INTRODUCTION The University of South Africa (UNISA)s Strategic Plan For 2015 geared to establishing itself as a world class higher education institution through Open Distance Learning (ODL). The Mission is aligned with national development imperatives and Vision encompasses the African continent.
Registration Absolute Formal Headcount Distribution by College, 2004 - 2008 to date
Vision 2015 An Agenda for transformation Position Unisa as a leading provider of quality distance education programmes through an academic product range that expands on its comprehensive character Unisa as a comprehensive open and distance education university: university of first choice and not last resort, by instituting a tuition model appropriate to the purposes of the programmes, and the context and needs of students An appropriate and relevant programme and qualifications mix (PQM) aligned with the comprehensive nature of the institution, its vision to become the African University in the service of humanity, its need to maximize economies of scale wherever possible, as well as legislative and socio-economic imperatives.
Relevance of Unisas PQM and research by regularly conducting needs analyses of our markets, our students and our stakeholders, both at an institutional level and within Colleges and organisational units, while at the same time benchmarking these with the highest international standards. Ensure that the curriculum for each module is up-to-date and well- researched, with aims and learning outcomes appropriate for the level of study; and with teaching, learning and assessment methods that are consonant with those aims and outcomes. Increase headcount enrolments in line with national parameters to a plateau of 250 000 students by 2015.
Comprehensive Open and Distant learning First choice Appropriate and relevant Africanization Needs Analysis Stakeholders Up to date curricula Assessment methods Enrollment targets
UNISA is signatory to UNGC 3 principles directly relate to environment: Precautionary approach to environmental challenges Promotion of greater environmental responsibility Development and diffusion of environmentally friendly technologies Graduateness of environmental responsibility Generic module to support this concept Environmental Awareness. Core aspect of college. Other principles relate to the Modus operandi of the University e.g Ethical values (Unisa values)
Relevant & Africanization Applied Sciences lend themselves to relevance and africanization Indigenous plants and animals as examples African examples Contextualization of learning in africa Textbooks where possible Supported by relevant material in study manuals Ethnobotany Ethnomedicine Biodiversity Growth 22.7% average for 5 years
Comprehensive 2% Doctoral 5% Masters 10% PG 55% UG degree 30% UG certificate and diploma
NQF General Formative ProfessionalVocational 5 Higher Certificate: Animal Welfare 5 Higher Certificate: Food & Nutrition Security 6 Diploma: Animal Welfare 6 Diploma: Animal Health 6 Diploma: Agricultural Management 6 Diploma: Food & Nutrition Security 7 Bachelor Human Ecology Postgraduate Diploma: Animal Health Advanced Diploma: Animal Health
7 Bachelor of Agriculture Postgraduate Diploma Food & Nutr Security Advanced Diploma: Agricultural Management 7 BSc: Agriculture 8 Honours B. Human Ecology Honours 8 BSc Honours: Agriculture (4 Streams) 9 Masters of Human Ecology 9 Masters of Science: Agriculture 10 PhD: Agriculture
COMMUNITY NEEDS AND RESOURCES AGRICULTURAL RESOURCES NATURAL RESOURCES Focus areas
Addressing the needs of South Africa and Africa Nature Conservation: a sustainable management approach Agriculture : Integrated approach Sustainable Livelihoods Food and Water Security Environmental Science Climate change Indigenous plants, beverages and medicines Contextualized and Integrated geographical approach
INSTITUTIONAL OBJECTIVES 1.Africanisation within the Unisa Context Definition 2. Indigenous Knowledge Systems : Knowledge infrastructure, transfer, Africanisation of courses, build knowledge, African leadership & NEPAD 3. Open Distance Learning (ODL) Tutor; student centredness; retain academics; curriculum policy 4. Comprehensiveness Compliance; MIT; align enrollment plan; market WIL partnerships Articulation
5. Multi-Inter-and Transdisciplinarity (MIT) African partnerships; IKS; promote MIT HFS 6. Social Responsiveness Societal need, community need Relevance MIT comprehensiveness Sustainable development 7. Student Centredness Profile students; paradigm shift from teaching to learning Access (SFP ROAP; comprehensive) 8. Graduateness Research in UG; MCQ; 4 year degree 9. ICT and Innovation Increase usage (myunisa as pedagogic tool) Electronic books 10. Scholarship
Research in the College of Agriculture & Environm. Sciences focusses mainly on the Environment, Health and Sustainable Livelihoods. There are several research subgroups or units that fall under this focus area and they are: Applied Behavioural Ecological and Ecosystem Research Unit (ABEERU). This unit carries out research on indigenous wildlife and vegetation in the natural environment in order to optimise responsible and sustainable utilization of resources. International partners include universities in Canada, Belgium and Switzerland. Elephant Management Research form part of sub-disciplines of applied behavioural ecology. Remote sensing and GIS are technologies used to assist with elephant management plans.
Rand Water Research Group The group is involved in industry commissioned research on indigenous and endemic plants to improve the environment and sustainable utilisation of water resources. The research activities are complementary to those of ABEERU and some funding is from the same source, Rand Water. Applied Environmental Chemistry Group This is part of the NRF Niche Focus Area of UNISA, the Ecotoxicology and Bio-inorganic and Natural Product Research group and shared with CSET. Contract Farming This is a newly constituted research group to investigate the agriculture industry in terms of contracting farmers to supply goods and services.
Antarctica and Marion Islands In collaboration with the Department of Science and Technology and other members, this group is involved in research on geomorphological processes in the Antarctica and Marion Islands. A CAES staff member is one of the lead members of the group. Indigenous Knowledge Systems Research is varied and multidisciplinary, where currently the major crop plants being investigated under ethnobotanical and environmentally based considerations, include the truffle (Kalaharituber pfeilii), rooisbos tea (Aspalathus linearis) and bush tea (Athrixia phlicoides). The studies include nutritional and medicinal parameters of the plants. The mining of Hot Water Springs and use of this water for agriculture in Limpopo, is an area that has received great attention by a unit under this group. This links to geothermal energy research.
Nuclear Magnetic Resonance (NMR) Spectrometer In collaboration with the CSIR, the CAES NMR Research group has acquired an NMR 600 MHZ spectrometer for analysis of mechanisms of protein binding so as to understand the pathogen/toxin interactions in drug development. The NMR is a versatile piece of equipment that could also be used generally for structural analysis of biological material. The equipment is worth close to 1M Euros and has been commissioned. Postgraduate students have already started to train on utilising it for research and development. B. ODL Research The Geography department is driving ODL research in the college and indications are that this area of research is gaining ground.