The research programme at the Faculty of Education focuses on relevant and strategically important themes in order to find solutions to educational matters of current concern and to promote the development of education in South Africa. This research, which impacts on all of the teaching programmes, is concerned with local as well as international needs. In the light of its strategic importance, the development of human potential in a diverse community has been chosen as a central focus for applied research in the Faculty of Education. Its four departments each have a complementary focus that ties in with the broad research focus of the Faculty. The following postgraduate programmes are available within the Faculty of Education – please click on the hyperlink to access more detailed information on each of the programmes:

Prospective postgraduate students are encouraged to discover points of contact between their own educational concerns and the thrust of intellectual enquiry in the Faculty. The overarching research focus of the Faculty of Education is the development of human potential in a diverse society. Current projects include:

Education and training for the development of human potential

Cultural Tourism

Visual-skills training and decision making in team sports

Community based home schools for street children

Education transformation in young democracies

Implementation of inclusive Education

Teaching and Learning

Leadership development

Postgraduate programmes at the Faculty are aimed at enabling educators to specialise or enhance their qualifications, often building on the rich and varied practical educational experience of participating students. More specifially, these programmes also aim to

present relevant current knowledge;

develop perspectives on national and global trends;

empower participants to solve educational problems in their own contexts;

guide students to encourage a critical and creative approach to independent research; and

equip participants to develop leaders who can shape the future of education.

Please study the requirements for students of advanced degrees as set out in the University Calendar, Part 1, as well as the requirements of the Faculty of Education in the Calendar, Part 6. In addition to the general regulations, students should acquaint themselves with the particular requirements of each programme in the Faculty of Education, as set out in Part 1 (“General”) of the University Calendar. Students also need to be quite clear about the concepts “prerequisite pass” (PP), “prerequisite” (P), and “corequisite” (C) and how they apply to certain modules taught in Education. The particulars are provided in the descriptions of the modules (in the section on Subjects, Modules and Module Content) of every department. This will give you an opportunity to find out about all the options that are offered by the various departments within the Faculty. We also strongly advise you to discuss all the sections of these Guidelines with your proposed supervisor/promotor. If you intend to follow a structured master's studies programme, it is particularly important for you to establish which of the guidelines contained in this manual apply in your particular case.

The following list of qualifications will guide you to more specific details on the particular programmes:

PGCE	Postgraduate Certificate in Education
CSCPD	Certificate in Sport Coaching of People with Diabilities
BEd Hons	Bachelor of Education with Honours
BHons in Sport Science	Bachelor of Sport Science with Honours
MEd	Master of Education
MPhil (HE)	Master of Philosophy in Higher Education
MPhil in Education (LLL)	Master of Philosophy in Education and Training for Lifelong Learning
MPhil in (School Leadership)	Master of Philosophy in Leadership in Education in Schools
M of (Sport Science)	Master of Sport Science
PhD	Doctor of Philosophy
DEd	Doctor of Education

A professional qualification for persons with an appropriate Bachelor’s degree (at least 360 credits), other than a BEd, who wish to become professional educators.

The Postgraduate Certificate in Education (PGCE) is a full time one-year postgraduate programme for educators in the Further Education and Training phase (FET). Usually students take the PGCE as a fourth year programme following immediately after an undergraduate Bachelor's degree programme such as a BA, BSc or BComm, or after a suitable honours degree. The programme requires students to follow courses in the subject didactics of two recognised school subjects. (Particular second and third-year programmes are a prerequisite. See Part 6 of the University Calendar for the conditions which apply.)

The aim of this one-year programme is to provide educators for the Further Education and Training Phase. The objective and outcomes of the programme relate directly to the current developments in Outcomes-based Education. The present policy provides for an outcomes-based approach to the initial training of educators.

Admission to the Postgraduate Certificate in Education programme may be granted to students who hold at least a bachelor’s degree from a recognised university, which meets certain conditions. Students who are short of one module for their degree (regardless of the credit value) may also gain admission. Obtaining a PGCE qualification, however, is subject to obtaining the relevant degree. See paragraph 5.4 for the conditions for admission (to the specific curriculum studies classes/subjects).

- Students can only be admitted to the programme on written application.
- No student shall be permitted to join the PGCE programme after the start of the programme.
- Students attending the PGCE programme may not register concurrently for another programme at either this or any other university, except for the purpose, where relevant, of the one outstanding degree module that is being taken concurrently with the PGCE programme.
- PGCE students other than those who have not yet completed one outstanding degree module and who have not obtained their degrees by April of the year in which they are registered for the PGCE will have their registration as PGCE students cancelled.
- A PGCE student who wishes to take an extra subject in another faculty must apply in writing for permission to do so. Each application will be dealt with on its merits.
- A PGCE student may not hold more than two student assistantships simultaneously.
- A PGCE student may interrupt his programme for one year after one semester, but only if the reason for such interruption has been approved by Senate.

The PGCE programme is presented over one academic year and consists of the following subjects/modules:
Computer Use (Ed) 174(6)
Curriculum Studies 174(12)
Curriculum Studies (Specialisation 1) 174(12)
Curriculum Studies (Specialisation 2) 174(12)
Diversity and Inclusivity 174(12)
Educational Governance, Leadership and Management 174(12)
Introduction to Educational Research 172(8)
Learning and Learning support 174(12)
Philosophy of Education 174(12)
Teaching Practice 175(26)
And choose either
Afrikaans Medium 172(6) and
English Medium 172(6)
Or
Multilingual Teaching 172(12) (after meeting the requirements of the Afrikaans medium and English medium placement tests).
A final mark of 50% has to be achieved for every subject/module. See the following outline for an alphabetical list of Curriculum Studies subjects and their respective admission requirements.

Teaching Practice 175(26)
Institute Practical: Media Education (1 lecture a week)
Institute Practical: Lesson design, implementation and analysis (2 lectures a week)
School Visits: visits to particular secondary schools in the Stellenbosch and Peninsula area.
School visits take place during the whole of the third school term. The University vacation falls in the school term at present. Nevertheless, students must spend the entire period at the schools, regardless of the University holidays. No exceptions will be made.
Students who for some reason fall behind on the required school visits shall not as a rule be allowed to catch up on their school visits until the start of the next school year. Such students will not receive their certificates until April of the next year, and will forfeit being paid a full teacher’s salary until that time.

Afrikaans Medium 172(6) and English Medium 172(6) or Multilingual Teaching 172(12)
NB: Registration for Multilingual Teaching 172 is done after students have written the Afrikaans Medium 172 and the English Medium 172 placement tests. If they obtain 65% or more in both placement tests, they may choose to register for Multilingual Teaching 172(12) instead of English Medium 172(6) and Afrikaans Medium 172(6).
All PGCE students (including BEdPsych and BScEd) therefore register either for Afrikaans Medium 172 and English Medium 172 or for Multilingual Teaching 172.
The following applies to English Medium 172 and Afrikaans Medium 172:
- Every student must obtain at least 60% in one language medium and at least 50% in the other.
- A student who obtains more than 60% in one of the language mediums, but fails the other, can request the Registrar to indicate his/her medium of instruction as unilingual on his/her certificate (teaching qualification). This request in writing has to reach the Registrar before 22 November.
- A pass mark of 60% means that the student can use the language as medium of learning and instruction.
- Students do a number of assessment assignments (oral and written) during the year.
- Students who are doing Curriculum Studies (Afrikaans) 174 and/or Curriculum Studies (English) 174 may write a test in the relevant language medium(s) in March of that year. Any of these students who pass the test on higher grade (60%) will be exempted from class attendance and the mark is deemed the final mark.
- Students not doing Curriculum Studies (Afrikaans) 174 or Curriculum Studies (English) 174), as well as those students who were doing these two modules but did not obtain 60%, continue with their class attendance and continuous assessment. If these students obtain 60% at the end of the semester, they are exempted form any further obligations with regard to the module.
- Students who do not pass or who want to continue so that can obtain 60% have to continue class attendance and continuous assessment in the second semester.

Students may, on application in writing, obtain recognition of their competence to teach through isiXhosa as the medium of instruction.

Curriculum Studies in two secondary school subjects must be done. The prerequisite for admission to these subjects is, as a rule, the completion of both a second-year module and a third-year module in the subjects concerned (one year module or two semester modules). Candidates who do not meet the requirements listed below, but feel that they have an equivalent, should make an appointment to see the PGCE Programme Manager for the necessary discussion.
Candidates will not be allowed to do undergraduate modules at the same time as the relevant Curriculum Studies subject in order to meet the admission requirements.
The Curriculum Studies options and their respective admission requirements are listed below:

Curriculum Studies (Accounting) 174
Prerequisite pass
Accounting at second-year level (at least 32 credits) or the equivalent.

Curriculum Studies (Afrikaans) 174
Prerequisite pass
Afrikaans or Afrikaans en Nederlands at second-year level (at least 32 credits) or the equivalent.

Curriculum Studies (Art) 174
Prerequisite pass
Art at third-year level (at least 48 credits) or the equivalent.

Curriculum Studies (Business Studies) 174
Prerequisite pass
One of the following combinations with a total of at least 32 credits:
- Financial Management 214(16), 254(16) or
- Marketing Management 214(16), 244(16) or
- Entrepreneurship and Innovation Management 214(16), 244(16) or
- A 32-credit combination of any of the above-mentioned combinations [e.g. Financial Management 214(16), Marketing Management 214(16)]
[Because of the limited number of openings in school teaching, students are not as a rule allowed to do only Curriculum Studies (Economics) 174 and Curriculum Studies (Business Studies) 174.]

Curriculum Studies (Economics) 174
Prerequisite pass
Economics at second-year level (at least 32 credits), i.e. Economics 214(16), 244(16) or the equivalent. [Economics 288(32) does not meet the requirements for admission.]

Curriculum Studies (English) 174
Prerequisite pass
English Studies at second-year level (at least 32 credits) or Applied English Language Studies (AELS) at second-year level (at least 32 credits) or the equivalent.

Curriculum Studies (French) 174
Prerequisite pass
French at third-year level (at least 48 credits) or the equivalent.

Curriculum Studies (Geography) 174
Prerequisite pass
Geography and Environmental Studies at second-year level (at least 32 credits) or the equivalent.

Curriculum Studies (German 174)
Prerequisite pass
German 379 or 389 (each 48 credits) or German 288 (32 credits) or the equivalent.

Curriculum Studies (History) 174
Prerequisite pass
History at second-year level (at least 32 credits) or the equivalent. (Candidates with history-related modules may be considered for admission. Candidates who feel that they have done modules of this kind that could be considered must submit a written motivation in this regard to the Faculty Secretary.)

Curriculum Studies (Information Technology) 174
Prerequisite pass
Computer Science at second-year level (at least 32 credits) or modules in Socio-Informatics up to second-year level (at least Socio-Informatics 224 and 254 or the equivalent of at least 32 credits).

Curriculum Studies [Life Orientation (Movement Education)] 174
Prerequisite pass
Sport Science at third-year level (at least 48 credits) or the equivalent.

Curriculum Studies [Life Orientation (Psychology)] 174
Prerequisite pass
Psychology at second-year level (at least 32 credits) or the equivalent.

Curriculum Studies (Life Sciences) 174
Prerequisite pass
At least two of the following or equivalent modules:
Biology 124 (Cell Biology)
Biology 144 (Biodiversity and Ecology)
Biology 154 (Functional Biology)
In addition candidates must have passed TWO of the following as major subjects (i.e. at third-year level) (at least 32 credits each): Biochemistry, Physiology, Microbiology, Botany*, Genetics, Zoology*
*If candidates have passed both Botany and Zoology at second-year level, this will also serve as admission to Curriculum Studies (Life Sciences) 174. If, however, a candidate has passed at least three of Biochemistry, Physiology, Microbiology and Genetics on second-year level (each at least 32 credits), such candidate will gain admission to Curriculum Studies (Life Sciences) 174.

Curriculum Studies (Mathematical Literacy) 174
Prerequisite pass
Mathematics 114(18) and Mathematics 144(18) or the equivalent
or
Mathematics (Bio) 124(16) and Physics (Bio) 178(32)
or the equivalent
or
Statistics 186(18) or Statistical Methods 176(18) and Theory of Interest 152(6) or the equivalent.

Curriculum Studies (Mathematics) 174
Prerequisite pass
Mathematics at second-year level (at least 32 credits) or the equivalent.

Curriculum Studies (Music) 174
Prerequisite pass
Music at third-year level (at least 48 credits) or the equivalent.

Curriculum Studies (Natural Science) 174
Prerequisite pass
Candidates must have passed the modules in THREE of the following (or equivalent) four groups of modules (A to D) on first-year level:
Group A: Biology 124 (Cell Biology) and Biology 144 (Biodiversity and Ecology)
and/or
Group B: Biology 124 (Cell Biology) and Biology 154 (Functional Biology) (at least 24 credits)
and/or
Group C: Chemistry 114 or Chemistry 134 and Chemistry 154 (at least 24 credits)
and/or
Group D: Physics (Bio) 178 or Physics 114 and Physics 144 (at least 24 credits).

Curriculum Studies (Physical Sciences) 174
Prerequisite pass
Candidates must have passed both second-year Chemistry and Physics [at least 64 (32 X 2) credits] or the equivalent
or
Chemistry at first-year level (at least 24 credits) and Physics at third-year level (at least 48 credits) or the equivalent.
Candidates with a good academic record may be admitted if they have only passed first-year Physics (at least 24 credits) and two modules of Chemistry at second-year level
or
Chemistry at first-year level (at least 24 credits) and Physics at second-year level (at least 32 credits).

Curriculum Studies (Religion Studies) 174
Prerequisite pass
Religion Studies at second-year level (at least 32 credits) or equivalent study at second-year level (not less than 32 credits) and one of the following religions: Judaism, Christianity, Islam, Hinduism, Buddhism and African Religion. Students with a theology degree with a module on different religions will also be considered for admission.

Curriculum Studies (Speech and Drama) 174
Prerequisite pass
Drama Studies at second-year level (at least 32 credits) or the equivalent

Curriculum Studies (Xhosa) 174
Prerequisite pass
Xhosa 174: Xhosa at second-year level (at least 32 credits) or the equivalent.

General
Students who do not meet these requirements may be admitted to the PGCE programme solely with the special consent of the Department of Curriculum Studies. Students for the PGCE may take a third Curriculum Studies module as an extra module, on condition that they meet the admission requirements in question and on condition that the timetable permits this.
Please Note:
- The Curriculum Studies modules are not necessarily all presented every year. A minimum number of five students are normally required.
- An Economics and Business Studies Curriculum Studies combination severely limits career prospects.

Exemption from class attendance
Students who, with a view to the repetition of outstanding modules, wish to be considered for exemption from class attendance and/or other obligations shall apply to the Dean, Faculty of Education, in writing on or before 31 January of the year in which such modules are to be repeated. (See the provisions under “Repeating a module” of “University Examinations” in Part 1 of the University Calendar.)

Medical fitness
Students should bear in mind that a declaration of medical fitness for teaching will be required by any Education Department at the time of their appointment.

Contact particulars
Programme Manager: Dr P Beets
Department of Curriculum Studies
Tel.: (021) 808 2298 E-mail: Dr P Beets
Internet address for more detailed information: http://www.sun.ac.za/education

The programme, offered by the Department of Sport Science, lasts for two years and consists of a combination of contact sessions and distance education.

Two BEd(Hons) programmes are offered at Stellenbosch (full time or part time).

- Education Policy Studies
- Educational Management
- Educational Psychology
- Community Education and Learning Support
- Curriculum Studies
- Adult Education

A variety of combinations may be chosen from a wide range of specialist fields.Six choices are offered, namely Community Education and Learning Support, Curriculum Studies, Education Management, Education Policy Studies, Educational Psychology and Language Education.

Aims
In spite of the perceptions which rationalisation in education may have given rise to, there is still an urgent need for well-qualified educators in South Africa. There is still a need for education specialists who thoroughly understand their learners, who are genuinely enthusiastic and who know how to make use of a whole range of teaching skills to motivate their learners to perform optimally. Subject knowledge and teaching skills by themselves are not sufficient. There is also often a great need for educators with the administrative and organisational abilities. In times of change, it is important to have educational leaders who are able to take responsible and well-grounded decisions on both education policy and educational practice. This programme aims to enable students to address needs such as these, by building on their bachelor level studies in one of six areas of specialisation. So, for instance, the aim of the programme in Community and Learning Support aims at offering effective support to all learners with diverse needs in an inclusive education systems. The aim of the programme in Educational Psychology is to equip students with the skills required for registration with the Health Professions Council of South Africa after successfully taking the Professional Council examination, in order to practise independently as psychometrists.

Admission
Students may be admitted to the BEdHons programme if they have - - an approved university degree and a secondary education diploma or certificate (e.g. SED, HDE, PGCE, UED, LSED); or
- an approved university degree and a primary education diploma (e.g. PES, PGDE, HPED, etc.); or
- an approved university degree and an education qualification deemed adequate for such purpose by the Senate; or
- a four-year integrated education degree; or
- (where warranted by the applicability and academic relevance of their job experience) some other relevant combination of studies both academic and professional which for purposes of admission is deemed by the Senate to be equivalent to an integrated fouryear Bachelor’s degree or a Bachelor’s degree plus a PGCE (supplementary Education studies may be required of such candidates prior to admission); or
- a recognised four-year post-school training, including a professional education qualification.
- in addition to these admission requirements, Psychology III or an equivalent subject accredited for this purpose by the Professional Council of Psychology is required for admission to specialisation in Educational Psychology with a view to registration as a psychometrist. There is also a selection process for admission. A weighted average of a least 60% is required in the student’s degree, teaching qualification and Psychology III. Only a limited number of students are selected annually. The closing date for admission to the Educational Psychology stream is 30 June.
- In addition to these admission requirements, students seeking admission to the newly instituted specialisation in Language Education are required to have attained a high level of achievement (60+%) in the language modules of their undergraduate studies. Prospective students must apply in writing for admission to the BEdHons programme, and admission shall be decided by the Senate or by the Executive Committee acting on behalf of the Senate. Particulars of qualifications must be furnished when applying for admission (accompanied by official academic transcripts from the universities at which the qualifications were obtained, if not at Stellenbosch University). No student will be permitted to join the programme after it has started.

Structure
The programme is presented residentially as well as by means of self-study packages that are supplemented by interactive television sessions. The programme makes provision for six areas of specialisation, each of which comprises a compulsory core module, a compulsory research module, other compulsory modules and one or more elective modules.
Although students are required to do certain compulsory modules which focus specifically on the needs of a particular area of specialisation, they can choose from a number of elective modules. There are 25 compulsory and elective modules. Each of the areas of specialisation has been carefully designed to ensure that close links are maintained within the BEdHons programme. No modules are prerequisites for later modules, with the exception of Didactics (Subject Didactics) 734, which is a prerequisite for Didactics (Subject Didactics) 764, Didactics (Language Education for Adults) 734, which is a prerequisite for Didactics (Language Education for Adults) 764, Didactics (Mathematics Education for Adults) 734, which is a prerequisite for Didactics (Mathematics Education for Adults) 764, and first-semester modules which are a prerequisite for second-semester modules in the Language Education specialisation (see F. for the Language Education specialisation).

Assessment
With the exception of the Educational Psychology specialisation, students must obtain a pass mark of at least 50% in eight modules with a total credit value of 132. Students doing the Educational Psychology specialisation must pass seven modules with a total credit value of 174. To pass the degree with distinction (cum laude), students must obtain an overall average of 75% as well as 75% in each of at least four separate modules.

Areas of specialisation
Particulars of each of the modules are provided alphabetically in the chapter Subjects,

Modules and Module Content
A. Community Education and Learning Support [778(132)]
Compulsory modules
Core module 734
Educational Psychology 764 (Cognitive education)
Educational Research 764
Specialised Education 734 (Adult basic education)
Specialised Education 744 (Education support in community context)
Specialised Education 724 (Inclusive education)
Specialised Education 764 (Learning support)
Elective modules (one to be chosen)
Didactics 734 (Education renewal) or
Education Management 734
Enquiries: Dr A Lewis, tel. (021) 808 2313, e-mail: Dr A Lewis

B. Curriculum Studies [778(132)]
Compulsory modules
Core Module 734
Didactics 734 (Education renewal)
Didactics 764 (Instructional leadership)
Didactics (Subject Didactics) 734 or Environmental Education 734
Educational Psychology 764 (Cognitive education)
Educational Research 764
Elective modules (two to be chosen as follows):
Education Management 734 or
Philosophy of Education 734 or
Specialised Education 734 (Adult basic education) and
Didactics 764 (Subject Didactics) or any other appropriate second-semester BEdHons module
Enquiries: Prof EM Bitzer, tel. (021) 808 2297, e-mail: Prof EM Bitzer

C. Education Management [778(132)]
Compulsory modules
Core module 734
Didactics 764 (Instructional leadership)
Education Management 734
Education Organisation Management 734
Education Policy Studies 764
Educational Research 764
Elective modules (two of the following):
Specialised Education 734 (Adult basic education)
Comparative Education 764
Didactics 734 (Education renewal)
Philosophy of Education 734
Enquiries: Prof J Heystek, tel. (021) 808 2877, e-mail: Prof J Heystek

D. Education Policy Studies [778(132)]
Compulsory modules
Core module 734
Comparative Education 764
Education Management 734
Education Policy Studies 764
Educational Research 764
Philosophy of Education 734
Elective modules (two to be chosen as follows):
Didactics 734 (Education renewal) or
Specialised Education 724 (Inclusive education) or
Environmental Education 734 and
any other appropriate BEdHons module
Enquiries: Dr B van Wyk, tel. (021) 808 2296, e-mail: Dr B van Wyk

E. Educational Psychology [778(174)]
There are no electives in this specialisation
Core module 734
Educational Psychology 772 (Assessment and evaluation)
Educational Psychology 775 (Counselling)
Educational Psychology 754 (Learners with behavioural problems)
Educational Research 764
Specialised Education 724 (Inclusive education)
Specialised Education 764 (Learning support)
Enquiries: Mrs C Louw, tel. (021) 808 2319, e-mail: Ms C Louw

F. Language Education [778(132)]
Compulsory modules
Core module 734
Educational Research 764
Elective modules
(Choose any three combinations (six modules) from the following or, with special permission, choose other combinations of BEdHons modules for the total of six electives.
The first-semester module in every combination is a prerequisite for the relevant second semester module)
Didactics (Subject Didactics of Afrikaans) 734, 764
Didactics (Subject Didactics of English) 734, Remedial Literacy 764
Language Policy and Planning in Education 734, Education Policy Studies 764
Multilingual Education 734, 764
Teaching Creativity in Writing 734, 764
Enquiries: Prof C van der Walt, tel. (021) 808 2284, e-mail: Prof C van der Walt

Further provisions
For admission to Curriculum Studies (Subject Didactics), a university qualification in the appropriate school subject(s) at a second-year level is required.
Students specialising in Educational Psychology: At the time of application for registration as a psychometrist with the Health Professions Council of South Africa, students must have successfully completed a 720-hour full-time practicum (as prescribed by the Professional Board for Psychology).
This practicum forms part of the programme and the module is completed during the period of study. For this reason, students must be available fulltime for the practicum during their year of study. Prospective students should take note that they can register as psychometrists (independent practice) after completing this programme and successfully passing the Professional Board examination. Students must obtain a pass mark of not less than 50% in the required subjects. To pass this programme with distinction, a student must obtain 75% or more in each of at least four modules and an aggregate of not less than 75% for the other modules.

Contact particulars
Programme Manager: Prof J Heystek
Department of Education Policy Studies
Tel.: (021) 808 2877 E-mail: Prof J Heystek
Internet address for more detailed information: http://www.sun.ac.za/education

Specialisation in the area of either Biokinetics or Sport Science. In Sport Science there are two focus areas, namely Paediatric Sport Science and High Performance Sport.
- Sport Science
- Pediatric Sport Science
- High Performance Sport
- Biokinetics

Aims
The aims of the programmes are fully in line with current developments in Outcomes-based Education. Consequently the critical outcomes and developmental outcomes are taken as definitive and the programme outcomes are set up accordingly.

Admission
Students may be admitted to the honours programmes in Biokinetics/Sport Science by the Senate or the Executive Committee acting on behalf of the Senate if they hold a Bachelor’s degree approved for this purpose by the Senate with Sport Science as one of the majors. Application must be made in writing. Only students with an average of at least 60% in Sport Science subjects during their undergraduate years may apply for admission. The closing dates for admission are 15 August for the Biokinetics specialisation and 30 September for the Sport Science specialisation.

BHons Biokinetics

Structure
The anchor module is Biokinetics 778(120).
There are five compulsory subjects. These are:
Biokinetics Practice 772(20)
Ergonomics 775(20)
Exercise Physiology 774(20)
Exercise Studies 771(40)
Research project 773(20)
There are only a limited number of places in the Biokinetics programme. The closing date for applications is 15 August.
Please note: An internship period that meets the conditions laid down by the Health Professions Council of South Africa will be required before a candidate can apply for registration as a biokineticist.

Assessment
Continuous assessment, which includes theoretical and practical assignments, class tests as well as one formal test per subject. A class mark of 40% per subject is required for admission to the three-hour written examination. The final mark is calculated as follows: 50% examination mark and 50% class mark per subject.

Contact particulars
Programme Manager: Prof JG Barnard
Department of Sport Science
Tel.: (021) 808 4718 E-mail: Prof JG Barnard
Internet address for more detailed information: http://www.sun.ac.za/education

Structure
The anchor module is Sport Science 778(132).
In addition to the three compulsory subjects, candidates must choose a further eight subjects. The total credit value must be 132. The subjects are:
Professional Practice in Sport Science 773(12) (compulsory)
Research Methods in Sport Science 771(12) (compulsory)
Statistics for Sport Science and Exercise Science 772(12) (compulsory)
Applied Exercise Physiology 714(12) (elective)
Biomechanics 712(12) (elective)
Current Topics in Sport and Exercise Science 721(12) A (elective)
Current Topics in Sport and Exercise Science 751(12) B (elective)
Exercise Physiology 743(12) (elective)
Exercise Psychology 713(12) (elective)
Sport History 745(12) (elective)
Kinanthropometry 715(12) (elective)
Motor Control 711(12) (elective)
Motor Learning 741(12) (elective)
Sport Psychology 742(12) (elective)
Sport for Persons with Disabilities 772(12) (elective)
A limited number of candidates are admitted to this specialisation in Sport Science. The closing date for applications is 30 September.

Assessment
Continuous assessment, including theoretical and practical assignments, informal class tests as well as formal tests will count towards the final mark of every subject. A class mark of 40% per subject/module is required for admission to the three-hour examination. The final mark is calculated as follows: 50% for the examination mark and 50% for the class mark per subject/module.

Contact particulars
Programme Manager: Prof ES Bressan
Department of Sport Science
Tel.: (021) 808 4722 E-mail: Prof ES Bressan
Internet address for more detailed information: http://www.sun.ac.za/education

There are two options, both of which can be done full time or part time. The thesis option can either be done as
- MEd Educational Studies (Didactics, Educational Policy Studies, Educational Psychology),
- MEd Specialised Education, or
- M Sport Science.
This MEd programme aims to provide research opportunities for students in Education and to further develop research capacity. A candidate for this degree is required to submit a research thesis (100% full thesis) which is normally between 40 000 and 50 000 words in length and presents a substantial argument, but does not necessarily make an original contribution. The topic is chosen in consultation with the departmental chairperson concerned.

Various structured programme options are available at the master’s level, including
- MEd Facilitation and Co-ordination of diverse educational needs;
- MEd Curriculum Studies;
- MEd (Psych): Education Psychology;
- MEd Educational Support; or
- MEd Education Policy Studies (Educational Leadership, Philosophy and Sociology in Education, Education Policy Studies).
All structured MEd programmes make provision for one or more of the following options (at the department’s discretion):
- A thesis which is normally between 20 000 and 30 000 words and presents a substantial argument based on research of limited scope, and includes an oral examination and contributes 50% of the final mark, plus a structured component, which includes written examinations and contributes 50% of the final mark.
- A research portfolio, which is made up of assignments and/or case studies and/or research projects – each of these to comply in scope and contents with the requirements conventionally set for scientific articles – counts 50% of the final mark.
- A research portfolio, which is made up of projects and/or case studies and/or research projects – each of these which must comply in scope and contents with the requirements conventionally set for scientific articles – and counts 30% of the final mark. A larger taught component, which includes written examinations, constitutes the other 70% of the final
mark.

In any structured MEd curriculum, the minimum final mark required is 50% in both the taught component and the research component.

For admission to the MEd degree programme, a candidate must
1. have a BEdHons degree from this University, or another bachelor’s degree in Education approved for this purpose by Senate; or
2. have obtained an honours degree approved for this purpose by Senate, and an approved education diploma/certificate (additional study may in Education be required of the candidates); or
3. have obtained a pass in another combination of studies both academic and professional deemed appropriate by Senate for the purpose of joining the intended programme, including the combination of a four-year professional degree that has no Education component and an approved education diploma/certificate (supplementary study in Education will be required in the case of such candidates); or
4. in some manner have attained in his/her particular field of study a standard of competence deemed adequate by Senate (supplementary study in Education will be required in the case of such candidates).

Prior to the award of the MEd degree, a candidate must have been registered at the University for not less than one academic year as a student attending this programme in the case of 1 above, and in all other cases (2-4) for two years.

Aims
The primary objective of the programme is to offer students the opportunity to do postgraduate studies in Curriculum Studies so they can acquire the curriculum expertise leaders need to facilitate education renewal in their school communities. The secondary objective of the programme is to help educators develop the necessary skills to function as reflective practitioners in schools, by introducing them to the practices and methodology of educational research. Students in the MEd programme in Curriculum Studies can attain these goals by achieving the specific critical, developmental and programme outcomes.

Admission
Normally, students must have passed appropriate modules at least at third year level in their field of specialisation. Candidates must have appropriate or equivalent experience in their proposed field of specialisation. Students must also have at least two years’ actual teaching experience in the relevant school subject in which they want to specialise. Only students with an overall average of 60% in their BEdHons or equivalent study shall be considered for admission (provided that the department has the capacity). Applicants should also have passed a module in research methodology at honours level.

Structure
The programme is presented over a period of at least two academic years. Students take four compulsory subjects and one elective (a specialisation). In addition, students complete a research project of limited scope - normally a research project stemming from the elective. This research project may take the form of either a mini-thesis or a research portfolio. The anchor module is Curriculum Studies 878(240). The following subjects are offered:
First year
Curriculum Studies 811(30) (compulsory)
Educational Research 812(30) (compulsory)
Curriculum Studies 871(50) (elective)
Afrikaans Education (school subject) 871(50) (elective)
English Education (school subject) 871(50) (elective)
Environmental Education 871(50) (elective)
Geography Education (school subject) 871(50) (elective)
Life Orientation (school subject) 871(50) (elective)
Mathematics Education (school subject) 871(50) (elective)
Physics and Chemistry Education (school subject) 871(50) (elective)
Second year
Research thesis 879(130)

Assessment
One written examination of three hours must be done on each of the compulsory subjects, and two written examinations of three hours each on the candidate’s field of specialisation. These written examinations may be followed by an oral examination, provided that the oral examination does not count more than 30% of the examination mark of each subject.

Contact particulars
Programme Manager: Prof CPS Reddy
Department of Curriculum Studies
Tel.: (021) 808 2259 E-mail: Prof CPS Reddy
Internet address for more information: http://www.sun.ac.za/education

Aims
The primary aims of the MEd programme in Education Policy Studies are to assist educators to develop their critical understanding of education policy in the context of democratic transformation; challenge educators to analyse, reflect on and question educational theories, policies and practices; enhance educators’ skills and leadership to enact change; and encourage educators to explore creative responses to diversity. A secondary aim is to equip educators with the necessary research skills to undertake further advanced studies at doctoral level and to do research on Education Policy Studies. These aims include the competence to function as researchers of educational policy in professional contexts.

Structure
The anchor module, which draws on four disciplines, is Education Policy Studies 878(240). The subjects are:
Comparative and International Education Studies 874(20)
Education Management, Leadership and Policy 871(30)
Philosophy of Education Leadership and Policy 873(30)
Research in Education Policy Studies 875(10)
Sociologies of Education Policy 872(30)
Research thesis 873(120)
The themes that are explored include:
Democratic praxis and educational transformation, including policy developments within the South African political context
Values in education, including equality, liberty, diversity, justice, shared compromise, practical reasoning and community
Globalisation, internationalisation and free market ideology Centralisation/decentralisation dynamics
International comparative studies on learner achievement and school- effectiveness
The learning institution and the nurturing of quality within instructional change
Developing supportive processes, systems (organisation building) and funding.

Assessment
Continuous and summative assessment are used in the following ways:
At every contact session students are all required to hand in a written reflective report or a report based on a limited investigation. These reports are compiled into a portfolio which is summatively assessed at the end of the first year of study. During the first half-yearly session, students present an integrated report/paper on a specific policy issue, which is also submitted in writing. At the end of the first year of study, students write an integrative report on a specific policy issue during an “open book” examination (which includes access to information via interactive technology) for summative assessment related to the themes. A thesis counting 50% of the final mark is used as the final assessment instrument. Particular attention is paid to research skills and critical evaluative insight.

Contact particulars
Programme Manager: Prof SJ Berkhout
Department of Education Policy Studies
Tel.: (021) 808 2398 E-mail: Prof SJ Berkhout
Internet address for more detailed information: http://www.sun.ac.za/education

MEdPsych (Structured)

Aims
The aim of this programme in Educational Psychology is the development of research capacity, theoretically-grounded knowledge, skills and attitudes which will equip students to practise as educational psychologists in the South African context. Students who successfully complete this programme as well as the subsequent twelve-month, prescribed internship will be able to register as educational psychologists with the Health Professions Council of South Africa.

Admission requirements
A BEdHons in Educational Psychology or a BEdPsych degree or an approved Honours degree in Psychology in combination with an approved professional education qualification or any other combination of studies both academic and professional deemed suitable for admission to the programme by the Senate. In the last case mentioned, additional studies may be prescribed. Registration as a student in Psychology with the Health Professions Council of South Africa. Directed teaching experience or other relevant experience deemed appropriate by the Senate. A minimum of 65% for Educational Psychology or psychology-orientated subjects passed on NQF level 7. A pass mark in Psychometry. Students who do not meet this requirement must register for the BEdHons module which includes psychometry content in the first year of their registration for MEdPsych.

Closing date for applications for admission
The closing date for applications is 30 June of the previous year.

Selection
Admission to the programme is subject to selection, which takes place annually after July. A maximum of 12 and a minimum of 8 students are admitted to the programme annually.

Duration and nature of programme
One year full-time course work followed by the completion of a thesis. For registration with the Health Professions Council of South Africa, a further internship is required (see paragraph 8).

Structure
The programme, with anchor module Educational Psychology 878(260), consists of seven submodules and a research thesis. The submodules with their respective credit values are:
Child and Adult Psychopathology 873(20)
Development and Support 875(30)
Educational and Psychological Assessment 874(20)
Inclusive Education 873(20)
Practicum 877(20) (as prescribed by the Health Professions Council of South Africa)
Research Methodology 876(20)
Research thesis 878(130)

Assessment
Assessment consists of formative and summative assessment opportunities in every module. An oral examination which forms part of the practicum module. A minimum of 50% must be attained before going on to the internship. A research thesis which counts 50% of the total year mark. A pass mark of at least 50% must be attained in each of the modules, including the research thesis, before the degree can be awarded.

Practicum
The practicum is done at the Unit for Educational Psychology and at community centres. Participation in the practicum is compulsory. Successful completion of the practical programme is obligatory.

Internship
Admission requirements: Registration as an intern psychologist with the Health Professions Council of South Africa and either an MEdPsych qualification in Educational Psychology (or the equivalent) or successful completion of the MEdPsych coursework or the equivalent as well as progress in writing the thesis.

Duration and nature: A continuous full-time internship year or interrupted full-time block periods equivalent to 12 calendar months. The Health Professions Council of South Africa requires that the University act as a supervisory institution for the internship programmes that are approved by the Department of Educational Psychology. The onus is on students to arrange for the internships themselves at any accredited institution, including the Unit for Educational Psychology in the Department of Educational Psychology. In the case of internships outside the University, the Chairperson of the Department of Educational Psychology has to obtain permission from the Health Professions Council of South Africa.

Contact particulars
Programme Manager: Ms L Collair
Department of Educational Psychology
Tel.: (021) 808 2304 E-mail: Ms L Collair
Internet address for more detailed information: http://www.sun.ac.za/education

Aim
The aim of this programme is to equip educators to identify the potential of any learner with special education needs in his unique context (formal and informal school communities), and to prevent, identify and support learning barriers in schools and communities.

Structure
The programme is presented over a minimum of two academic years and comprises four compulsory modules, including a research thesis. The anchor module is Educational Support 878(240). The other modules are:
Inclusive Education 872(40)
Introduction to Research Methodology 874(40)
Support in School and Community Contexts 873(40)
Research thesis 875(120)

General
Since this is a selection programme, prospective students must apply in writing before the end of June of the preceding year. Normally, a maximum of TEN students are admitted to the programme, which is presented only if at least EIGHT students have registered for it. The mode of presentation in this programme is contact teaching. Since the intake for the programme is done biennially, interested parties are advised to make inquiries before they apply by telephoning (021) 808 2308 or (021) 808 4831. It is recommended that candidates have a minimum of two years’ teaching experience.

Assessment
The modules (research thesis excluded) are examined through continuous assessment and count 50% of the final mark. Assignments and/or presentations are required in every taught module. A final presentation and/or oral examination shall be done for every module. A pass mark of 50% must be obtained in each of the modules (thesis included). The mark for the thesis shall count 50% of the final mark. The final mark is entered under the anchor module Educational Support 878(240).

Contact particulars
Programme Manager: Dr A Lewis
Department of Educational Psychology
Tel.: (021) 808 2324 E-mail: Dr A Lewis
Internet address for more detailed information: http://www.sun.ac.za/education

Target Group
Mainly lecturers, facilitators and educational leaders of higher education institutions.

General aims of the programme

The primary aim is to equip participants with the knowledge, skills and disposition to function optimally, as professionals, in their respective institutions.

The secondary aim will be to equip the participants with research skills in order to better themselves through advanced studies and research for a career in higher education.

Admission requirements
Candidates should meet the following prerequisites to be admitted to the MPhil in Higher Education:

an applicable Honours degree, and be employed in a higher education environment; or

any other academic-professional combination of studies equal to a Honours degree which the Senate deems suitable for admission to this programme, and be employed in a higher education environment; or

evidence that a candidate has reached a standard of competence in higher education, demonstrated through the process of evaluation of prior learning and according to the judgement of Senate, is regarded as being sufficient for submission.

Learning Outcomes
Apart from the generic learning outcomes, which include self-management, problem solving, critical evaluation, effective communication and systemic thought the programme requires of learners to demonstrate:

National and international perspectives on higher education;

Insight into how learning takes place and how the facilitation of learning influences learning outcomes in higher education;

Curriculum planning and writing skills;

Insight into an appreciation of the role of the modern lecturer against the background of scholarship;

Planning and execution of tutoring and facilitation of learning;

Knowledge of research traditions and the effective use of research methodology in the field of higher education;

Knowledge and demonstration of skills in the use of technology as medium of support and delivery;

Knowledge and use of assessment and evaluation techniques;

Skills in the planning and utilisation of staff evaluation and -development strategies, especially concerning effectiveness of teaching and learning; and

Knowledge and perspectives on leadership and leadership development in the higher education environment.

Should you require more information on this programme, please visit the website of the Centre for Higher and Adult Education at the following address: http://www.sun.ac.za/chae

Target group
Mainly trainers and learning facilitators involved in adult education, community education and development, basic skills training (including literacy training) for adults, and persons who wish to register as ETDPs (Education Training Development Practitioners). The mentioned target group may be employed by non-governmental organisations, training institutions such as the police service, military service, correctional service, leaders of Further Education and Training or community colleges, technical or private colleges or human resources development units of any organisation.

General aims of the programme

The primary aim is to empower and build the capacity of trainers and learning facilitators involved in lifelong learning (basic education and training, community education, continuing professional education) through dynamic and relevant training. In addition we contribute to providing in the need for effectively trained trainers for adult education and lifelong learning. The programme enables participants to specialise in either continuing professional education, community education or adult basic education and training.

Secondly, trainers and learning facilitators are empowered with research skills enabling them to develop a sound research base for lifelong learning and to encourage and supervise postgraduate study and research in the field of lifelong learning.

Admission requirements
A person will be admitted to the MPhil: Education and Training for Lifelong Learning if he/she meets the following criteria:

An applicable Honours degree and be employed in an education/training environment; or

Any other academic-professional combination of studies equal to a Honours degree which is deemed suitable for the purpose of joining the programme and be employed in an education/training environment; or

Evidence that a candidate has reached a standard of competence in Education and Training for Lifelong Learning, as indicated by a process of the evaluation of prior learning, which is deemed sufficient for this purpose by the Senate.

A candidate must have at least two years’ experience of / involvement in lifelong learning or other relevant experience to be admitted to the MPhil programme.

Learning outcomes
Except for critical/generic outcomes such as problem solving, group functioning, effective self-management, critical evaluation, effective communication and systems thinking, the programme aims at achieving the following outcomes:

National and international perspectives, principles and attitudes on lifelong learning;

Insight and competence in interpretation and formulation of policy and the management of lifelong learning;

Insight and competence in the theory and practice of lifelong learning;

Competence in the facilitation of lifelong learning through a variety of appropriateapproaches;

Knowledge of and the ability to apply research methodologies and methods to lifelong learning as a field of study;

Knowledge and the demonstration of the ability to design, plan, facilitate, evaluate and report on community, continuing professional and basic education and training.

Should you require more information on this programme, please visit the website of the Centre for Higher and Adult Education at the following address: http://www.sun.ac.za/chae

This programme is presented telematically. Please contact the Faculty Secretary for more information.

Aims
The aim of the programme is to equip students with the research skills within the field of Sport Science by making research opportunities available. A secondary aim is to prepare prospective doctoral students for advanced study.

Admission
On written application, students are admitted to the degree programme of M of Sport Science by Senate or by the Executive Committee acting on behalf of Senate, who have an honours degree (NQF 7) (with an average of at least 60%) which the Senate has approved for this purpose; or a bachelor’s degree (with an average of at least 60%) which the Senate has approved for this purpose; or have attained a standard of competence in their field of study in another manner, which the Senate deems satisfactory for this purpose. In all cases, final admission to the degree programme rests with the postgraduate committee of the Department of Sport Science, subject to the available resources in the Department. If it is deemed necessary supplementary study, as determined by the postgraduate committee of the Department, may be required.

Structure
The M of Sport Science consists of a full thesis (100%) on a topic which has been approved by the departmental postgraduate committee and the supervisor. The thesis is assessed externally on completion of the study.

Assessment
The thesis is examined both internally and externally. It counts 100% of the final mark. A candidate must obtain 50% in order to pass.

Contact particulars
Programme Manager: Prof E Terblanche
Department of Sport Science
Tel.: (021) 808 2742 E-mail: Prof E Terblanche
Internet address for more detailed information: http://www.sun.ac.za/education

A PhD entails independent research producing a dissertation that can withstand international, intellectual scrutiny. The PhD programme aims at providing students in Education with opportunities to carry out high-level research, to build their research capacity and to make an original and relevant contribution to scientific knowledge by conducting research in an independent manner.

A PhD entails advanced research in Education. The broad areas in which you may be able to obtain a PhD in Education at Stellenbosch University include:
- Didactics;
- Sport Science;
- Education Policy Studies;
- Educational Psychology;
- Specialised Education; or
- Sport Psychology (for registered psychologists only).

In addition to statutory requirements and other provisions in Part 1 of the Calendar, the PhD degree is conferred upon a student, provided he/she has been registered for at least two years after a Master’s degree, which the Senate has approved for this purpose, has been conferred upon him/her or after he/she has attained a standard of competence in another manner in his/her specific area of study, which the Senate deems adequate for this purpose. Please also consult the policies and procedures stipulated in the Postgraduate Student Guidelines document (Section A) for more detailed information.

Candidates wishing to register for the PhD must have formally applied to the University before they will be able to call on services or receive guidance in preparing a research proposal. Please note that preparation for and submission of a research proposal serves as a selection mechanism for permission to register (the application and registration processes are two different processes). The relevant postgraduate committee evaluates the research proposal and then makes a recommendation to the Faculty Board with regard to admission and registration. A research proposal may, therefore, be accepted or rejected. In the latter case, the candidate is not admitted to the programme. Normally the time taken to vet the proposal shall not exceed one year. If a proposal is considered for more than a year, the departmental chairperson will have to make a special case. Note that the Department of Sport Science follows a different procedure than the one discussed above. Contact the Department of Sport Science for further details.

In order to be admitted to the programme for the PhD degree, a candidate must have a master’s degree from this university (for which at least 60% was obtained), or another master’s degree that the Senate has approved for such purpose (for which at least 60% was obtained), or in some other manner attained a standard of competence in a particular field of study deemed adequate for such purpose by Senate.

The PhD degree in the Faculty of Education is conferred upon candidates who

after approval of the research project by Senate, have, to the satisfaction of the University, conducted original research under the supervision of a promotor for a period not less than two years since obtaining the said master’s degree at Stellenbosch or another institution approved by the University; and who have to the satisfaction of the University completed the study of such subjects as may have been required by the Senate.

have submitted a dissertation which is normally between 70 000 and 90 000 words in length, which to the satisfaction of the Senate shows that the candidate has made a distinct contribution to the enrichment of knowledge in the chosen field, and provided proof of independent critical judgement.

have submitted a dissertation that represents an original conceptual or methodological contribution to the chosen field of study that is of sufficient quality to be published as an article in a suitable professional journal or as a book.

have undergone an oral examination to the satisfaction of the University, provided that exemption from such examination may be granted in special cases, subject to the approval of the Senate.

In the case of a PhD (Sport Science), candidates must have a Master of Sport Science degree from this University or another Master’s degree approved for such purpose by the Senate, or have in the some other manner attained in their particular field of study a standard of competence deemed adequate for such purpose by the Senate. Candidates must, after having consulted with the departmental chairperson concerned, apply in writing for admission, stating the proposed dissertation topic, promoter and places of study; and submit a research proposal and an academic transcript. Admission will be decided on by the departmental postgraduate committee, taking the infrastructure of the department into account. In the case of Sport Psychology as a field of study in the PhD Sport Science programme, the candidate must have a Master’s degree in Psychology (counselling, Clinical, Educational or Industrial Psychology) and a sport science qualification and/or other qualification deemed to be adequate for admission to the programme, and be registered with the Health Professions Council of South Africa.

A DEd qualification provides proof of sustained research for a continuous period in a particular field of Education in the form of a collection of published work that had been subjected to critical peer evaluation. The DEd degree is therefore reserved for special cases where the candidate has already published work of a high quality. Subject to the customary statutory requirements, the degree may be conferred upon a candidate if he has produced original work that has already been published, is of a high standard, deals with a central theme and demonstrates in the opinion of the Senate that the candidate has made a substantial and distinguished contribution to the enrichment of knowledge in the Education disciplines.

Please study the requirements for students of advanced degrees as set out in the University Calendar, Part 1, as well as the requirements of the Faculty of Education in the Calendar, Part 6. This will give you an opportunity to find out about all the options that are offered by the various departments within the Faculty. We also strongly advise you to discuss all the sections of these Guidelines with your proposed supervisor/promotor.

If you intend to follow a structured master's studies programme, it is particularly important for you to establish which of the guidelines contained in this manual apply in your particular case.

Please also consult the policies and procedures stipulated in the Postgraduate Student Guidelines document (Section A) for more detailed information.

Mr Johan de Beer, the Faculty Secretary, will gladly assist you to obtain and complete the necessary application forms and procedures to apply for the relevant postgraduate programme at the Faculty of Education. You are welcome to contact him at:

Johan de Beer
Faculty Secretary
Tel: +27 (0)21 808 4831
Fax: +27 (0)21 808 3822
E-mail: Johan de Beer
Web site: www.sun.ac.za/education

Study fees for international students
The fees for international students follow a different tariff from local students. Please see the chapter “Prospective international students” on pages 4 to 5 in this brochure.

Study fees for South African students
The table below shows a representative sample from the University’s full-time, postgraduate degree programme offering, along with the approximate study fees for South African students for 2007. The figures indicating the cost of studies are based on information obtained from the Calendar, Part 3. Please consult Part 3 (please see web address below). Please note that the University reserves the right to amend the Calendar at any time.

The required amount payable at registration by all non-residing, postgraduate students is R4 000 (first payment on the study fees mentioned above).

Please also consult the policies and procedures stipulated in the Postgraduate Student Guidelines document (Section A) for more detailed information.

For more information please contact
Mr Dennis Immelman
Tel: +27 (0)21 808 4527
Ms J Swart
Bursaries and Loans: Disbursements
Tel: +27 (0)21 808 4522
Ms C Cornelissen
Tel: +27 (0)21 808 3530
Ms A Amerika
Tel: +27 (0)21 808 4913 / 4519
Web site: www.sun.ac.za/portals/student/students.htm

Student Fees, Part 3:
www.sun.ac.za/studentfees2009.pdf

Bursaries for full-time postgraduate studies in all fields, on the grounds of previous academic performance or on the grounds of financial neediness are made available from funds of the research councils, the University, private bursary funds managed by the University and departmental bursary funds.

Bursaries based on academic performance

The National Research Foundation (NRF) grants bursaries for full-time studies in all fields. Most of these bursaries are made available to professors and other university teachers who hold research grants of the NRF, and who can then nominate bursary candidates. A limited number of prestige bursaries are available to candidates whose academic performance in their previous studies has been outstanding. Enquiries, applications and nominations should be addressed to the above address. We advise candidates to apply for an NRF bursary at the same time (information is usually available at the end of June).

Postgraduate bursaries are made available by the University for full-time studies in all fields based on previous academic performance.

A number of bursaries for postgraduate studies are available from the funds of private donors and trusts that are administered by the University according to the conditions laid down by the donor. These bursaries are mostly limited to specific fields of study. The Office advertises bursaries periodically by means of notices on campus and on its web site. Particulars may be obtained from the Office or from Part 2 of the Calendar.

Some departments have funds of their own that may be used for postgraduate bursaries in terms of the University’s prescribed financial guidelines. In this regard, prospective students should consult their supervisors.

Bursary contributions
The monetary values of bursaries vary from case to case and final information is usually made available at the end of September.

Bursaries on the grounds of financial neediness
To qualify for a bursary on the grounds of financial neediness, candidates have to state their personal financial particulars on the prescribed form and attach documentary proofs. Only those who are found to be genuinely needy in terms of the means test used by the University qualify for these busaries.
Postgraduate Study Bursaries (PSB) are available for full-time and part-time studies in all fields of study, on condition that candidates have a satisfactory academic record or are making satisfactory progress with their postgraduate studies.
In the award of some bursaries from private sources or trusts, students’ financial needs are also taken into account.

General
Please bear in mind that –

The student remains responsible for the payment of registration and tuition fees;

Bursaries usually do not cover all the expense involved in one’s studies – in other words, students are expected to make some personal contribution to the defrayment of such costs;

Bursary monies are usually not immediately available but are often paid out late in the semester only;

Any funds that become available in terms of bursaries are first paid into the recipient’s account with the University; then, if there turns out to be a positive balance, such balance can be transferred electronically to a personal bank account.

International students
As a rule the University does not make bursaries or financial aid available to international students, with certain exceptions.

Enquiries and applications
All enquiries may be addressed to the Office for Postgraduate Bursaries (see above). Full particulars are given in the University Calendar, Part 2. Please note that –

Any correspondence and negotiation with the NRF or with other bursary donors, whose bursaries are administered by the University, must go via the Office for Postgraduate Bursaries;

Postgraduate students who register with Stellenbosch University for the first time must furnish a certified copy of the complete record of previous studies with performance reflected in percentages throughout; and

It is University policy for any late applications to be placed on a waiting list and to be considered only if funds become available subsequently.

Please Note: From time to time the University amends particulars of the bursaries under its control. It is students’ responsibility to familiarise themselves with the prevailing conditions attached to the awarding of bursaries.

Please also consult the policies and procedures stipulated in the Postgraduate Student Guidelines document (Section A) for more detailed information.

For more information and application forms please contact
Postgraduate Bursaries Office
Stellenbosch University
Private Bag X1
MATIELAND 7602
Tel: +27 (0)21 808 4208
E-mail: Postgraduate Bursaries
Web site: www.admin.sun.ac.za/research/postgraduate_Bursaries.html

Bursaries, Part 2:
Postgraduate Bursaries