DURBAN UNIVERSITY OF TECHNOLOGY
Education in Durban

As a University of Technology, it prioritises the quality of teaching and learning by ensuring its academic staff possess the highest possible qualification that they can get. It was named the Durban Institute of Technology and later became the Durban University of Technology in line with the rest of the universities of technology. As a butterfly develops from a pupa, so have the students at our institution. From the moment they register as green freshers, to their capping at the hallowed graduation ceremony, our students undergo an intellectual evolution. The Centre for Quality Promotion and Assurance (CQPA) is responsive to national imperatives, operates within the regulatory framework of the university, and is committed to quality promotion and improvement. quality teaching and learning across all disciplines, campuses and sites of delivery. The university has an established and comprehensive framework for quality assurance. ownership of quality and standards rests with the university and ultimate responsibility is formally vested in the Senate. day-to-day responsibility for the quality of academic provision, service provision and the student learning experience rests with faculties, programme teams and support departments. processes for monitoring and evaluation of the quality and standard of academic provision are grounded in evidence-based reflection. the university promotes the effective involvement of students in monitoring and evaluation. maintain and enhance the quality of the students’ learning experience. encourage all staff to take responsibility, on a day-to-day basis, for the quality of provision and for the quality assurance processes thereof. promote self-evaluation at all levels of provision to foster continuous improvement. All departments are responsible for the implementation of systems and processes for quality assurance. At the university, monitoring and evaluation of academic programmes is grounded in the annual quality monitoring process which contributes to the six-yearly programme review and evaluation process. The evaluation of inter-related processes that collectively involve both academic and support departments is effected through thematic reviews. Evaluation of related support departments may be conducted as part of such thematic review processes. The model for quality promotion and assurance at DUT is illustrated below.