INSTITUTIONAL ENROLMENT
PLANNING STATEMENT
2006 TO 2010
(Version 1.1)
Approved by Rector’s Management Team
30 March 2006
Vision 2012
With this vision statement, Stellenbosch University commits itself to an
outward-oriented role within South Africa, in Africa, and globally.
Stellenbosch University:

Is an academic institution of excellence and a respected knowledge partner

Contributes towards building the scientific, technological, and intellectual
capacity of Africa

Is an active role-player in the development of the South African society

Has a campus culture that welcomes a diversity of people and ideas

Promotes Afrikaans as a language of teaching and science in a multilingual
context.
INSTITUTIONAL E NROLMENT PLANNI NG STATEMENT 2006-2010
1. INTRODUCTION
1.1
Format
This Institutional Enrolment Planning Statement for the period 2006 to 2010
(herinafter referred to as Planning Statement 2006) follows the format proposed in the
Department of Education’s letter of November 2005 (Appendix 1). The DOE’s letter
requires at least the following sections:




Contribution to national development needs
Data appendix
Indicators in data profile, and
Planned/expected enrolments for 2006-2010
In addition, the DOE’s letter states that “The planning statements ... are not expected
to be lengthy documents.” Stellenbosch University’s Planning Statement 2006 follows
this guideline. However, in some cases it was necessary to provide explanatory and
supplementary information, which can be found in the documents appended to this
Planning Statement.
1.2
Stellenbosch University’s annual planning cycle
Stellenbosch University’s internal planning processes move through an annual cycle
which generates, among others, a three year rolling plan. The planning cycle consists
of successive stages which overlap partly and which interact by means of forward and
feedback loops. The main elements of this cycle are:




The Institutional Planning Forum (IPF), an event early in the year where management, deans and directors meet to assess progress towards the realisation of Vision
2012 in terms of strategic performance indicators, and to identify emergent issues
that may affect the university’s ability to realise its vision.
Review of current unit plans which will feed into the budgetary process for
resource allocation purposes. This involves negotiated adjustment of targets and
resources, where necessary, and is normally concluded at the end of the first
semester. This process might include adjustment of enrolment targets.
Continuous implementation of plans in various units.
Monitoring and evaluation of processes and performance, which will feed back into
quality assurance and the next year’s IPF.
This year’s IPF took place from 16 to 18 February. This means that the University is
currently engaged in the review of unit plans which entails, inter alia, modelling the
financial and academic outcomes of different enrolment strategies.
Planning Statement 2006-2010
Page 2
We therefore wish to alert the Department of Education to the fact that the set of
enrolment plans submitted in this document represents the University’s current best
estimates. Any significant changes in these plans will be brought to the Department’s
attention during the meeting with institutions mentioned in paragraph 1.4 of the DOE’s
letter (see Appendix 1).
2. CONTRIBUTION TO NATIONAL DEVELOPMENT NEEDS
The point of departure for this discussion is that Stellenbosch University maintains a
comprehensive programme mix emphasising advanced levels of qualifications and
research (see Stellenbosch University: Proposed Programme and Qualification Mix,
2002-2006). The academic programmes on offer range from the arts, humanities and
social sciences, through economic and management sciences, the physical,
mathematical and biological sciences, to applied natural science in the agricultural
sciences, engineering and the health sciences.
This comprehensive spread of
programmes is offered up to the doctoral level in most instances. (Appendix 2 provides
Stellenbosch University’s latest approved Programme and Qualification Mix.)
Stellenbosch University’s emphasis on advanced levels of qualifications and research is
substantiated by the shifts in its graduate and research outputs over the last decade.
In 1994, Stellenbosch University awarded 34 per cent of its qualifications at the postgraduate level. In 2004, this figure was 53 per cent, and all undergraduate diplomas
had been phased out (see Appendix 3).
The selection of programmes referred to in this Planning Statement as “contributions
to national development needs” must therefore be viewed as embedded in this
comprehensive programme mix which provides an enriched environment for the
realisation of Stellenbosch University’s Vision 2012.
Stellenbosch University’s broad academic focuses are referenced in the University’s
Strategic Framework (see extract in Appendix 4 - specifically Section 5.2). These
broad academic headings are listed below, with examples of the University’s
contribution to national development needs. (The examples are summarised by
faculty in Appendix 5.)
2.1
The broad domain of the natural sciences, engineering, and technology
Significant contributions

Contributing to broad-based mathemetical and computational problem solving capability
required in most contemporary professions, from basic science to enigineering to
economics and modern finance. Biological sciences. Physical sciences. Mathematical
sciences (including AIMS 1).

Within the agricultural sciences: Secure and affordable food production. Understanding
priorities and value chain in land reform, land use planning and impact assessment.
Forestry programmes a national asset.
1
African Institute for Mathematical Sciences
Planning Statement 2006-2010
Page 3

Within engineering: General engineering programmes. Leading undergraduate programmes
in Mechatronic engineering and in Electrical and Electronic Engineering with Computer
Science.

Within the health sciences: Training of professionals in health sciences including medicine,
dentistry, nursing, occupational therapy and physiotherapy. Advanced training and research
in specialised fields of health care e.g. nursing, human nutrition and reproductive biology.
Future priority areas (including the above)

Special focus to enhance teacher training in mathematics and science education. Expanding
advanced training and postgraduate participation in science programmes.

Within the agricultural sciences: Environmental management and conservation ecology.
Leadership in Africa (ASNAPP 2, disease management, e.g. bird flu). Self-employment and
emerging farmer systems support.

Within engineering: Special focus on postgraduate and advanced research programmes that
enhance innovation and problem-solving in national and regional priority infrastructure
development, e.g. with reference to transport, communication, energy, water, effluents
and all branches of construction and manufacturing.

Within the health sciences: (Dentistry and undergraduate nursing excepted) Postgraduate
programmes in pathology, clinical trials and infectious diseases.
2.2
The broad domain of the economic and management sciences
Significant contributions

Professional training programmes e.g. accounting, actuarial science and human resources
management. Undergraduate and postgraduate programmes in all branches of business and
financial management and economics. Advanced training programmes up to master’s level
in Business Management and Administration, Public and Development Management,
Sustainable Development Planning and Management and HIV/AIDS Management in the
workplace.
Future priority areas (including the above)

Postgraduate emphasis on enhancing management capacity and service delivery in public
and private sectors. Advanced programmes and research to support Accelerated and Shared
Growth Initiative for South Africa (ASGISA).
2.3
The domain of education
Significant contributions

Programmes in teacher training. Postgraduate specialisations in curriculum and policy
studies, lifelong learning, leadership and sport science. Professional training in school
counselling and specialised education. In-service training in science and mathematics
education.
Future priority areas (including the above)

2
3
Expansion of ACE-programmes3 in science and mathematics education and in educational
management. BEd in Science Education and BSc in Sport Science.
Agribusiness in Sustainable Natural African Plant Products
Advanced Certificate in Education
Planning Statement 2006-2010
Page 4
2.4
The broad domain of the humanities and social sciences (excluding
education)
Significant contributions

Language development (with the leading African Languages department in SA) including
training in lexicography, translation and interpretation. Professional training of
psychologists, social workers. Fine and performing arts, contributing to SA cultural
development, tourism and job creation.

Within legal studies: Legal training to consolidate a stable judicial framework as a precondition for economic efficiency, human rights dispensation, the constitutional state and
transformation.

Within theological studies: General and professional training of church and community
leaders in Southern African countries.
Future priority areas (including the above)

Advanced knowlegde management. Multi-cultural communication.

Within legal studies: Advanced programmes and research on property rights and land
reform to promote equity.

Within theological studies: Master’s programmes in chaplain studies, HIV/AIDS counselling
and religion and culture. Research and outreach through NETACT4 to faith communities in
Southern Africa (including Kenia, Zambia, Malawi, Zimbabwe and Angola).
3. DATA APPENDIX
The completed data tables required by the Department of Education are given in
Appendix 7. Discussion of various aspects follows below.
4. INDICATORS IN DATA PROFILE
Since the main thrust of this Planning Statement is forward looking, the discussion of
the indicators in the data profile is given in Appendix 7.
5. PLANNED/EXPECTED ENROLMENTS FOR 2006-2010
A breakdown of Stellenbosch University’s growth plans and associated resource
constraints, by faculty, appears in Appendix 6.
Among the considerations which affected Stellenbosch University’s planned growth
rates are the following:

4
The phasing out of distance education student enrolment – from 2006 onwards the
planned headcount enrolment figures contain no distance education students.
Network for African Congregational Theology
Planning Statement 2006-2010
Page 5

Relatively narrow fluctuations in Stellenbosch University’s enrolment growth
patterns over the past decade, especially in the case of contact education
students, provide the University with a stable platform from which to project
future movements.

No significant increases are expected in senior certificate candidates with
matriculation exemption and with mathematics or science subjects at suitable
levels of achievement for entry into many of the SET and professional programmes
at Stellenbosch University.

A steady decline in white and Coloured birth rates, coupled with relatively slow
improvement in (black) African matriculation results in the University’s main
catchment areas.
Against this background, and taking into account some of the infrastructural
constraints listed below, Stellenbosch University plans for a conservative growth
pattern, consolidating at the undergraduate level with zero growth, while expanding
steadily on the postgraduate level.
This much is evident from Table 2 in the Data Appendix, where the average annual
growth rate for all contact education students for 2005 to 2010 is 1,03%. This growth
rate is, however differentiated as follows:

No or negative growth at the undergraduate level,

An average annual growth rate of 3,03% at the postgraduate level.
When these growth rates are broken down by major field of study (see Data Appendix
Table 3) it is evident that the largest average annual growth rate is expected in the
field of Education. The planned growth in this field is mainly at the postgraduate
level. However, Stellenbosch University will concentrate its efforts also on the training
of teachers in the mathematical, physical and biological sciences to help alleviate the
critical shortages in these subjects.
With reference to demographic composition, Stellenbosch University expects negative
average annual growth of white students (-1,99%) in the period 2005-2010, whereas
the main growth will take place in (black) African (9,74%) and Coloured (6,82%)
student enrolment (see Data Appendix Table 6). The University is aware that these
changes will require significant re-appropriation of institutional resources and most
probably additional resources, among which are the following: (i) bursaries and loans –
at present the University is already spending 20 cents in every Rand of the tuition fees
it collects, on bursaries and loans - and (ii) academic support measures including
mentoring and tutoring. The University has started this process with an allocation to
the First Year Academy in the budget for 2006 – this is a concerted effort across
faculties to improve success and retention in the first year of study (see also Appendix
7, paragraph 2).
The concommitant average annual growth in Full-time equivalent (FTE) students over
the same period is given in (Data Appendix) Table 10, viz 0,93%. When this is broken
down according to course level, it is again evident that the main growth is planned at
the postgraduate level, viz. 3,44%.
Stellenbosch University expects improved efficiency for the planning period up to
2010. Compared to a headcount growth rate of 1,03% and an FTE growth rate of 0,93%,
the expected average annual growth rate for FTE degree credits is 1,57% (see Table
Planning Statement 2006-2010
Page 6
14), which will result from special attention to postgraduate throughput, and to
success rates in SET subjects (see Data Appendix Table 15).
The planned changes in programme offerings (Data Appendix Tables 24 and 25) are the
result of consolidation of present offerings and, in the case of the Health Sciences,
strategic concentration on South Africa’s health care needs.
Staff and physical infrastructure constraints
Stellenbosch University’s staff provision and budgeting procedures should ensure that
adequate levels of staffing are obtained.
However, the University is concerned that higher education remuneration levels are
falling below that of government and the corporate sectors in South Africa, especially
with reference to highly trained academic staff.
It needs to be pointed out that, possibly as a result of declining funding levels in real
terms per student input unit, staff-student ratios are at their highest historic levels in
many programmes and that further deterioration of these ratios may compromise
quality. This is partly the reason why Stellenbosch University – even if inflow factors
were more favourable than at present - can only afford to grow very conservatively.
A similar situation obtains with reference to physical infrastructure and equipment. In
all fields of study the University cannot accommodate sudden large increases
especially in undergraduate enrolment.
The aggravating factor is however, that even if enrolment numbers are contained at
relatively conservative growth levels, the University expects that teaching and
learning in the Science, engineering and technology fields of study will require large
additional capital inflows (additional to the flow of funding expected from the funding
formula) in the order of R100 million over the next three to five years to renew
outdated buildings and equipment especially in science laboratories in order to remain
at the forefront of academically acceptable SET training standards.
Summary
Analysis of the growth patterns sketched out above shows that certain constraints will
accummulate and combine over the next five years to become serious threats to
sustained high quality of higher education programmes at this University. Among these
constraints are:

Lack of funding required to renew buildings and equipment especially in science
and technology training laboratories

Non-competitive academic salaries

Increased levels of student support in the form of financial as well as academic
assistance.
Stellenbosch University’s strategies to handle these constraints are to continually
improve efficiencies and to strengthen additional income streams. It would, however,
be irresponsible not to point out that no significant additional growth-related
investments in higher education were made since 1996 and that a strong science,
technology and innovation base is a requisite for South Africa’s participation in the
knowledge economy of the 21st century.
--- end ---
Planning Statement 2006-2010
Page 7
APPENDIX 1
LETTER TO ALL VICE CHANCELLORS SENT IN WEEK ENDING 4 NOV 2005
Dear Prof Brink
STUDENT ENROLMENT PLANNING 2006
You will know that the Minister of Education released a Ministerial Statement on Student
Enrolment Planning in September 2005. In paragraph 5.1 of the Statement, the Minister
said:
“--- during 2006, there will be bilateral discussions between the Ministry of Education
and each university in order to arrive at agreed upon funded head count and FTE
student totals for each university for the period 2007 to 2009, within the context
of system parameters. These discussions follow from earlier discussions which
were held in 2004 with all institutions. These discussions will be based on an
updated analysis of final enrolment and output data for 2004, which will test
patterns discussed in the March 2005 report, which used institutional data for the
years 2000 to 2003. Further, these discussions will be based on the contribution of
institutions to national development priorities within the context of their approved
academic and programme profile. Such discussions will also take into account the
concerns raised by the CHE and HESA, in particular the need to align planning to
human resource development priorities.”
I am writing to advise you of (a) what processes will be employed by the Department of
Education in fulfilling this Ministerial brief, and (b) what preliminary inputs will be
required from institutions.
1
Process to be followed
The process in broad outline will be this:
1.1
Initial phase
An important initial step in the process is to prepare the data analyses and academic and
programme profiles referred to in the Ministerial Statement. The Department has done the
following as part of this phase:

Data profiles based on their Higher Education Management Information System
(HEMIS) submissions for the academic years 2000 to 2004 have been sent to
institutions for checking and verification. The return date for checked and
corrected profiles has been set as 30 November 2005.
Page 8
APPENDIX 1

Institutions have been asked to send to the Department a limited number of tables
relating to the space they have available. These tables will be compared to SAPSE
space norms to determine the physical capacity of each institution. The return date
for these space tables was 15 October 2005.

Institutions have also been sent an edited version of their approved programme
and qualification mix (PQM). This document has been with institutions for some
weeks, and the return date for comments was 15 October 2005. The Department
will take account of all comments before final versions of these PQMs are
submitted to the Minister for approval, and are used in enrolment planning
analyses.
Inputs from institutions – Institutional enrolment planning statements
1.2
Institutions will be able to send to the Department, before discussions begin, a statement
indicating what contribution they can make to the national development priorities referred
to in the Ministerial Statement. These national development priorities include areas such
as engineering, science, economics, built environment, construction, health sciences and
pre-service teaching. This statement should also indicate what institutions, in this context
of national development priorities, plan or expect their student inputs and outputs to be
during the period 2006 to 2010. Institutions should identify no more than five national
development priority areas for future development or expansion in their institutional
planning statements.
The format of these preliminary institutional planning statements is discussed in
subsection 1.3 , which follows. The closing date for submissions is 31 March 2006.
The Department will analyse these institutional planning statements during April 2006, in
preparation for the formal meetings referred to below.
1.3 Format of the Institutional enrolment planning statements
The planning statements referred to above are not expected to be lengthy documents. As
is indicated in the Ministerial Statement, institutions must in their presentations take
account of the preliminary enrolment planning discussions held during 2004, as well as
their PQM profile.
Institutions must include at least the following in these statements:

Contribution to national development needs. A short account must be offered
of what the institution’s contribution has been to national development needs, and
what it believes its future contribution can be.

Data appendix. The tables on the attached excel file (sent separately by e-mail)
must be completed as the appendix to the planning statement. These tables require
institutions to provide historical data for 2000-2005, and to set out
Page 9
APPENDIX 1
planned/expected data for the period 2006-2010. The data for the years 2000-2004
must be consistent with those contained in the profile referred to in paragraph 1.1
above.

Indicators in data profile. Various of the tables in the institutional profile for
2000-2004 contain data which can be used as indicators of institutional
performance. Institutions must include in their planning statements discussions
and explanations of the following aspects of their data for 2000-2004:

average annual growth rates in total students, contact/distance students, students
by major field of study, students by gender and race group, full-time equivalent
students;
student success rates;
growth in total graduates and graduates by field of study;
ratios between actual and normative student outputs;
average annual growth in staff by employment category, and in FTE
instruction/research staff;
changes in the qualification profile of permanent instruction/research staff;
ratios between actual and normative research outputs.







Planned/expected enrolments for 2006-2010. Institutions must offer explanations
of their projected figures, taking particular account of:


1.4
how the changes will enhance the institution’s contribution to national
development needs;
whether the institution’s current staff and physical infrastructure will be able to
handle increases in its student enrolments.
Meetings with institutions
The Department will hold during May and June 2006 meetings with institutions to deal
with the issues raised in paragraph 5.1 of the Ministerial Statement. These enrolment
planning meetings will, as were those of 2004, be held in various regional centres, as
indicated in the box below. Dates and venues for these meetings will be arranged in early
2006.
Regional centre
Durban
East London
Port Elizabeth
Cape Town
Bloemfontein
Johannesburg
Pretoria
Institutions involved
DIT, KZN, Mangosuthu, Zululand
Fort Hare, Walter Sisulu
Rhodes, NMMU
CPUT, Stellenbosch, UCT, UWC
Central University, Free State
Johannesburg, Wits, Vaal, North West
Limpopo, Venda, TUT, Unisa, Pretoria
Page 10
1.5
APPENDIX 1
Final phases
At the conclusion of this round of meetings, the Department will draft a set of enrolment
planning parameters for each institution. These drafts will be sent to institutions for
comment, before final decisions on student enrolment planning are made by the Minister.
I hope that this process will enable the sustainable development of the higher education
sector, and strengthen its contribution to national human resource development needs.
Yours sincerely
MS N BADSHA
DIRECTOR GENERAL HIGHER EDUCATION
DATE: Signed 27.10.2005
-- end --
APPENDIX 2
Page 11
UNIVERSITY OF STELLENBOSCH
APPROVED PROGRAMMES BY MAJOR FIELD OF STUDY AND QUALIFICATION TYPE: 2004
Undergrad
General 1st Prof 1st
Postgrad
Postgrad
Honours
Masters
Doctoral
MAJOR FIELDS OF STUDY BY CESM CATEGORY
diploma or
bachelors
bachelors
diploma or
bachelors
degree
degree
degree
COMPILED 2005/08/08
1 AGRICULTURE AND RENEWABLE NATURAL RESOURCES
1a Agricultural economics
1b Agriculture
1c Fisheries
1d Forestry
1e All other agriculture and renewable natural resources
2 ARCHITECTURE AND ENVIRONMENTAL DESIGN
2a Architecture & building science
2b Quantity surveying
2c Building management
2d Town and regional planning
2e All other architecture and environmental design
3 ARTS, VISUAL AND PERFORMING
3a Music
3b Drama
3c Fine arts
3d All other arts, visual and performing
4 BUSINESS, COMMERCE AND MANAGEMENT SCIENCES
4a Accounting
4b Banking and finance
4c Business data systems & business quantitative methods
4d All other business, commerce and management sciences
5 COMMUNICATION
5a Journalism and media studies
5b All other communication
6
COMPUTER SCIENCE AND DATA PROCESSING
6a All computer science and data processing
7
EDUCATION
7a Primary
7b Secondary
7c Special
7d All other education
8
ENGINEERING AND ENGINEERING TECHNOLOGY
8a Chemical engineering
8b Civil engineering
8c Electrical engineering
8e Mechanical engineering
8h All other engineering and engineering technology
9
HEALTH CARE AND HEALTH SCIENCES
9a Medicine/surgery
9b Dentistry
9c Nursing
9d All clinical health sciences
9e Pharmacy
9f Veterinary science
9g Rehabilitation and therapy
9h Hospital and health care administration
9i All other health care and health sciences
10 HOME ECONOMICS
10a All home economics
11 INDUSTRIAL ARTS, TRADES AND TECHNOLOGY
11a All industrial arts, trades and technology
12 LANGUAGES, LINGUISTICS AND LITERATURE
12a Linguistics
12b Literary studies
12c Afrikaans/Nederlands
12d English
12e African languages
12f Modern European languages
12g All other languages, linguistics and literature
13
LAW
13a All law
14
LIBRARIES AND MUSEUMS
14a All libraries and museums
15
LIFE AND PHYSICAL SCIENCES
15a Life sciences
15b Physical sciences
15c All other life and physical sciences
16
MATHEMATICAL SCIENCES
16a All mathematical sciences
17
MILITIARY SCIENCES
17a All military sciences
18
PHILOSPHY, RELIGION AND THEOLOGY
18a Philosphy
18b Science of religion
18c All other philosophy, religion and theology
19
PHYSICAL EDUCATION, HEALTH EDUCATION, LEISURE
19a All physical education, health education and leisure
20
PSYCHOLOGY
20a All psychology
21
PUBLIC ADMINISTRATION AND SOCIAL SERVICES
21a Public administration
21b Social work
21c All other public admininistration and social services
22 SOCIAL SCIENCES AND SOCIAL STUDIES
22a Economics
22b All other social sciences and social studies
certificate
degree
degree
certificate
degree
X
X
X
X
X
X
X
X
X
Z
X
X
X
X
Z
X
X
X
X
X
X
NOTES:
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
(1) Each X indictates that the institution is permitted to offer programmes in this cell of the grid. PQM decisions taken up to the end of 2004 are reflected in the tables.
(2) General 1st bachelors degrees are limited to BA, BCom, BSc, BSocSc. Prof 1st bachelors degrees can have formal times of 3 years, or 4 years, or more than 4 years.
APPENDIX 3
Page 12
FIGURE 2.2: GRAPHICAL REPRESENTATION OF THE PERCENTAGE DEGREES, DIPLOMAS AND CERTIFICATES
AWARDED ACCORDING TO TYPE OF QUALIFICATION AND YEAR
Honneurs /Honours
15.26%
Tweede
Bacc/Second Bacc
5.92%
1994
Magister /Masters
12.30%
Doktors /Doctoral
1.87%
Magister /Masters
16.70%
Honneurs /Honours
22.39%
Tweede Bacc/Second
Bacc
0.91%
VG Dipl/Sert /UG
Dipl/Cert
2.18%
3-jarige Eerste
Bacc /3-year First
Bacc
35.55%
NG Dipl/Sert /PG
Dipl/Cert
12.10%
VG Dipl/Sert /UG
Dipl/Cert
0.00%
NG Dipl/Sert /PG
Dipl/Cert
4.98%
Prof Eerste
Bacc/Prof First
Bacc
21.95%
2004
Doktors /Doctoral
2.14%
Prof Eerste Bacc/Prof
First Bacc
18.32%
3-jarige Eerste Bacc
/3-year First Bacc
27.44%
Page 13
UNIVERSITY OF STELLENBOSCH
EXTRACT FROM:
A STRATEGIC FRAMEWORK
FOR
THE TURN OF THE CENTURY
AND BEYOND
APPENDIX 4
Page 14
APPENDIX 4
5. STRATEGIC FOCUSES
Crucially important for any institution in its strategic planning is its choice of strategic
focuses. Two sets of strategic focuses are proposed here. The focuses listed in 5.3
below relate to the University’s repositioning. Those listed in 5.2 relate to the
University’s academic offering (in marketing jargon, they are “supply focuses”). All
these proposals are time-bound, however, and will therefore need constant review.
5.1 CORE CRITERIA AND BROAD FOCUSES
5.1.1 The chosen starting-point:The need for a diversified portfolio
It is a starting-point of this strategic framework that the University’s portfolio of
teaching and research activities must be a suitably diversified one, with a broader
coverage in undergraduate teaching and with more specific focuses both in
postgraduate teaching and in research. Accordingly, the academic focuses proposed
below - in 5.1.3 and 5.2 - pinpoint areas in which the University should develop or
further develop its teaching and research capacities (also called “focal areas”, for
short). This by no means implies, however, that other elements of its academic
focuses are necessarily unimportant.
5.1.2 Core criteria for the University
Strategic decisions about academic focuses ought to be arrived at through the
consistent application of relevant criteria. The following criteria are proposed as the
core criteria for the University to adhere to in determining its focuses:
5.1.2.1 The extent to which the area under consideration is inherently strong at the
University in terms of research and in terms of advanced expertise;
5.1.2.2 the question whether the area caters for international, national and specific
regional needs;
5.1.2.3 international trends;
5.1.2.4 the demand on the part of students; and
5.1.2.5 financial feasibility and cost-effectiveness.
5.1.3 Broad academic focuses
It is proposed that the University should take the following as its broad academic
focuses:
5.1.3.1 The broad domain of the natural sciences, engineering, and technology;
5.1.3.2 within the broad domain of the economic and management sciences, the
subdomain of those areas that deliver graduates who have (i) the ability to function as
economic and managerial leaders, (ii) the ability to exploit market possibilities in
innovative ways and (iii) the ability to create job opportunities; and,
Page 15
APPENDIX 4
5.1.3.3 within the broad domain of the social sciences and the humanities (insofar as
this domain is not covered by 5.1.3.2), the subdomain of those areas that deliver
graduates who (i) have a broadly based general education, (ii) follow a holistic
approach, and (iii) have the ability to function as leaders, mediators and innovators in
a new social and political dispensation.
5.2 PROPOSALS FOR SPECIFIC ACADEMIC FOCUSES
Within the broad domain and subdomains noted above, the strategic framework next
proposes a number of more-specific academic focuses (in other words, narrower focal
areas for the University’s academic offering). It makes these proposals in keeping with
the core criteria of 5.1.2 above; it leaves the possibility open, however, that these
proposals may need to be further tested in quantitative and qualitative terms:
5.2.1 Within the broad domain of the natural sciences, engineering, and technology,
as noted in 5.1.3.1 above:
5.2.1.1 the biological sciences (which include areas taught in several faculties at the
University),
5.2.1.2 the physical and mathematical sciences and the engineering sciences,
5.2.1.3 the health sciences (with a sharpened community emphasis) and
5.2.1.4 other areas that meet the set criteria (e.g. agricultural sciences [in particular,
food science]).
5.2.2 Within the broad subdomain of the economic and management sciences
identified in 5.1.3.2 above:
5.2.2.1 professional areas (e.g. Accounting) and
5.2.2.2 management training at an advanced level (e.g. MBA, MPA).
5.2.3 Within the broad subdomain of the humanities and the social sciences identified
in 5.1.3.3:
5.2.3.1 programmes delivering postgraduate students who have the avility to provide
leadership and whose expertise is sought-after in terms of increasing humand resouce
needs – particularly in an information – intensive society;
5.2.3.2 programmes delivering graduates who have the ability to ficilitate porcesses
social change and the ability to deal adequately with the significance of values in
people’s lives;
5.2.3.3 focused professional programmes in law;
5.2.3.4 programmes delivering graduates who have the ability to contribute
constructively to fulfilling the communication needs in society; and
Page 16
APPENDIX 4
5.2.3.5 programmes for the further development of underqualified teachers and for
the training of teachers for mathematics and science. At the same, faculties and
departments are left the room to take up new opportunities that arise outside the
focal areas proposed above.
5.3
FOCUSES FOR REPOSITIONING
The actions / initiatives listed below are proposed as the more specific strategic
focuses by which the University can strengthen its positioning in the various contexts
in which it operates:
5.3.1 a high-profile initiative to improve the support structures for science,
engineering and technology in the school systems of educationally disadvantaged
communities;
5.3.2 the delivery of graduates who have a suitable level of professional competence
in market-related areas and who have the potential to function as business leaders;
5.3.3 proactively penetrating the entire Southern African student market, the logical
starting-point being the Western Cape;
5.3.4 giving specific attention to academically unprepared students;
5.3.5 promoting constructive regional cooperation in the Western Cape;
5.3.6 deliberate efforts to turn the riches of the country.s diversity to advantage as
an asset - this means, specifically, efforts to advance interracial, inter-ethnic, multicultural and intercultural understanding, tolerance and cooperation;
5.3.7 developing a diversity of networks and alliances, both national and
international, that can support the University in the pursuit of its academic focuses
(its supply focuses, in other words);
5.3.8 suitable steps for the further internationalization of the University; and
5.3.9 the bringing about of a demographically more representative body of excellent
students, teaching staff and administrative staff; and
5.3.10 expanding the University’s service to the broad South African community and
ensuring that this service receives better publicity.
5.4
THE FURTHER IDENTIFICATION OF STRATEGIC FOCUSES
The process of identifying strategic focuses for the University should be carried
forward by its faculties within the framework outlined above.
Page 17
6.
APPENDIX 4
GROWTH
Generally speaking, a University’s growth potential and its growth rate are subject to
two sets of factors that are strategically important: those over which it has little or no
control (‘exogenous’ factors), and those over which it does have control (‘endogenous’
factors). At the University of Stellenbosch, the following are typical examples of
exogenous factors on the one hand and endogenous factors on the other:
6.1
EXOGENOUS FACTORS OF GROWTH
6.1.1 The national policy on university subsidization and in particular the disciplinelinked allocation of student places;
6.1.2 the restrictions imposed by space, by the environment and by cost on further
physical expansion of the University’s main campus, with greater flexibility at the
Bellville Park Campus;
6.1.3 the quality of the schooling system and the associated calibre of the students
entering; and
6.1.4 trends in the professions- related demand for components of the University’s
academic offering.
6.2
ENDOGENOUS FACTORS OF GROWTH
6.2.1 The more productive utilization of existing infrastructure, for example through
better time management;
6.2.2 the imaginative utilization of capacity for further physical development;
6.2.3 increasing the use of new modes of delivery such as distance education; and
6.2.4 the University’s approach to quality management.
6.3
SUSTAINABLE GROWTH
Against the background of the factors noted above, this framework chooses gradual,
sustainable growth as a general strategic starting point - to be combined, however,
with an emphasis on the academic focuses set out in section 5 and with continued
concentration on quality results that are not only achievable in the short term but also
sustainable in the long term. This general strategic starting point does not, however,
rule out the potential of taking up opportunities for faster growth in particular, clearly
delineated areas, provided that such initiatives include proper quality management.
-- end --
APPENDIX 5
Page 18
Stellenbosch University: Mapping faculty contributions to national development priorities onto broad academic focuses(*)
Faculty
Significant past contributions and future priority areas to national development priorities
in terms of student inputs and outputs
Arts
Significant contributions • Language development (with the leading African Languages
department in SA) including training in lexicography, translation and interpretation
• Professional training of Psychologists, Social Workers • Fine and performing arts,
contributing to SA cultural development and tourism. Future priority areas • Advanced
training in Knowlegde Management • Multi-cultural communication
Science
Significant contributions • Contributing to broad-based mathemetical and computational
problem solving capability required in most contemporary professions, from basic science
through enigineering to modern finance • Biological sciences • Physical sciences
• Mathematical sciences (including AIMS). Future priority areas • Special focus to enhance
teacher training in mathematics and science education (e.g. BEd in Science Education in
conjunction with faculty of Education) • Expanding advanced training and postgraduate
participation in science programmes
Education
SET
Econ
& Mgt
Sci
Education
Other
H&SS
*
**
*****
*****
*
***
Significant contributions • Programmes in teacher training • Postgraduate specialisations in
curriculum and policy studies, lifelong learning, leadership and sport science • Professional
training in school counselling and specialised education • In service training in science and
mathematics education. Future priority areas • Expansion of ACE-programmes in science
and mathematics education and in educational management • BEd in Science Education and
BSc in Sport Science (both in conjunction with faculty of Science)
***
*
*****
Agrisciences
Significant contributions • Secure and affordable food production • Understanding priorities
and value chain in land reform, land use planning and impact assessment • Forestry
programmes a national asset. Future priority areas • Environmental management and
conservation ecology • Leadership in Africa (ASNAPP, disease management, e.g. bird flu)
• Self-employment and emerging farmer systems support
*****
***
Law
Significant contributions: Legal training to consolidate • stable judicial framework as
precondition for economic efficiency • human rights dispensation, the constitutional state
and transformation. Future priority areas • Advanced programmes and research on property
rights and land reform to promote equity
Theology
Significant contributions • General and professional training of church and community
leaders in Southern African countries. Future priority areas • Master’s programmes in
chaplain studies, HIV/AIDS counselling and religion and culture • Research and outreach
through NETACT to faith communities in Southern Africa (including Kenia, Zambia, Malawi,
Zimbabwe and Angola)
***
**
*****
*****
APPENDIX 5
Page 19
Faculty
Significant past contributions and future priority areas to national development priorities
in terms of student inputs and outputs
SET
Econ
& Mgt
Sci
Economic
& Management
Sciences
Significant contributions • Professional training programmes e.g. accounting, actuarial
science and human resources management • Undergraduate and postgraduate programmes in
all branches of business and financial management and economics • Advanced training
programmes up to master’s level in Business Management and Administration, Public and
Development Management, Sustainable Development Planning and Management and HIV/AIDS
Management in the workplace. Future priority areas • Postgraduate emphasis on enhancing
management capacity and service delivery in public and private sectors • Advanced
programmes and research to support Accelerated and Shared Growth Initiative for South
Africa (ASGISA)
*
*****
Engineering
Significant contributions • General engineering programmes • Leading undergraduate
programmes in Mechatronic engineering and in Electrical and Electronic Engineering with
Computer Science. Future priority areas • Special focus on postgraduate and advanced
research programmes that enhance innovation and problem-solving in national priority
physical infrastructure development
*****
***
Health
Sciences
Significant contributions • Training of professionals in health sciences including medicine,
dentistry, nursing, occupational therapy and physiotherapy • Advanced training and research
in specialised fields of health care e.g. nursing, human nutrition and reproductive biology.
Future priority areas • (Dentistry excepted) Postgraduate programmes in pathology, clinical
trials and infectious diseases
*****
Education
Other
H&SS
**
(*)
The number of asterisks in any given column signifies the extent to which a particular faculty’s contribution to the broad academic foci (SET,
Economic and Mangement Sciences, Education, and other Humanities and Social Sciences) satisfies the University’s core criteria for a broad
academic focus. The core crteria according to Stellenbosch University’s Strategic Framework (Appendix 4, paragraph 5.1) are academic strength,
need, international trends, student demand, and financial viability.
ACE
AIMS
ASNAPP
Econ & Mgt Sci
H&SS
NETACT
SET
Advanced Certificate in Education
African Institute for Mathematical Sciences
Agribusiness in Sustainable Natural African Plant Products
Economic and Management Sciences
Humanities and Social Sciences
Network for African Congregational Theology
Science, Engineering and Technology
Summary by JPG, 25/3/2006
Page 20
APPENDIX 6
Stellenbosch University: Faculty medium term growth plans by programme level, resource constraints and risks
Faculty
Undergraduate growth
Postgraduate growth
Resource constrants
Key factors in future
development
Arts
No or negative growth
expected; close to capacity
in small group teaching
(e.g.in English Language) .
Some enrolment growth
expected, but increased
throughput and output
expected (incl research).
Present utilisation patterns
close to physical capacity.
Further staff-student ratio
pressure may jeopardise
quality in some subjects.
Improved return on
investment requires
improved postgraduate and
research output.
Science
No or negative growth
expected – short supply from
schools.
Growth expected but less
than in recent past. Plan to
improve throughput and
output (incl research).
Undergraduate laboratories
filled to capacity (growth
will require new plant).
Gradual postgraduate
expansion still possible.
Undergraduate laboratory
equipment must be renewed
in 3-5 yrs to be competitive –
Capital injection of ± R80m
required.
Education
No growth expected or
planned, even taking into
account the new BEd
(Science Education) and BSc
(Sport Science) programmes.
Full bursary schemes
required to change this.
Strong growth planned,
especially in strategically
placed Honours programmes
and ACE.
Further staff-student ratio
pressure will jeopardise
quality in most undergraduate programmes. Short
supply of Matric science
students.
Uncoordinated physical
space planning. Too many
part-time academic staff.
Agrisciences
Programmes filled to
capacity. No or negative
growth expected – short
supply from schools;
negative image mitigate
against growth.
Growth expected – young
staff will increase graduate
and research output
Physical infrastructure may
reach limits in a few years.
Improved return on
investment requires
improved postgraduate and
research output. (R22m
required immediately for
building preparation.)
Law
No growth expected or
planned.
Slight growth expected
Must improve postgraduate
troughput and output.
Theology
Slight growth expected and
planned
Slight growth expected (base
already very high)
Should rather improve
postgraduate throughput and
output.
Page 21
APPENDIX 6
Faculty
Undergraduate growth
Postgraduate growth
Resource constrants
Key factors in future
development
Economic & Management Sciences
A little growth expected.
Demand for professional
programmes expected to
taper off.
Growth expected but less
than in recent past. Demand
has been satisfied in many
programmes, e.g. MPhil
programmes and HIV/AIDS.
Physical facilities and staff
are used to capacity; growth
will require construction and
additional staff.
Improved return on
investment requires
improved postgraduate and
research output.
Engineering
No growth expected or
planned. Short supply from
schools, only significant
bursaries will recruit
additional students
Strong growth planned
(marketing effort required to
retain students) plus
increased throughput and
output
Academic and support staff
complement stretched to
capacity; undergraduate
training laboratories close to
capacity
Financial viability not
realiseable without improved
postgraduate and research
output. Plus capital for
renewal of laboratory
training equipment required.
Health Sciences
No or negative growth
expected. (DOH projections
require huge growth which
cannot realise under present
financial & physical
constraints.)
Mild growth expected.
(Strong growth plans
dampened by WC Province’s
downward pressure on MMEd
programmes.)
Uncertainty: Training
facilities, availability of
support staff and financial
formula not under faculty
control.
Strong growth in demand for
trained nurses expected. US
could be called upon to
assist.
ACE
DOH
Advanced Certificate in Education
Department of Health
Summary by JPG, 25/3/2006
Page 22
APPENDIX 7
INDICATORS IN THE DATA PROFILE
1 Average annual growth rates of students 2000-2004
Headcount enrolments: Mode of instruction
Contact
Distance
Total
3.89%
30.93%
1.46%
Distance education students, enrolled in co-operation with National Private Colleges,
were phased out from 2000 (high headcount enrolment of 2331) to 2005 (last
headcount enrolment of 139). The headcount enrolment in 2004 was only 518
students. A decrease of the same order was apparent for FTE distance education
students. The high negative average annual student growth rate for distance education
students depicts these decreases.
Headcount enrolment: Major field of study
SET
Business/Management
Education
Other Humanities
Total
1.75%
2.34%
-15.04%
5.48%
1.46%
The negative student growth rate in Education is a result of the fact that all distance
education students enrolled for programmes in Education. The lower growth rates in
SET, compared to Business/Management and Other Humanities, is a matter of concern
for Stellenbosch University. Unfortunately the lack of SET skills among school leavers
makes a higher annual growth rate in students with SET majors virtually impossible.
Headcount enrolment: Race and mode of instruction
African ColouredIndian White Total-
Contact
16.26%
9.33%
1.89%
1.90%
3.89%
Distance
30.79%
28.53%
14.71%
36.03%
30.93%
It is clear that all the endeavors of the university to increase African, coloured and
Indian students relative to white students are paying off, at least as far as Africans and
coloureds are concerned.
Headcount enrolment:Gender
Male
Female
Total
1.91%
0.96%
1.46%
APPENDIX 7
Page 23
Male students are increasing at a higher rate but from a lower base line in 2000.
FTE students: mode of instruction
Contact
Distance
Total
3.82%
42.64%
2.01%
The same trends are observed as in the case of headcount student numbers
2 Undergraduate students’ success rates for 2000-2004
Undergraduate student success rates (%) for contact education students according to
race and year:
African
Coloured
Indian
White
Total
2000
75
72
84
85
83
2001
74
73
85
85
84
2002
68
73
86
86
84
2003
64
70
81
84
82
2004
67
69
78
83
80
Amidst understandable random fluctuations from year to year a slight decrease in the
success rates for the total number of undergraduate students is evident. This is a
result of the increasing enrolment of educationally underprepared students since 2000.
Various initiatives, e.g. academic support programmes and tracking systems for first
year students, are already in place to address this phenomenon. A comprehensive
cross-faculty initiative, the First Year Academy, was launched this year to enhance
teaching and learning in what is for many students their most problematic year of
study, in order to improve over-all success and retention.
3 Average annual growth rate in graduates for 2000-2004
Field of study
SET
Business/Management
Education
Other Humanities
Total
0.5%
3.0%
14.6%
4.3%
3.6%
The growth rate in graduates for the period 2000-2004 is higher than the growth rate
in student enrolments. This indicates an increase in efficiency of the teaching and
learning processes. This efficiency was, however, enhanced by the phasing out of the
distance education programmes in the Education faculty. This decision was a wake-up
call for many distance education students and resulted in an increased throughput of
distance education students.
APPENDIX 7
Page 24
4 Ratios between actual and normative student outputs 2002-2004
The ratios (taken from the DOE’ s subsidy calculations) were:
2002
2003
2004
95.4%
97.9%
98.8%
An increasing (and improving) trend is evident. The sub-norm achievements for the
years 2002 to 2004 are mainly the result of under-achievement of distance education
students and for (contact) students following 3 year degree programmes. In 2004 the
graduation rate for 3 year degree students at Stellenbosch University was 22.3%, just
below the national adjusted graduation benchmark of 22.5% (for subsidy purposes) in
the case of contact education students.
5 Average annual growth in staff 2000-2004
Permanently appointed staff by personnel category
Instruction research professionals
Executive/management professionals
Specialist/support professionals
Technical staff
Non professional administrative staff
Crafts/trades staff Service staffTOTAL
0.3%
3.3%
11.1%
0.6%
4.1%
3.9%
3.1%
1.4%
The growth rate of the total staff is about the same as the growth in the student
headcount numbers. The fact, however, that the growth rate of instruction/research
staff is insignificant is a matter of concern. The ranks of especially specialists/support
professionals had to be strengthened as a result of the national policy imperatives like
enrolment and academic planning, quality promotion and employment equity.
FTE staff by personnel category
Instruction research professionalsExecutive/management professionals
Specialist/support professionals
Technical staff
Non professional administrative staffCrafts/trades staff Service staffTOTAL -
6.2%
2.5%
10.5%
2.6%
0.7%
2.1%
6.5%
2.7%
The negative growth rate of -2.7% in total FTE staff (compared to a FTE student
growth of 2.01%) is an indication that the ratio of FTE students per FTE staff member
is increasing. The large negative growth rate of -6.2% in FTE instruction/research staff
seems out of line with the small positive growth rate in permanently appointed
instruction/research staff. The reason for this decrease is that some temporary part-
APPENDIX 7
Page 25
time instruction/research staff were re-classified in especially 2004 as belonging to
technical staff or support staff.
6 Qualification profile of permanent instruction/research staff 2000-2004
A classification of the permanently appointed instruction and research personnel
according to highest formal qualification yields the following:
Doctoral
Masters
Other
2000
53%
28%
19%
2001
53%
28%
19%
2002
50%
29%
20%
2003
48%
31%
21%
2004
46%
28%
27%
The decreasing percentages of staff with doctoral degrees is a cause of concern at the
University. This decline is partly caused by the fact that the rather aged academic
corps is being replaced by the appointment of young and promising academic
personnel (mostly without doctorates) in the positions left vacant by retiring
academics. The University has now incorporated doctoral qualifications of academic
staff as one of its strategic performance indicators in order to monitor and address this
situation.
7 Ratios between actual and normative research output 2000-2004
According to the Department’s subsidy calculations the ratios for the corresponding
years were:
2000
2001
2002
2003
2004
130%
138%
149%
146%
177%
The University is satisfied with the increase in the ratio as indicated above and will try
to maintain the current level of research output per permanent instruction/research
staff member. This is also in line with its stated intention to grow as a research
intensive institution.
-- end --
Page 26
DATA APPENDIX
APPENDIX 8
Page 27
APPENDIX 8
ENROLMENT PLANNING TABLES: 2006-2010
SECTION A: HEAD COUNT ENROLMENTS
TABLE
1
2
3
4
5
6
7
8
9
Head count totals: contact + distance
Contact students only: head count enrolments by qualification type
Contact students only: head count enrolments by major field of study
Distance students only: head count enrolments by qualification type
Distance students only: head count enrolments by major field of study
Contact students only: head count enrolments by race group
Contact students only: head count enrolments by gender
Distance students only: head count enrolments by race group
Distance students only: head count enrolments by gender
SECTION B: FULL-TIME EQUIVALENT (FTE) STUDENT ENROLMENTS
TABLE
10
11
12
13
Contact students only: FTE enrolments by course level
Contact students only: FTE enrolments by field of study
Distance students only: FTE enrolments by course level
Distance students only: FTE enrolments by field of study
SECTION C: STUDENT AND RESEARCH OUTPUTS
TABLE
14
15
16
17
18
19
20
Contact students only: summary of FTE degree credits by course level
Contact students only: summary of FTE degree credits by field of study
Distance students only: summary of FTE degree credits by course level
Distance students only: summary of FTE degree credits by field of study
Graduates by qualification type
Graduates by major field of study
Research outputs
SECTION D: STAFF TABLES
TABLE
21
22
23
Head count totals of permanently appointed staff by category
Full-time equivalent staff by employment category
Highest formal qualification of permanently appointed instruction/research staff
SECTION E: ACADEMIC PROGRAMMES
TABLE
24
25
Applications for new academic programmes likely to be submitted for funding
approval and accreditation
Academic programmes likely to be discontinued
Page 28
APPENDIX 8
NOTES TO ENROLMENT PLANNING TABLES: 2006-2010
SECTION A: HEAD COUNT ENROLMENTS
TABLE 1
Head count totals: contact + distance
This table gives a combined total of contact and distance head count enrolments. The definitions to note are these:
(a) In a head count total, student course loads are not considered. A student is counted as a unit, even if she/he is taking
only 20% of a full-time load or is taking 120% of a full-time load.
(b) A first-time entering undergraduate is a student registering for the first-time in any higher education institution.
(c) An occasional student is a student who is taking one or more courses from a formal programme offered by the institution,
but is not registered for a qualification.
Table 2
Contact students only: head count enrolments by qualification type
This table deals only with contact head count enrolments, in terms of standard qualification types. The definition to note is:
Contact enrolments are students in programmes which are offered in face-to-face mode on either the institution's main
campus or on a satellite campus which offers facilities (library, laboratory etc) equivalent to those on the main campus.
Table 3
Contact students only: head count enrolments by major field of study
This table is based on the intended major field of study of students rather than on the actual courses for which they
are registered in a given academic year. The 4 broad majors used are defined in terms of Classification of
Education Subject Matter (CESM) categories. These are:
(1) Science, engineering, technology (SET) which includes CESM 01 agriculture, 02 architecture, 06 computer science,
08 engineering, 09 health sciences, 10 home economics, 11 industrial arts, 15 life & physical scinces,
16 mathematical sciences
(2) Business and management which includes only CESM 04 business, commerce and management sciences
(3) Education which includes CESM 07 education only.
(4) Other humanities which includes all other CESM categories.
Table 4
Distance students only: head count enrolments by qualification type
Distance enrolments are students in programmes which do not meet the requirements of the definition of "contact programme".
Table 5
Distance students only: head count enrolments by major field of study
This table is based on the intended major field of study of students rather than on the actual courses for which they
are registered in a given academic year. The 4 broad majors used are defined in terms of Classification of
Education Subject Matter (CESM) categories. This is explained further in the notes to Table 3.
Table 6
Contact students only: head count enrolments by race group
This table gives a breakdown by race group of those classified as contact students
Table 7
Distance students only: head count enrolments by race group
This table gives a breakdown by race group of those classified as distance students
Table 8
Contact students only: head count enrolments by gender
This table gives a breakdown by gender of those classified as contact students
Table 9
Distance students only: head count enrolments by gender
This table gives a breakdown by gender of those classified as distance students
SECTION B: FULL-TIME EQUIVALENT (FTE) STUDENT ENROLMENTS
TABLE 10
Contact students only: FTE enrolments by course level
These table give a breakdown of FTE enrolments in contact programmes by course level. The definitions to note are:
(1) FTE enrolments are based on course enrolments. Each course in a programme is assigned a fraction which represents
the share it has of the overall curriculum for the programme. FTE enrolments are calculated by multiplying the number of
students in the course by this fraction.
(2) Course levels are defined in these ways:
(a) Lower & intermediate undergraduate: courses included in undergraduate diplomas and the first 3 years of study for an
undergraduate degree
(b) Higher undergraduate: courses included in the fourth and subsequent years of a professional bachelors degree of
4 years or more.
(c) Preparatory postgraduate: courses included in the curricula of postgraduate diplomas
(d) Lower postgraduate: honours level courses
(e) Intermediate postgraduate: masters-level courses
(f) Higher postgraduate: doctoral-level courses
TABLE 11
Distance students only: FTE enrolments by course level
These table give a breakdown of FTE enrolments in distance programmes by course level. The definitions of course levels are the
same as those in Table 10.
TABLE 12
Contact students only: FTE enrolments by field of study
This table give the totals of contact FTE student enrolments in the 4 broad categories defined in the notes to Table 3.
TABLE 13
Distance students only: FTE enrolments by field of study
This table give the totals of distance FTE student enrolments in the 4 broad categories defined in the notes to Table 3.
Page 29
APPENDIX 8
SECTION C: STUDENT AND RESEARCH OUTPUTS
TABLE 14
Contact students only: summary of FTE degree credits by course level
The calculations in this tables follow the principles of the FTE enrolment calculations set out in the note to Table 10. The main difference
between these calculations and those of Table 10 is that the total of students actually passing a course is multiplied by
the fraction representing the weighting the course has of a standard curriculum. The outcome of these calculations is a total
of full-time (FTE) degree credits. This table deals only with FTE contact students, in standard course level categories.
TABLE 15
Contact students only: summary of FTE degree credits by field of study
This table deals only with student passes in contact courses, in the field of studies categories defined in the note to Table 3.
TABLE 16
Distance students only: summary of FTE degree credits by course level
This table deals only with student passes in distance courses. The calculations are made in the way described in the note to Table 14.
TABLE 17
Distance students only: summary of FTE degree credits by field of study
This table deals only with student passes in distance courses, in the field of studies categories defined in the note to Table 3.
TABLE 18
Graduates by qualification type
This table sets out the totals, by qualification type, of students completing all the requirements of a degree or diploma
TABLE 19
Graduates by major field of study
This table presents the graduate totals of Table 18 in the broad field of study categories defined in Table 3.
TABLE 20
Research outputs
This table sets out research output totals, using the new funding framework's definition of research outputs. Points to note are these:
(1) Publication units are those approved by the Department of Education for funding purposes.
(2) Not all masters graduates count as 1 unit for research output purposes. In the case of a course work masters the graduating unit is
divided into a fraction representing the weighting of the course work component (which is then treated as teaching output) and a fraction
representing the thesis component (which is then treated as research output).
(3) All doctoral graduates are counted as research output, and are given a weighting of 3 in the final output calculations
(publication outputs and research masters graduates have weightings of 1).
SECTION D: STAFF TABLES
TABLE 21
Head count totals of permanently appointed staff by category
The key definitions employed in this table are:
(1) Permanent staff are those who contrribute to an institutional retirement fund
(2) Professional staff are those employed in posts which have a 4-year higher education qualification as a minimum employment
requirement. Non-professional staff are all others.
(3) Instruction/research staff are professionals who spent at least 50% of their official time on duty on instruction
and/or research activities.
(4) Exectutive/management professionals carry line-management responsibility for major divisions of the institution.
(5) Support professionals are staff whose primary functions do not involve line-management of major divisions. They provide
professional services to the institution
(6) Technical staff undertake technical duties, mainly in laboratories.
(7) Non-professional administrative staff have clerical, secretarial or administrative duties as their main functions
(8) Crafts/trades staff have manually skilled activities in a craft or trade as their primary functions
(9) Service staff are involved primarily in unskilled activities.
TABLE 22
Full-time equivalent staff by employment category
This table sets out totals of full-time equivalent (FTE) staff, in terms of the employment categories used in Table 21. An FTE staff
member is for this purpose defined as some one who is in the employ of the institution on a full-time basis for 12 months. In a
head count staff total, a person is counted as a unit even if she/he is employed for less than 12 months in a given year.
TABLE 23
Highest formal qualification of permanently appointed instruction/research staff
This table summarises the highest formal qualifications of permanent instruction/research staff using the categories of
(1) doctoral degree, (2) masters degree or equivalent, and (3) all other qualifications.
SECTION E: ACADEMIC PROGRAMMES
TABLE 24
Applications for new academic programmes likely to be submitted for funding approval
and accreditation
This table lists the programmes for which the institution will probably submit formal programme applications in the near future. Its
purpose is to give some indication of what academic shape the institution hopes to have in the period 2006-2010
TABLE 25
Academic programmes likely to be discontinued
This table lists the programmes which the institution will probably drop during the period 2006-2010.
APPENDIX 8
Page 30
ENROLMENT PLANNING TABLES: 2006-2010
INSTITUTION: STELLENBOSCH UNIVERSITY
DATE: MARCH 2006
GENERAL NOTES:
[1] The actual totals for 2000-2004 must be consistent with those in the data profile which the Department of Education sent to your
institution in October 2005. The data of the pre-merger institutions should, as was done in the data profiles, be consolidated under
the name of the new institutions.
[2] Because HEMIS information for this year is not yet available, the 2005 totals must be based on the best available institutional data.
[3] The totals for 2006-2010 can be based on what the instution expects will occur in these years (given that
radical changes will take some years to implement).
[4] Student and personnel information of the faculty of Military Sciences is excluded.
SECTION A: HEAD COUNT ENROLMENTS
TABLE 1
HEAD COUNT TOTALS: CONTACT + DISTANCE
Actual enrolments
First-time entering undergraduates
Total undergraduate
Postgraduate to masters level
Masters
Doctors
Total postgraduate
Occasional students
TOTAL ENROLMENT
Planned/expected enrolment
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
3245
11462
4380
3220
708
8308
475
20245
3472
11742
4177
3341
740
8258
557
20557
3455
12253
4226
3500
746
8472
670
21395
3828
12948
3242
3671
757
7670
780
21398
3878
13192
3049
3685
780
7514
745
21451
3531
13488
2891
3952
804
7647
566
21701
3801
13232
2709
4084
819
7612
700
21544
3853
13190
2802
4202
837
7841
700
21731
3842
13265
2900
4325
856
8081
700
22046
3835
13325
3005
4458
877
8340
700
22365
3839
13288
3113
4593
896
8602
700
22590
APPENDIX 8
Page 31
TABLE 2
CONTACT STUDENTS ONLY: HEAD COUNT ENROLMENTS BY QUALIFICATION TYPE
Actual enrolments
Planned/expected enrolment
Undergraduate diplomas
Undergraduate degrees
Total undergraduate
Postgraduate to masters level
Masters
Doctors
Total postgraduate
Occasional students
TOTAL ENROLMENT
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
179
11254
11433
2133
3219
708
6060
475
17969
136
11686
11822
2033
3341
740
6114
557
18494
156
12097
12253
2239
3500
746
6485
670
19408
197
12751
12948
2291
3671
757
6719
780
20447
48
13144
13192
2531
3685
780
6996
745
20933
0
13488
13488
2654
3952
804
7410
566
21464
0
13232
13232
2709
4084
819
7612
700
21544
0
13190
13190
2802
4202
837
7841
700
21731
0
13265
13265
2900
4325
856
8081
700
22046
0
13325
13325
3005
4458
877
8340
700
22365
0
13288
13288
3113
4593
896
8602
700
22590
TABLE 3
CONTACT STUDENTS ONLY: HEAD COUNT ENROLMENTS BY MAJOR FIELD OF STUDY
Actual enrolments
Planned/expected enrolment
Science, engineering, technology
Business/management
Education
Other humanities
TOTAL
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
7724
2560
545
7140
17969
7667
2748
438
7641
18494
7816
2843
682
8068
19409
8385
2914
777
8371
20447
8399
2813
908
8813
20933
8649
3000
1004
8811
21464
8684
2996
1032
8831
21544
8771
3009
1062
8890
21731
8904
3038
1102
9001
22046
9035
3069
1141
9120
22365
9126
3086
1168
9210
22590
TABLE 4
DISTANCE STUDENTS ONLY: HEAD COUNT ENROLMENTS BY QUALIFICATION TYPE
Actual enrolments
Planned/expected enrolment
Undergraduate diplomas
Undergraduate degrees
Total undergraduate
Postgraduate to masters level
Masters
Doctors
Total postgraduate
Occasional students
TOTAL ENROLMENT
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
0
0
0
2276
0
0
2276
0
2276
0
0
0
2063
0
0
2063
0
2063
0
0
0
1987
0
0
1987
0
1987
0
0
0
951
0
0
951
0
951
0
0
0
518
0
0
518
0
518
0
0
0
237
0
0
237
0
237
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
APPENDIX 8
Page 32
TABLE 5
DISTANCE STUDENTS ONLY: HEAD COUNT ENROLMENTS BY MAJOR FIELD OF STUDY
Actual enrolments
Planned/expected enrolment
Science, engineering, technology
Business/management
Education
Other humanities
TOTAL
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
103
0
2173
0
2276
84
0
1979
0
2063
58
0
1929
0
1987
25
0
926
0
951
10
0
508
1
519
1
0
237
0
237
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
TABLE 6
CONTACT STUDENTS ONLY: HEAD COUNT ENROLMENTS BY RACE GROUP
Actual enrolments
Planned/expected enrolment
African
Coloured
Indian
White
TOTAL
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
1174
1948
398
14449
17969
1333
2004
349
14808
18494
1558
2217
421
15212
19408
1884
2498
481
15584
20447
2145
2783
429
15576
20933
2355
3078
440
15591
21464
2607
3289
443
15205
21544
2875
3518
446
14891
21731
3165
3772
452
14657
22046
3462
4032
458
14413
22365
3749
4280
462
14099
22590
TABLE 7
DISTANCE STUDENTS ONLY: HEAD COUNT ENROLMENTS BY RACE GROUP
Actual enrolments
Planned/expected enrolment
African
Coloured
Indian
White
TOTAL
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
1935
115
17
209
2276
1779
124
41
119
2063
1719
107
12
149
1987
841
44
10
56
951
444
30
9
35
518
216
6
3
12
237
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
TABLE 8
CONTACT STUDENTS ONLY: HEAD COUNT ENROLMENTS BY GENDER
Actual enrolments
Planned/expected enrolment
Female
Male
TOTAL
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
8677
9292
17969
9062
9432
18494
9704
9704
19408
10428
10019
20447
10885
10048
20933
11064
10400
21464
11167
10377
21544
11327
10404
21731
11554
10492
22046
11786
10579
22365
11970
10620
22590
APPENDIX 8
Page 33
TABLE 9
DISTANCE STUDENTS ONLY: HEAD COUNT ENROLMENTS BY GENDER
Actual enrolments
Planned/expected enrolment
Female
Male
TOTAL
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
1768
508
2276
1609
454
2063
1590
397
1987
789
162
951
403
115
518
198
39
237
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
SECTION B: FULL-TIME EQUIVALENT (FTE) STUDENT ENROLMENTS
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
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
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
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
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
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
APPENDIX 8
Page 34
TABLE 12
DISTANCE STUDENTS ONLY: 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
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
0
0
0
411
781
0
0
1192
1192
0
0
0
247
663
0
0
910
910
0
0
0
221
574
0
0
795
795
0
0
0
91
155
0
0
246
246
0
0
0
49
80
0
0
129
129
0
0
0
22
31
0
0
53
53
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
TABLE 13
DISTANCE STUDENTS ONLY: FTE ENROLMENTS BY FIELD OF STUDY
Actual enrolments
Planned/expected enrolment
Science, engineering, technology
Business/management
Education
Other humanities
TOTAL
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
106
0
1086
0
1192
40
0
870
0
910
25
0
770
0
795
7
0
239
0
246
6
0
124
0
129
1
0
52
0
53
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
SECTION C: STUDENT AND RESEARCH OUTPUTS
TABLE 14
CONTACT STUDENTS ONLY: SUMMARY OF FTE DEGREE CREDITS BY COURSE LEVEL
Actual
Planned/expected
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Undergraduate
9597
9804
10232
10471
10596
10956
11046
11026
11236
11396
11433
Postgraduate less than masters
1331
1268
1176
1346
1358
1398
1470
1521
1577
1641
1712
Masters
653
724
816
815
825
834
907
941
978
1020
1071
Doctoral
166
204
221
223
230
249
255
266
279
292
307
TOTAL
11747
12000
12445
12854
13009
13437
13679
13755
14070
14350
14523
Note: a degree credit calculation uses the same method as an FTE enrolled student calculation, but uses totals of students actually passing a course rather than the enrolled totals in the course.
APPENDIX 8
Page 35
TABLE 15
CONTACT STUDENTS ONLY: SUMMARY OF FTE DEGREE CREDITS BY FIELD OF STUDY
Actual
Planned/expected
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Science, engineering, technology
5412
5327
5339
5502
5500
5715
5893
5939
6089
6224
6325
Business/management
1906
1990
2021
2088
1937
1955
1936
1939
1976
2007
2057
Education
380
495
469
543
605
647
717
733
763
791
829
Other humanities
4049
4188
4615
4722
4967
5120
5134
5144
5244
5329
5312
TOTAL
11747
12000
12445
12854
13009
13437
13679
13755
14070
14350
14523
Note: a degree credit calculation uses the same method as an FTE enrolled student calculation, but uses totals of students actually passing a course rather than the enrolled totals in the course.
TABLE 16
DISTANCE STUDENTS ONLY: SUMMARY OF FTE DEGREE CREDITS BY COURSE LEVEL
Actual
Planned/expected
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Undergraduate
0
0
0
0
0
0
0
0
0
0
0
Postgraduate less than masters
552
433
487
183
104
53
0
0
0
0
0
Masters
0
0
0
0
0
0
0
0
0
0
0
Doctoral
0
0
0
0
0
0
0
0
0
0
0
TOTAL
552
433
487
183
104
53
0
0
0
0
0
Note: a degree credit calculation uses the same method as an FTE enrolled student calculation, but uses totals of students actually passing a course rather than the enrolled totals in the course.
TABLE 17
DISTANCE STUDENTS ONLY: SUMMARY OF FTE DEGREE CREDITS BY FIELD OF STUDY
Actual
Planned/expected
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Science, engineering, technology
25
20
9
4
4
1
0
0
0
0
0
Business/management
0
0
0
0
0
0
0
0
0
0
0
Education
527
313
478
179
100
52
0
0
0
0
0
Other humanities
0
0
0
0
0
0
0
0
0
0
0
TOTAL
552
433
487
183
104
53
0
0
0
0
0
Note: a degree credit calculation uses the same method as an FTE enrolled student calculation, but uses totals of students actually passing a course rather than the enrolled totals in the course.
APPENDIX 8
Page 36
TABLE 18
GRADUATES BY QUALIFICATION TYPE
Actual
Undergraduate diplomas
Undergraduate degrees
Total undergraduate
Postgraduate to masters level
Masters
Doctors
TOTAL
Planned/expected
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
84
2152
2236
1520
745
83
4584
65
2169
2234
1574
823
103
4734
85
2344
2429
1666
873
111
5079
115
2487
2602
1661
889
112
5264
42
2383
2425
1839
894
115
5273
0
2601
2601
1848
899
125
5473
0
2570
2570
1905
950
131
5556
0
2580
2580
1989
998
138
5706
0
2614
2614
2079
1049
146
5887
0
2644
2644
2174
1103
153
6075
0
2658
2658
2179
1148
161
6146
TABLE 19
GRADUATES BY FIELD OF STUDY
Actual
Science, engineering, technology
Business/management
Education
Other humanities
TOTAL
Planned/expected
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
1769
823
350
1643
4584
1689
894
443
1708
4734
1747
922
600
1810
5079
1909
949
575
1832
5264
1803
925
604
1941
5273
1950
906
554
2063
5473
1981
914
571
2089
5556
2037
933
596
2140
5706
2103
956
625
2203
5887
2172
981
654
2267
6075
2213
983
676
2274
6146
2004
2005
2006
TABLE 20
RESEARCH OUTPUTS
Actual
2000
2001
2002
2003
Planned/expected
2007
Publication units
627
590
634
624
850
876
902
929
Research masters graduates
384
424
450
438
496
499
527
554
Doctoral graduates
83
103
111
112
115
125
131
139
WEIGHTED TOTAL
1260
1323
1417
1398
1691
1750
1823
1898
Note: for the calculation of the weighted total, doctoral graduates have weighting of 3, and publication units and maters graduates weightings of 1
2008
2009
2010
957
582
146
1976
986
612
153
2057
1016
637
161
2137
APPENDIX 8
Page 37
SECTION D: STAFF TABLES
TABLE 21
HEAD COUNT TOTALS OF PERMANENTLY APPOINTED STAFF BY CATEGORY
Actual totals
Planned/expected totals
Instruction/research professionals
Executive/management professionals
Support professionals
Total professional staff
Technical staff
Non-professional administrative staff
Crafts/trades staff
Service staff
Total non-professional staff
TOTAL PERMANENT STAFF
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
768
93
90
951
279
636
54
404
1373
2324
774
100
92
966
277
651
50
388
1366
2332
789
107
95
991
279
678
48
381
1386
2377
809
106
138
1053
287
739
49
363
1438
2491
778
106
137
1021
286
748
46
356
1436
2457
800
133
163
1096
316
830
44
368
1558
2654
790
130
150
1070
280
800
42
360
1482
2552
798
131
152
1081
283
808
42
364
1497
2578
806
133
153
1092
286
816
43
367
1512
2603
814
134
155
1102
288
824
43
371
1527
2629
822
135
156
1113
291
832
44
375
1542
2656
TABLE 22
FULL-TIME EQUIVALENT STAFF BY CATEGORY
Actual totals
Instruction/research professionals
Executive/management professionals
Support professionals
Total professional staff
Technical staff
Non-professional administrative staff
Crafts/trades staff
Service staff
Total non-professional staff
TOTAL PERMANENT STAFF
Planned/expected totals
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
1410
99
101
1610
353
1059
50
522
1984
3594
1216
101
101
1418
305
887
47
416
1654
3073
1208
103
101
1412
301
895
48
395
1639
3052
1289
107
136
1531
328
934
47
383
1691
3222
1091
110
150
1350
391
1029
46
399
1864
3215
1154
107
161
1422
409
1160
20
440
2029
3451
1150
107
155
1412
392
1110
20
420
1942
3354
1155
108
157
1420
394
1120
22
420
1956
3376
1160
109
159
1428
396
1130
24
420
1970
3398
1165
110
161
1436
398
1140
26
420
1984
3420
1170
111
162
1443
400
1150
28
420
1998
3441
TABLE 23
HIGHEST FORMAL QUALIFICATION OF PERMANENTLY APPOINTED INSTRUCTION/RESEARCH STAFF
Actual totals
Planned/expected totals
Doctoral degree
Masters degree
Other
TOTAL
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
406
214
148
768
408
219
147
774
398
230
161
789
392
249
168
809
355
215
208
778
352
219
229
800
345
215
230
790
348
217
232
798
352
219
235
806
355
222
237
814
359
224
239
822
Page 38
APPENDIX 8
SECTION F: ACADEMIC PROGRAMMES
TABLE 24
APPLICATIONS FOR NEW ACADEMIC PROGRAMMES LIKELY TO BE SUBMITTED FOR FOR FUNDING APPROVAL AND ACCREDITATION
Title of proposed qualification
HonsBA
BEd (Science Education)
HonsBScMedSc (Infectious Diseases)
MScMedSc (Infectious Diseases)
Mphil (Religion and Culture)
Qualification type
Honours degree
Professional first Bachelor's degree
Honours degree
Master's degree
Master's degree
Major field or fields of study
Decision-making and value studies (CESM 22)
Education, Mathematics, Science (CESM 7, 15, 16)
Health Sciences (CESM 9)
Health Sciences (CESM 9)
Theology (CESM 18)
Proposed year of
introduction
2007
2007
2007
2008
2007
Note: This table will not be treated as a formal application. Its purpose is to give some indication of what academic shape the institution hopes to have in the period 2006-2010
TABLE 25
ACADEMIC PROGRAMMES LIKELY TO BE DISCONTINUED
Title of qualification
M Phil (Leadership in Education)
DO-projeksies 2006-2010
Qualification type
Master's degree
Major field or fields of study
Education (CESM 7)
Last year of
offering of
programme
2007