Current Edition >> Archive Section >> Special Features >> 16-31 May 2006
Turning knowledge into business
This special feature on the Central University of Technology, Free State (CUT), with its campus in Bloemfontein and satellite campus at Welkom, is to provide an indication of the practical input the CUT has on, firstly, delivering qualified ready-to-use personnel to the workplace and, secondly, on fostering entrepreneurship.
As such it is about how practice-orientated the programmes of the various Faculties and Schools at the CUT are, while on the other hand the measure to which the CUT contributes to the promotion of entrepreneurship – either by training prospective and existing entrepreneurs or by creating in itself entrepreneurial opportunities – is also under the spotlight.
In the final analysis it is about how the CUT impacts on economic growth, job creation and raising of standard of living in its surrounding region, viz. central South Africa. This impact in turn has a cyclical bearing on the generating of developmental funds for the CUT.
With in total almost 12 000 students and 800 academic and administrative staff, the CUT as an organization in itself, has a relatively huge economic impact in the region, but it is more than that. It is also about how the CUT contributes in its various delivery capacities to development in central SA – and how it could improve on a scale of, say, 1 to 10, in this regard.
This is what this special feature endeavours to achieve, thus creating some platform for further interaction between the CUT and its environment, notably the business and governmental sectors.
Thinking beyond
"At the Central University of Technology, Free State (CUT) we are passionate. We are not only passionate about education, but passionate about embracing the future – the future of the youth of our country and the communities around us. We don't just train students for jobs, we train them to think, to broaden horizons, to shape possibilities, to explore beyond the boundaries of today, to create, to innovate, to imagine, to inspire. Through this passion we combine education and industry, finding new ways to add value to the community we live in." So says Ms. Mardi Delport, Assistant-director of Marketing and Advancement at the CUT.
Delport points out that the CUT places emphasis on research, student development, community involvement and quality training.Through relevant educational programmes and innovative research projects the CUT plays a vital role in higher education in the central region,” says Delport.
With a certificate, diploma or degree qualification from the CUT graduates and post-graduates can enter the job market with confidence, secure in the knowledge that they are not only equipped with mere academic knowledge, but that they have the practical experience to do the job and also to engage in lifelong learning.
Over the past 25 years the CUT has established itself as a higher education institution of excellence. For the second consecutive year the institution has been awarded first prize in the annual PriceWaterhouseCoopers competition for corporate governance and management. The competition focuses on excellence in higher education with regard to actuality issues and the identification of best practices for excellence in higher education.
In another star-maker story, the CUT's Student Services Division received top honours at the SAASSAP Annual Conference held last year. The CUT was announced winner of the South African Association of Senior Student Affairs Professionals (SAASSAP) award as most progressive institution of the year.
This division met the institutional and national equity goals, thus securing them first prize in the competition. Appropriateness of student and staff development programmes for personnel, including provision of ABET lessons for cleaners and groundworkers, contributed further to the winning profile. Another feather in the cap of the CUT was when for 2004 the Higher Education Quality Committee (HEQC) commended the Research Administration for the research conducted at the institution.
More recently an outstanding honour was bestowed upon the Central University of Technology, Free State when the university's Research Unit for Integrated Product Development was awarded a silver award at the Premier's Excellence Awards in the category for Research and Development. According to the judges the Unit for Integrated Product Development at the CUT provided a high-tech platform of skills and systems for integrated and rapid industrial product development, holding a high promise for accelerated regional industrial development as envisaged by the Free State Growth and Development Strategy.
The excellent research and leadership of the unit is nationally and internationally acknowledged and has been instrumental for stimulating productive public private partnerships.
According to Delport, these and many other achievements “are proof that the Central University of Technology is always one step ahead…and we are always thinking beyond – so we produce:
• Research beyond today's boundaries
• Education beyond today's paradigms
• Science, engineering and technology beyond our peers
• Technology based community projects beyond the norm
• Industry partnerships that go beyond the conventional
• Graduates that perform beyond expectation
"We are always thinking beyond - so we go:
• Beyond our history – to a truly multi-cultural experience and
• Beyond financial limitations through our entrepreneurial focus.”
According to the Director of the Schools for Entrepreneurship & Business Development and of Accounting Dr. André van den Berg, the two Schools have built up an excellent reputation in learning, research, feasibility studies, marketing research, entrepreneurship and community involvement. Learners have the opportunity to learn in an environment where they are treated as individuals and where systems allow them to realize their potential with a view to succeeding in a constantly changing work environment.
Together, the two Schools are the largest at the Central University of Technology, Free State, currently comprising some 2 000 students of the total enrolment of 8 100 on the main campus.
Van den Berg says in order to survive, one needs to keep developing and refining the skills and talents with the world of work demands. Therefore the two Schools invite post graduate students to further their education at the School for Entrepreneurship and Business development. Van den Berg emphasizes that studying is a lifelong experience, even after having entered the workplace.
Programmes offered
The two Schools have their own diploma and graduation ceremony. This year during the March ceremony a record number of 565 diplomas and degrees were awarded.
The programmes offered are:
National Higher Certificate
Accounting; and Financial InformationSystems.
National Diploma
Import and Export Management; Office Management and Technology; Marketing; Human Resources Management; Internal Auditing; Management Accounting; and Financial Information Systems.
B. Tech Degrees
Cost and Management Accounting; Human Resources Management; Internal Auditing; Marketing; Taxation; Project Management; Office Management and Technology; Business Administration and Financial Information Systems.
M. Tech Degrees
Business Administration; Management Accounting; Human Resources Management; Internal Auditing; Marketing; Taxation; and Office Management and Technology.
D. Tech Degrees
Business Administration; Management Accounting; Human Resources Management; Internal Auditing; Marketing and Taxation.
Short courses
Besides teaching and learning, research and community service the schools undertake short courses and consultation services to generate third stream income for the institution. Courses are developed according to the specific needs of the client and include customer service, internal auditing, office administration, strategic marketing, computer training and various soft ware packages to mention a few.
The Advanced Certificate in Managerial Development and Excellence is highly in demand. The course includes modules on Project Management, Financial Management, Industrial Relations, Human Resource Management, Purchasing Management and Marketing Management.
Special projects to promote entrepreneurship
Addressing the problem of unemployment, at the School for Entrepreneurship and Business Development/ School for Accounting 448 entrepreneurs were trained over a four year period, providing 17 of them with seed capital through a sponsorship project, called the E-Project. The E-project has been developed to specifically empower entrepreneurs, employees and employers.
The School for Entrepreneurship & Business Development, the Bloemfontein Chamber of Commerce and Industry (BCCI), the Volksblad Community Newspapers, the Central Business Academy and the Mangaung Local Municipality annually host an entrepreneurship competition for start-up entrepreneurs and which is based on a highly innovative and stimulating selection process. The finalists receive seed capital to start their own businesses.
The annual ABSA CUT entrepreneurial training and skills development workshop is another project managed and monitored by the School with the objective to train up-coming entrepreneurs in the central region of the country. 10 workshops in the Free State have been presented by staff of the School thus far. Last year 240 start-up entrepreneurs participated, while the competition was sponsored to the tune of R150 000.
The Entrepreneurs in the Making competition, which started in 2002, is aimed to develop the entrepreneurial skills of grade 8 to 12 learners. They enter their creative business ideas and a panel of judges select a number of learners to attend the annual entrepreneurial workshop. At the one day workshop the learners are guided to start their own business by experts of commerce and industry.
Thus the Schools for Entrepreneurship & Business Development and Accounting find themselves in the frontline actively and directly educating and training prospective as well as existing entrepreneurs, while at the same time facilitating the creation of entrepreneurial opportunities.
Faculty of Management Sciences in a nutshell
The Faculty of Management Sciences comprises five Schools, viz the School for Entrepreneurship & Business Development, the School for Accounting, the School of Government Management, the School of Teachers Education and the School of Tourism, Hospitality & Sport.
The basic objective of the Faculty is to prepare graduates for professional business and public management practice. According to the Executive Dean of the Faculty, Prof. Piet le Roux, a unique approach to business and public management training is followed, resulting in the fact that graduates from the Faculty are being snapped up by the business and public sectors.
Accordingly the planning and development of courses are in the first instance based upon the expert advice of consultative committees and specialists in business and the public sectors.
The Faculty offers a wide variety of programmes in the fields of Accounting, Management, Secretarial Studies, Marketing, Public Management, Sports Management, Tourism Management or Hospitality Management.
In this specific feature on the CUT, the focus is only on the Schools of Entrepreneurship & Business Development, of Accounting and of Tourism, Hospitality & Sport, respectively.
Academic home to about 650 students, the School of Tourism, Hospitality & Sport presents the three year Diploma and the four year degree in Tourism Management, Hospitality Management, Sport Management, as well as the Advanced Certificate in Education (Sport Development).
Core business
The School's philosophy of learning is aimed at the development of leaders with an excellent operational capacity whose careers progress faster than their contemporaries in the first three years after graduation. Although academic knowledge and operational skills are an integral part of education, the main focus is rather placed on development of the total human package.
Thus the core activities of the School revolve around the presentation of:
• Degree worthy qualifications to students interested in
careers in the Tourism, Hospitality or Sports Industries
• Learning programmes characterized by the transfer of
cognitive and operational skills as well as emotional
intelligence
• Learning programmes of which the character, service
and ethics of the respective disciplines are being
purposefully promoted
Reputation
The School's definition of quality assurance is simple – the employment record of graduates and the period within which they attain senior management positions. The employment record of students produced by the School is currently 95% within three months of graduation, while 52% of qualified students attain medium to senior level positions of management within two years. An independent research study by SA Tourism in 2005 found that the three largest hotel groups in South Africa rate the School for Tourism, Hospitality & Sport as top in South Africa.
The achievements of the School facilitate the placing of students at leading national and international organizations to complete experential learning.
Exposure is further strengthened through an annual educational tour which students together with lecturers undertake to African countries. In terms of community service, students are being made socially aware by undertaking fundraising projects in aid of welfare institutions.
Since the School's reputation is based solely on the concept of quality, the intake of first year students is limited to 140 out of a pool of some 600 applications. Criteria are based on scholastic achievement, previous work experience and a personal interview.
Staff
As for the staff of the School, the Jim Collins principle is being applied consistently, namely: “Get the right people on the bus, the wrong people off the bus and the right people on the right seats”. Therefore the staff consisting of 30 specialists, including three professors and under the Directorship of Prof. Daneel van Lill, has a strong business and managerial background.
International links
The School is firmly based in the international arena, with for instance learning programmes being developed in cooperation with well-known international institutions such as the Hotel School of The Hague, the Katolieke Hogeschool in Belgium, the Vrije Universiteit of Brussels, the Australian International Hotel School, the Culinary Institute of America, the Notter School of Pastry and the Waiariki Institute of Technology in New Zealand.
Postgraduate research is facilitated through the School's research focus with the theme Transformation and Empowerment. From here, a core of 14 Masters and Doctoral students from various countries are doing projects under the supervision of the School's specialists. Examples include the R500 000 cooperation project on the development of an induction programme for the Southern Sun hotel group and the development of a transformative leadership model for mid-level South African hospitality managers. Other projects comprise South Africa's price competitiveness in international tourism, as well as a judo intervention programme in support of motoric-challenged learners.
National impact
Consultation projects with national impact include :
• Involvement in the establishment and development of the
SA College of Tourism at Graaff Reinet – which in turn is
the centre where guesthouse managers for the Peace
Parks are being trained.
• The electronic learning series on Guesthouse
Management in SA being used by some 27 000 persons
and to be published in book form in May 2006.
• Training of guesthouse managers from Cape Town,
Pretoria, etc. for local and provincial government.
Free State impact
Consultation projects with regional impact include :
• The conduct of training in guesthouse marketing in
cooperation with the University of the Free State and
Mangaung Tourism.
• The presentation of short courses in the Galileo Air
Booking System to local travel agents.
• The formulation of strategic marketing plans for travel
agencies, tour operators and guesthouses in the
Bloemfontein area.
• Catering services to a variety of organizations in
Bloemfontein.
• Involvement with the Free State Association for Sport of
the Disabled.
Thus the influence and connectivity of the School of Tourism, Hospitality & Sport stretches well beyond its borders, in fact globally.
Specialist programmes of the School
Tourism Management
The South African tourism industry shows dramatic growth with a resultant demand for well-qualified Tourism Managers. Our former students have entered the tourism industry as travel agents, tour operators, marketers of tourism, event and conference organisers. Others have joined holiday resorts, airlines, nature reserves, car rental companies, tourism information offices, guesthouses and holiday farms. The learning programme in Tourism Management has been designed so that self-employment may also become an option to be considered.
Programme Head: Dr Albert Strydom, Telephone: (051) 507 3287, E-mail: astrydom@cut.ac.za.
Hospitality Management
These competencies are developed through a management programme, backed by sound operational training. The Hotel School maintains an international reputation for empowering its students to think on their feet, equipping them with operational know-how and the development of managerial competencies. This leads to a high demand for our students and opens doors to world wide career opportunities as front office manager, entrepreneur, banqueting manager, food and beverage manager, restaurateur, conference manager, caterer, guest house manager, coffee shop manager, chef and many more.
Programme Head: Adv Manie Moolman, Telephone: (051) 507 3235, E-mail: moolmanm@cut.ac.za.
Sport Management
The South African sports industry shows dynamic expansion and consequently a demand for well-qualified sports managers. Our former students have entered the sports industry as coaches at academies, sports marketers, recreation managers, adventure managers, personal trainers and managers of sport stadiums. Short courses in adventure management, coaching and umpires or other referee qualifications, open the doors to the international sports industry.
Programme Head: Ms Willien Fourie, Telephone: (051) 507 3544, E-mail: fouriew@cut.ac.za.
Sport Training & Research
South Africa needs the services of dedicated champions who through their drive, enthusiasm and determination can bring the gift of sport to the nation. This is indeed a daunting challenge that cannot be met in a laissez faire manner. Only highly trained, committed professionals will ultimately achieve these goals and only orchestrated input at all levels in every village, town or city of this country will ensure success. In this process education (schools and educators) could and should play a major role.
Programme Head: Prof. Johann du Plooy, Telephone: 051 – 407 – 3505, E-mail: johann@sac.fs.gov.za.
Prof. Carlu van der Westhuizen, Direkteur van die Skool vir Landbou en Omgewingswetenskappe sê behalwe die drie departemente/programme, word unieke pasgemaakte kursusse tans gekurrikuleer en sowat vier variasies op Landboubestuur behoort in 2007 ingestel te word.
As 'n tussentydse oorbruggingsmaatreël word ervaringsopleiding in wingerdbou en wynkunde reeds vanaf 2006 in die Jacobsdal-omgewing aangebied, terwyl dit vanaf 2007 ook teoreties as deel van die vak Plantproduksie aangebied sal word.
Die Skool is die leidende speler op navorsingsgebied by die SUT. Meesters- en Doktorsgrade op voltydse en deeltydse basis word in die programme aangebied.
Finansiële ondersteuning is op meriete beskikbaar vir nagraadse studente.
Agricultural training
Sufficient knowledge of climatical, economic, demographic, sociocultural, political and technological factors at national and international level is becoming increasingly important for the timely reaching of management decisions in the farming situation.
Therefore at the School of Agriculture and Environmental Sciences and students receive multi disciplinary training in various aspects of agriculture with class projects and assignments focussing on actual farming situations and forming an integral part of the syllabus. To this end, agricultural training is focussed on agricultural management, managing the internal and external environmental factors within the micro agricultural economy.
Two programmes are offered, a National Diploma in Agricultural Management (3 years full time) and a B.Tech.: Agricultural Management degree (additional 1 year full time or 2 years part time).
Career opportunities
Graduates will be able to operate farms themselves, find employment as farm managers, agricultural commodity traders or consultants, be involved in agricultural industries, agri-insurance companies or agricultural extension. Entrepreneurship and self-employment form an integral part of the design curriculum.
Admission requirements
• Grade 12 or equivalent qualification for the N. Cert., N.Dip. and B. Tech.: Agricultural Management.
• N. Dip.: Agricultural Management or equivalent three-year National Diploma, classified by SERTEC as an M+3 qualification, for the B. Tech.: Agricultural Management (only 4th year).
• Dependent on the nature and composition of their existing qualifications, candidates can apply for further undergraduate and postgraduate studies in Agricultural Management.
Curriculum
It includes main subjects such us Agricultural Management / Plant Production / Animal Production / Agricultural Soil Science / Computer Skills / Production and Operational Techniques / Agricultural Management / Computer Applications (Agriculture) / Soil Classification / Financial Management (Agriculture) / Strategic Management (Agriculture) / Leadership Development / Etc.
The student can also achieve a master's degree and a doctorate in Agriculture on a part-time or a full-time basis with financial aid a possibility for approved candidates and projects.
Short courses
Presented on request, these may include the Santa Gertrudes Judging Course, a Dorper Judging Course, Artificial Insemination of Cattle, etc.
It is furthermore arranged that students also attend course-related farmers' days and seminars, such as the Nampo Harvest Day, the Free State Young Farmers' Congress, etc. as part of their practical experience.
Environmental health training
In the learning programme Environmental Health learners receive a quality academic background to prepare them for a profession as EHO (Environmental Health Officer) or many other related professions in the field of the environmental and biological sciences. The educational material is directed at the multidisciplinary study of man and environment with a view to ensure health and sustainability.
Two programmes are offered: a National Diploma in Environmental Health (3 years full time) and a B. Tech.: Environmental Health degree (4 years full time).
Career opportunities
Popular employers are municipalities, as well as governmental departments such as Health, Water Affairs & Forestry, Environmental Affairs and Tourism and Labour; industries such as mining groups, Eskom, Transnet, water boards, large food manufactures and retailers, abattoirs, and some hotel groups. Qualified persons may also render services in a private capacity to abattoirs at a professional fee. The Department of Agriculture also employs veterinary health officers.
Admission requirements
Senior Certificate or an equivalent qualification.
Candidates must successfully complete the selection process.
Prerequisite subjects
Any two of the following: Physical Science, Biology or Mathematics at Grade-12 level with at least 50% on SG.
Recommended subjects
Physiology and Geography.
Curriculum
Subjects for the first three years include Anatomy and Physiology / Occupational Health and Safety / Physics and Chemistry / Epidemiology / Management Practice / Community Development / Epidemiology / Microbiology / Environmental Pollution: Waste and Water / Environmental Planning / and Food and Meat Hygiene. In the fourth year: Research Methodology I (Semester subject – full time) and Management Practice IV are compulsory subjects. Students should choose any two of the following optional subjects: Food Hygiene IV / Occupational Health and Safety IV / Water Quality Management IV / Environmental Epidemiology IV / or Waste Management IV.
Upon successful completion of the first three years of study, students are awarded the National Diploma. They then qualify to enrol for a fourth year of study to obtain the B. Tech. degree.
Overview of the Faculty
The Faculty of Health & Environmental Sciences, established in 1982 as the School of Applied Sciences and renamed in 2000, is a dynamic and innovating faculty composed of two Schools, namely the School of Health Technology and the School of Agriculture & Environmental Sciences.
Approximately 970 students enrolled in January 2006 for qualifications in the various programmes offered by the Faculty, with more than 70 of these enrolling for masters’ and doctoral qualifications.
Since its establishment the Faculty has achieved several milestones, including the first doctorate at the institution in 1997 (which was also the first in Environmental Health in South Africa), the registration of the institution's first foreign doctoral student – from Canada – in 1998, the first postdoctoral fellow in 2000, and the first two black doctorates of the institution in 2004. At its graduation ceremony in March 2005, the first doctorate degree to an Indian lady, enrolled at the CUT, was awarded by the Faculty.
Volgens die Dekaan, prof. Barry Frey, is die wagwoord van die Fakulteit “akademiese uitmuntendheid”. Die hoë jaarlikse studenteslaagsyfer van meer as 80% en die hoë graduasiekoers van meer as 30% in 2005 iIillustreer hierdie eienskap.
Research is a matter of high priority in the Faculty and is conducted mainly within the niche areas of Food Safety, Molecular Biology, Occupational Health & Safety, and Agricultural Production Economics. Since 1992 more than 90 articles have been published by staff and students in accredited journals.
The Faculty's current 77 postgraduate students already constitute 30% of the 257 postgraduate students envisaged for 2006 at the CUT. Once again, this percentage is given more meaning in light of the fact that the Faculty's students, both undergraduate and postgraduate, only make up approximately 11% of the total student population of the institution in 2005.
Die gemeenskapsbetrokkenheid van studente en personeel van die Fakulteit is hoog op die prioriteitslys en is hulle buite-kurrikulêr integraal betrokke by verskeie projekte.
In summary, Frey points out that the Faculty of Health & Environmental Sciences is today, in the midst of a dynamically changing higher education landscape, well-positioned within the central region of South Africa to render an important service to the broader community.
Therefore prospective students are invited to consider enrolment in any one of the programmes offered by the Faculty, while employers in commerce and industry, as well as the public sector, are also invited to invest in the Faculty's activities and its products - the students.
“Die verloop van ons lewe op aarde word grootliks deur die wisselwerking van twee sfere bepaal, naamlik: die genetiese samestelling van die individu en die omgewing (mikro en makro) waarin die individu hom of haar bevind.Die wisselwerking kan verder deurgetrek word na die voorkoms van siektetoestande en lewensverwagting, maar ook na prestasie van die individu. Dit is dus belangrik om 'n positiewe leer- en werksomgewing daar te stel waar elkeen sy potensiaal (geneties bepaal) ten volle kan bereik,” verskaf prof. Linda de Jager, Direkteur van die Skool vir Gesondheidstegnologie, 'n prikkelende inleiding.
Visie
Prof. De Jager stel 'n duidelike visie vir die Skool vir Gesondheidstegnologie, naamlik Vooruitgang, uitnemendheid en leierskap in Gesondheidstegnologie. Om dié doelstelling te bereik, word klem gelê op die bevordering van akademiese voor-treflikheid in gesondheidswetenskappe, toegepaste navorsing wat regte-wêreldaangeleenthede aanspreek, gemeeskapsbetrokkenheid en die lewering van 'n kwaliteitdiens aan die gemeenskap om 'n beter kwaliteit lewe daar te stel.
Programme
Met 'n personeel van 29 voltydse en sowat 50 deeltydse persone bied die Skool loopbaangerigte kwalifikasies aan in die volgende ses leerprogramme: Biomediese Tegnologie; Kliniese Tegnologie; Radiografie; Somatologie; Tandheelkundige Assistering en Nood Mediese Sorg, wat die nuutste toevoeging tot die Skool se stal van gesondheids-programme is.
“Ons programme is só saamgestel dat ons professionele mense oplei wat registreer en werk in 'n spesifieke gesondheidsveld,” sê De Jager. “Die meeste van ons studente registreer na afloop van hul studies by die Suid-Afrikaanse Gesondheidsberoeperaad van Suid-Afrika (“Health Professions Council of South Africa”) en beoefen hul beroep.”
Praktiese ervaringsleer
Die Skool het 'n hegte verhouding met ander instansies in ge-sondheidswetenskappe soos bv. die Departement van Gesondheid. Praktiese ervaringsleer vorm 'n groot deel van die akademiese samestelling van leerprogramme en maak die Skool dit sy plig om die student aan die beste moontlike opleiding bloot te stel ten einde die arbeidsmark en die gesondheidsprofessie met gemoedsrus te betree. De Jager sê hulle doen veral waardevolle ondervinding op by hospitale en privaat mediese praktyke. Dié studente word op 'n deurlopende grondslag geassesseer om vas te stel of hulle oor die nodige vaardighede beskik.
Volgens De Jager spog die Skool vir Gesondheidstegnologie met 'n baie hoë indiensneembaarheidsyfer van afgestudeerde studente. Die student se ervaringsleer is egter nie net beperk tot praktiese ervaringsopleiding by geakkrediteerde gesondheidsinstansies nie, maar maak van ons leerprogramme ook gebruik van diensleer. "Met diensleer lewer die student 'n diens aan die gemeenskap om sekere uitkomste te bereik, maar terselfdertyd word ook iets uit die ervaring geleer,” sê sy.
Al die personeel van die Skool vir Gesondheidstegnologie is intensief betrokke by projekte soos Kwaliteitsversekering, Gemeenskaps-betrokkenheid, Toegang vir leerders, Skep van 'n effektiewe Navorsingskultuur en Uitkomsgebaseerde Leer. Die projekte is almal daarop gemik om innovering met beste praktyk te integreer.
Navorsing
Die Skool vir Gesondheidstegnologie is ook aktief betrokke by navorsings-projekte en De Jager poog om 'n navorsingskultuur, waar elke personeellid betrokke is by navorsing, daar te stel. Navorsers in die Skool geniet dan ook nasionale en internasionale aansien en is betrokke by navorsingsprojekte wat 'n wye spektrum dek, insluitende Molekulêre Biologie en Biotegnologie, MIV/Vigs en voeding, die effek van elektromagnetiese bestraling op gesondheid, ens.
Uiteindelike mikpunt
De Jager sê die uiteindelike mikpunt is om die Skool vir Gesondheidstegnologie oor die volgende dekade uit te bou as nie slegs 'n nasionale leier op sy veelfasettige terrein nie, maar ook as 'n internasionale pasaangeër.
Programmes offered
National Diploma & B. Tech Biomedical Technology*
Qualified medical laboratory technologists work in medical laboratories preparing and analyzing human and/or biological specimens.
National Diploma & B. Tech Clinical Technology*
Qualified clinical technologists work with medical specialists in Cardiology, Nephrology, Neurophysiology, Perfusion, Pulmonology, Critical Care and Reproductive Biology.
National Diploma & B. Tech Radiography (Diagnostic, Therapy & Nuclear Medicine)*
Qualified radiographers work with radiologists (diagnosis of disease with x-rays), oncologists (treatment of cancer with x-rays) and nuclear physicians (isotope-tracer diagnostic studies).
National Diploma & B. Tech Somatology***
Qualified somatologists work in beauty parlors, on passengerships and at air companies.
National Certificate Dental Assisting****
Dental assistants assist dentists and/or oral hygienists, or handle dental practice management.
National Diploma Emergency Medical Care**
Qualified emergency medical care personnel can be employed by private ambulance services, Government, the army, private clinics, the mines as well as luxury liners. During the course of a day paramedics perform a variety of tasks, e.g. respond to a medical crisis, trauma and other related incidents in the pre-hospital environment. Students may exit after one year of study with a certificate.
Prerequisites:
* Grade 12 with Biology/Physiology, Physical & Chemical Science and Mathematics (SG with minimum pass rate of 50% each)
** Grade 12 with any 2 of Mathematics, Biology Physical & Chemical Science (SG with minimum pass rate of 50% each)
*** Grade 12 with Biology/Physiology or Physical & Chemical Science (SG with minimum pass rate of 40%)
**** Grade 12 with Biology/Physiology (SG with a minimum pass rate of 50%)
Research opportunities are available in the majority of the above mentioned programmes up to doctoral level.
Enquiries: Me. L. Smith Tel: (051) 507-3123
Email: lsmith@tofs.ac.za
Background
The Faculty of Engineering of CUT addressed the practical needs of commerce and industry by developing the attitudes, skills and competencies of students so as to enable them to contribute optimally to a modern knowledge-based society.
For this purpose the Faculty comprises of five Schools, namely The School of Civil Engineering and Built Environment, the School of Design Technology and Visual Art, the School of Electrical and Computer Systems Engineering, the School of Information and Communication Technology, the School of Jewellery Design and Manufacturing and the School of Mechanical Engineering and Applied Mathematics.
Project-orientated approach
Inputs from advisory committees and graduates as well as from students undergoing co-operative education are used extensively in the development of curricula in order to achieve maximum impact for commerce and industry. Theoretical studies and experimental work, executed in adequately equipped laboratories using state-of-the-art equipment, are integrated in the educational process - which is dominated by a project-oriented approach to learning. Computers are utilized extensively in the design and mathematical simulation of new circuits and systems. Moreover, interdisciplinary approach to the solving of industrial-related problems is frequently used.
Entrepreneurial skills
The development of entrepreneurial skills forms an integral part of the educational processes. On request these centers do commercial work, with students taking an active part, thus providing them with exposure to the complete developmental and manufacturing processes for new products and processes. Throughout a strong emphasis is maintained on the promotion of innovation amongst staff and students.
Focus on research
According to the Dean of the Faculty, Prof. Gerrit Jordaan, the staff of the Faculty is involved in researching a wide variety of industry-related problems and frequently read papers at conferences, whilst international study visits are undertaken regularly. The research activities of the Faculty are in the main the result of research linkages with industry and collaborative agreements with international educational institutions.
Research in the Faculty
Cross pollination and the pooling of intellectual skills between the School of Civil Engineering and Built Environment, and the School of Information and Communication Technology led to a Research Unit For Catchment Management. The research conducted in this Unit is directed at the needs of industry and the community at large and are well supported by local, national and international partners. The aim is to deliver world-class research while appreciating the need to be appropriately responsive to our African roots.
The Unit specializes in providing services in water resources management. This work is underpinned by research programs carried out at CUT. Services rendered primarily relate to irrigation and drainage, river and catchment management, and water demand and use. The success of the unit lies in an exceptional water resources laboratory, which include state-of-the-art computer hardware, a full range of specialist software and computational hydrological modeling tools and expert staff with world-renowned skills and experience.
The School of Information and Communication Technology focuses on specific research projects in the following areas: application of Multi-Agent Systems (MAS) in the areas of Information Management, Health Care, e-commerce, etc.; Information Security, Agent-Oriented Software Engineering (AOSE), Web Services and RFID and Wireless Sensor Networks.
The School of Electrical and Computer Systems Engineering is engaged with specific projects in the areas of Automatic Material Handling and Radio Frequency Identification (RFID). Prospective students and researchers are at liberty to join forces with an already established team who are busy with research projects in Image Processing & Neural Networks, Automatic Guided Vehicles, Linear and Cartesian Robots, Automated monitoring and recording systems, and a variety of applications of RFID to identify objects and people.
The School for Design Technology and Visual Art conducted research into the origins and meaning of Litema, an indigenous form of house decoration in Lesotho and the Eastern Free State. The latest results are available at www.cut.ac.za/litema. A major project of the Fine Art Programme is the adding of value to ceramic ware of indigenous potters in various locations in South Africa.
Programmes presented
School of Civil Engineering and Built Environment
Civil engineering makes a region habitable. Civil engineers and their teams carefully plan, design and supervise the construction facilities that include structures such as bridges, airports, highways, power lines, dams, and sewage and water purification plants. They ensure that the works are completed within budget and on time. They also solve problems like pollution, traffic congestion, energy needs, water supplies and provision of infrastructure for community settlements.
Building, on the other hand, comprises structured physical and cost planning, as well as management of construction projects, such as buildings, civil engineering structures, infrastructure and restoration work. Before construction the quantity surveyor and project manager carefully plan and monitor the feasibility and capital flow of the design. They supervise construction facilities including all possible structures in the construction industry.
The following courses / programmes are offered:
• National Diploma: Civil Engineering
• National Diploma: Building
Enquiries: Tel: (051) 507 3249 / Fax: (051) 507 3254
E-mail: info@eng.cut.ac.za
School of Electrical and Computer Systems Engineering
Electrical Engineering is the study of the behaviour of electrical, electronic or electromechanical systems. This school presents courses in Electrical Engineering: Light Current and Heavy Current as well as Computer Systems Engineering. Our diplomates and graduates are sought after by industry as our training provides graduates and diplomates with a broad knowledge as well as entrepreneurial base. Thus, they are well equipped to serve industry or to start their own businesses.
Diplomates and graduates from the School of Electrical and Computer Systems Engineering are usually found in areas of electronic communications, process control micro-controllers, the generation and distribution of electrical energy, computer software, hardware and networks. They frequently find employment at enterprises such as Telkom, Vodacom, Iscor, Siemens, mines and smaller companies. The central placing of this school is also to the advantage of its students as it is close to the country's main industrial areas. Competent teaching staff applying the latest technology and the well-equipped laboratories contribute to the reputable standard of our qualifications.
Students in the school may read towards the following
qualifications:
• National Diploma: Electrical Engineering
(Light Current)
• National Diploma: Electrical Engineering
(Heavy Current)
• National Diploma: Computer Systems Engineering
Enquiries: Tel: (051) 507 3090 / Fax: (051) 507 3254
E-mail: info@eng.cut.ac.za
School for Jewellery Design
This school is situated in Virginia on the Free State Gold Fields where the National Diploma in Jewellery Design and Manufacturing is offered. Students receive training in theoretical and practical aspects of Jewellery Design and Manufacturing. A limited amount of places are available in this programme.
Students in the school may read towards the following qualification:
• National Diploma: Jewellery Design and Manufacturing
Enquiries: Tel: (051) 507 3185 / Fax: (051) 507 3199
E-mail: info@eng.cut.ac.za
School of Design Technology and Visual Art
This well equipped School presents programmes in Graphic Design, Photography, Fine Art, Clothing and Interior, and Fashion. Students may read towards the following qualifications:
National Diploma: Clothing and National
Diploma: Fashion
At the Clothing Department, a deep sense of individuality and vitality is carefully nurtured according to the needs of each student, built upon a solid base of knowledge of the clothing industry. This is achieved through excellent training and motivation.
During the Clothing courses, the student is taught basic skills, which range from simple construction of a seam to complicated manufacturing of a tailored garment, allowing students to experiment with various fabrics. The objective of the pattern construction subject is to teach the students the principles of constructing a pattern using the measurements of a human body to create a garment that will fit and complement the body.
Textiles are an integral part of all the courses and emphasize the understanding of fabric fall and behaviour. The interior decorating course equips the students with practical and theoretical knowledge to assist them to construct any household article e.g. all types of curtains, upholstery, and home accessories.
Career opportunities on completion of the Clothing course entails inter alia clothing marketing and communication, clothing training, clothing advisor, consumer advisor, interior decorator or entrepreneur. The Fashion courses on the other hand teach the students to create their own style of design, using functional considerations of the human body creatively and innovatively. The designing and construction of Men's-, Women's- and Children's wear is part of the three year curriculum which culminates each year in the designing and manufacturing of outfits for the end of the year fashion show. The curriculum for the third year students in the National Diploma Fashion is unique in that they focus on an individual collection in either a contemporary or a commercial direction.
Career opportunities on completion of the Fashion course entails inter alia pattern maker and designer at fashion houses, own dressmaking business, workshop and boutique manager, costume designer, fashion consultant or fashion illustrator for magazines.
Enquiries:
Tel: (051) 507 3383 / Fax: (051) 507 3293
E – mail: info@eng.cut.ac.za
National Diploma: Graphic Design
The growing media and communication industry has created an increased demand for graphic designers, web designers and skilled packaging designers. The focus of the National Diploma in Graphic Design is to provide career-oriented training in aspects of advertising, graphic design, computer graphics and packaging design. The majority of assignments in the final years of the Programme are driven by the requirements of the industry. Students receive practical training in Computer Graphics, Web-page and other forms of Electronic Design, Corporate Identity Design, Packaging and Aspects of Visual Communication.
Enquiries
Tel: (051) 507 3383 / Fax: (051) 507 3293
E – mail: info@eng.cut.ac.za National Diploma: Fine Art
The Fine Art programme aims to equip students with an ability to realise their own intellectual and aesthetic development. This is done against the background of an ethic of creation where cultural awareness, diversity and the freedom of expression are respected. In their pursuit of these principles, staff members of the Programme are dedicated to establishing a disposition where education rests upon an equal partnership between lecturer and student, but also a creative interaction amongst students. Fine Art forms the basis of all visual art and design fields of study. An increasing need for artists, specializing in either Fine Art or design related fields of study is at present largely created by the development of the modern mass media/communication media. In view of this need, the course in Fine Art is structured in such a way as to equip students with appropriate skills in visual communication.
Enquiries
Tel: (051) 507 3192 / Fax: (051) 507 3199
E-mail: info@eng.cut.ac.za
National Diploma: Photography
Students in this programme are trained in all aspects of professional photography, including digital photography. Studio facilities are excellent and boast a large range of equipment. A well-equipped computer laboratory provides students the opportunity to manipulate photographs through electronic means. Students participate in a prestige exhibition at the end of each year. This is a showcase of the division's work. One of the most recent research results of the programme can be viewed at www.cut.ac.za/litema
Enquiries
Tel: (051) 507 3185 / Fax:(051) 507 3199
E – mail: info@eng.cut.ac.za
School of Information and Communication Technology
The School is well resourced to present the following programmes: Information Technology (Software Development), Information Technology (Web and Application Development), and Language Practice.
Information Technology (Software
Development or Web and Application
Development)
This is a career-oriented programme that focuses on the acquisition of knowledge and skills in systems analysis, databases, programming, networks and WEB publications. Practical work on the computer comprises a major portion of the course and programming languages include Visual Basic, C++, Java and SQL.
Computer data processors are appointed as programmers with the possibility of rapid promotion to systems analysts. Excellent employment possibilities exist in trade and industry as well as in governmental departments.
Students may read towards the following qualifications:
• National Diploma: Information
Technology
(Software Development)
• National Diploma: Information
Technology
(Web and Application Development)
Enquiries:
Tel: (051) 507 3094 / Fax: (051) 507 3522
E-mail: info@eng.cut.ac.za
National Diploma: Language Practice
Language Practice comprises an outcomes-based qualification and is aimed at opening the doors to the world of media as it mainly has to do with using and managing the media. Students also receive training in amongst others, video techniques, writing and translation skills, computer applications, public speaking and intellectual relationships.
Diplomates and graduates can practice as language practitioners, but will be of great value to both private and government departments as a language officer, translator, communications officer, editor, technical writer, administrative officer and training officer. The fields of public relations and journalism present additional employment opportunities.
Students may read towards the following qualification:
• National Diploma: Language
Practice
Enquiries:
Tel: (051) 507 3328 / Fax: (051) 507 3320
E-mail: info@eng.cut.ac.za
School of Mechanical Engineering and Applied Mathematics
This school is concerned with the conception, design, implementation and operation of mechanical systems of machines, vehicles, ships or aircrafts. It strives for excellence in education, training, research and development to meet the wealth creation and upliftment needs of the Free State, and our country in this regard.
We provide our diplomates and graduates with sound engineering knowledge that equips them with analytical skills and hands-on laboratory experience and train them with excellent communication skills and hardworking habits.
Well-equipped laboratories, facilitated by a highly competent teaching staff ensure that the school remains at the pinnacle of the latest technology. It has a very strong working relationship with industry and an active advisory committee ensures that our programmes remain market oriented.
We prepare our students to become productive and contributing members of their profession and future leaders of society, industry and academia.
Students in the school may read towards the following qualification:
• National Diploma: Mechanical
Engineering
Enquiries:
Tel: (051) 507 3079 / Fax: (051) 507 3254 E-mail: info@eng.cut.ac.za
Launched in 1999, the purpose of the Central University of Technology Science Park is the management of available technology in the interest of the students and staff of the university, as well as the broader community. In this manner, technological developments resulting from research done by students, can be incubated and commercialised through the launch of new business entities. In so doing, the Science Park contributes to regional economic development through the creation of new high-technology enterprises.
Internationally science parks have been proven a winning concept beyond doubt and therefore a university of technology in particular should have one at the disposal of entrepreneurially-minded graduates. Through the successful implementation of such a structure, technology transfer takes place between the research laboratory and the manufacturing plant with products being manufactured and sold, whilst jobs and wealth are created. This is the preferred way of linking research, creativity and entrepreneurship in a financially sustainable way.
In this way a science park should be instrumental to the provision of innovation and incubation support, access to office and laboratory space and facilities, as well as training in best business practice for new, high-technology enterprises.
In addition to the above services provided by the CUT Science Park, it also assists the public to gain access to any of the number of commercial centres of excellence of the university. Examples of these are the Centre for Rapid Prototyping and Manufacturing and the Product Development Technology Station.
Centre for Rapid Prototyping & Manufacturing
The Centre for Rapid Prototyping and Manufacturing (CRPM) was established in 1997 with funding from the CUT and Government (through THRIP projects and NRF research grants). Subsequently this also resulted in the creation of the DST-funded Tshumisamo Trust technology station.
These two units jointly provide clients with a one-stop service bureau where ideas are turned into new products. Prototypes are developed according to the client's designs and specifications. The client is first provided with a limited number of the product for testing and marketing purposes before the final manufacturing processes are developed.
The development involves a concurrent engineering approach allowing changes at critical stages that would not be feasible should conventional manufacturing methods be used. Although the final product is usually not manufactured at the Centre, it could facilitate the process.
Over the years the CRPM grew in magnitude and is now able to offer a comprehensive research and development service to industry and SMME's. The Centre has an excellent infrastructure that includes the most comprehensive collection of rapid prototyping machines in Africa – each best suited for a particular, specialised industrial application.
These comprise inter alia stereolithography apparatus,laser sintering machines and three-dimensional printing machines. Consequently the CRPM is capable of producing prototypes in any of a large variety of materials, from several types of plastic to different metals. Even sand moulds can now be sintered directly to facilitate quick access to finished prototypes for evaluation purposes. The latest acquisition is the EOS M250 Extended Direct Metal Laser Sintering machine.
These facilities are further supported by secondary manufacturing processes such as vacuum casting, 3-Axes CNC milling, spin casting, digital data acquisition apparatus for reverse engineering, injection moulding and reaction injection moulding. The latest 3D CAD and CNC software is used for part modelling, rapid prototyping part preparation and tool path generation.
The total value of the Centre's infrastructure is in excess of R30 million, used extensively to support skills development in strategic directions such as tool making, manufacturing research and technology transfer to industry.
Rapid Prototyping has also become multi-disciplinary, making it possible, through process and material advancements, to serve non-traditional industries such as the medical industry. This in turn includes, amongst others, the development of protective devices for oncology treatment, as well as the manufacturing of physical models for surgeons, jigs, fixtures, implants, etc. thereby decreasing the impact of trauma in the patient to a great extent.
All these facilities are available to assist manufacturing enterprises with the development for new products and the search of new, improved manufacturing processes. Such access to the facilities is available either directly or through the Product Development Technology Station (PDTS) of the CUT. This is a government-funded initiative, aimed at facilitating the transfer of new technology and skills in this particular discipline to the South African industry.
The CRPM and PDTS have separately and jointly received several national awards for the service it provides to the South African industry, the broad community and the university.
Under the splendid supervision of a competent and well-qualified staff, the Centre is growing from strength to strength and is as such another successful story of the Faculty of Engineering, Information and Communication Technology at the CUT.
Central University of Technology, Free State (CUT) is integrally involved in the development and roll-out of the fast-growing concept of community service learning (SL) and to understand its role in this regard, it is necessary to first note the historical roots.
The White Paper on Higher Education (1997) laid the foundations for making community service a core part of higher education in South Africa. Against this background and in line of both the Free State Growth & Development Plan and the stated mission of the CUT, the latter seeks to serve the needs of the communities in the region through developmental programmes utilising lecturers, students, knowledge and resources of CUT, as well as co-workers and resources outside CUT (like Community Higher Education Partnerships). CUT's vision is to empower individuals, especially from the previously disadvantaged communities, with the acquisition of competencies e.g. business literacy, that will enable them to either become or remain economically active members of their respective communities.
What exactly is community service learning?
Community service learning is a module- or course-based, credit-bearing educational experience linking academic study with community service, where students (a) participate in an organised service activity that meets identified community needs and (b) reflect on the service activity as means of gaining deeper understanding of module or course content, a broader appreciation of this discipline, and/or an enhanced sense of personal values and social responsibility.
In service learning, the notion of working in partnerships is necessary to formalise informal connections and relationships to ensure effective interaction and a participatory approach to development initiatives.
In South Africa, one of the implicit values of partnership is the commitment to social transformation and redistribution through building and sharing of capacity. Accordingly, the CHESP model identifies three partners forming a triad, i.e. the service providers, the community and the university. This tri-sector partnership approach could ensure that economic growth and opportunity is equitable as well as sustainable for the partners. The CUT applies institutional responsibility to participate with communities to improve society, service providers lend their practical support and communities assist in determining their needs be addressed in evolving curricula.
Planning and implementing
Earlier research highlighted problem areas for the planning and implementation of service learning at the CUT, such as that curricula of learning programmes do not accommodate structured community service learning, while students were found not to have the ability to apply theoretical knowledge and skills in real life experiences. Consequently the conclusion was reached that service learning is an essential tool to address these problems by taking students out of the formal classroom situation and placing them at a site in the community where they can transfer knowledge and skills in real life situations. Furthermore part of the CUT service learning mission is that all learning programmes offered at the institution must by the end of 2007 include a service learning module.
Two campus co-ordinators for SL capacity building were appointed during 2005, while academic staff from various programs underwent training, with others being trained for purposes of developing and implementing service learning modules in their respective programmes.
Intermediate outcomes for students
Potential and actual outcomes of service learning activities for students are :
• Students will have the opportunity to use their theoretical knowledge in a practical situation in the community.
• They can reflect the meaning of the experience to them personally and intellectually.
• Service Learning broadens the cultural perceptions of students.
• It furthermore leads to greater civic responsibility.
• Improvement of communication and presentation skills.
• Improvement of critical thinking of students.
• Improving problem solving capacity.
For the community, the basic benefit of service learning activities is an empowered community with improved skills, raised business literacy, better living standards and higher quality of life.
Service learning modules currently implemented include: Human resources in practice / Sewing technology / Dental assisting / Agricultural development / Ceramics / Craft skills
Service learning modules to be implemented during the following semester: Prevention of tuberculosis / Public management practices / Remedial skin, nail and hand care / Office management and technology / Marketing/business literacy / Computer literacy / Food safety for street vendors / Tourism development / Events management / Micro processors
Examples of successfully implemented modules
The following are two examples of successfully implemented service learning modules :
• The SL module in the Human Resources Management program at the CUT was implemented for the first time during 2004. The module was developed with themes (entrepreneurship) directly linked to identified community needs, curriculum prerequisites and strategies of the Free State Growth & Development Plan. Participating community members from both 2004 and 2005 gave positive feedback on the involvement of the CUT learners and the knowledge they gained from participation in the endeavour. It was evident that a substantial amount of growth for both CUT learners and community members in terms of aspects like confidence, teaching skills and communication abilities took place during the service-learning process.
• The service learning module in sewing technology was implemented in 2004, in partnership with Lesedi la Setjhaba, the service provider, and the community of Kagisanong. Due to a sustainable trustworthy relationship between the triad partnership, this module is still currently running successfully. The identified sewing skills needs among the unemployed and disabled members of the community have been addressed and those trained and guided have been able to establish their own little sewing businesses.
Further perspective
Two conclusions about service learning modules implemented so far under the auspices of the CUT are clear : Firstly, it is an indispensable part of not only education and training provided by the CUT, but secondly, it involves all of the learning programmes being implemented by the CUT.
So as to the future, the implementation and application of service learning should be expanded and refined in order to reach more and deeper needs of communities – needs which are vast and acute.
In this respect, an aspect which has unavoidably come to the fore and requires urgent attention, is that service learning should be complemented by a further component, viz. business development. As it is, service learning consists basically of community development and skills development, but in order to achieve sustainability, these two components need to be complemented by business development.
The latter comprises the development and promotion of entrepreneurship and business literacy. “Business literacy” is the need of an entrepreneur to know the ABC – the basics – of running a business, however small it may be. This entails basic knowledge of the 7 x P's of business and their interaction : Product, Price, Premises, Personnel, Plan, Procedure and Promotion.
Thus, service learning has come a long way and it has come to stay, but it needs now to be taken to a new next level.
Towards this end the CUT is working.
For more info, contact Dr. Frances van Schalkwyk as per the detail indicated.
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