11 Teaching Assistant jobs in South Africa

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In applying for a position with Melbourne Archdiocese Catholic Schools (MACS), you will be asked to provide certain personal information to enable your application to be considered. Any personal information that is provided to MACS in relation to an application for employment will be handled in accordance with MACS’s obligations under the Privacy Act 1988 (Cth). To find out more about how MACS handles personal information, you are encouraged to read the MACS Privacy Policy .

CAMPUS: Johannesburg Campus
SUPERVISOR: Elementary Principal
START DATE: 01 August 2025
POSTING DATE: 10 July 2025
CLOSING DATE: 17 July 2025

Inspire Learning to Build Our Better World.

At the American International School of Johannesburg (AISJ), we are committed to providing an exceptional education that empowers global citizens to fulfill their future purpose. Our vision is to inspire learning to build a better world. We seek a dedicated and passionate professional who aligns with our commitment to excellence and believes in the transformative power of education. Every team member is crucial in creating a supportive and nurturing learning environment. At AISJ, we value every employee as a learner and expect them to embody and support the AISJ Portrait of Learner (Resilience, Mindful, Thinker, Globally Connected, Curious, Contributor) through their work. We are dedicated to justice, equity, diversity, and inclusion within our school community.

POSITION OVERVIEW:

The teaching partner works under the direction and support of the Director of Student Support Services, Learning Support teachers, and the ES Principal to provide flexible support to students in the classroom. They establish an effective rapport with students and other staff members. They collaborate regularly with the other members of the team and class teachers to provide scaffolds and strategies to support students in managing their learning challenges in the general education setting. The teaching partner should be familiar with all school procedures and the school’s vision and purpose in order to be a contributing member of our learning community

QUALIFICATIONS

• Teaching degree and experience

PREFERRED SKILLS AND EXPERIENCE

• Exhibits patience and understanding when dealing with students.
• Understanding of Applied Behavior Analysis or strategies for supporting unexpected behavior
• Willing to learn and grow under the instruction of the learning support teachers.
• Able to treat and speak to students with respect.
• Teaching experience in a school setting
• Exceptional command of written and spoken English
• Interest in helping students learn and apply strategies to manage their learning challenges.

GENERAL RESPONSIBILITIES

• Provide in-class support to identified students.
• Collaborate with the Elementary School Student Support Services Team.
• Assist in the educational and social development of students under the direction and guidance of the learning support teachers.
• Support students with emotional or behavioral problems and help develop self-regulation and social skills. ● Exhibit flexibility in dealing with day-to-day situations typical of a learning support program.
• Support and assist students individually or in small groups in order to help them master assignments and to reinforce learning concepts presented by teachers.
• Communicate with general education teachers proactively and consistently.

•Keep consistent notes regarding student performance and maintain anecdotal notes on individual students regarding their progress and challenges.
•Give consistent feedback to students and teachers as required.
•Prepare teaching materials under the guidance of the learning support teachers as needed.
•Attend team meetings and professional development as necessary.
•Undertake professional duties that may be reasonably assigned by the Elementary Principal.
•Assist with after school activities.
•Adhere to supervision duties as assigned by the high school administration.

Teacher Competencies

Planning for Learning

• Curriculum Design: Creates personalized, challenging learning sequences that build on prior knowledge while ensuring knowledge transfer and regular reflection opportunities.
• Collaborative Planning: Partners across disciplines and specialties to create cohesive learning experiences that connect global contexts while anticipating student needs.
• Inquiry-Based Learning: Designs flexible conceptual units that honor student choice, pace, and multiple pathways to demonstrate understanding.
• Student Agency & Critical Thinking Creates self-directed learners who think critically, set goals, and drive their own learning journey.
• Research-Based Instructional Excellence Implements proven teaching strategies that adapt to individual student needs through continuous assessment and adjustment.
• Connected Learning Design Weaves together global perspectives, real-world applications, and cross-disciplinary connections to create meaningful learning experiences.
• Collaborative Leadership Builds a learning community where students develop leadership skills through structured collaboration and personalized engagement.

Reflecting as Practitioners

• Student Agency: Builds student capacity for self-assessment through modeling, tools, and targeted feedback that drives individual growth.
• Data-Informed Practice: Analyzes student achievement data to align curriculum, refine teaching strategies, and measure instructional effectiveness.
• Professional Growth: Engages in collaborative reflection and data analysis with colleagues to continuously improve teaching practices and student outcomes.

Promoting Relationships, Community, & Culture

• Builds strong community-school partnerships and actively participates in community initiatives to enrich the learning environment.
• Adapts teaching practices by staying informed of educational and societal changes while understanding each learner’s unique cultural background, learning style, and needs.
• Creates an inclusive learning environment that embraces diversity, challenges stereotypes, and connects learning to students’ real-world experiences and cultural contexts.
• Fosters a growth mindset by encouraging calculated risk-taking and developing students’ autonomy, personal responsibility, and ownership of learning.

All community members are expected to be committed to the AISJ Community Principles.

• We are better when we act together.
• Our differences make us stronger.
• Every team needs individuals.
• Every individual needs a team.

Work Hours: Monday through Friday – 188 (one hundred and eighty-eight) days per school year

APPLICATION PROCESS

To apply, please complete the electronic form please click here. Information captured will be securely stored and used for a reference check on the candidate’s compatibility. AISJ reserves the right to appoint the strongest candidate before the closing date if required.

SAFEGUARDING & CHILD PROTECTION

AISJ maintains robust child protection policies to ensure a safe, secure, and caring environment for our students. All employees must undergo criminal background checks, attend annual training, and sign a safeguarding agreement.

PRIVACY

By submitting your CV, you consent to AISJ processing your personal information in accordance with our Privacy Policy, accessible at AISJ Privacy Policy, and under the Protection of Personal Information Act of 2013.

CAMPUS: Johannesburg Campus
SUPERVISOR: Elementary Principal
START DATE: 01 August 2025
POSTING DATE: 10 July 2025
CLOSING DATE: 17 July 2025

Inspire Learning to Build Our Better World.

At the American International School of Johannesburg (AISJ), we are committed to providing an exceptional education that empowers global citizens to fulfill their future purpose. Our vision is to inspire learning to build a better world. We seek a dedicated and passionate professional who aligns with our commitment to excellence and believes in the transformative power of education. Every team member is crucial in creating a supportive and nurturing learning environment. At AISJ, we value every employee as a learner and expect them to embody and support the AISJ Portrait of Learner (Resilience, Mindful, Thinker, Globally Connected, Curious, Contributor) through their work. We are dedicated to justice, equity, diversity, and inclusion within our school community.

POSITION OVERVIEW:

The teaching partner works under the direction and support of the Director of Student Support Services, Learning Support teachers, and the ES Principal to provide flexible support to students in the classroom. They establish an effective rapport with students and other staff members. They collaborate regularly with the other members of the team and class teachers to provide scaffolds and strategies to support students in managing their learning challenges in the general education setting. The teaching partner should be familiar with all school procedures and the school’s vision and purpose in order to be a contributing member of our learning community

QUALIFICATIONS

• Teaching degree and experience

PREFERRED SKILLS AND EXPERIENCE

• Exhibits patience and understanding when dealing with students.
• Understanding of Applied Behavior Analysis or strategies for supporting unexpected behavior
• Willing to learn and grow under the instruction of the learning support teachers.
• Able to treat and speak to students with respect.
• Teaching experience in a school setting
• Exceptional command of written and spoken English
• Interest in helping students learn and apply strategies to manage their learning challenges.

GENERAL RESPONSIBILITIES

• Provide in-class support to identified students.
• Collaborate with the Elementary School Student Support Services Team.
• Assist in the educational and social development of students under the direction and guidance of the learning support teachers.
• Support students with emotional or behavioral problems and help develop self-regulation and social skills. ● Exhibit flexibility in dealing with day-to-day situations typical of a learning support program.
• Support and assist students individually or in small groups in order to help them master assignments and to reinforce learning concepts presented by teachers.
• Communicate with general education teachers proactively and consistently.

•Keep consistent notes regarding student performance and maintain anecdotal notes on individual students regarding their progress and challenges.
•Give consistent feedback to students and teachers as required.
•Prepare teaching materials under the guidance of the learning support teachers as needed.
•Attend team meetings and professional development as necessary.
•Undertake professional duties that may be reasonably assigned by the Elementary Principal.
•Assist with after school activities.
•Adhere to supervision duties as assigned by the high school administration.

Teacher Competencies

Planning for Learning

• Curriculum Design: Creates personalized, challenging learning sequences that build on prior knowledge while ensuring knowledge transfer and regular reflection opportunities.
• Collaborative Planning: Partners across disciplines and specialties to create cohesive learning experiences that connect global contexts while anticipating student needs.
• Inquiry-Based Learning: Designs flexible conceptual units that honor student choice, pace, and multiple pathways to demonstrate understanding.
• Student Agency & Critical Thinking Creates self-directed learners who think critically, set goals, and drive their own learning journey.
• Research-Based Instructional Excellence Implements proven teaching strategies that adapt to individual student needs through continuous assessment and adjustment.
• Connected Learning Design Weaves together global perspectives, real-world applications, and cross-disciplinary connections to create meaningful learning experiences.
• Collaborative Leadership Builds a learning community where students develop leadership skills through structured collaboration and personalized engagement.

Reflecting as Practitioners

• Student Agency: Builds student capacity for self-assessment through modeling, tools, and targeted feedback that drives individual growth.
• Data-Informed Practice: Analyzes student achievement data to align curriculum, refine teaching strategies, and measure instructional effectiveness.
• Professional Growth: Engages in collaborative reflection and data analysis with colleagues to continuously improve teaching practices and student outcomes.

Promoting Relationships, Community, & Culture

• Builds strong community-school partnerships and actively participates in community initiatives to enrich the learning environment.
• Adapts teaching practices by staying informed of educational and societal changes while understanding each learner’s unique cultural background, learning style, and needs.
• Creates an inclusive learning environment that embraces diversity, challenges stereotypes, and connects learning to students’ real-world experiences and cultural contexts.
• Fosters a growth mindset by encouraging calculated risk-taking and developing students’ autonomy, personal responsibility, and ownership of learning.

All community members are expected to be committed to the AISJ Community Principles.

• We are better when we act together.
• Our differences make us stronger.
• Every team needs individuals.
• Every individual needs a team.

Work Hours: Monday through Friday – 188 (one hundred and eighty-eight) days per school year

APPLICATION PROCESS

To apply, please complete the electronic form please click here. Information captured will be securely stored and used for a reference check on the candidate’s compatibility. AISJ reserves the right to appoint the strongest candidate before the closing date if required.

SAFEGUARDING & CHILD PROTECTION

AISJ maintains robust child protection policies to ensure a safe, secure, and caring environment for our students. All employees must undergo criminal background checks, attend annual training, and sign a safeguarding agreement.

PRIVACY

By submitting your CV, you consent to AISJ processing your personal information in accordance with our Privacy Policy, accessible at AISJ Privacy Policy, and under the Protection of Personal Information Act of 2013.

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Date Posted: 07/14/2025
Closing Date: 11/17/2025, 11:59PM ET
Req ID: 44011
Job Category: Faculty - Teaching Stream (continuing)
Faculty/Division: Faculty of Arts & Science
Department: Department of Statistical Sciences
Campus: St. George (Downtown Toronto)

Description:

The Department of Statistical Sciences in the Faculty of Arts and Science at the University of Toronto invites applications for a full-time teaching stream position in the area of Statistical Sciences. The appointment will be at the rank of Assistant Professor, Teaching Stream with an anticipated start date of July 1, 2026.

This search aligns with the University’s commitment to strategically and proactively promote diversity among our community members ( Statement on Equity, Diversity & Excellence ). Recognizing that Black, Indigenous, and other Racialized communities have experienced inequities that have developed historically and are ongoing, we strongly welcome and encourage candidates from those communities to apply.

The successful candidate must hold a PhD in Statistics, Computer Science, Data Science, or a closely related discipline by the time of appointment, or shortly thereafter with a demonstrated a strong record of excellence in teaching.

We are seeking candidates whose teaching interests will complement and enhance the department’s strengths in education . Applicants must have teaching experience in statistics, biostatistics, or data science within a degree-granting program, at the undergraduate level for students specializing in statistics or related fields with strong mathematical and computational components. This includes experience in course design, lecture preparation and delivery, curriculum development, and the creation of online educational materials.

Candidates must show a strong commitment to pedagogical excellence and innovation, as evidenced by engagement in teaching-related activities and pedagogical inquiry. A demonstrated interest in advancing teaching practices and curriculum development is essential.

Applicants should have expertise in the application of statistical methods in data science, machine learning, or artificial intelligence. Experience must include the preparation and delivery of course content that incorporates real-world data and applied statistical methods. Furthermore, we prefer that candidates have experience in interdisciplinary collaboration as a statistician or data scientist on projects involving genuine applications of statistical or data science methods.

Preferred qualifications include a demonstrated interest in supervising undergraduate research projects, experience managing large enrolment courses and teaching assistants, and a collaborative approach to course coordination and teaching.

Evidence of excellence in teaching and commitment to pedagogical scholarship should be demonstrated through teaching accomplishments such as teaching awards, peer-reviewed presentations at major conferences, a comprehensive teaching dossier (as outlined in the application instructions below), and strong letters of reference from referees of high standing.

Salary will be commensurate with qualifications and experience.

All qualified candidates are invited to apply online at Academic Jobs Online, and must submit a cover letter; a current curriculum vitae; and a complete teaching dossier to include a teaching statement, sample syllabi and course materials, and teaching evaluations.

E quity, diversity and inclusion are essential to academic excellence as articulated in University of Toronto’s Statement on Equity, Diversity and Excellence . We seek candidates who share these values and who demonstrate throughout the application materials their commitment and efforts to advance equity, diversity, inclusion, and the promotion of a respectful and collegial learning and working environment.

Applicants must also arrange to have three letters of reference (dated, on letterhead and signed ) uploaded through Academic Jobs Online directly by the writers by the closing date. At least one reference letter must primarily address the candidate's teaching.

All applicant materials, including recent signed reference letters, must be received byNovember 17, 2025.

CAUTION : This ad is “posted only” to the U of T faculty job board. Please see the information above for application instructions. Applications submitted via the U of T platform will NOT be considered for this position.

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

Diversity Statement
The University of Toronto embraces Diversity and is building aculture of belonging that increases our capacity to effectivelyaddress and serve the interests of our global community. Westrongly encourage applications from Indigenous Peoples,Black and racialized persons, women, persons withdisabilities, and people of diverse sexual and gender identities.We value applicants who have demonstrated a commitment toequity, diversity and inclusion and recognize that diverseperspectives, experiences, and expertise are essential tostrengthening our academic mission.

Accessibility Statement
The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission.

The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities.

If you require any accommodations at any point during the application and hiring process, please contact .

Press Tab to Move to Skip to Content Link

Select how often (in days) to receive an alert:

Date Posted: 07/14/2025
Closing Date: 11/17/2025, 11:59PM ET
Req ID: 44011
Job Category: Faculty - Teaching Stream (continuing)
Faculty/Division: Faculty of Arts & Science
Department: Department of Statistical Sciences
Campus: St. George (Downtown Toronto)

Description:

The Department of Statistical Sciences in the Faculty of Arts and Science at the University of Toronto invites applications for a full-time teaching stream position in the area of Statistical Sciences. The appointment will be at the rank of Assistant Professor, Teaching Stream with an anticipated start date of July 1, 2026.

This search aligns with the University’s commitment to strategically and proactively promote diversity among our community members ( Statement on Equity, Diversity & Excellence ). Recognizing that Black, Indigenous, and other Racialized communities have experienced inequities that have developed historically and are ongoing, we strongly welcome and encourage candidates from those communities to apply.

The successful candidate must hold a PhD in Statistics, Computer Science, Data Science, or a closely related discipline by the time of appointment, or shortly thereafter with a demonstrated a strong record of excellence in teaching.

We are seeking candidates whose teaching interests will complement and enhance the department’s strengths in education . Applicants must have teaching experience in statistics, biostatistics, or data science within a degree-granting program, at the undergraduate level for students specializing in statistics or related fields with strong mathematical and computational components. This includes experience in course design, lecture preparation and delivery, curriculum development, and the creation of online educational materials.

Candidates must show a strong commitment to pedagogical excellence and innovation, as evidenced by engagement in teaching-related activities and pedagogical inquiry. A demonstrated interest in advancing teaching practices and curriculum development is essential.

Applicants should have expertise in the application of statistical methods in data science, machine learning, or artificial intelligence. Experience must include the preparation and delivery of course content that incorporates real-world data and applied statistical methods. Furthermore, we prefer that candidates have experience in interdisciplinary collaboration as a statistician or data scientist on projects involving genuine applications of statistical or data science methods.

Preferred qualifications include a demonstrated interest in supervising undergraduate research projects, experience managing large enrolment courses and teaching assistants, and a collaborative approach to course coordination and teaching.

Evidence of excellence in teaching and commitment to pedagogical scholarship should be demonstrated through teaching accomplishments such as teaching awards, peer-reviewed presentations at major conferences, a comprehensive teaching dossier (as outlined in the application instructions below), and strong letters of reference from referees of high standing.

Salary will be commensurate with qualifications and experience.

All qualified candidates are invited to apply online at Academic Jobs Online, and must submit a cover letter; a current curriculum vitae; and a complete teaching dossier to include a teaching statement, sample syllabi and course materials, and teaching evaluations.

E quity, diversity and inclusion are essential to academic excellence as articulated in University of Toronto’s Statement on Equity, Diversity and Excellence . We seek candidates who share these values and who demonstrate throughout the application materials their commitment and efforts to advance equity, diversity, inclusion, and the promotion of a respectful and collegial learning and working environment.

Applicants must also arrange to have three letters of reference ( dated, on letterhead and signed ) uploaded through Academic Jobs Online directly by the writers by the closing date. At least one reference letter must primarily address the candidate's teaching.

All applicant materials, including recent signed reference letters, must be received by November 17, 2025.

CAUTION : This ad is “posted only” to the U of T faculty job board. Please see the information above for application instructions. Applications submitted via the U of T platform will NOT be considered for this position.

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

Diversity Statement
The University of Toronto embraces Diversity and is building aculture of belonging that increases our capacity to effectivelyaddress and serve the interests of our global community. Westrongly encourage applications from Indigenous Peoples,Black and racialized persons, women, persons withdisabilities, and people of diverse sexual and gender identities.We value applicants who have demonstrated a commitment toequity, diversity and inclusion and recognize that diverseperspectives, experiences, and expertise are essential tostrengthening our academic mission.

Accessibility Statement
The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission.

The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities.

If you require any accommodations at any point during the application and hiring process, please contact .

Vice Principal: Teaching, Learning, Community Engagement and Student Support (5 Year – Fixed Term)

• Vice Principal: Teaching, Learning, Community Engagement and Student Support (5 Year – Fixed Term)

The unitalentza website was launched out of necessity. It is a direct off-shoot of Academic Partners , the pre-eminent talent accessing and assessing service company within the South African Higher Education sector. A company that started 44 years ago in the commercial sector, but which in the last 26 years, has focused almost exclusively in the HE sector. Having founded the company, Jimmy Wayland took retirement in May 2022, but as a swansong objective, he undertook to develop Unitalentza website to uphold the same values, levels of confidentiality, trust and reliability as the founding company. Anything less and Jimmy would like to hear about it.

Unitalentza is a small devoted team of professionals who pledge to keep all registered candidate information secure and confidential and at a level which the registered candidate has the exclusive right to choose.

In his quest to achieve the best website possible, Jimmy is ready to receive comments and/or suggestions, negative or positive, on his personal email:

LOCATION: PRETORIA

The University of South Africa (UNISA) is the largest comprehensive open distance e-learning (CODeL) institution in Africa and the longest comprehensive standing dedicated distance education university in the world, nurturing aspirant leaders of tomorrow and motivating a future generation through knowledge development, research, community engagement (engaged scholarship) and innovation.

UNISA offers an unparalleled range of study choices in undergraduate and postgraduate degrees, and research. As part of Unisa’s commitment to continuous life-long learning, and attention to the constant shifts in industrialization systems and shifts in the knowledge arena, Unisa offers a range of short courses, certificates, diplomas and degrees at undergraduate and postgraduate levels including Masters and Doctoral degrees. In recognition of its innovations in comprehensive open e-learning and distance education, with equally a strong focus on research and innovation, Unisa is recognized as one of the best universities nationally and globally. Unisa has equally produced some of the leading, if not influential alumni in varied sectors of the economy, including two Presidents of South Africa.

About the role:

UNISA is committed to providing the best teaching and learning, research, development, and innovation and engaged scholarship environments for its students. It is equally committed to promoting access and success for its students through vibrant qualification frameworks at undergraduate and postgraduate levels, and as such, prioritises academic excellence, research, and social responsiveness through knowledge impact as important imperatives. Key to the advancement of the core academic and university missional mandate is the transformation philosophy underpinned by, inter alia, an emphasis on Africanization, decolonization, decoloniality, and centering endogenous /indigenous knowledge systems, Africa’s knowledge systems, civilizations, philosophies, pedagogies, epistemologies and social justice, whilst also embracing proficiency and deep insight and research of other knowledge systems. This position therefore requires an astute academic and leader who not only possesses vast experience as an academic but also has the gravitas and “hands on” experience as an academic leader with the capacity to inculcate these values in all our academic endeavours, including accelerating the 10 Catalytic Niche Areas.

Creation of knowledge and the formation of undergraduate and post graduate students as critical citizens and contributors in the local and global knowledge arena is also key to the work of this portfolio. This position is responsible for eight (8) colleges, two (2) schools, namely, the Graduate School of Business Leadership and the Thabo Mbeki African School of Public and International Affairs and 26 Regional Centres. The portfolio also oversees the five distinctive areas, which entail, community engagement / engaged scholarship, academic programme approval, accreditation and registration services, tuition support and facilitation of learning, teaching and student support and promoting a culture of lifelong learning. These functions provide Primary Academic Support to the whole institution. Equally, the portfolio is fundamental to providing inputs into Unisa’s overall strategy and a focus on accelerating the shift towards becoming a leading Comprehensive Open Distance e-Learning institution harnessing the full benefits provided by the 4th industrial revolution (4IR). The incumbent of this position must have a clear understanding of 4IR and its implications for teaching and learning and engaged scholarship in the changing higher education and global knowledge landscapes.

It is expected that the incumbent and portfolio will provide strategic direction and managerial leadership aligned to the institutional vision, advice and support pertaining to teaching, learning, community engagement (engaged scholarship) and student learning support. The incumbent must strive to ensure that Unisa becomes a leading CODeL university that develops and provides wide-ranging, flexible and technology enhanced programmes within a strong quality assurance framework for accreditation and related matters in a South African and global context. Taking cognisance of the comprehensive nature of our institution and the changing student profile, the incumbent must develop responsive and student-centered strategies including the development of internship models to produce sought after graduates who have the attributes, discipline, knowledge, and competencies to contribute ethically and creatively to their local, continental and global contexts.

The position is to further ensure a quality undergraduate experience achieved through the strategic alignment and synergies between academic colleges, curriculum development, tuition, the professional development of academic staff, tuition support and student support, and assessment in a technology enhanced CODeL environment.

• A full professor with a minimum of 10 years relevant management experience in Higher Education institutions with at least 5 years at an executive management level.
• NRF-rated or globally acclaimed scholar will be highly recommended.
• Knowledge of local accreditation systems is a minimum requirement and global accreditation systems is recommended.

Knowledge and skills

Distinguished academic with a sound-track record as a researcher and academic leader and expert knowledge of teaching and learning:

• Strategic leadership
• Academic excellence
• Culture / Change management
• Sound knowledge in Universal Design for learning and proven experience in curriculum development and transformation
• Proficient knowledge and insight into challenges facing higher education, specifically with regard to comprehensive open distance and e-learning (CODeL)
• Demonstrable commitment to and record of transformation in the academic environment
• Communication
• Collaboration and teamwork
• Results oriented
• Innovation and creativity
• Rules orientation
• Problem-solving
• Analytical skills
• Resilience
• Conflict management
• Corporate governance
• Project management
• Budgeting and Financial Management,
• Performance management
• Politically savvy
• Knowledge of the Department of Higher Education and Training (DHET) laws and other relevant regulations applicable to higher education institutions.

• A detailed cover letter indicating your suitability for the position.
• Names and contact details for at least 3 referees.
• Certified copies of matric and degree certificates and Identity Document. Proof of SAQA verification of foreign qualifications, where relevant.

The position is open to all including people with disabilities. UNISA is an equal opportunity employer, committed to employment equity.

INCOMPLETE APPLICATIONS WILL NOT BE CONSIDERED!

Developed in collaboration with Higher Education South Africa - giving opportunity to South African institutions to reach South African Academics from anywhere on the globe.

Giving back to South African Higher Education through revenue sharing.

unitalentza Job Platform is an advanced job directory & listings application, made for South African Universities.

Vice Principal: Teaching, Learning, Community Engagement and Student Support (5 Year – Fixed Term)

• Vice Principal: Teaching, Learning, Community Engagement and Student Support (5 Year – Fixed Term)

The unitalentza website was launched out of necessity. It is a direct off-shoot of Academic Partners , the pre-eminent talent accessing and assessing service company within the South African Higher Education sector. A company that started 44 years ago in the commercial sector, but which in the last 26 years, has focused almost exclusively in the HE sector. Having founded the company, Jimmy Wayland took retirement in May 2022, but as a swansong objective, he undertook to develop Unitalentza website to uphold the same values, levels of confidentiality, trust and reliability as the founding company. Anything less and Jimmy would like to hear about it.

Unitalentza is a small devoted team of professionals who pledge to keep all registered candidate information secure and confidential and at a level which the registered candidate has the exclusive right to choose.

In his quest to achieve the best website possible, Jimmy is ready to receive comments and/or suggestions, negative or positive, on his personal email:

LOCATION: PRETORIA

The University of South Africa (UNISA) is the largest comprehensive open distance e-learning (CODeL) institution in Africa and the longest comprehensive standing dedicated distance education university in the world, nurturing aspirant leaders of tomorrow and motivating a future generation through knowledge development, research, community engagement (engaged scholarship) and innovation.

UNISA offers an unparalleled range of study choices in undergraduate and postgraduate degrees, and research. As part of Unisa’s commitment to continuous life-long learning, and attention to the constant shifts in industrialization systems and shifts in the knowledge arena, Unisa offers a range of short courses, certificates, diplomas and degrees at undergraduate and postgraduate levels including Masters and Doctoral degrees. In recognition of its innovations in comprehensive open e-learning and distance education, with equally a strong focus on research and innovation, Unisa is recognized as one of the best universities nationally and globally. Unisa has equally produced some of the leading, if not influential alumni in varied sectors of the economy, including two Presidents of South Africa.

About the role:

UNISA is committed to providing the best teaching and learning, research, development, and innovation and engaged scholarship environments for its students. It is equally committed to promoting access and success for its students through vibrant qualification frameworks at undergraduate and postgraduate levels, and as such, prioritises academic excellence, research, and social responsiveness through knowledge impact as important imperatives. Key to the advancement of the core academic and university missional mandate is the transformation philosophy underpinned by, inter alia, an emphasis on Africanization, decolonization, decoloniality, and centering endogenous /indigenous knowledge systems, Africa’s knowledge systems, civilizations, philosophies, pedagogies, epistemologies and social justice, whilst also embracing proficiency and deep insight and research of other knowledge systems. This position therefore requires an astute academic and leader who not only possesses vast experience as an academic but also has the gravitas and “hands on” experience as an academic leader with the capacity to inculcate these values in all our academic endeavours, including accelerating the 10 Catalytic Niche Areas.

Creation of knowledge and the formation of undergraduate and post graduate students as critical citizens and contributors in the local and global knowledge arena is also key to the work of this portfolio. This position is responsible for eight (8) colleges, two (2) schools, namely, the Graduate School of Business Leadership and the Thabo Mbeki African School of Public and International Affairs and 26 Regional Centres. The portfolio also oversees the five distinctive areas, which entail, community engagement / engaged scholarship, academic programme approval, accreditation and registration services, tuition support and facilitation of learning, teaching and student support and promoting a culture of lifelong learning. These functions provide Primary Academic Support to the whole institution. Equally, the portfolio is fundamental to providing inputs into Unisa’s overall strategy and a focus on accelerating the shift towards becoming a leading Comprehensive Open Distance e-Learning institution harnessing the full benefits provided by the 4th industrial revolution (4IR). The incumbent of this position must have a clear understanding of 4IR and its implications for teaching and learning and engaged scholarship in the changing higher education and global knowledge landscapes.

It is expected that the incumbent and portfolio will provide strategic direction and managerial leadership aligned to the institutional vision, advice and support pertaining to teaching, learning, community engagement (engaged scholarship) and student learning support. The incumbent must strive to ensure that Unisa becomes a leading CODeL university that develops and provides wide-ranging, flexible and technology enhanced programmes within a strong quality assurance framework for accreditation and related matters in a South African and global context. Taking cognisance of the comprehensive nature of our institution and the changing student profile, the incumbent must develop responsive and student-centered strategies including the development of internship models to produce sought after graduates who have the attributes, discipline, knowledge, and competencies to contribute ethically and creatively to their local, continental and global contexts.

The position is to further ensure a quality undergraduate experience achieved through the strategic alignment and synergies between academic colleges, curriculum development, tuition, the professional development of academic staff, tuition support and student support, and assessment in a technology enhanced CODeL environment.

• A full professor with a minimum of 10 years relevant management experience in Higher Education institutions with at least 5 years at an executive management level.
• NRF-rated or globally acclaimed scholar will be highly recommended.
• Knowledge of local accreditation systems is a minimum requirement and global accreditation systems is recommended.

Knowledge and skills

Distinguished academic with a sound-track record as a researcher and academic leader and expert knowledge of teaching and learning:

• Strategic leadership
• Academic excellence
• Culture / Change management
• Sound knowledge in Universal Design for learning and proven experience in curriculum development and transformation
• Proficient knowledge and insight into challenges facing higher education, specifically with regard to comprehensive open distance and e-learning (CODeL)
• Demonstrable commitment to and record of transformation in the academic environment
• Communication
• Collaboration and teamwork
• Results oriented
• Innovation and creativity
• Rules orientation
• Problem-solving
• Analytical skills
• Resilience
• Conflict management
• Corporate governance
• Project management
• Budgeting and Financial Management,
• Performance management
• Politically savvy
• Knowledge of the Department of Higher Education and Training (DHET) laws and other relevant regulations applicable to higher education institutions.

• A detailed cover letter indicating your suitability for the position.
• Names and contact details for at least 3 referees.
• Certified copies of matric and degree certificates and Identity Document. Proof of SAQA verification of foreign qualifications, where relevant.

The position is open to all including people with disabilities. UNISA is an equal opportunity employer, committed to employment equity.

INCOMPLETE APPLICATIONS WILL NOT BE CONSIDERED!

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King’s Worcester is seeking an outstanding individual to contribute to our highly successful Rowing programme as a Graduate Rowing Assistant, from September 2025.

We invite applications from those who may be considering a career in rowing or teaching, but we equally welcome interest from those as yet unsure of their professional aspirations.

The successful candidate will be a graduate who has the ability to adapt to the needs of pupils and colleagues and the skill of motivating others, while also being a good team player. Strong emotional intelligence and a great sense of humour are essential! This is a magnificent opportunity to join an outstanding coaching team and a wonderful group of young people.

The role is full time, term time only and fixed term for the 2025-26 academic year.

Staff are advised to maintain an attitude of “it could be happening here and probably is” as far as safeguarding is concerned and should always act in the best interest of the child.

All staff are expected to actively promote and safeguard the welfare of all pupils. As this post involves significant contact with children and the postholder will be responsible for children, they will be considered to be in regulated activity and must report any concerns in a timely manner.

All staff must also attend annual safeguarding training and have proper regard for the School’s safeguarding policy and procedures.

Please visit the vacancies page of the School website for a copy of the full job description, to find out more about the benefits of working at King’s and to hear why our staff love being a member of the School community.

To be considered for the role all applicants must complete the TES ‘Quick apply’ online application form which can be found via this link (click on the blue Quick Apply button).

When completing the supporting statement of the application form please ensure that you refer to the job description and person specification. Please also provide a detailed employment history.

Please note that the King’s Foundation is unable to provide visa sponsorship for successful applicants who do not hold the right to work in the UK.

Deadline for applications : 9am on Monday, 3 March 2025

Salary: £12.21 per hour

Type: 37.5 hours per week, term time only and will necessitate working after school and on Saturdays. Commencing September 2025 and fixed term until the end of the 2025-26 academic year.

Application Dates: From Wednesday 12th February 2025 to Monday 3rd March 2025

King’s Worcester is seeking an outstanding individual to contribute to our highly successful Rowing programme as a Graduate Rowing Assistant, from September 2025.

We invite applications from those who may be considering a career in rowing or teaching, but we equally welcome interest from those as yet unsure of their professional aspirations.

The successful candidate will be a graduate who has the ability to adapt to the needs of pupils and colleagues and the skill of motivating others, while also being a good team player. Strong emotional intelligence and a great sense of humour are essential! This is a magnificent opportunity to join an outstanding coaching team and a wonderful group of young people.

The role is full time, term time only and fixed term for the 2025-26 academic year.

Staff are advised to maintain an attitude of “it could be happening here and probably is” as far as safeguarding is concerned and should always act in the best interest of the child.

All staff are expected to actively promote and safeguard the welfare of all pupils. As this post involves significant contact with children and the postholder will be responsible for children, they will be considered to be in regulated activity and must report any concerns in a timely manner.

All staff must also attend annual safeguarding training and have proper regard for the School’s safeguarding policy and procedures.

Please visit the vacancies page of the School website for a copy of the full job description, to find out more about the benefits of working at King’s and to hear why our staff love being a member of the School community.

To be considered for the role all applicants must complete the TES ‘Quick apply’ online application form which can be found via this link (click on the blue Quick Apply button).

When completing the supporting statement of the application form please ensure that you refer to the job description and person specification. Please also provide a detailed employment history.

Please note that the King’s Foundation is unable to provide visa sponsorship for successful applicants who do not hold the right to work in the UK.

Deadline for applications : 9am on Monday, 3 March 2025

Salary: £12.21 per hour

Type: 37.5 hours per week, term time only and will necessitate working after school and on Saturdays. Commencing September 2025 and fixed term until the end of the 2025-26 academic year.

Application Dates: From Wednesday 12th February 2025 to Monday 3rd March 2025