002
31605
85485
97672
13564
6782
1) See Tables 10A and 11A
2) Calculation of Cost item 1 : The building cost units of the 996 additional FTE-students were calculated by means of the national
space and cost norms as approved by the Minister of Education in 1996. The total cost of R58.212m was distributed evenly across
the years 2007-2010.
Calculation of Cost item 2 : The usual assumption that the annual maintenance cost of a building should amount to 1.33%
of its inventory value was made in this calculation.
Calculation of Cost item 3: A cost estimate of the additional equipment needed for the annual increase of students
by using the former SAPSE formula. Additional special needs for an additional electronic classsroom and an electro technique
laboratory for Engineering are also included.
Calcutation of cost item 4: A cost estimate of the additional library collections needed for the additional 996 FTE
students by using the former SAPSE formula.
Calculation of cost item 5: Since the funds for the additional FTE students enrolling in 2007 and 2008 will (according to the HE funding
formula) only be allocated in 2009 and 2010, bridging funds for (especially) the additional appointments of personnel to service these students
is necessary. The Instruction/research personnel cost for 2007 and 2008 are calculated under the assumption that the TIU per C1-personnel
member should stay constant after the additional enrolments took place. The cost of support personnel needed in faculties to cope with the
additional students is taken as 50% of C1-cost.
Calculation of cost item 6 : Annual bursaries of R40 000 per student for the most needy 80% of students. Some students will complete their
studies or drop-out after 1 or two years.
Calculation of cost item 7: This cost is independent of the proposed additional student growth but relate to the existing
(but unaffordable) desire of the SU to attract more African, Coloured and Indian first year students by means of the parallel mode
of instruction, especially in modules with large enrolments on the first year undergraduate level. The cost is based on an institutional
investigation of the cost for different scenarios of offering parallel mode of instruction on the undergraduate level.
Calculation of cost item 8: It is estimated that at least R100m is needed in the next 3-5 years at the SU to renew outdated buildings
and equipment in science laboratories in order to remain at the forefront of academically acceptable SET training standards.
(See p 6 of SU Institutional Enrolment Planning Statement 2006-2010)
Aanv DO-aansoek-Sep 2006: Sheet Costs-I
8
APPENDIX
DEPARTMENT OF EDUCATION :: REPUBLIC OF SOUTH AFRICA
Prof CH Brink
Vice Chancellor & Rector
University of Stellenbosch
Dear Prof Brink
Ending of first phase of enrolment planning process: 2006-2010
The Department has held to date productive meetings with 21 of the 23 public higher
education institutions on the first phase of the enrolment planning process for 2006-2010.
Meetings with the remaining two institutions, and further discussions will be held during
September 2006.
As you are aware, meetings with institutions were guided by the September 2005
Ministerial Statement on Student Enrolment Planning, which stated that:
(1)
Enrolment plans must take account of the need for the higher education system to
contribute to national human resource and research priorities; and in particular
national programmes such as ASGISA and JIPSA.
(2)
Enrolment plans must be financially sustainable.
(3)
Enrolment plans must show that institutions are intent on improving graduation and
success rates.
(4)
A differentiated approach to enrolment planning must be followed. Account must be
taken of the circumstances of each institution, and in particular of its physical and
human resources capacities and its overall student output performance.
(5)
This differentiated process should lead to an agreement between the Minister and
each institution on the numbers and categories of students to be funded, and on
graduates to be produced.
At each of the meetings, the Department presented an overview of the enrolment planning
context for the period up to 2010, together with an analyses of the planning proposals
submitted by the institution concerned. This presentation formed the basis of the detailed
discussion between the Department and respective institutions.
The Department’s analysis of the enrolment plans for 2006-2010 shows a significant
reduction in enrolment growth in 2005 and 2006 relative to the period 2000-2004. The
head count total for the system was 745 000 in 2004, 743 000 in 2005, and expected to be
approximately 750 000 in 2006. The projections of enrolment growth presented by
institutions would, if they were realised, result in a total head count of approximately 800
000 students by 2010. This would represent an average annual growth of 1.5% between
2005 and 2010, compared to the average annual growth of 6% between 2000 and 2005.
Institutions provided different reasons for the slowing down of their student enrolment
growth, including the following:
9

That the Department would not approve enrolment totals above the limits
suggested during the 2004/2005 planning process.

Institutions have reached or are over their carrying capacity as far as the provision
of physical space and teaching staff are concerned. Particular mention was made
in business/management and SET fields.

Institutions planned to use 2006-2010 as a period of consolidation to improve pass
rates, graduation rates and quality, after the rapid enrolment growth that occurred
in 2000-2004.
The Department heeded these reasons, in particular the need for consolidation and focus
on improving quality and throughput rates. A number of institutions indicated that it might
be possible to increase enrolments and graduation in targeted scarce skills areas if
additional resources were available. Institutions were invited to submit revised enrolment
planning proposals to the Department based on the initial discussions, which could include
the resource demands for realising their targets.
Amended enrolment plans, including addenda on additional funding requirements, should
be submitted to Dr Bernadette Johnson of the Higher Education Planning Directorate of
the Department of Education by Friday 29 September 2006. Dr Johnson’s contact details
are:
E-mail: johnson.b@doe.gov.za
Phone: 012 312 5294
Queries on any aspect of this process may be raised with Dr Johnson or Prof Ian Bunting.
His contact details are set out below:
E-mail: iabunting@telkomsa.net
Phone: 021 532 3081
Cell: 083 441 9721
Yours sincerely
Molapo Qhobela PhD
Acting Deputy Director General – Higher Education
Date (signed 5/9/06)
10