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Centro Universitário do Norte Paulista
Sao Jose do Rio Preto, Brazil



   

University description (as per official university website)

The University Center North Paulista born Riopretense Faculty of Philosophy, Sciences and Letters - FARF - established in 1972 with the aim of expanding the capabilities of the region of Sao Jose do Rio Preto in meeting the needs of professionals skilled in teaching and also for specific areas of educational management. The initial set of courses: Literature, Mathematics, Education and Social Studies was expanded over time and in 1994, following the economic and social development of the region, was created FACIS - Faculty of Social Sciences Applied offering bachelor courses to serve other segments of the labor market. Thus, began to be offered the bachelor of Science in Accounting, Business Administration - major in Administration and major in Foreign Trade, Media - major in Journalism, Law .. In 1996 there was union with the FARF FACIS - giving rise to the Union of Colleges North Paulista - UNORP. The institution now has a cast of different courses and teaching standards that qualify it to plead its transformation into the University Center, organization form introduced in the academic context of higher education legislation by Decree No. 2.306/97 regulates art. 48 of Law 9394 of December 20, 1996 (BDL). Art. Decree of 12, transcribed below, defines:

"Are universities the higher education institutions pluricurriculares, comprising one or more areas of knowledge and are characterized by the excellence of teaching, demonstrated by the qualifications of its faculty and the conditions of academic work offered for the school community, in accordance with standards established by Minister of State for Education and Sport for their accreditation. "

To carry out that intention was the decisive role of the Society for Healthcare Education and Culture - SAEC - UNORP maintains the authority, since it would fit not only the discussions to formalize the request to the Ministry of Education but the leadership of the initiatives that should be carried to term it had to meet the legislation regarding the provision of working conditions and as a result of these duties, the necessary investments.

Laid the foundations for the new venture, the president of SAEC to 29/10/1997 (letter No. 12/97) and pursuant to Decree 2306 of 19/8/1997 and Ordinances of numbers 639 and 2041 of 05/13/1997 22/10/1997, requested the creation of the University Center. The Order of the Minister of Education on 23/11/1998, 703/998 endorses the opinion of the Board of Higher Education of the National Council of Education, accrediting and endorsing the transformation Union College of North Paulista University Center for North and the Paulista Diário Oficial da União, 25/11/1998, 24/11/1998 publishes the decree dealing with the accreditation of the University Center North Paulista.

A Proposal for Institutional Action

The Society for Healthcare Education and Culture, which sponsors the University Center North Paulista - UNORP in its institutional mission established by the law of higher education, the Institutional Development Plan and the proposal of pedagogical maintained, has sought throughout its 32 years of existence, creating appropriate conditions for it to develop quality services and is an institution built to local and regional community.
This institution implements its actions through the expansion of the physical area, the expansion of the bibliographic, the creation and expansion of individual laboratories, in practice a policy of qualification in human resources, the creation and development of Centers for Research and Community Service, the development of education, research and extension, and especially in providing adequate vocational preparation so that the egress can assume his role immediately and act to meet those needs with quality local and regional labor market.
The institution has also a long time, taking care of issues relating to social responsibility. The advances in this area, however, gained a speed beyond the expected. The installation itself of course, even before the accreditation as a University Center, aroused and awakened to the social aspects of that, so far, no one could imagine the size of community responsibility that was emerging. Hence there was a need for a proposal that meets the aspirations of the IES, and to the community.

I - OBJECTIVES

When the sponsor chose to enter the institution in the context of social responsibility, it was clear that teaching, research and extension, in view of the University Center, are constitutional attributes of higher education and should be turned so as pragmatic compromises of action together the community, promoting affirmative action in equal conditions with the aim of social inclusion.

II - SOCIAL RESPONSIBILITY IN ACTION

The theme has touched the institution and professionals in a visible form. The involvement of education professionals, officials and academics on issues of human development has contributed not only to the social inclusion of deprived communities, but also to enhance learning in the teaching developed in the classroom, guaranteeing proximity relations theory and practice and in academic production. Are relationships that provide opportunities for participants to contribute to reducing inequalities. Suitable for everyone, but especially the university, acting in social transformation leads to impacts and human greatness unparalleled. For the student, contact with diverse social reality awakens the young to look at life with maturity and responsibility.
Institutionally, the IES has implemented numerous policies that establish commitments to social responsibility. In its activities, the promotion of incentive programs, and improving quality of life, the establishment of partnerships with NGOs and public and private institutions, the promotion of ethical values, the quality of education of its students and services, has been a constant is perfectly observable and the impacts, both internal and external environment.
University Center for North Paulista, social responsibility is contained in the dimensions of teaching, research and extension.

1 - Dimension Teaching

When it comes to social responsibility toward education, the University Center North Paulista, has directed his actions for continuous improvement in teaching quality. There is concern with the ongoing training of teachers. To this end, the institution has contributed to the participation in weeks of studies, seminars, national and international conferences, presentation of scientific papers, lectures, participation in post-graduate among others.It contributed also to the community to participate, through scholarships, teaching developed here.

1.1 - To improve the quality of education, the institution implemented the system of self-evaluation, where undergraduate courses develop an internal evaluation plan in order to systematically monitor the consolidation of the educational project.
The Internal Assessment Center works to educate all the elements participating in the life of the University Center of the assessment processes, internal and external, must be understood as essential actions of university life, which can and should provide the basic tools for institutional management and the continued promotion of the quality of educational services.
In its broadest sense, evaluation is a basic condition of university autonomy, since this implies institutional responsibility and commitment to realize one's own actions.

The participation of the entire university community is essential if the process is integral to the diagnosis and, arising therefrom, reflect a high degree of agreement and commitment to results and conclusions derived from it.

1.2 - The IES has prioritized the development of academic activities, partnerships with public and private companies, those activities that complement the training curriculum, implementing the institutional commitment to community outreach activities at regional and local levels.
The student has an effective participation in many projects developed by IES. It has become known and even required by local student involvement in community projects. This is because one of the mainstays of the Institution is seeking to establish a constructive work with the local community. It is the philosophy of IES, and a teaching excellence, must offer their services to the cultural society.
Nothing is worth the Herculean effort fueled by educational and vocational institution unless the student, the final recipient of all practices, is not brought on experience with the community to start its service delivery.

1.3 - The aim is also the participation of graduates in the projects. With this measure, the IES achieves dual objectives. One is student learning and the other is the professional development of graduates. This recipe provides a gain of information and culture to the recipient of the project.
The policy of tracking graduates of UNORP focuses on the prospect of continuing education, encouraging the back to school in extension courses and study weeks, happy hours, specialization courses broadly, sports, physical education and recreation. A support team, institutionally constituted, aims to organize the registration of graduates from UNORP.
Data on graduates already exist in the cores of each course. The goal is to organize them and unify them so that, from a general register of graduates, are intensified actions to participate in the IES.
With this extension policy, the objective is the monitoring of graduates, their inclusion in research projects, the promotion of graduate studies, support the improvement and development of newly graduated from an interface between the university and professional in his field .

1.4 - The steering group of studies at the Center for Educational Support and Advisory Services aims to serve the students with difficulties, directing study practices more effective.
This support is complemented by the action of coordination, teacher training, CBT and others who guide students in their difficulties, referring them, when necessary, to specific sectors.
The student receives educational psychology in their school by a psychologist and a psycho who form this group.

1.5 - The academic guidance to students is designed mainly to monitor the new students in relation to the guidance and methodology of the study. To remedy deficiencies and gaps brought about by even his former school - elementary and secondary - was proposed project grading, in educational terms.
The new students on the boards of UNORP, mostly, is a student who works, coming from public schools with well-known shortcomings.
From a leveling program in Portuguese and in some courses in mathematics, for example, seeks to overcome difficulties and better prepare students for the course in which enrolled.
The group leveling in English at the Center for Educational Support and Advisory Services is comprised of five faculty members and aims to identify weaknesses in order orthographic, morphological, syntactic, lexical, textual reading, text production and interpretation of students college students of all courses, as well as the proposition of meetings and workshops, to work those problems, creating conditions more conducive to student learning in the classroom.
When gaps are found in specific content, hindering the development of the listed courses in the curriculum will be offered a policy of offering short courses for extension work content and a lagged adjustment of planning matters. There will always be a policy that will introduce the student to the world of discipline, through mechanisms of contextualization of content.

1.6 - The Society of Healthcare Education and Culture, through the University Center North Paulista, throughout his career, has helped the community by providing a significant amount of college scholarships that contribute to reducing inequalities. As an example, in 2005 the institution participates as follows:

1.6.1 - Handbags own resources: 602 bags, as follows:
244 - for college students of brothers;
171 - for officials, teachers and their dependents;
101 - scholarship for sport;
63 - for partial scholarships to students from the community;
17 - for full scholarships to students from the community;
6 - for disabled people.

1.6.2 - Family School Program: 93 bags.

1.6.3 - PROUNI: 133 scholarships for various courses.

1.6.4 - FIES: 441 bags between the various courses.

2 - Dimension Research

When it comes to social responsibility toward the research, notes that the institution is incorporated in different activities, although still under development and organization, actions that may be found in their own curriculum components in Seminars and National and International Scientific Meetings in which the institution has allowed the participation of teachers and students in the Undergraduate Research Projects and Research, Training Courses in teaching, in the many partnerships that generate academic research, among others.
The institution allying the needs of students and institutional events such as science week, among others, opens space for the dissemination of work of students and teachers.
The magazine UNORP is another open space to disseminate the works and productions of students and teachers.
The registration of papers in seminars and conferences in each area, has been another means of dissemination of academic productions.

3 - Dimensional Extension

When the focus is social responsibility led to the extension, UNORP has developed a highly significant. The assistance to impoverished communities, has contributed to reducing social inequalities and regional locations.
The UNORP has been working actively with the community, either through the provision of their physical structure, either through its collection, its laboratories, their core studies and consultations on partnerships to develop community activities in health as Physiotherapy, Psychology, Speech, Physical Education and Sports Sciences, in the social sciences such as Law, Administration, Accounting; in the area of Communication and Journalism, Advertising, in the area of Literature and Translation; in the area of Information Technology; in area of education as the Youth and Adult Literacy, educational enrichment for children from the periphery, Psicopedagógico care in the recovery of children with learning difficulties, in the area of Tourism and Hotel Management, in Computer Science, among others.

3. 1 - Provide the physical area

The expansion of physical space by itself, does not mean much if there is a destination fit for the purposes of teaching, research and service that meet the interests of the institution and the community. This is not to invest in physical growth disorderly, for luxury or ostentation, but rather to grow physically to provide university students, faculty, staff and community, the comfort to remain in the institution to which they belong.
In UNORP, when they thought the expansion, there has been concern with the care of the academic community and external community. The free use of the physical facilities for community and social institutions is intense. As an example, the public school system utilizes frequently classrooms for training teachers and staff; mini-auditorium auditoriums and José Abdala Casseb "are constantly solicited for lectures of the Public Authorities, Private Companies, and Institutions Assistance, the sale of the building to the performance of public procurement is a constant and, finally, the facilities that are beyond the IES use for their own academic community, a community destination, that for the IES, is part of the set of their responsibilities social and affects a significant portion of the regional population.
The service to the community is also the library, computer laboratories and the Centers for Research and Care.

3. 2 - Provision of library

The university library has a social responsibility to serve the community in which it operates. Social changes and technological advancement in recent years meant that teachers and librarians think over the role of the library in society. Are many challenges, including the revolution of the printed paper, which now shares space with the electronic media, where the virtual libraries are gaining ground and work well in search of information retrieval in a timely manner and without borders. So that means that we operate in so-called "information society".
In this context, the library UNORP serves the wider community in order to provide the knowledge that has limitless. Provides the collection available and offers the same technological infrastructure to community members, similar to the academic community. As an example, beyond the academic community in 2004, the library served 6,386 people from the outside community. Offers computers for research on the Internet and electronic databases. His collection, which has as its main objective, primarily to attend courses at the Institution of Education, is preparing to constantly meet the needs of users in general, including as regards the acquisition of securities requested. The actions suggested are often part of bibliographic lists for public procurement, whether federal, state or municipal. Other measures are necessary, given the requests received.
Therefore, it is believed that this way, the library is now fully meet the objectives proposed for it by raising the quality of its services and thus contribute effectively to stimulate the habit of reading and libraries, making a conscious and informed citizen, able to judge the world with criticality.

3.2.1 - Libraries Itinerant

The library of Unorp developing a project entitled Unorp Living Library, which provides mobile libraries responsible in spreading the habit of reading and encourage practices to diverse audiences, who have frequent access to libraries.
Social responsibility has been a concern of the library in recent years and thus the implementation of the project, will be able to contribute to social inclusion, cultural and digital society. The project has three components: bus-library (library stock that will go through the neighborhoods that have a shortage informational); stand-library (circulated by hospitals offering reading material for patients and caregivers); circulating shelving boxes (forwarded companies storing collection specialized and general literature, directed at employees and their families). This project is already working, deployed in enterprises and hospitals. The technical staff of the library has conducted studies regarding the performance of the project for the community, which is summarized in the scientific production presented at conferences and other events.
The project was presented at the XXI Brazilian Congress of Librarianship, Documentation and Information Science, in July of this year. And now, preparing for presentation at the 9th World Congress on Health Information and Libraries in September.

3. 3 - Availability of computer labs

The UNORP provides the 10 computer labs, each with 25 networked computers and Internet access, to serve the community through the Nucleus of Studies and Services, business / public or private institutions, among others.
The UNORP still has serviced requests from local companies who need courses and training for its employees providing these laboratories, in this case, on dates and times established in advance by both parties.
Since 2004, through partnerships with public schools, the Center for Research on Computation, makes use of the laboratories to develop basic computer courses for youth and adolescents in public schools. Installed, also 20 computers in the neighborhood communities and Don Lafayete Eldorado, Sao Jose do Rio Preto, in partnership with the Social Solidarity Fund. In these communities, the institution offers courses in basic computer skills to facilitate youth entry into the first adult employment and re-enter the job market.

3.4 - Provision of study centers and emergency room visits

The 15 study centers and emergency room visits, which are factors in the IES very strong integration with the community, among which some are made of clinics, which perform the community service through partnerships with public entities. Meet also directly to community demand that, regardless of the partnerships.
The work, as already indicated, represents an important instrument for social inclusion. Until 2004, the institution made 269,847 visits, of which about 15,000 are students of the Solidarity Literacy Program developed in northeastern Brazil who were literate, improving life expectancies and social inclusion.
Presented below, in Table 01 and 02, the synthesis of the consultations, agreements and partnerships held by December 2004.

Table 01 - Attendance

The Centers for Studies and Services community has developed important projects for the reduction of social inequalities with local and regional views on social inclusion. Are affirmative action to promote that dignify the human faculty, staff and students of that institution.
The Society for Healthcare Education and Culture, for his sustained, has participated in numerous conventions that promote not only the community but also the internal external. As an example, we list some shares in the collective interest:

• The Center for Entrepreneurial Studies and Services develops, in partnership with the Municipality of Sao Jose do Rio Preto, a work of social inclusion for micro-entrepreneurs of high relevance. Approximately 1,000 micro-entrepreneurs were working underground. In partnership with the City, the University Center North Paulista regularized these micro-enterprises. After his adjustment, each of which sought the accounting office of your interest to continue the operation of the company. Apart from other activities that this core develops, it is important to highlight the partnership with SEBRAE and city government to develop guidance business in the Business Incubator of the municipality.

· The Nucleus of Studies and speech therapy and physiotherapy Service responded to a clientele that, in 2004, attendance exceeded 60,000. Undoubtedly represents a significant portion of people who improved their physical and speech therapy and physiotherapy learning fostering social inclusion. The participation of faculty, staff and university clinics is intense and open spaces for training and for basic scientific research, there is even a discussion of some of them in national and international conferences.

• The Center for Psychological Studies and Services, in line with the Center for Studies and Legal Services, in partnership with the Department of Justice of São Paulo, performs important work for the prison community. Performs tests to criminological progression scheme prison sentence in Sao Jose do Rio Preto. The participation of this nucleus in the communities of public schools is significant for children and adolescents and their families as well as for institutions of elementary and high school. In 2004, made around 11,200 visits by trainees 5th year of this course supervised by qualified professionals. Wins the community, teachers and academics, for the psychological health of the population and promotes academic improvement for teachers and students who live in practice, the theories treated in the classroom.

• The Center for Languages and Translation Studies and the Center for Research and Educational Services, with specialty, not to mention that other centers also participate, develop an important work of adult literacy in 12 cities in the states of Pernambuco, Alagoas and Piaui. From 1998 to 2004, excluding the dropouts, illiterate, approximately 15,000 people between youth and adults. It is certainly a comprehensive work of major social importance, since basic literacy means a lot to the people that he feels his identity and citizenship that improves before it was denied. From there, there's a new way to communicate with the world and make reading everything around him. It is a new citizen and new expectations.

• The Center for the Study of Journalism has been carrying out important projects of social impact. To illustrate, there is a work in communities of San Antonio neighborhoods and Don Lafayete, in which, young people and teenagers participating in shots that highlight behaviors and attitudes that demonstrate good practice to face society. It is a significant participation of these communities and has impacted positively on the new generations.

• The Center for Studies and Legal Services has a relevant work with the community. Beneficiaries are those who earn up to three minimum wages and assets whose potential is commensurate with their income.
Visits are related to family law and inheritance in general, voluntary or contentious jurisdiction, such as legal separation, divorce, stable, search and seizure, rules of custody and visiting children, actions that take place along the rods Children and Youth, paternity investigations, food, protective measures in general rescission actions, inventories, inventories, permits corrections records, late registrations, guardianship guardianships, closures, declarations of absence and Supplies age of consent. Actions relating to civil law in general, such as: possession, reinvidicatórias, indemnity, locatícias, consignatórias, severance, executive, social security, recognition of de facto partnership, annulment actions, revocation of condominium and judicial disposal of deposit collection , actions on protection of consumer rights, precautionary measures in general, injunctions, etc.. In the labor area, the Legal Aid provides legal advice, which often culminates in the complaint referral; accompanying claims proposals by interested parties, preparing the necessary additions, joins in the deeds that occurs in the waiver of sponsorship; proposes plays, educational credits bankruptcy. In the orientation phase should be sought accordingly. Social Security in the area, the Legal Aid provides legal advice in order to adapt the beneficiary's right next to the Social Security Institute, through an administrative complaint or filing of a suit. The Criminal Legal Aid works to defend the defendants in a broad and comprehensive, and the victim, especially in the cases of Law 9099/95, when the author has made defender. The role includes the sponsorship, without exception, contravention of actions and criminal actions of the Child and Youth Courts, and also the crimes of jurisdiction of the state military, the electoral crime, the crime of bankruptcy jurisdiction of the Civil and defense in administrative proceedings, upon the request of the Permanent Commissions prosecuting or municipal bodies.
Through the above context refers to the Core Legal undoubtedly benefited the population leaves. In 2004 there were 2,458 attendances that, one way or another, citizens improve their conditions of social interaction.

• Finally, not to mention that there are other nuclei, the Center for Studies in Physical Education and Human Movement has been very important for reducing inequalities and promoting social inclusion. As an example, this core has major projects such as:
- Cramer: In which develops recreational activities to aid recovery and less a victim of sexual abuse, developed in partnership with the Legal Division;
- DANCE ON WHEELS: for the disabled where they develop a competitive dance on wheels;
- JUDO: developed in partnership with the NGO-CISCAF - in Vila Toninho, Sao Jose do Rio Preto, for children and adolescents;
- GETTING STARTED WITH VOLLEYBALL: For children and adolescents in the neighborhood of Vila Toninho in which the nucleus projects to join the participants in the sport and bringing it to a healthy environment and away from urban dangers;
- INTRODUCTION TO MARTIAL ARTS: developed in Vila Toninho for children and adolescents from 11 to 15 years, and aims to distance themselves from the urban dangers;
- APAE PROJECT: Designed for people with special needs and aimed at social inclusion through sport.

Other projects are developed through partnerships with municipal governments, such as partnership with the City of Adolfo, where the core develops into a female volleyball team of youth and adolescents; partnership with the Municipal Sports Sao Jose do Rio Preto, where develops male and female volleyball (two teams), football and females (two teams), swimming and females (two teams), judo female and male participants with youth and adolescents, male and female athletic participants with youth and adolescents, poultry males (one participant), chess females (one participant), women's basketball (one team), physical activities for physically disabled and visually (four participants).
Finally, activities are many, with a significant number of participants benefited, which somehow constitute a social reality for the students and teachers mean enriching experiences of academic work.

Table 02 - Covenants and Partnerships

The agreements and partnerships undertaken by the sponsor, the Society for Healthcare Education and Culture, through the University Center North Paulista, are many and significant for the inclusion of students and teachers in curricular and professional inclusion. Just as examples among many public and private institutions are partnering with IEs: SEBRAE; CIEE (Centre for Integration School) with other agents who remain in employment, approximately eight hundred (800) university; APET (Association of Professionals in Technology Companies Informatics); African Descendant Community Association, Commission Interglobal Sao Jose do Rio Preto, State Public Prosecutor of São Paulo, School of Public Prosecution, School of Labor Court, the Magistrates Association Paulista, Sao Paulo Association of Public Prosecution ; Provisional Detention Centre, Board of Recovery and Victim Assistance to Minor Sexual Abuse, Department of Public Safety of the State of São Paulo, among others.
Thus, the keeper and kept, are committed to social responsibility towards the local and regional community. Although his performance so far is quite broad, the institution provides for its expansion in the same proportion of their overall development.

III - A proposal to Enlarge

The University Center North Paulista, in partnership with the Institute of Boca located in Sao Jose do Rio Preto are offering, with recognition of the Federal Council of Dentistry, the following courses Postgraduate, Sensu Lato:
- Periodontics, authorized by Ordinance CFO - SERESP - 163, 07/04/2005;
- Endodontics, authorized by Ordinance CFO - SERESP - 227, 13/05/2005;
- Implantology, authorized by Ordinance CFO - SERESP - 164, 07/04/2005;
- Orthodontics, authorized by Ordinance CFO - SERESP - 269, 02/06/2005;
- Prosthodontics, authorized by Ordinance CFO - SERESP - 226 of 13/05/2005.

The community consultations are already under development in Unorp through these courses. However, in order to forecast the installation of the undergraduate course in dentistry, the IEs decided to create the Center for Studies and Dental Care, to expand its work in the context of social responsibility to the poor.

The core has 40 clinical settings (clinics) in order to provide academic assistance to students in the school clinic, providing dental services to the community, promote the development of internships and encourage the development of academic output.
The evaluation of the Study and Dental Care will be held for monitoring their activities by management and through monthly reports showing your results.



Website:: http://www.unorp.br
Email: http://www.unorp.br/asp/principal.asp?ir=faleconosco.asp
Scholarships section: Scholarships website section
Scholarships email: http://www.unorp.br/asp/principal.asp?ir=faleconosco.asp




 


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