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Journal articles on the topic 'University of Pretoria – Curricula'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Irons, Peter C., Dietmar E. Holm, and C. Henry Annandale. "Curricular Renewal at the Southern Tip of Africa: The 2016 Veterinary Curriculum at the University of Pretoria." Journal of Veterinary Medical Education 44, no. 3 (September 2017): 440–49. http://dx.doi.org/10.3138/jvme.0316-062r.

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Craig, I. K., X. Xia, and J. W. Venter. "Introducing HIV/AIDS Education Into the Electrical Engineering Curriculum at the University of Pretoria." IEEE Transactions on Education 47, no. 1 (February 2004): 65–73. http://dx.doi.org/10.1109/te.2003.817620.

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3

Schoeman, Maxi, and Heather Thuynsma. "Editorial." Journal of Decolonising Disciplines 1, no. 2 (February 20, 2021): 1–5. http://dx.doi.org/10.35293/jdd.v1i2.369.

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In July 2019, the University of Pretoria, in association with Wits, UFS, Rhodes, UKZN, UWC, Stellenbosch University and UCT, its partners inthe Mellon programme titled ‘Unsettling paradigms: The decolonial turn in the Humanities curriculum at universities in South Africa’,hosted a conference on the theme ‘The decolonial turn and the humanities: Prospects, practice and interventions’. A number of papers were subsequently reworked as articles and submitted for peer review with a view to their publication in this second issue of the first volume of the Journal of Decolonisng Disciplines (JDD). The six articles selected for publication speak to some of the broad themes of the conference, butwhat binds them together is their shared focus on pedagogy, practice and interventions—some of the core issues underlying the quest for the decolonisation of the humanities curriculum.

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Bothma, Theo J. D., and Hannes J. Britz. "Library and Information Science Education at the University of Pretoria, South Africa: Restructuring and Curriculum Development." Journal of Education for Library and Information Science 41, no. 3 (2000): 233. http://dx.doi.org/10.2307/40324073.

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ISMAIL SOOLIMAN, QURAYSHA BIBI. "Know to Change: Intellectualism, gatekeeping and knowledge production." Journal of Decolonising Disciplines 1, no. 2 (February 20, 2021): 71–86. http://dx.doi.org/10.35293/jdd.v1i2.31.

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In order to know how to change one must be able to acknowledge what one does not know. The curriculum cannot be decolonised if those who manage its very problematic existence do not know, understand, or exhibit an inclination towards what needs to be transformed and what needs to be decolonised. This is because no effort is then made to acquire the necessary skills, approaches or knowledge. Central to knowledge production of relevance is the development of a critical consciousness and a recognition that education is politics, where the decolonisation process is imagined, whilst being cognisant of the purpose of and approach to knowledge. Ideologies, pedagogy and societal visions are then shaped because change and adaptation are necessary for survival and relevance. This paper examines these issues by referencing personal experiences during the #FMF protests at the University of Pretoria (UP) and the flowering of intellectualism which has been aborted in many instances by a corporate university that seeks subservience and sycophancy through processes such as gatekeeping. Often, the intellectual response has been silence, claiming ‘we are transforming,’ but this is questionable. A robust intellectual project should be in defence of human dignity where the politics of disposability is not entertained.

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Engelbrecht, Johann, Ansie Harding, and Patrick Phiri. "Are students who have been educated in an outcomes-based approach prepared for university mathematics?" Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 288–302. http://dx.doi.org/10.4102/satnt.v28i4.67.

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Following the political changes of 1994 in South Africa, the decision was taken to replace the traditional skills-based education system at primary and secondary school level (Grades 1 - 12) with an outcomes-based education system (OBE). The OBE approach, referred to as Curriculum 2005, was introduced into schools in 1998. The implementation of the OBE system did not occur without problems, giving rise to revised initiatives and a fair amount of criticism. The 2009 intake of students at universities is the ﬁrst group of students that had been subjected to the OBE approach for their entire school career. This is also the ﬁrst group of students for whom some form of mathematics was compulsory up to Grade 12 level in the form of mathematics or mathematical literacy. These students were characterised by the fact that their mathematics marks for Grade 12 were exceptionally high and that many more students qualiﬁed for university entrance. This article reports on the impact of this new education system on the mathematics prepared-ness of students entering university. The study involves an empirical analysis of the students in the ﬁrst-year mathematics course for engineering students at the University of Pretoria as well as an analysis of a questionnaire completed by experienced lecturers at this university. The question addressed in this article is how the 2009 intake of students cope with mathematics at university level with regard to Performance General attributes Mathematical attributes Content-related attributesResults indicate a decrease in mathematics performance of these students at university level and that the inﬂated matric marks result in unjustiﬁed expectations. However, it is not unusual for marks to decrease from school to university and there is still too little evidence for serious concern. The study also indicates that these students seem to be better equipped with regard to personal attributes such as self-conﬁdence and the will to work. However, in many instances, their general mathematical attributes such as algebraic manipulation skills and their general mastery of mathematical writing are worse than those of students in the past. There are also areas where their content knowledge is either lacking or unexpectedly shallow. It therefore appears that these students have improved personal attributes but not necessarily the knowledge and mathematical skills to back them up. Some recommendations are made with regard to handling the situation. It is clear that the new school system necessitates changes at school level with a view to university level in order to ensure a transition that is surmountable.

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7

de Kamper, GC. "The University of Pretoria Art Collection." de arte 42, no. 76 (January 2007): 65–69. http://dx.doi.org/10.1080/00043389.2007.11877083.

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8

van Staden, Jacobus F. "Analytical Chemistry at the University of Pretoria." Fresenius' Journal of Analytical Chemistry 357, no. 2 (January 16, 1997): 221–23. http://dx.doi.org/10.1007/s002160050143.

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9

Shotton, J. "University of Pretoria One Health Summer School 2014." Journal of Comparative Pathology 152, no. 1 (January 2015): 3–8. http://dx.doi.org/10.1016/j.jcpa.2014.11.002.

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10

Elkana, Yehuda, Manfred D. Laubichler, and Adam S. Wilkins. "Call to reshape university curricula." Nature 467, no. 7317 (October 2010): 788. http://dx.doi.org/10.1038/467788c.

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11

Moda, Dieng. "CHACHA MURUNGU & JAPHET BIEGON, DIR, PROSECUTING INTERNATIONAL CRIMES IN AFRICA, PRETORIA, PRETORIA UNIVERSITY LAW PRESS, 2011." Revue québécoise de droit international 26, no. 1 (2013): 279. http://dx.doi.org/10.7202/1068113ar.

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12

Leask, Betty. "Bridging the Gap: Internationalizing University Curricula." Journal of Studies in International Education 5, no. 2 (June 2001): 100–115. http://dx.doi.org/10.1177/102831530152002.

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13

Koester, Jolene, and Myron W. Lustig. "Communication curricula in the multicultural university." Communication Education 40, no. 3 (July 1991): 250–54. http://dx.doi.org/10.1080/03634529109378848.

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14

Bates, Merrelyn. "Work‐integrated curricula in university programs." Higher Education Research & Development 27, no. 4 (December 2008): 305–17. http://dx.doi.org/10.1080/07294360802406775.

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Sykes, Leanne M., and Michael Hellig. "Professor Johannes Frederick van Reenen ...a doyen of the profession (20/04/1926 to 8/9/2007)." South African Dental Journal 75, no. 8 (September 30, 2020): 409. http://dx.doi.org/10.17159/2519-0105/2020/v75no8a10573.

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Frikkie Van Reenen qualified BDS (Rand) in 1949, and then spent his first year as a dentist in London before returning to South Africa and opening a private practice in Pretoria. It was there that he began his foray into acade-mia when he was appointed to a post as an honorary lecturer at the Faculty of Dentistry, University of Pretoria.

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16

Wepener, Casparus J., Yolanda Dreyer, and Johann A. Meylahn. "The tradition of Practical Theology at the University of Pretoria." Verbum et Ecclesia 38, no. 4 (December 20, 2017): 133. http://dx.doi.org/10.4102/ve.v38i4.1677.

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The focus of this chapter is the tradition of PT at the UP. We consider it as practiced in the Department of PT at the UP at the time of celebrating the centenary of the FT by looking at it from different angles in order to focus on its unique position and especially its future in its particular context. By looking at the history of the subject and the Department as well as the global and local context within which the discipline is practiced in Pretoria, the possible direction is sketched in which this discipline can move at the Department of PT at the UP after 2017 (the year of the centenary of the FT).The chapter challenges the discipline of PT to embrace the continent of Africa where the department is situated, assuming that such an embracing will impact both ontology and epistemology. In this regard, we suggest a pneumapraxis to be part of the future of this discipline in SA. The chapter promotes both an intra and interdisciplinary approach.

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17

Malherbe, J. A. G. "Teaching and research in electromagnetics at the University of Pretoria." IEEE Antennas and Propagation Society Newsletter 30, no. 1 (February 1988): 5–7. http://dx.doi.org/10.1109/map.1988.6065671.

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18

Mbatha, Vinette, and Soso Monyane. "The Department of Construction Economics, University of Pretoria, South Africa." Journal Dimensie Management and Public Sector 2, no. 2 (May 6, 2021): 33–38. http://dx.doi.org/10.48173/jdmps.v2i2.93.

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The aim of this article is to discuss construction project management, including project formation and characteristics. Due to the project's several phases and levels, it's critical that all project participants, especially the project manager, have the necessary skills and expertise to ensure that the product or service delivered achieves standards. Project management expertise refers to the capacity to schedule a project. As a result, project management is the process of executing a project leveraging expertise, knowledge, methodologies, and techniques in order to meet the interests of all parties concerned. a procedure for performing administrative functions such as planning, initiating, and executing. Where it performs efficiently in each of these project elements, effectively and successfully using sufficient resources to achieve the project's goals. A project's features include time, results, phases of various operations, activity intensity, and basic project parameters. In order to strike the optimal compromise of project costs, work performance, and execution time, a construction project requires planning, scheduling, and oversight. In order to achieve the system's goals, system components in the form of elements or subsystems are coupled in a series to form a system of functions and efficacy.

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19

Kalimasi, Perpetua Joseph, and Chaya Herman. "Integrating entrepreneurship education across university-wide curricula." Industry and Higher Education 30, no. 5 (September 12, 2016): 344–54. http://dx.doi.org/10.1177/0950422216666668.

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This qualitative case study explores the integration of entrepreneurship education (EE) across the curricula in two public universities in Tanzania. Based on Shapero’s model of the entrepreneurial event, the feasibility and desirability of EE in the selected universities are analysed. In-depth interviews and document analysis were used for data collection. The findings show that cross-curricula EE remains limited, largely because its implementation does not fit the pedagogical needs of some disciplines. However, the study highlights the significant role of donor support in enhancing the feasibility of fostering EE across the curricula.

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20

Craig, I. K. "Navorsingswerk en spesialiteitsgebiede in die Departement Elektriese en Elektroniese Ingenieurswese aan die Universiteit van Pretoria." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 18, no. 1 (July 12, 1999): 24–28. http://dx.doi.org/10.4102/satnt.v18i1.714.

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Takala, Marjatta, Marie Nordmark, and Karin Allard. "University Curriculum in Special Teacher Education in Finland and Sweden." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 2 (May 28, 2019): 20–36. http://dx.doi.org/10.7577/njcie.2659.

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The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared.

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22

Biasutti, Michele, Theodora De Baz, and Hala Alshawa. "Assessing the Infusion of Sustainability Principles into University Curricula." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 21–40. http://dx.doi.org/10.1515/jtes-2016-0012.

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Abstract The current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results revealed the following: the most relevant ESD themes in the revised curricula were “human connections to the physical and natural world”, and “ethics/values”. The most relevant ESD topics were: “sustainable production/consumption” and “health promotion”. The most infused ESD pillars (competencies) were: “learning to know” and “learning to do”. The most relevant ESD principles were: “practiced locally” and “responds through applied learning”. The findings offered a rich scenario of the strategies applied by the university professors in revising the curricula, providing evidence of a mental attitude to adopt ESD strategies, as well as a goal-oriented approach in curriculum planning. The paper also discusses the implications of the study results for syllabus revision and development, as well as the refinement of the teaching methods that focus on infusing sustainability into university curricula.

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Fényes, T. I. "NEW INITIATIVES IN AGRICULTURAL ECONOMICS EDUCATION AT THE UNIVERSITY OF PRETORIA." Agrekon 38, no. 2 (June 1999): 255–57. http://dx.doi.org/10.1080/03031853.1999.9523553.

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Mays, Tony John, and Folake Ruth Aluko. "Agile administrative choreographies for multimode education at the University of Pretoria." Distance Education 40, no. 1 (December 2, 2018): 5–19. http://dx.doi.org/10.1080/01587919.2018.1553563.

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25

Mouton, F. A. "F.J. du Toit Spies, Afrikaner Nationalism andVolksgeskiedenisat the University of Pretoria." South African Historical Journal 51, no. 1 (January 2004): 87–107. http://dx.doi.org/10.1080/02582470409464831.

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26

Wessels, A. B. "Die evaluering van vyftien doringlose turksvykultivars (Opuntia ficus-indica (L.) Mill.) vir varsvrugteproduksie in die Pretoriagebied." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 11, no. 2 (July 9, 1992): 54–58. http://dx.doi.org/10.4102/satnt.v11i2.525.

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Fifteen spineless prickly pear cultivars (Opuntia ficus-indica) were evaluated for three successive seasons at the University of Pretoria Research Farm. Yields were recorded and external and internal fruit quality factors were identified and considered. Following this investigation, minimum standards were suggested and the cultivars under review were compared. The cultivars Morado, Algerian, Fusicaulis van Heerden, Fresno, Mexican and Nudosa met all or most of the standards set. It is concluded that for fresh fruit production these cultivars are best suited for planting in the Pretoria region and in areas with similar climatic conditions.

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27

Labadie, Camille. "SOLOMON A. DERSSO, ED, PERSPECTIVES ON THE RIGHTS OF MINORITIES AND INDIGENOUS PEOPLES IN AFRICA, PRETORIA, PRETORIA UNIVERSITY LAW PRESS, 2010." Revue québécoise de droit international 25, no. 2 (2012): 223. http://dx.doi.org/10.7202/1068634ar.

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28

Maree, Jacobus G., and Tobia Steyn. "Diverse Thinking-Style Preferences in a University Course in Mathematics." Psychological Reports 89, no. 3 (December 2001): 583–88. http://dx.doi.org/10.2466/pr0.2001.89.3.583.

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At the University of Pretoria during 1999 the thinking-style preferences of three groups of students ( ns = 50, 31, and 13) taking a first course in calculus were assessed using the Herrmann Brain Dominance Instrument. Analysis affirmed diversity in thinking-style preferences among the students and that the groups' scores represent a composite range of such preferences. Clearly, teachers of mathematics should be aware of and accommodate this diversity in instructional activities.

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Tariq, Vicki N., Eileen M. Scott, A. Clive Cochrane, Maria Lee, and Linda Ryles. "Auditing and mapping key skills within university curricula." Quality Assurance in Education 12, no. 2 (June 2004): 70–81. http://dx.doi.org/10.1108/09684880410536440.

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Indjic, Trivo. "Social studies of technology and Serbian University curricula." Zbornik Matice srpske za drustvene nauke, no. 159-160 (2016): 709–20. http://dx.doi.org/10.2298/zmsdn1660709i.

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Modern knowledge based society with its sustainable development pathos requires full incorporation of technology into public policies, and full understanding of its social, political, economic and ecological consequences. The institutions of higher education, therefore, must be open to accept and to support the entry of the social studies of technology in their curricula. This is not the case with Serbian universities, and the author offers arguments in favour of the change.

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Horowitz, S. H., W. W. Li, A. P. Apostolov, M. Bajpai, M. M. Begovich, J. R. Boyle, L. Budler, et al. "University activities related to protection research and curricula." IEEE Power Engineering Review 17, no. 4 (April 1997): 15–19. http://dx.doi.org/10.1109/mper.1997.581352.

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32

Cheung, Melissa Mei Yin, Bandana Saini, and Lorraine Smith. "Integrating drawings into health curricula: university educators’ perspectives." Medical Humanities 46, no. 4 (December 11, 2019): 394–402. http://dx.doi.org/10.1136/medhum-2019-011775.

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The literature has identified promising findings regarding the application of arts-based initiatives to enhance healthcare professional (HCP) training. Research shows that drawings offer a window into the authentic, insider view of health and illness, with potential to be a platform for healthcare student and HCP learning. In addition, drawings may also have a place in health communication. Our previous work provides support for the educational application of patients’ drawings in bringing HCPs closer to the patient’s lived experience. Subsequently, this study aimed to explore university educators’ opinions regarding the implementation of drawings as an educational tool for higher education healthcare students. The objective of this study was to explore pathways for using drawings as an art form in an educational context, and provide recommendations for developing curricula and resources for further evaluation. Findings from focus group interviews with nine university educators revealed support for the use of drawings as a novel medium as they offer rich insights into the patient’s perspective while encouraging creative and critical thinking. Key perceived benefits were that drawings foster student appreciation of (1) the holistic impact of illness, (2) the importance of patients’ priorities and (3) the value of learning from the patient. Patients’ drawings of their experiences would offer needed opportunities for students to explicitly reflect about the ‘person’ holistically rather than view the patient as a ‘biomedical problem’. Shifting students’ perspectives and possible assumptions to be better aligned with and appreciative of the patient’s experiences was noted as central to adopting a person-centred approach to healthcare practice. Our findings suggest that incorporating drawings, or indeed other art forms, as educational tools would be a valuable addition to the health curricula.

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Bruce, Christine, and Paul Chesterton. "Constituting collective consciousness: Information literacy in university curricula." International Journal for Academic Development 7, no. 1 (January 2002): 31–40. http://dx.doi.org/10.1080/13601440210156457.

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34

Hunt, C. Steven, Lola B. Smith, and Minder Chen. "Incorporating collaborative technologies into university curricula: lessons learned." Journal of Computing in Higher Education 22, no. 1 (November 1, 2009): 24–37. http://dx.doi.org/10.1007/s12528-009-9027-2.

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35

Unser-Schutz, Giancarla. "Problems Redesigning University EFL Curricula: A Case Study." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 20. http://dx.doi.org/10.37546/jaltpcp2020-03.

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As English education programs mature, it is common for them to need to adjust their curricula. Adapting in a timely manner can be an especially acute problem at universities, which are under pressure to respond to changes in education policies while also following regulations to maintain accreditation as degree-granting institutions. To observe how these issues affect redesigning curricula, this article undertakes a case study of one faculty currently in the midst of change. The faculty went through two major periods of changes, but as will be observed, the timing and success of these changes has been swayed by major practical and procedural issues, including restrictions on curriculum changes for accreditation purposes, changes in the labor laws, budgetary restrictions limiting hiring, and changes in university admissions examinations. The discussion considers how these issues were approached while offering observations about how best practices in curriculum design can be implemented effectively given institutional restrictions. 英語教育プログラムの成長に伴い、カリキュラム改正が必要になることが多い。日々変わる教育政策に対応しながら認可にかかわる規則を厳守することが求められる大学にはカリキュラム改正がことに困難である。いかなる問題が発生するのかを究明するため、本稿では英語教育のカリキュラム改正に取り組んでいる学部の事例研究を試みる。当該学部が２期に渡ってカリキュラム改正に取り組んできたが、改正の時期と効果が大学認可に関するカリキュラム改正の規制・雇用法律の変化・人事上の予算的制限・大学入試の変化を含む内的・外的な要因に左右された。最終的にどのように対処したのかを考察しつつ、カリキュラム改正の計画と実施をするための工夫法も提示する。

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Rossouw, Jannie, and Vishnu Padayachee. "A study on inflation credibility among students at the University of Pretoria." South African Journal of Economic and Management Sciences 10, no. 1 (February 21, 2013): 146–58. http://dx.doi.org/10.4102/sajems.v10i1.543.

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Following on five pilot studies on inflation credibility in South Africa aimed at the construction of inflation credibility barometers and a literature review of the international measurement of inflation perceptions, this paper reports the findings of a study on inflation credibility among 493 students at the University of Pretoria. Credibility barometers are reported for different genders, for Asians, blacks, coloureds and whites, and for students in different faculties. The main conclusions are that the inflation perceptions by the different genders in this study do not correspond with international experience in this regard; international use of inflation barometers will ensure comparability of inflation credibility; and that inflation-targeting countries should sample inflation credibility and calculate an inflation credibility barometer.

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Kritzinger, J. J. "Religious involvement of University of Pretoria campus students. Results of an enquiry." Verbum et Ecclesia 25, no. 1 (October 5, 2004): 102–24. http://dx.doi.org/10.4102/ve.v25i1.262.

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In a large sample of full-time University of Pretoria main campus students it was found that a very high percentage of all the students reported an affiliation to religious bodies. They also generally regarded themselves as religious. Many also regularly took part in the religious programmes. Quite a rosy statistical picture could be drawn. The one worrying result is the chasm which shows between what the students regard as their religious organisation’s views on certain moral issues, on the one hand, and their own lifestyles, on the other.

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Mwaka, Amos Deogratius, Gersave Tusabe, Christopher Orach Garimoi, Sunita Vohra, and Charles Ibingira. "Integration of traditional and complementary medicine into medical school curricula: a survey among medical students in Makerere University, Uganda." BMJ Open 9, no. 9 (September 2019): e030316. http://dx.doi.org/10.1136/bmjopen-2019-030316.

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ObjectiveTo describe the disposition and sociodemographic characteristics of medical students associated with inclusion of traditional and complementary medicine in medical school curricula in Uganda.DesignA cross-sectional study conducted during May 2017. A pretested questionnaire was used to collect data. Disposition to include principles of traditional and complementary medicine into medical school curricula was determined as proportion and associated factors determined through multivariate logistic regression.Participants and settingMedical students in their second to fifth years at the College of Health Sciences, Makerere University, Uganda. Makerere University is the oldest public university in the East African region.Results393 of 395 participants responded. About 60% (192/325) of participants recommended inclusion of traditional and complementary medicine principles into medical school curricula in Uganda. The disposition to include traditional and complementary medicine into medical school curricula was not associated with sex, age group or region of origin of the students. However, compared with the second year students, the third (OR 0.34; 95% CI 0.17 to 0.66) and fifth (OR 0.39; 95% CI 0.16 to 0.93) year students were significantly less likely to recommend inclusion of traditional and complementary medicine into the medical school curricula. Participants who hold positive attributes and believe in effectiveness of traditional and complementary medicine were statistically significantly more likely to recommend inclusion into the medical school curricula in Uganda.ConclusionsInclusion of principles of traditional and complementary medicine into medical school curricula to increase knowledge, inform practice and research, and moderate attitudes of physicians towards traditional medicine practice is acceptable by medical students at Makerere University. These findings can inform review of medical schools’ curricula in Uganda.

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39

Eriksson, P. "A brief history of the Department of Geology at the University of Pretoria." South African Journal of Geology 111, no. 2-3 (September 1, 2008): 143–58. http://dx.doi.org/10.2113/gssajg.111.2-3.143.

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40

Van Niekerk, L., A. J. Viljoen, P. Rischbieter, and Lindi Scribante. "Subjective experience of depressed mood among medical students at the University of Pretoria." South African Journal of Psychiatry 14, no. 1 (March 1, 2008): 5. http://dx.doi.org/10.4102/sajpsychiatry.v14i1.42.

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<div style="left: 81.8563px; top: 489.471px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.887133);" data-canvas-width="75.49499999999999"><strong>Introduction.</strong></div><div style="left: 157.351px; top: 489.471px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.932734);" data-canvas-width="308.59499999999997"> Following the suicide of a 4th-year medical</div><div style="left: 81.8563px; top: 512.801px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.895698);" data-canvas-width="384.12000000000006">student, questions were raised as to whether medical</div><div style="left: 81.8563px; top: 536.13px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.91774);" data-canvas-width="384.12">students are more vulnerable to depression and suicide than</div><div style="left: 81.8563px; top: 559.46px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.851258);" data-canvas-width="384.04499999999985">their counterparts studying other courses at the University of</div><div style="left: 81.8563px; top: 582.789px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.879866);" data-canvas-width="384.12">Pretoria. A literature search revealed that medical students and</div><div style="left: 81.8563px; top: 606.119px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.844773);" data-canvas-width="384.0900000000001">doctors run a higher risk for suicide than other students and</div><div style="left: 81.8563px; top: 629.448px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.87138);" data-canvas-width="72.61500000000001">professions.</div><div style="left: 81.8563px; top: 629.448px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.87138);" data-canvas-width="72.61500000000001"> </div><div style="left: 81.8563px; top: 666.961px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.945913);" data-canvas-width="52.845000000000006"><strong>Method.</strong></div><div style="left: 134.701px; top: 666.961px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.924275);" data-canvas-width="331.26"> A questionnaire was devised and distributed to</div><div style="left: 81.8563px; top: 690.291px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.891883);" data-canvas-width="384.0299999999999">medical students and a control group of other students, asking</div><div style="left: 81.8563px; top: 713.62px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.921447);" data-canvas-width="384.1049999999999">about feelings of despair/hopelessness, suicide ideation and</div><div style="left: 81.8563px; top: 736.95px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.897581);" data-canvas-width="384.12000000000006">previous attempts, knowledge regarding support structures</div><div style="left: 81.8563px; top: 760.279px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.925892);" data-canvas-width="384.06">provided by the university, and willingness to use these</div><div style="left: 81.8563px; top: 783.609px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.824324);" data-canvas-width="59.475">structures.</div><div style="left: 81.8563px; top: 783.609px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.824324);" data-canvas-width="59.475"> </div><div style="left: 81.8563px; top: 821.121px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.789549);" data-canvas-width="44.06999999999999"><strong>Results.</strong></div><div style="left: 125.926px; top: 821.121px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.893066);" data-canvas-width="340.0050000000001"> Both groups of students responded similarly to all</div><div style="left: 81.8563px; top: 844.451px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.914102);" data-canvas-width="384.075">questions. Frequency of diagnosed psychiatric illness, use of</div><div style="left: 81.8563px; top: 867.78px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.923959);" data-canvas-width="384.1049999999999">medication, and suicidal thoughts and attempts did not differ</div><div style="left: 81.8563px; top: 891.11px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.894306);" data-canvas-width="384.0300000000001">significantly. Both groups of students were unaware of support</div><div style="left: 81.8563px; top: 914.439px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.924774);" data-canvas-width="384.1050000000001">services offered by the university, and both were unwilling to</div><div style="left: 81.8563px; top: 937.769px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.901162);" data-canvas-width="384.04499999999996">utilise such services. The students seemed to have high rates</div><div style="left: 81.8563px; top: 961.098px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.917634);" data-canvas-width="384.0300000000001">of depression in comparison with prevalence data from other</div><div style="left: 81.8563px; top: 984.428px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.873365);" data-canvas-width="58.52999999999999">countries.</div><div style="left: 81.8563px; top: 984.428px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.873365);" data-canvas-width="58.52999999999999"> </div><div style="left: 81.8563px; top: 1021.94px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.906502);" data-canvas-width="73.2"><strong>Conclusion.</strong></div><div style="left: 155.056px; top: 1021.94px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.902351);" data-canvas-width="310.90500000000003"> Attempts to improve support for medical students</div><div style="left: 81.8563px; top: 1045.27px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.917705);" data-canvas-width="384.07499999999993">should address students’ awareness of available support</div><div style="left: 81.8563px; top: 1068.6px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.875645);" data-canvas-width="276.11999999999995">structures and their willingness to utilise them.</div>

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Botha, Melodi, and Rochelle Ras. "Entrepreneurship education: Enhancing or discouraging graduate start-up at the University of Pretoria." Africa Education Review 13, no. 2 (April 2, 2016): 96–114. http://dx.doi.org/10.1080/18146627.2016.1224106.

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42

Sharp, John. "The end of culture? Some directions for anthropology at the University of Pretoria." Anthropology Southern Africa 29, no. 1-2 (January 2006): 17–23. http://dx.doi.org/10.1080/23323256.2006.11499927.

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43

Kok, Anton, and Michelle Oelofse. "Teaching and inculcating (decolonised) legal skills in the LLB curriculum at the University of Pretoria?" Journal of Decolonising Disciplines 2, no. 2 (May 21, 2021). http://dx.doi.org/10.35293/jdd.v2i1.37.

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‘Legal Skills’ was taught as a standalone first-year module in the LLB curriculum at the University of Pretoria from 1998 to 2012. In the 2013 curriculum, the teaching and inculcation of legal skills were integrated into a first-year “Jurisprudence” module. The 2015/6 student protests at the University of Pretoria led to the creation of three ‘transformation work streams’, one of which was tasked with curriculum transformation. The activities of the curriculum transformation work stream led to the adoption by the Senate of a Curriculum Transformation Framework Document (CTFD). All faculties have been asked to reconsider and fundamentally reshape their curricula with reference to the CTFD. This reflection-on-the-curriculum process at the Faculty of Law has arguably been dominated by an over-emphasis on the place and sequencing of modules instead of an overhaul of the content of law modules and the approach with which teaching should take place. There has also been a concerted push from some quarters in the Faculty to reintroduce a standalone Legal Skills module, rationalised by an argument along the lines of ‘legal skills cannot be transformed’ (never mind ‘decolonised’). In this article we will consider what it could mean to ask for the decolonising of the teaching and inculcation of legal skills in an LLB curriculum.

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Mudau, Paul, and Sibabalo Mtonga. "EXTRAPOLATING THE ROLE OF TRANSFORMATIVE CONSTITUTIONALISM IN THE DECOLONISATION AND AFRICANISATION OF LEGAL EDUCATION IN SOUTH AFRICA." Pretoria Student Law Review, no. 14 (1) (2020). http://dx.doi.org/10.29053/pslr.v14i1.1849.

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This article extrapolates the role of transformative constitutionalism in the decolonisation and African of legal education in South Africa. In a constitutionally mandated transformative context, the systematic approach to the decolonisation and Africanisation of legal education advanced in this article emanates from the four drivers of curriculum transformation set out in the 2017 document entitled ‘Reimagining curricula for a just university in a vibrant democracy — Work stream on curriculum transformation at the University of Pretoria’. These four drivers are: responsiveness to social context; epistemological diversity; renewal of pedagogy and classroom practices; and an institutional culture of openness and critical reflection. Presently, South African universities do not have an existing national framework for a decolonised and Africanised legal education. The article therefore argues that the UP Document contains valuable guidelines on curriculum transformation of legal education as it resonates well with the objectives of both the National LLB Standard and transformative constitutionalism itself. As result, the universities which offer legal education in conjunction with key stakeholders and role-players in the legal fraternity can incorporate its valuable guidelines in National Review of the LLB programme through a proper design of constitutionally transformed framework for a decolonised and Africanised legal education.

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Dreyer, Wim A. "Teaching Historical Theology at the University of Pretoria – Some introductory remarks." HTS Teologiese Studies / Theological Studies 73, no. 4 (April 21, 2017). http://dx.doi.org/10.4102/hts.v73i4.4596.

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The Faculty of Theology at the University of Pretoria went through a process of restructuring, resulting in the amalgamation of Dogmatics, Christian Ethics, Church History and Church Polity into one department under the name ‘Systematic and Historical Theology’. This contribution reflects only on the one aspect, namely Historical Theology. The point is made that a name change could not mean ‘business as usual’, but should be regarded as an opportunity to re-imagine the content and structure of Historical Theology. This is not an easy task. This contribution reflects on Historical Theology as theological discipline, the teaching content and how it could be relevant in Africa in the 21st century. It also has implications for restructuring the curriculum.

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Coetzee, GP, and R. Du Bruyn. "The benefit of introducing audit software into curricula for computer auditing students: a student perspective from the University of Pretoria." South African Journal of Higher Education 17, no. 2 (March 31, 2004). http://dx.doi.org/10.4314/sajhe.v17i2.25294.

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47

De Waal, Marguerite. "Close Encounters: Staging Julius Caesar, Coriolanus and Antony and Cleopatra in contemporary South Africa." Shakespeare in Southern Africa 33 (November 26, 2020). http://dx.doi.org/10.4314/sisa.v33i1.2.

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Is there room, as Natasha Distiller asked in 2012, for a “close encounter” with Shakespeare in post-apartheid South Africa? This question has become increasingly pertinent. Following the Fallist movements which were ignited at universities across the country in 2015, calls for the decolonisation of curricula and cultural institutions have been coupled with growing resistance against pervading socio-economic inequalities. Amongst other things, the student protests represented a rejection of “old ways of reading” characterised in both ideological and material terms by exclusion, lack of access and disempowerment. This article suggests that Distiller’s question may be engaged with reference to stage adaptations of Shakespeare’s plays in educational and/or academic settings which took place before, during and after the student movements of 2015–16. These are two productions by the National Children’s Theatre aimed at secondary school students – Coriolanus (2016) and Antony and Cleopatra (2018) – and two university productions: The Julius Caesar Project (2013) at the University of the Witwatersrand, and DCoriolanus (2017) at the University of Pretoria. Through close consideration of the strategies and decisions employed in staging these productions, the paper argues that the medium of theatre, and the ways in which it has been used by South African performers and theatre-makers, is key to understanding how both subversive and productive “close encounters” with Shakespeare might be enacted

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Letsoalo, Mankhuwe Caroline, and Zenia Pero. "HISTORICALLY WHITE UNIVERSITIES AND THE WHITE GAZE: CRITICAL REFLECTIONS ON THE DECOLONISATION OF THE LLB CURRICULUM1." Pretoria Student Law Review, no. 14 (1) (2020). http://dx.doi.org/10.29053/pslr.v14i1.1845.

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The (most recent) call for curriculum decolonisation came at the height of student protests such as #feesmustfall and #afrikaansmustfall. In the University of Pretoria’s Curriculum Transformation Framework document, the University identified four drivers of curriculum transformation, namely, responsiveness to social context; epistemological diversity; renewal of pedagogy and classroom practices; and an institutional culture of openness and critical reflection. The content of these drivers mirror what is needed to engage in decolonisation of curricula. In the spirit of these protests that led to the conceptualisation of decolonised higher education, the authors of this article critically reflect on the institutional landscape of historically white universities. The authors employ the term ‘white gaze’ to highlight how historically white universities respond to calls for decolonisation, often substituting this call with transformation. The purpose of this article is to re-contextualise the need for decolonisation at historically white universities.

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Botha, S. J. "Die belangrikheid van Kerkgeskiedenis en Kerkreg in die teologiese opleiding en vorming van studente." HTS Teologiese Studies / Theological Studies 58, no. 4 (November 3, 2002). http://dx.doi.org/10.4102/hts.v58i4.708.

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The importance of Church History and Church Polity in the training and forming of theological studentsThe Nederduitsch Hervormde Kerk always has always been adamant that its ministers should be trained and formed in a theological faculty at a recognized university, where all the disciplines of theology are lectured. At a recent Church synod, the importance of Church History was questioned. In this paper the argument that Church History is not just important in the curriculum of theology, but indeed indispensable, is put forward. As Church Polity forms part of the Department of Church History at the Faculty of Theology (University of Pretoria), it is also included in the argument.

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Hugo, Jannie F. M., Johannes Slabbert, J. Murray Louw, Tessa S. Marcus, Martin Bac, Pieter H. Du Toit, and John E. Sandars. "The clinical associate curriculum - the learning theory underpinning the BCMP programme at the University of Pretoria." African Journal of Health Professions Education 4, no. 2 (December 6, 2012). http://dx.doi.org/10.7196/ajhpe.188.

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