Where we are - A presence in two provinces The NWU is a multi-campus university with a footprint across two provinces. The Mafikeng and Potchefstroom Campuses are situated in the North-West Province and the Vaal Triangle Campus is in Gauteng. The head office, known as the Institutional Office, is in Potchefstroom, situated near the Potchefstroom Campus. W...
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PURPOSE OF THE POSITION
- The applicant will engage in teaching and learning, in research supervision of master’s students and in research and writing publications within Computer Science fields.
KEY RESPONSIBILITIES:
Teaching and Learning
- Teaching Computer Science modules at undergraduate and post-graduate levels.
- Mentoring project students at honours level.
- Planning, implementing and evaluating the school’s teaching-learning programmes and other activities.
Research
- Conducting scholarly research in the key areas of the School and research centre.
- Publishing in high impact journals and books.
- Writing of research proposals and securing funding.
Community engagement
- Involvement in the community with subject related projects, innovation and industry collaboration.
Minimum requirements
- A Masters’ degree (NQF level 9) in Computer Sciences / Information Technology.
- A minimum of (two) 2 years’ teaching experience at university level.
ADDED ADVANTAGES:
- Membership of professional IT/CS/IS societies.
- A minimum of (two) 2 years’ supervision experience of honours or master’s students.
- A proven track record of research experience within Computer Science fields.
- Involvement in the community with subject related projects.
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Teaching of Computer Science modules at undergraduate as well as postgraduate level.
- Ability to provide guidance in master’s dissertations.
- Perform administrative and management tasks.
- Maintaining good interpersonal relations and a client-service orientation.
- Demonstration of language proficiency in order to function optimally (writing and verbally) in the various multilingual environments of the NWU – on all levels (students, colleagues and management).
- Assist with module / programme development.
- Conduct independent and co-operative research within the focus areas of the school and research center.
CLOSING DATE: 30 August 2026
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PURPOSE OF THE POSITION:
- The appointed person will be responsible for teaching PLKS171 and PLKS172 in the BSc Extended Programme, Botany Department at the Mahikeng Campus.KEY
RESPONSIBILITIES:
Teaching and Learning:
- Undergraduate teaching and all associated activities of the modules PLKS171 and PLKS172.
- Effective teaching practices – contact and online modes.
- Satisfactory student success rate according to faculty norms.
- Monitoring of and engagement with at-risk students to ensure student success.
- Effective assessment practices.
Research & Innovation:
- Recruitment and supervision Hons, MSc and PhD students
- Publication of articles in accredited journals.
Community Engagement:
- To actively participate in all community engagement and social responsiveness activities as is guided and required by the school.
Administrative:
- Involvement in administrative tasks of the subject group / school / faculty / university as required.
Minimum requirements
- An MSc in Botany or related field (NQF level 9).
- A minimum of 2 years’ teaching experience at tertiary level.
- Hands-on experience in laboratory techniques relevant to the subject.
RECOMMENDATIONS
- Registration with the South African Association of Botanists (SAAB).
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Excellent verbal and written communication skills
- Good knowledge of basic biology and botany concepts
- Ability to relate abstract information to students and to adjust teaching style to student needs
- Time management
- Use of modern technology.
BEHAVIOURAL COMPETENCIES:
- Good interpersonal relationships.
- Ability to work under pressure.
- Self-motivation.
- Attention to detail.
CLOSING DATE: 07 August 2026
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PURPOSE OF THE POSITION:
- Filling a temporary position for Civil Technology (Woodworking, Civil Services and Construction) lecturer.
KEY RESPONSIBILITIES:
Junior Lecturer:
- Teaching-learning of Civil Technology modules and all related organisational and management tasks, which include related practical work.
Minimum requirements
- A B.Ed. Honours degree or Hons degree (NQF level 8) with a focus in Civil Technology or related field.
- Any relevant education qualification.
- A minimum of one year Civil Technology experience in secondary education or relevant related field.
RECOMMENDATIONS / ADDED ADVANTAGES:
- A master’s degree (NQF level 9) in Civil Technology or related field.
- Accreditations with the South African Council for Educators (SACE).
- A minimum of 2 years’ teaching-learning experience in a tertiary institution in Civil Technology or related field.
KEY FUNCTIONAL / TECHNICAL COMPETENCIES:
- Experience and use of the FET Phase CAPS for Civil Technology.
- Experience in the three disciplines of Civil, namely Woodworking, Civil Services as well as Construction.
- Competence in 2D and 3D CAD operations.
KEY BEHAVIOURAL COMPETENCIES:
- Continuous Learning (Improve qualifications, knowledge and skills).
- Collaborating with others (Be part of the Technology Subject Group).
- Should be able to adapt to different modes of teaching (Online, Distance, contact classes).
CLOSING DATE: 07 August 2026
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PURPOSE OF THE POSITION
- To achieve the goals of the School in respect of teaching and to promote research and M and D in cooperation with the School Director concerned, in keeping with the faculty’s strategy.
KEY RESPONSIBILITIES:
Teaching and Learning
- Planning, implementation and evaluation pf the school's T&L programme and an effective marketing and recruitment strategy with a view to the enrolment and delivery of students.
- Planning, organisation and evaluation of the school's programmes for marketing expertise, to establish well- structured and source generating programmes that support the teaching & research programmes.
Research
- Active promotion and support of research. This must be done in cooperation with the school director.
Administration
- Organization and co-ordination of resources to meet targets.
- Attending school management meetings, and student admin issues.
- Develop a positive image of the school through effective liaison and marketing.
- Personal Development
- Develop own professional and academic leadership and management skills.
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Have a proven and comprehensive teaching and research experience in higher education.
- Have a proven record of successful supervision of master’s and doctoral students.
- Be recognised in his or her scholarly field as an expert and leader.
- Knowledge of the writing of academic articles/books/chapters.
- Have a proven record of attending relevant national and international conferences.
KEY BEHAVIOURAL COMPETENCIES:
- Sound interpersonal relationship skills.
- Very good communication skills.
- Integrity and ability to install trust when managing sub-ordinates.
- Ability to work independently and to collaborate in teams.
- Student orientated, reliable, and a sense of responsibility.
- Appreciation of the role of support staff and treating them with respect and dignity.
- Ability to function under pressure.
Minimum requirements
- A PhD (NQF Level 9) in Education.
- A minimum of five (5) years’ experience in higher education as member of the Faculty of Education.
- A minimum of three (3) years’ management experience in Higher Education (e.g. School Director /Subject group leader / Programme leader).
Apply by: 12 August 2026
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PURPOSE OF THE POSITION:
- Teach the biochemistry module and, in collaboration with a laboratory technician, design practical activities for the foundation module.
KEY RESPONSIBILITIES:
- Teaching and Learning
- Research
- Community Engagement
- OHS
- Administration
Minimum requirements
- A PhD (NQF level 10) in Biochemistry or any related Biological Science, with Biochemistry as a major.
- A minimum of two (2) years lecturing experience.
- Post-graduate supervision and training.
- Experience in developing scientific procedures, study guides, and techniques used in a biochemistry laboratory.
RECOMMENDATION / ADDED ADVANTAGE:
- Accreditations with the South African Society of Biochemistry and Molecular Biology (SASBMB).
- At least 1 publication in a peer-reviewed journal.
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Advanced knowledge of general biochemistry and human-related molecular.
- Proven competency in basic molecular techniques such as DNA isolation, PCR, and Western blotting.
- Ability to lecture on molecular biology, introduction to biochemistry on a tertiary level, with a specific inclination towards teaching advanced biochemistry and clinical Biochemistry.
- Capacity to learn various teaching philosophies and the ability to flawlessly adapt teaching and learning approaches when required.
- Excellent computer skills for teaching and learning, and administration.
- Strong analytical and problem-solving skills.
- Good communication skills (verbal and written).
- Ability to function as part of the team and also in a multicultural environment.
- Ability to work effectively under pressure.
- Good time management.
Apply by: 14 August 2026
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PURPOSE OF THE POSITION:
- Teach the undergraduate and honours modules.
KEY RESPONSIBILITIES:
Teaching and Learning:
- Undergraduate and honours Chemistry modules.
Research:
- Lead research and supervise students at the master's and doctoral levels.
Community Engagement:
- Contribute to community engagement and support departmental administrative functions.
OHS:
Administration:
- Perform other duties assigned by the line manager.
Minimum requirements
- A PhD (NQF level 10) in Physical or Analytical Chemistry.
- A minimum of two (2) years’ lecturing experience.
- Post-graduate supervision and training experience.
RECOMMENDATION / ADDED ADVANTAGE:
- Membership with the South African Chemical Institute.
- At least 1 publication in a peer-reviewed journal.
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Effective lecturing of undergraduate and post-graduate Physical or Analytical Chemistry theory courses at university level.
- Lead research and supervise students at master’s and doctoral levels.
- The ability to run specialised equipment in the Chemistry research laboratory.
- The ability to carefully analyse data and use logic to address issues and problems at work.
- Participate in community and Industry projects.
- Excellent computer skills for teaching and learning, and administration.
- Strong analytical and problem-solving skills.
- Good communication skills (verbal and written).
- Good time management.
BEHAVIOURAL COMPETENCIES:
- Commitment to collegiality.
- Ability to function as part of the team and in a multicultural environment.
- Ability to work effectively under pressure.
- An innovator who strives for ‘best practice’ in both teaching and research.
Apply by: 20 August 2026
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PURPOSE OF THE POSITION
- To provide academic leadership in Crop Protection through excellence in teaching and learning, research, postgraduate supervision, and community engagement.
- The incumbent will develop graduates capable of designing sustainable, economically viable and environmentally responsible pest management strategies while contributing to the growth of the Agriculture Subject Group through scholarly research, external funding, industry collaboration and curriculum development.
- Additionally, the incumbent will be required to lead the development and approval process of a new academic program (BSc Agric with Agronomy and Crop Protection).
KEY RESPONSIBILITIES:
Teaching and Learning:
- Coordinate and teach undergraduate and postgraduate modules in Crop Protection, Integrated Pest Management and related disciplines; develop innovative learning materials; supervise practical and field-based training; assess student learning; continuously improve curricula in line with industry developments.
Research and Innovation:
- Serve Establish an active research programme in Crop Protection; publish in accredited journals; present research at conferences; secure external funding; develop collaborative research with industry and government.
Postgraduate Supervision:
- Recruit, supervise and mentor Honours, MSc and PhD students; develop research capacity; ensure timely completion of postgraduate projects.
Community Engagement and Industry Collaboration:
- Build partnerships with producers, commodity organisations, industry, extension services and government departments; provide specialist knowledge transfer and participate in outreach activities.
Academic Administration:
- Coordinate modules; participate in subject group, school and faculty committees; assist with accreditation, quality assurance and programme review; contribute to student recruitment and marketing activities.
Leadership and Mentorship:
- Mentor junior academics and postgraduate students; contribute to strategic planning within the subject group; promote a positive academic culture.
Professional Development;
- Maintain disciplinary expertise through continuous professional development and participation in relevant professional bodies.
Minimum requirements
MINIMUM REQUIREMENTS:
- A PhD in Crop Protection, Weed Sciences, Plant Pathology, Entomology, Nematology, Integrated Pest Management, or a closely related Crop Protection field (NQF Level 10).
- A minimum of two (2) years' experience in university teaching, including independent lecturing and module coordination.
- A minimum of three (3) years' research experience, with publications in accredited journals.
- A minimum of three (3) years' experience in postgraduate supervision, including Honours, MSc, and PhD.
ADDED ADVANTAGE:
- A MSc in Crop Protection, Plant Protection, or Integrated Pest Management (NQF Level 9)
- Registration with the South African Council for Natural Scientific Professions (SACNASP).
- A Membership of the Southern African Society for Plant Pathology and/or the Entomological Society of Southern Africa.
- Experience in grant acquisition for external funding applications.
- Experience in industry collaboration, including agricultural extension, producer organisations, or commercial agriculture
KEY FUNCTIONAL/TECHNICAL COMPETENCIES:
The successful candidate should demonstrate expertise in:
- Crop Protection and Integrated Pest Management principles.
- Research design and experimental methodologies.
- Statistical analysis of agricultural experiments.
- Postgraduate supervision.
- Laboratory and field research management.
- Risk assessment and environmental impact of pest management practices.
BEHAVIOURAL COMPETENCIES:
- Student-centred teaching philosophy.
- Excellent communication and presentation skills.
- Collaboration and interdisciplinary teamwork.
- Problem-solving and sound judgement.
- Relationship building with industry stakeholders.
- Accountability and professional responsibility.
- Critical and systems thinking
Apply by: 12 August 2026
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PURPOSE OF THE POSITION
- Appointing an Associate Professor/Senior Lecturer to contribute towards undergraduate and post graduate teaching, practice supervision of students and research supervision of post graduate students in the subject group Psychology.
KEY RESPONSIBILITIES:
Teaching and learning, including higher degree supervision
- Engaged teaching and learning on both under- and post graduate levels: Develop study material, facilitate contact sessions, internal and external moderation and assessment.
Research and innovation
- Engaged research: Supervision of post graduate students; internal and external examination of post graduate research dissertations and/or theses; participation in the applicable research entity and publication of articles. Independent research and sharing of expertise with diverse communities of practice and enquiry.
Social responsiveness and industry involvement
- Maintain involvement in community service as a scholarly practice. Execute activities by which discipline-based skills and knowledge are made relevant to the community.
Academic leadership, management, and administration
- Participate in school committees.
Minimum requirements
- A PhD in Clinical Psychology (NQF level 10).
- Registered as a Clinical Psychologist with the HPCSA.
- A minimum of five (5) years’ experience in direct Clinical Psychology practice, supervision, or managerial functions.
In addition to the above:
ASSOCIATE PROFESSOR:
- A minimum of five (5) years’ experience of teaching / learning university students on under- and post graduate levels.
- Proven publication record of at least one article per year in accredited scholarly journals.
- Evidence of supervising master’s students to completion and involvement in a PhD study.
SENIOR LECTURER:
- A minimum of three (3) years’ experience of teaching / learning university students on under- and post graduate levels.
- At least two articles published in accredited scholarly journals.
- Evidence of supervising master’s students to completion.
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Ability and experience to work from an evidence-based approach in social work
- Excellent communication skills (verbally and written).
- Demonstration of language proficiency to function optimally in the various multilingual environments of the NWU.
- Computer literacy (Microsoft office, e-mails, power point, software for data analysis).
KEY BEHAVIOURAL COMPETENCIES:
- Good Ability to use e-media for teaching, studying and communication.
- Professional work ethic.
- The ability to work well independently as well as in a team.
Apply by: 14 August 2026
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Job description
KEY RESPONSIBILITIES:
TEACHING AND LEARNING
- Teach Sesotho literature and linguistics modules at both undergraduate and honours level.
- Supervise M.A. and PhD students in Sesotho literature and linguistics.
- Team teaching, student evaluations, assignments, tests and examinations, supervision of postgraduates.
- Complete related administrative tasks, such as managing marks and monitoring student progress.
- Set and mark assessments.
- Hold office hours for consultations with students.
- Attend meetings (with the subject group, teaching team, and/or module tutors).
- Moderate assessments internally.
- Manage records by maintaining module files for Internal and/or External Programme Evaluation.
RESEARCH
- Contribute towards the research output of the School of Languages by publishing in accredited journals.
- Present at national and international conferences.
SOCIAL RESPONSIVENESS
- Be involved in relevant community engagement projects.
- Attend COPAL meetings on matters concerning the development of African Languages.
- Evaluate a reasonable number of MA and PhD candidates, as opportunities arise.
- Evaluate a reasonable number of articles from different journals, as opportunities arise.
- Present workshops to Sesotho teachers.
ACADEMIC LEADERSHIP AND ADMINISTRATION
- Fulfil management tasks and duties in service of the university as they arise (for example, subject chair responsibilities, serving on a Faculty Board or committee).
- Demonstrate good organisational and administrative skills.
OCCUPATIONAL HEALTH AND SAFETY
- Adhere to OHS protocols.
- Attend workshops of OHS
Minimum requirements
- A PhD (NQF level 10) in Sesotho Linguistics OR Sesotho Literature or any related field.
- A minimum of three (3) years’ experience in teaching at a tertiary institution (in Sesotho literary or Sesotho linguistic studies) or relevant industry experience (i.e. Sesotho language practitioner or translation).
- Provide clear evidence of standing, recognition and publication outputs appropriate to the level of senior lecturer.
- Provide evidence of academic peer-reviewed publications in reputable and appropriate academic journals.
- Experience in post-graduate study guidance at a tertiary institution or post-doctoral experience.
ADDED ADVANTAGES:
- Academic associations membership.
- Membership of relevant societies (i.e. African language and/or literary/writers’ societies).
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Excellent communication skills in Sesotho and English.
- Excellent computer literacy and skills (including MS 365 suite, LMS).
- Development and delivery of online, face-to-face and/or blended teaching.
- Proven skills in teaching and research guidance.
Knowledge and understanding of the scholarship of academic research writing, including:
- Academic integrity and prevention of plagiarism as part of academic writing scholarship, context and environment.
- Consultant management.
- Staff and consultant training, development of training material.
BEHAVIORAL COMPETENCIES:
- Passionate about language teaching and learning.
- Good interpersonal skills.
- Ability and willingness to work with a variety of colleagues and students.
- Professional work ethic.
- Student support experience (for example SI facilitation, tutoring, peer mentoring).
- Inquisitive nature, focus on detail and good analytical skills.
Apply by: 28 August 2026
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PURPOSE OF THE POSITION:
- The senior lecturer will be assisting in teaching, learning, community engagement and research (supervision of students, publications, conferences).
KEY RESPONSIBILITIES:
- Teaching, learning, short course, service-learning modules development, Work Integrated Learning.
- Decolonizing curriculum, respect for indigenous knowledge holders and practitioners.
- Assist students with placement after graduation and entrepreneurial skills.
- Partnering, co-existing with local communities and co-producing culturally safe pedagogy.
- Community Engagement and African Centred Research.
- Capacity building and postgraduate supervision.
- Competency in English and other indigenous languages advantageous.
- Multi – transdisciplinary, government and industry collaboration.
- An understanding of relevant IK legislation, policies, and other relevant legal frameworks.
- Ethical stewardship, IKS and Intellectual Property Rights.
Minimum requirements
- A PhD (NQF level 10) in Indigenous Knowledge Systems (IKS).
- A minimum of 3 years’ lecturing experience at a tertiary institution.
- Experience in the supervision of postgraduate students.
- A publication record.
KEY FUNCTIONAL / TECHNICAL COMPETENCIES:
- Computer literacy
- Abilities in community and stakeholder engagement.
- Team player and output oriented.
- Communication (both verbal and written), writing and report skills.
- Curriculum design, teaching, pedagogical competency.
- Leadership, planning and organizing.
- Technology, applications, and computer literacy.
- Networking and collaboration.
- Project and financial management.
- Community-engaged research, and culturally responsive pedagogies.
- Holistic assessments
- Research and scholarly competency.
- Community Engagement and leadership.
- Multidisciplinary influence and epistemological pluralism.
KEY BEHAVIOURAL COMPETENCIES:
- Integrity and honesty
- Accountability, flexibility, and ability to work in diverse environment .
- Interpersonal relations, organisational, problem-solving skills, emotional intelligence.
- Ability to work effectively across functional groups to meet deadlines.
- Ability to work independently, yet as a team player.
- Epistemic openness.
- Mentorship and advocacy.
- Participatory approach.
Apply by: 25 August 2026
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PURPOSE OF THE POSITION
- To facilitate the clinical skills of MBChB students in the foundational and intermediate phases, through the delivery of clinical skills teaching, simulation-based education and assessment within the clinical skills and simulation laboratory and the Clinical Training Platform.
- This position involves integrating theory into clinical practice and the coherent integration of clinical skills across all themes in the MBChB programme.
- This position requires embedding medical clinical skills and competence in the MBChB curriculum, including the planning and equipping of the clinical skills and simulation unit, and coordinating clinical skills teaching and training in the clinical training platform as follows: year 1 in households and communities, year 2 in Primary Health Care facilities and year 3 in Potchefstroom Hospital.
- Therefore, this position is also responsible for engaging with the Clinical Training Platform, training stakeholders on the Platform, and ensuring the appropriate assessment of clinical skills in the foundational and intermediate phases.
KEY RESPONSIBILITIES:
Teaching and Learning
- Facilitate clinical skills training for undergraduate medical students using simulation equipment and authentic patients.
Simulation-based education
- Develop and deliver simulation scenarios that support clinical reasoning, teamwork and patient safety training.
Student Assessment
- Conduct OSCE and OSPE assessments and other types of assessments of clinical competence.
Clinical skills curriculum support
- Support the curriculum development and integration of clinical skills across the first three years of the MBChB programme.
Professional role modelling
- Mentor students in professionalism, communication and patient centred care.
Research and Innovation
- Activation of a research career related to clinical medicine and/or scholarship of teaching-learning (SoTL) research, by performing own research, research dissemination, study supervision and/or enrolment for further higher degrees.
Ad hoc clinical work
- Support the Desmond Tutu School of Medicine in ad hoc clinical work.
Minimum requirements
- A Bachelor of Medicine and Bachelor of Surgery (MBChB) or equivalent (NQF level 8).
- An MMed / FCFP in Family Medicine (NQF level 9).
- Registration with the HPCSA as a Family Physician.
- Eligibility to practice clinically in South Africa as a Family Physician.
- 1 – 2-years clinical practice experience - independent clinical practice as a Family Physician.
- 1 – 2-years health system experience - understanding the public health system and patient care pathways across primary care, district and regional levels in the JB Marks Municipality.
ADDED ADVANTAGES:
- A postgraduate qualification in Health Professions Education (NQF level 7).
- Certification in Basic Life Support (BLS) and Advanced Cardiovascular Life Support (ACLS) or equivalent recognised by the Health Professions Council of South Africa (HPCSA).
- Minimum of 1 – 2-years clinical teaching experience - teaching and mentoring medical students and interns.
- Minimum of 1 – 2-years simulation-based education experience - participation in simulation-based training activities.
- Minimum of 1 – 2-years student assessment experience - participation in OSCEs, workplace-based assessments.
- Ability to start with a research career in/or clinical medicine or record of research activities.
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Comprehensive knowledge of general medical practice, including common acute and chronic conditions, patient assessment and management relevant to undergraduate clinical training.
- Ability to teach and demonstrate core clinical skills, including patient history-taking, physical examination, procedural techniques, diagnostic reasoning, and clinical decision-making.
- Ability to facilitate simulation exercises using clinical mannequins, task trainers and standardised patients to support experiential learning.
- Knowledge of structured assessment methods, including OSCEs, workplace-based assessments and formative clinical skills evaluations.
- Competence in teaching basic clinical procedures, including venepuncture, intravenous cannulation, airway management, suturing, wound care, and basic emergency interventions.
- Ability to facilitate small-group teaching sessions, provide constructive feedback and support reflective learning among medical students.
- Basic understanding of simulation equipment, audiovisual recording systems and digital platforms used in clinical skills training.
- Knowledge of patient safety principles, clinical governance and safe practice standards relevant to medical training.
- Understanding of the South African public health system, referral pathways and service delivery context in which graduates will practise.
- Ability to maintain accurate records of teaching activities, student assessments and training outcomes.
BEHAVIOURAL COMPETENCIES:
- Demonstrates ethical conduct, respect for patients and colleagues, and adherence to professional standards expected of medical practitioners.
- Ability to communicate effectively with students, academic staff, healthcare professionals and patients.
- Commitment to supporting student learning, development and wellbeing in a safe and inclusive educational environment.
- Ability to work collaboratively with academic staff, clinicians, simulation technicians and administrative personnel.
- Willingness to adopt new teaching approaches, educational technologies and simulation methodologies.
- Ability to serve as a role model for professional behaviour and guide students in the development of clinical competence and professional identity.
- Ability to respond effectively to unexpected teaching or simulation challenges and adapt training activities accordingly.
- Demonstrates ongoing engagement in professional learning related to clinical practice and medical education.
Apply by: 21 August 2026
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PURPOSE OF THE POSITION
- To facilitate the clinical skills of MBChB students in the foundational and intermediate phases, through the delivery of clinical skills teaching, simulation-based education and assessment within the clinical skills and simulation laboratory and the Clinical Training Platform. This position involves integrating theory into clinical practice and the coherent integration of clinical skills across all themes in the MBChB programme.
- This position requires embedding medical clinical skills and competence in the MBChB curriculum, including the planning and equipping of the clinical skills and simulation unit, and coordinating clinical skills teaching and training in the clinical training platform as follows: year 1 in households and communities, year 2 in Primary Health Care facilities and year 3 in Potchefstroom Hospital.
- Therefore, this position is also responsible for engaging with the Clinical Training Platform, training stakeholders on the Platform, and ensuring the appropriate assessment of clinical skills in the foundational and intermediate phases.
KEY RESPONSIBILITIES:
Teaching and Learning
- Facilitate clinical skills training for undergraduate medical students using simulation equipment and authentic patients.
Simulation-based education
- Develop and deliver simulation scenarios that support clinical reasoning, teamwork and patient safety training.
Student Assessment
- Conduct OSCE and OSPE assessments and other types of assessments of clinical competence.
Clinical skills curriculum support
- Support the curriculum development and integration of clinical skills across the first three years of the MBChB programme.
Professional role modelling
- Mentor students in professionalism, communication and patient centred care.
Research and Innovation
- Activation of a research career related to clinical medicine and/or scholarship of teaching-learning (SoTL) research, by performing own research, research dissemination, study supervision and/or enrolment for further higher degrees.
Ad hoc clinical work
- Support the Desmond Tutu School of Medicine in ad hoc clinical work.
Minimum requirements
- A Bachelor of Medicine and Bachelor of Surgery (MBChB) or equivalent (NQF level 8).
- Certification in Basic Life Support (BLS) and Advanced Cardiovascular Life Support (ACLS) or equivalent recognised by the Health Professions Council of South Africa (HPCSA).
- Registration with the HPCSA as a Medical Practitioner in Independent Practice.
- Eligibility to practice clinically in South Africa as a medical practitioner.
- Minimum of 1 – 2-years clinical practice experience - independent clinical practice as a general practitioner in primary care.
- Minimum of 1 – 2-years health system experience - understanding the public health system and patient care pathways across primary care, district and regional levels in the JB Marks Municipality.
ADDED ADVANTAGES:
- A postgraduate qualification in Health Professions Education (NQF level 7).
- 1 – 2-years clinical teaching experience - teaching and mentoring medical students and interns.
- 1 – 2-years simulation-based education experience - participation in simulation-based training activities.
- 1 – 2-years student assessment experience - participation in OSCEs, workplace-based assessments.
- Ability to start with a research career in/or clinical medicine or record of research activities.
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Comprehensive knowledge of general medical practice, including common acute and chronic conditions, patient assessment and management relevant to undergraduate clinical training.
- Ability to teach and demonstrate core clinical skills, including patient history taking, physical examination, procedural techniques, diagnostic reasoning and clinical decision-making.
- Ability to facilitate simulation exercises using clinical mannequins, task trainers and standardised patients to support experiential learning.
- Knowledge of structured assessment methods, including OSCEs, workplace-based assessments and formative clinical skills evaluations.
- Competence in teaching basic clinical procedures such as venepuncture, intravenous cannulation, airway management, suturing, wound care, and basic emergency interventions.
- Ability to facilitate small-group teaching sessions, provide constructive feedback and support reflective learning among medical students.
- Basic understanding of simulation equipment, audiovisual recording systems and digital platforms used in clinical skills training.
- Knowledge of patient safety principles, clinical governance and safe practice standards relevant to medical training.
- Understanding of the South African public health system, referral pathways and service delivery context in which graduates will practise.
- Ability to maintain accurate records of teaching activities, student assessments and training outcomes.
BEHAVIOURAL COMPETENCIES:
- Demonstrates ethical conduct, respect for patients and colleagues, and adherence to professional standards expected of medical practitioners.
- Ability to communicate effectively with students, academic staff, healthcare professionals and patients.
- Commitment to supporting student learning, development and wellbeing in a safe and inclusive educational environment.
- Ability to work collaboratively with academic staff, clinicians, simulation technicians and administrative personnel.
- Willingness to adopt new teaching approaches, educational technologies and simulation methodologies.
- Ability to serve as a role model for professional behaviour and guide students in the development of clinical competence and professional identity.
- Ability to respond effectively to unexpected teaching or simulation challenges and adapt training activities accordingly.
- Demonstrates ongoing engagement in professional learning related to clinical practice and medical education.
Apply by: 21 August 2026
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PURPOSE OF THE POSITION
- Directing School of Psychosocial Education on the Mahikeng campus in terms of Key Performance Areas for both academic and support staff.
KEY RESPONSIBILITIES:
Teaching and Learning
- Promote excellent learning and teaching and reposition the NWU to attain the size and shape required by market direction decisions Teaching a variety of Psychosocial Education modules within a multi-modal environment.
Research and Innovation
- Intensify research and innovation in the school.
Community Engagement and Service Learning
- Integrate and align community engagement with core activities (teaching and learning and research) and promote sustainability principles. Promote and market relevant short courses.
Student value
- Develop a clearly differentiated student value proposition.
Staff development
- Develop and retain excellent staff and create an equitable staff and student profile.
People management
- Leadership and management; manage employment equity, diversity and transformation.
Risk and compliance management
- Risk management, compliance and business continuity.
Minimum requirements
- A PhD (NQF Level 10) in Psychosocial Education.
- A professional qualification in Psychosocial Education methodologies / didactics.
- A minimum of five (5) years’ experience in primary and/ or secondary teaching.
- A minimum of five (5) years’ tertiary experience with a focus on one or more of the following fields: Life Orientation, Human Movement Education, Educational Psychology, Learner Support/ Special Needs, Early Childhood Education.
- A minimum of three (3) years’ management experience (e.g. School Director /Subject group leader / Programme leader).
ADDED ADVANTAGES:
- Professional registration with South African Council for Educators.
KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:
- Subject knowledge in Psychosocial Education.
- Teaching skills in Psychosocial Education Methodology and Didactics).
- Assessment competencies.
- Computer literate (Microsoft Office Suite).
- Supervision or co-supervision of postgraduate qualifications.
KEY BEHAVIOURAL COMPETENCIES:
- Able to lead with integrity.
- High standard of work ethics.
- Communication.
- Able to work individually as well as part of subject group (team).
- Ability to create own structures, adhere to deadlines and work in a self-directed manner.
Apply by: 21 August 2026
Method of Application
Use the link(s) below to apply on company website.
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