Excellent teaching is the transfer of knowledge from teacher to learner in an understandable manner while considering an optimum mixture of learning methods (i.e., auditory, kinesthetic, visual, and emotional). This is done with the primary intent to enable, equip and empower learners to formulate their own independent ideas surrounding reality. At the core, "good teaching" involves providing the necessary “tools” to learners while simultaneously inspiring them to use these "tools" optimally. In turn, "excellent teaching" takes "good teaching" one step further by sincerely encouraging, aiding and motivating learners to develop into future leaders of this world.

I adapt my teaching style based on the audience I have in front of me. To understand my audience, I expose them to different teaching methods (i.e. visual teaching, auditory teaching, kinetic teaching, and emotional teaching) during initial contact. In addition, I also do my best to establish a real connection with my audience while detecting the vibe (I am very focused on inclusivity). Following this, I evaluate the effectiveness of the different teaching methods deployed. While this is ongoing, I put together an "optimal mixture" of teaching methods for my audience. I tweak this "optimal mix" of teaching methods as my learners develop, and throughout, I always ensure that learners are aware of my sincerity to empower, equip, motivate and aid them at all times.

When I teach, I am not in it for the income but rather for the outcome. To me, teaching is not only a passion of mine, but it is strongly linked to my purpose in this world. To this end, I regard the following ten values as necessary (important) when I teach:

1) Integrity
2) Transparency
3) Respect
4) Objectivity
5) Open-mindedness
6) Responsibility
7) Accountability
8) Efficiency,
9) Sincerity, and
10) Creativity.

In my younger years, I had great teachers who taught, equipped and empowered me. They not only believed in me but also encouraged me to become the best version of myself while providing opportunities to make their ceilings my foundation. As I mentioned before, teaching is not only a passion of mine but also strongly relates to my purpose. It also allows me to add optimal value while "paying it forward" in honour of my great teachers. Teaching allows me to make my ceiling the foundation of my learners.

To see the growth of my learners (particularly on route to becoming critical thinkers) and their holistic development. It gives me great satisfaction to see how my learners transform from high school graduates into young professionals who enter the workplace ... this is my ikigai.

I enjoy intellectual stimulation, interacting with peers and learners, adding value, having creative freedom surrounding edutainment, and observing how my students develop and grow into young professionals. My biggest dislike is the never-ending administration that goes hand-in-hand with teaching (which even the best teachers will agree on).

In 2013, I was approached by a learner after class (I will refer to him as "Kyle"). Kyle shared with me that he really enjoyed the course he enrolled for (National Higher Certificate: Accountancy), including the subject I lectured him for (Financial Accounting 1). Unfortunately, he was stuck between a rock and a hard place as he shared with me that both his parents had passed away in a car accident recently. This meant that he was at a crossroads: either continue studying, or deregister and start working and provide financial support to his grandmother and baby sister, who resided in the Eastern Cape. I provided Kyle with emotional support, and we discussed possible ways forward. He promised to make a final decision next week. The following week, Kyle came to my office and used the following words:

"Mr JP, you are like a father to me, and for that, I am really grateful. I will finish my studies in future and I will do it for you, but I have decided to de-register for now so I can support my family back home".

Kyle's words touched me deeply, and I encouraged him to remain in contact with me. Early in 2014, Kyle and I established contact via Facebook, and we discussed possible avenues for the future, one of which was to apply for bursaries to study further. I encouraged Kyle to apply for specific bursaries and kept him motivated as far as I possibly could. In June 2014, Kyle shared with me that he was successful in his bursary application for a BEd: Senior Phase and Further Education and Training (SP & FET) at the then Nelson Mandela Metropolitan University (NMMU) and that he did very well in his studies.

Kyle ended up finishing his BEd: SP & FET qualification and while graduating in the top-10 of his class during the final year of his studies. When reflecting on how Kyle developed and grew, despite facing adversity, his success serves as a reminder to me why I teach. To me, Kyle's story is a testament what a significant difference excellent teaching can make in the life of one person ... I am constantly reminded that I have this level of influence over the lives of all learners that cross my life path.

Knowledge is not passively received but actively constructed by learners through their interactions with the world and their own cognitive processes while emphasising the roles of social- and cultural contexts in shaping their holistic understanding of content.

For example, while teaching a Research-related subject, I will ask learners to talk to one another about a question (e.g. "What does the term 'research' mean to you?") before introducing a new topic (e.g. Introduction to Research). Once learners have had an opportunity to share insights with one another, I open the floor to all learners to contribute and, in doing so, all learners gain perspective from other learners in class. At the same time, I get to understand the points of reference of learners before conveying formal information to them.

Knowledge does not equate to passively soaking up information like a sponge. Instead, learners develop knowledge through unique individual experiences, social interactions, and cognitive "gymnastics", where each learner orchestrates their unique understanding(s) of the world.

For example, while teaching a Research-related subject, I will ask learners to perform homework in groups (of between six and ten learners), to identify five research topics, five research titles and five research problems using my PPWF framework, At the end of the day, learners should pursue one of these identified research topics, research titles and research problems for the practical component of the subject. To successfully execute the homework. learners will rely on foundational subject knowledge gleaned in class. They will fortify their holistic understanding of the theory by implementing their theoretical knowledge both collectively and individually while achieving critical cross-field outcomes (e.g. working effectively in a group, using science and technology, refining  communication and enhancing problem solving) in the process.

Learners are not merely passive recipients of knowledge, but rather dynamic beings who actively construct their understanding of the world through observation(s), imitation(s), and the interplay of various factors (e.g. personal-, behavioural-, environmental factors).

For example, while teaching a Research-related subject, I will ask learners to work in small groups of three to develop examples surrounding a specific phenomenon (e.g. hypotheses). Learners can learn from one another and glean inspiration, motivation and insight to look at content through different lenses. Afterwards, I will ask learners who are comfortable to do so, to share their answers with the rest of the class. This is done to allow for deeper learning and gaining perspective in a holistic sense.

Knowledge is gleaned by learners through means of "discovery" by actively engaging with the world. This takes place through means of, inter alia, reflection(s), action(s), observation(s) and experiences, as opposed to the mere memorisation of information.

For example, while teaching a Research-related subject, I will share past examples of a research project (e.g., a research proposal) while covering theoretical content. In doing so, I provide learners with real-life examples to help them better understand what is expected of them while also allowing them to ask questions throughout. To expose learners to past examples will help them to "experiment" what they need to achieve by interrogating the content in past examples in their own time. Learners will not be able to duplicate the past example as-is, as their research topic(s), research title(s), and research problem(s) will be different when compared to the example.

During lectures, I will bring in "life skills" and make them relevant to the lesson. For example, if I want to touch base on "financial education", I will provide a brief overview thereof and show how it should be applied within the ambit of the topic of discussion. I will also provide insight where learners can find out more about this applicable life skill, should they want to learn more.

I will consider the subject descriptor (i.e. what is expected from the South African Qualifications Authority [SAQA]) and clearly understand the core outcomes and main objectives that should be achieved. Once the core outcomes and main objectives are known, I will simply apply "reverse engineering" and work with the end in mind while developing subject content. I will make use of existing literature to guide my thinking (e.g. textbooks, journal articles, conference papers, research reports, theses and websites) from where I will develop content in a user-friendly manner (e.g. in Microsoft PowerPoint or in Microsoft Word). I will likely also make use of Artificial Intelligence (AI) to help with the refining of content.

The manner in which subject content will be developed will take into account the NQF-level at which it is to be pitched, as well as the number of learners who will be enrolled. In some cases, where applicable, I will find MOOC courses to serve as assisting learning content (e.g. LinkedIn Learning videos or Coursera videos). Learners should always have zero-rated access to subject content as no learner may be left behind. Moreover, most learners cannot afford textbooks (for example, Research textbooks range between R650 and R2 500 per book). To this end, the subject content I develop will generally be free for learners to access and download, while grounded in current research.

I will sometimes bring musical references, trending news and viral social media content (among other aspects) to class as a type of 'refreshing activity' during a formal lesson to help learners refocus (and keep their attention). Sometimes, I will ask learners to enlighten me on how a specific term is said in their home language (e.g. Xhosa), from where I will attempt to pronounce the term in the aforesaid home language [intending to use it again in the foreseeable future]. In most cases though, I will also bring in humour to create and sustain a fun, safe and conducive learning environment.

When I am in a classroom with limited resources (e.g. no working plugs), I will ensure that I have a hard-copy version of my created subject content and write keywords and/or draw key concepts on the board ('talk and chalk teaching' as opposed to 'digital teaching'). I will adapt to my environment best I possibly can without hampering the teaching quality of the lesson..

Qualification(s)
Diploma: Accountancy (2025 - present).
Postgraduate Diploma: Internal Auditing (2025 - present).
Postgraduate Diploma: Management Accounting (2025 - present).

Subject(s)
Integrated Project in Accounting.
Project Management Fundamentals and the Identification, Investigation and Solving of Real-World Accounting-Related Problems.
Research Project in Internal Auditing #SubjectCoordinator.
Introduction to research fundamentals, Literature review and academic writing, Research Designs, etc.
Research Methodology #SubjectCoordinator.
Introduction to research fundamentals, Literature review and academic writing, Research Designs, etc.
Financial Accounting 1 #OccasionalStandInLecturer.
The Accounting Equation, Journals, Ledgers, Financial Statements, Bank Reconciliations, Ratio Analyses, etc.
Financial Accounting 2 #OccasionalStandInLecturer.
The Conceptual Framework, Impairment of Assets, Depreciation, Foreign Currency Exchange, Capital Gains, Value Added Tax, etc.

Qualification(s)
National Higher Certificate: Accountancy (2013 - 2018).
Diploma: Accountancy (2019 - 2024).
Baccalaureus Technologiae: Taxation (2010 - 2014; 2019 - 2022).

Subject(s)
Auditing 2.
Compliance Auditing, Internal Control. Process Auditing, Internal Auditing Tools and Techniques, etc.

Cost Accounting 1.
Material , Labour, Overheads, Fixed Budgeting, etc.

Financial Accounting 1.
The Accounting Equation, Journals, Ledgers, Financial Statements, Bank Reconciliations, Ratio Analyses, etc.

Business Information Systems 1.
Fundamental Microsoft Windows (file explorer, search, etc.) and Microsoft Office programmes (Word, PowerPoint and Excel).

Research Methodology #SubjectCoordinator.
Introduction to Research, Literature Review and Academic Writing, Research Designs, etc.

Integrated Project in Accounting #SubjectCoordinator.
Project Management Fundamentals and the Identification, Investigation and Solving of Real-World Accounting-Related Problems.

Internal Auditing 2.
Compliance Auditing, Internal Control. Process Auditing, Internal Auditing Tools and Techniques, etc.

Financial Accounting 2.
The Conceptual Framework, Impairment of Assets, Depreciation, Foreign Currency Exchange, Capital Gains, Value Added Tax, etc.

Qualification(s)
B.Ed in Senior Phase and FET Teaching (2023).

Subject(s)
Curriculum Studies 1: Economic and Management Sciences #SubjectCoordinator.
CAPS Curriculum, Formative Assessments, Teaching Practice Skills, etc.

Curriculum Studies 3: Accounting #SubjectCoordinator.
CAPS Curriculum, Summative Assessments, Teaching Practice Skills, etc.

Economic and Management Sciences 1 (Accounting component) #SubjectCoordinator.
The Accounting Equation, Journals, Ledgers, Bank Reconciliations, Ratio Analysis, etc..

Economic and Management Sciences 2 (Accounting component) #SubjectCoordinator.
Journals, Ledgers, Salaries and Wages, Value Added Tax, etc.

Qualification(s)
Higher Certificate: Financial Information Systems (2013 - 2018).
National Diploma: Internal Auditing (2009 - 2010).
Baccalaureus Technologiae: Internal Auditing (2010 - 2014; 2019 - 2022).
Baccalaureus Technologiae: Financial Information Systems (2010 - 2014; 2019 - 2022).
Postgraduate Diploma: Internal Auditing (2023).

Subject(s)
Financial Information Systems 1.
The Accounting Equation, Journals, Ledgers, Financial Statements, Bank Reconciliations, Ratio Analyses, etc.

Financial Accounting 1.
The Accounting Equation, Journals, Ledgers, Financial Statements, Bank Reconciliations, Ratio Analyses, etc.

Financial Accounting 2.
The Conceptual Framework, Impairment of Assets, Depreciation, Foreign Currency Exchange, Capital Gains, Value Added Tax, etc.

Research Methodology #SubjectCoordinator.
Introduction to Research, Literature Review and Academic Writing, Research Designs, etc.

Business Information Systems 2.
Advanced MS Excel functions (e.g. Analysis and Developer) and advanced MS Excel formulae (e.g. Vlookup, Countif, Sumit, Hlookup, and If).

Research Project in Internal Auditing #SubjectCoordinator.
Introduction to Research, Literature Review and Academic Writing, Research Designs, etc.

Qualification(s)
Baccalaureus Technologiae: Cost and Management Accounting (2010 - 2014; 2019 - 2022).

Subject(s)
Research Methodology #SubjectCoordinator.
Introduction to Research, Literature Review and Academic Writing, Research Designs, etc.

Qualification(s)
National Diploma: Retail Business Management (2010 - 2012).

Subject(s)
Business Management  2 #SubjectCoordinator.
Financial Education, Asset Management, Financial Statement Analysis, Business Management Fundamentals, etc.

Financial Accounting 1 #SubjectCoordinator.
The Accounting Equation, Journals, Ledgers, Financial Statements, Bank Reconciliations, Ratio Analyses, etc.

Qualification(s)
National Diploma: Human Resource Management (2010 - 2011).

Subject(s)
Accounting for Personnel Practitioners.
The Accounting Equation, Journals, Ledgers, Financial Statements, Bank Reconciliations, Ratio Analyses, etc.

Qualification(s)
National Diploma: Entrepreneurship (2010).

Subject(s)
Financial Management 1 #SubjectCoordinator.
The Accounting Equation, Journals, Ledgers, Financial Statements, Bank Reconciliations, Ratio Analyses, etc.

Qualification(s)
National Diploma: Office and Management Technology (2009 - 2010).

Subject(s)
Financial Accounting 1
The Accounting Equation, Journals, Ledgers, Financial Statements, Bank Reconciliations, Ratio Analyses, etc.

I was promoted to Senior Lecturer in March 2022. Since my appointment, I served the Department of Cost and Management Accounting, the Department of Internal Auditing and Financial Information Systems, and the Department of Financial Accounting and Taxation. Since 2025, these departments merged into on department called the Department of Accounting Sciences.

The subjects allocated to me during my reign as Full-Time Senior Lecturer include Research Methodology (NQF-level 7 subject) (subject coordinator; self-developed), Integrated Project in Accounting (subject coordinator; self-developed), Research Project in Internal Auditing (subject coordinator; self-developed), Financial Accounting 1, and Financial Accounting 2.

I also developed JP's Supervision Hub to guide my potential and current Internal Auditing postgraduate students. This was developed through Google Sites and I regard it as a community engagement project for my Internal Auditing postgraduate students. Since 2026, this website was no longer updated.

By performing my duties as Full-Time Senior Lecturer, I have made (and am still making) a direct, positive contribution to both the pass-rates and throughput rates, of undergraduate students and graduate students, in the Faculty of Business and Management Sciences.

As part of my formal education with STADIO Higher Education (part of Postgraduate Certificate in Education), I had to fulfil the role of Student Teacher for five consecutive weeks. I fulfilled this role at Bergrivier High School and was involved with "Accounting" and "Economic and Management Sciences" (as per CAPS). As a Student-Teacher, I performed various tasks, including observations, teacher assistance, invigilation, teaching, pre-moderation, marking and post-moderation.

As part of my formal education with STADIO Higher Education (part of Postgraduate Certificate in Education), I had to fulfil the role of Student Teacher for three consecutive weeks. I fulfilled this role at Huguenot High School and was involved with "Accounting" and "Economic and Management Sciences" (as per CAPS). As a Student-Teacher, I performed various tasks, including observations, teacher assistance, invigilation, teaching, pre-moderation, marking and post-moderation.

I was asked to stand in on temporary basis (as a pro bono replacement) for a colleague as Senior Lecturer in the Department of Senior Phase and Further Education and Training (Faculty of Education) from July 2023 to October 2023. During my time in the department, I was allocated Curriculum Studies 1: Economic and Management Sciences (NQF-level  5) (subject coordinator; self-developed), Curriculum Studies 3: Accounting (NQF-level 6) (subject coordinator), Economic and Management Sciences 1 (Accounting component) (NQF-level 5) (co-subject coordinator; self-developed), and Economic and Management Sciences 2 (Accounting component) (NQF-level 6) (co-subject coordinator; self-developed). It should be noted that I developed new subject content for subjects that could be used as study material since there were little or no material when I took over.

By performing my duties as a Full-Time Stand-In Senior Lecturer, I made a direct, positive contribution to both the pass-rates and throughput rates, of undergraduate students and graduate students, in the Faculty of Education. Also, this role required of me to engage with students and colleagues in Afrikaans (both spoken and written language of instruction).

I was appointed as CPUT Full-Time Lecturer in 2013. Since my appointment, I served the Department of Cost and Management Accounting, the Department of Internal Auditing and Financial Information Systems, and the Department of Financial Accounting and Taxation. The subjects allocated to me during my reign as Full-Time Lecturer included Financial Accounting 1, Cost Accounting 1, Internal Auditing 2, Auditing 2, Research Methodology (NQF-level 7 subject) (subject coordinator; self-developed) and Integrated Project in Accounting (subject coordinator; self-developed).

By performing my duties as Full-Time Lecturer, I made a direct, positive contribution to both the pass-rates and throughput rates, of undergraduate students and graduate students, in the Faculty of Business and Management Sciences.

Apart from performing my expected duties of teaching, learning, assessing, moderating, and grading, I was also responsible to modify existing subject content for Internal Auditing 2, and Research Methodology (NQF-level 7 subject). I was also responsible to create new curricula for the newly developed subjects of Integrated Project in Accounting (subject coordinator; self-developed), Research Methodology (NQF-level 8 subject) (self-developed), and Research Project in Internal Auditing (self-developed).

I was appointed as CPUT Part-Time Lecturer in 2008. Between 2008 and 2014, I served the Department of Cost and Management Accounting, the Department of Internal Auditing and Financial Information Systems, the Department of Financial Accounting and Taxation, the Department of Retail Business Management, the Department of Entrepreneurship, the Department of Office and Management Technology (now called Department of Business Information and Administration), and the Department of Human Resources Management. The subjects allocated to me for part-time lecturing included Financial Accounting 1, Financial Accounting 2, Business Information Systems 1, Business Information Systems 2, Accounting for Personnel Practitioners, Financial Management 1 (subject coordinator; self-developed), Business Management 2 (subject coordinator; self-developed), and Research Methodology (NQF-level 7 subject) (subject coordinator; self-developed).

During 2020, the world was struck by the COVID-19 pandemic. This resulted in the Department of Financial Accounting and Taxation, the Department of Internal Auditing and Financial Information Systems, as well as the Department of Cost and Management Accounting requesting lecturers to minimise costs. One manner in which this was done was to allocate part-time lecturing workloads to full-time lecturers (without extra compensation). As a result, from 2020 to 2022, I was allocated to the teaching of Research Methodology (NQF-level 7 subject) (subject coordinator; self-developed), and Integrated Project in Accounting (subject coordinator; self-developed). 

By performing my duties as Part-Time Lecturer, I have seen my direct, positive contribution to both the pass-rates and throughput rates of students in the Faculty of Business and Management Sciences.

Capitalising on my past experience, I was appointed as a Facilitator for the national BANKSETA-sponsored Entrepreneurial Skills Development Programme as well as the Western Cape regional FASSET-sponsored Winter School at CPUT. Both these programmes were managed by the Graduate Centre for Management's Special Projects unit. The subjects allocated to me for facilitation included the Basics of Accounting (self-developed), Internal Auditing 2, Motivational Skills (self-developed) and People Skills (self-developed). By performing my duties as facilitator, I made a direct, positive contribution to both the pass-rates and throughput rates of students in the Faculty of Business and Management Sciences as well as the holistic development of entrepreneurs in a national dispensation.

I was appointed as Contract Lecturer at CPUT in 2010. Until 2012, I served the Department of Cost and Management Accounting, the Department of Internal Auditing and Financial Information Systems, the Department of Financial Accounting and Taxation, and the Department of Retail Business Management. The subjects allocated to me during this timeframe were that of Business Management 2 (subject coordinator; self-developed), Financial Accounting 1 (subject coordinator; self-developed), and Research Methodology (NQF-level 7 subject) (subject coordinator; self-developed). By performing my duties as Contract Lecturer, I made a direct, positive contribution to both the pass-rates and throughput rates of students, in the Faculty of Business and Management Sciences.

While performing my expected duties (i.e. teaching, learning, assessing, moderating, and grading) I self-developed subject content for Business Management 2, Financial Accounting 1, and Research Methodology. This was required to make the subjects more relevant to students while minimising costs to students. My efforts led to the development of teaching material that I made freely available to students online of which a few later became published textbooks, that were/are prescribed, nationally (see "List of links" below).

I was appointed as Part-Time Tutor for London Varsity in 2009. Here, I was responsible for tutoring UNISA BCompt Accounting students in Financial Accounting 202 and Auditing 202. By performing my duties as Tutor, I assisted students who experienced difficulties in these subjects to enhance their overall understanding and marks.

I formally started my Higher Education career in 2006 as a Student Tutor at CPUT. In this role, I served the Department of Cost and Management Accounting, the Department of Internal Auditing and Financial Information Systems, and the Department of Financial Accounting and Taxation. As Student Tutor, my responsibility was to tutor students in the subjects of Financial Accounting 1, Financial Information Systems 1, and Business Information Systems 1. By performing my duties as Tutor, I assisted students who experienced difficulties in these subjects; allowing them to enhance their overall understanding and marks.

During this timeframe, I was also elected as a "Link Tutor" which required of me to be the main contact person between Student Tutors in a department and relevant Heads of Department(s). I also mentored newly appointed Student Tutors while fulfilling this role.

Teaching statistics

Integrated Project in Accounting (NQF-level 6):
TBC pass rate; TBC average mark; TBC student satisfaction.
#SeniorLecturer
#SubjectCoordinator

Research Project in Internal Auditing (NQF-level 8):
TBC pass rate; TBC average mark; TBC student satisfaction..
#SeniorLecturer
#SubjectCoordinator

Research Methodology (NQF-level 8):
TBC pass rate; TBC average mark; TBC student satisfaction.
#SeniorLecturer
#SubjectCoordinator

Learning initiatives
TBC

Achievement(s)
TBC

Teaching statistics

Integrated Project in Accounting (NQF-level 6):
100% pass rate; 87.8% average mark; 98% student satisfaction.
#Lecturer
#InterimSubjectCoordinator

Research Project in Internal Auditing (NQF-level 8):
95.65% pass rate; 80.36% average mark; 95% student satisfaction.
#Lecturer
#SubjectCoordinator

Research Methodology (NQF-level 8):
85.19% pass rate; 71.26% average mark; 93% student satisfaction.
#Lecturer
#SubjectCoordinator

Learning initiatives
Getting started with the Google Gemini API - LinkedIn Learning;
Effectively teahing employees: The basics of adult learning - Linkedin Learning;
Teaching with Technology - LinkedIn Learning;
Mark Processing and Mark Amendments - CPUT;
Developing high-trust work relationships - Open University;
Introduction to Generative AI - Google;
Agile Instructional Design - LinkedIn Learning.

Achievement(s)
Graduated with PGCE: SP & FET (cum laude) (STADIO);
Got SACE registered;
2nd Place group Prize at the annual Emerging Researcher Conference (CPUT).

Teaching statistics

Integrated Project in Accounting (NQF-level 6):
100% pass rate; 79.49% average mark; 90% student satisfaction.
#Lecturer

Financial Accounting 1 (NQF-level 5):
88.24% pass rate; 62.59% average mark; 97% student satisfaction.
#Lecturer

Financial Accounting 2 (NQF-level 6):
63.46% pass rate; 53.44% average mark; 93% student satisfaction.
#Lecturer
#AtRiskSubject (subject generally has a low global pass rate due to the technical nature of the subject).

Learning initiatives
Enrolled for a Postgraduate Certificate in Education (Stadio);
Basic Blackboard Ultra (CPUT);
Intermediate Blackboard Ultra (CPUT);
Advance Blackboard Ultra (CPUT);
Adobe Sign (CPUT);
Ethics Training (CPUT);
HDC Digital Training (CPUT).

Teaching statistics
Research Project in Internal Auditing (NQF-level 7):
85.71% pass rate; 72.29% average mark; 95% student satisfaction.
#Lecturer
#SubjectCoordinator

Integrated Project in Accounting (NQF-level 6):
100% pass rate; 84.07% average mark; 85% student satisfaction.
#Lecturer
#SubjectCoordinator

Accounting 1 (EMS) (NQF-level 5):
80% pass rate; 61.94% average mark; 100% student satisfaction.
#Lecturer
#SubjectCoordinator

Accounting 2 (EMS) (NQF-level 6):
85.71% pass rate; 65.86% average mark; 92% student satisfaction.
#Lecturer
#SubjectCoordinator

Curriculum Studies 1 (EMS) (NQF-level 5):
90.19% pass rate; 67.86% average mark; 89% student satisfaction.
#Lecturer
#SubjectCoordinator

Curriculum Studies 3 (EMS) (NQF-level 6):
100% pass rate; 77.8% average mark; 87% student satisfaction.
#Lecturer
#SubjectCoordinator

Learning initiatives
Learning how to increase learner engagement (LinkedIn Learning);
Introducing a series on the quantitative research approach (WWIS Academy);
Research Project Pricing (CPUT);
Blackboard Ultra Basic (CPUT);
Blackboard Ultra Intermediate (CPUT);
Blackboard Ultra Advanced (CPUT);
Chat GPT (CPUT);
HDC Digital (CPUT);
Enrolled for a Postraduate Certificate in Education (Stadio).

Ad Hoc
Master’s and Doctoral Advancement Programme: Topic, title and problem (CPUT);
Master’s and Doctoral Advancement Programme: Questions, objectives & aims (CPUT);
Master’s and Doctoral Advancement Programme: Quantitative research (CPUT);
Master’s and Doctoral Advancement Programme: SPSS Basics (CPUT);
Master’s and Doctoral Advancement Programme: Tips, Tools and Tricks in research (CPUT);
Postgraduate Refresher Workshop (CPUT);
Panel Member for Departmental Teaching and Learning Awards for the Faculty of Business and Management Sciences (CPUT);
Shortlisting Committee member for the Departments of Accounting (CPUT).

Achievements
1st Place group Prize at the annual Emerging Researcher Conference (CPUT).

Teaching statistics
Research Methodology (NQF-level 7):
100% pass rate; 52% average; 95% student satisfaction.
#Lecturer
#SubjectCoordinator
Note: This subject was offered for the last time in 2022. I had only two students (both registered late in Term 2).

Integrated Project in Accounting:
94% pass rate; 81% average mark; 85% student satisfaction.
#Lecturer
#SubjectCoordinator

Learning initiatives
Completed six morning habits of high performers course (LinkedIn Learning);
Completed how to speak so people want to listen (LinkedIn Learning);
Completed the eight essential people skills for project management (LinkedIn Learning);
Completed leadership: practical skills (LinkedIn Learning);
Completed how to be both assertive and likable (LinkedIn Learning);
Completed mastering online assessments and Safe Assign (CPUT);
Delivery Tips for Speaking in Public (LinkedIn Learning);
Ethics - The backbone of Professional Excellence via the Institute of Internal Auditors South Africa (IIASA);
The CAE, Audit Committee Chair and Accounting Officer - A relationship balancing act (IIASA);
How to use LinkedIn Learning optimally  (CPUT);
Google Site Essential Training (LinkedIn Learning);
Available Internal Audit Guidance to assist IA Practitioners (IIASA);
Research impact tools: Metric tool and article processing charges (CPUT);
Webinar: Support to lecturers working with students with disabilities (CPUT);
Faculty Teaching and Learning Breakaway (CPUT);
Blackboard Analytics Training (CPUT).

Ad Hoc
Guest speaker for a research seminar on Public Sector Accountancy (SAAA);
Guest speaker at an academic forum hosted by the University of Cape Town (UCT);
Panel Member for Departmental Teaching and Learning Awards for the Faculty of Business and Management Sciences (CPUT).

Note: In 2022, all CPUT teaching and learning activities took place online due to COVID-19.

Teaching statistics
Internal Auditing 2:
78% pass rate; 55% average mark; 90% student satisfaction.
#Lecturer
#AtRiskSubject (subject generally has a low global pass rate as students have limited prior exposure to the subject before taking it).

Integrated Project in Accounting:
96% pass rate; 82% average mark; 95% student satisfaction.
#Lecturer
#SubjectCoordinator

Teaching initiatives
I facilitated a rubric development workshop for the Faculty of Business and Management Sciences at CPUT. Moreover, I facilitated on the Western Cape regional FASSET-sponsored Winter School programme, particularly critical skills. I also facilitated a quantitative research workshop as part of the SoTL.

Learning initiatives
Completed removing barriers to change course (Coursera);
Completed statistical workshop (Analysis Factor);
Completed isi-Xhosa Conversational course (CPUT);
Completed Basic HTML and HTML 5 course (FreeCodeCamp);
Completed Reviewing Research workshop (CPUT);
Completed ePortfolio workshop (CPUT);
Completed Microsoft SharePoint workshop (CPUT);
Completed Recognition of Prior Learning workshop (CPUT);
Completed get a business online course (Google).

Note: In 2021, all CPUT teaching and learning activities took place online due to COVID-19.

Teaching statistics
Internal Auditing 2:
81% pass rate; 53% average mark; 90% student satisfaction.
#Lecturer
#AtRiskSubject (subject generally has a low global pass rate as students have limited prior exposure to the subject before taking it).

Research Methodology (NQF-level 7):
100% pass rate; 88% average mark; 95% student satisfaction.
#Lecturer
#SubjectCoordinator

Integrated Project in Accounting:
100% pass rate; 85% average mark; 100% student satisfaction.
#Lecturer
#SubjectCoordinator

Learning initiatives
Completed learning to learn workshop (CPUT);
Completed enterprise risk management workshop (CPUT);
Completed introduction to Psychology course (Coursera);
Completed fundamentals of Project Planning and Management course (Coursera);
Completed forensic accounting and fraud examination course (Coursera);
Completed understand the basics of code course (Google);
Completed understand the basics of machine learning course (Google);
Completed introduction to digital wellbeing course Google);
Completed business communication course (Google);
Completed leadership in 21st century organisations course (Coursera);
Attended Reimagining the world after COVID-19 webinar via the University of Johannesburg (UJ);
Attended COVID-19 and its socio-economic impacts within RSA webinar via the University of Witwatersrand (Wits).

Note: In 2020, the outbreak of COVID-19 caused lots of uncertainty around the globe. All CPUT teaching and learning activities took place online.

Teaching statistics
Financial Accounting 1:
91% pass rate; 64% average mark; 95% student satisfaction.
#Lecturer

Auditing 2:
77% pass rate; 57% average mark; 95% student satisfaction.
#Lecturer
#AtRiskSubject (subject generally has a low global pass rate as students have limited prior exposure to the subject before taking it).

Research Methodology:
95% pass rate; 67% average mark; 95% student satisfaction.
#Lecturer #SubjectCoordinator

Teaching initiatives
I facilitated a quantitative research workshop as part of the SoTL. In addition to this, I facilitated a writing retreat on behalf of the Graduate Centre for Management. I was also involved with Western Cape regional FASSET-sponsored Winter School lectures as facilitator for the subject Internal Auditing 2.

Learning initiatives
Completed Blackboard beginner workshop (CPUT);
Completed Blackboard intermediate workshop (CPUT);
Completed Blackboard advanced workshop (CPUT);
Completed Respondus training (CPUT);
Completed performing evaluation training workshop (CPUT);
Completed project based learning workshop (CPUT).

Achievement(s)
1st  Place Group Prize at the annual BTech Conference (CPUT);
2nd  Place Group Prize at the annual BTech Conference (CPUT);
3rd Place Group Prize at the annual BTech Conference (CPUT);
3rd best paper at the International Conference on Business and Management Dynamics.

Ad Hoc
I assisted the GCM with the writing of proposals applicable to call for tenders by an array of SETAs. The GCM was successful with the bulk of proposals that were submitted.

Teaching statistics
Financial Accounting 1:
71% pass rate; 57% average mark; 95% student satisfaction.
#Lecturer

Cost Accounting 1:
79% pass rate; 59% average mark; 95% student satisfaction.
#Lecturer

Auditing 2:
95% pass rate; 64% average mark; 95% student satisfaction.
#Lecturer
#AtRiskSubject (subject generally has a low global pass rate as students have limited prior exposure to the subject before taking it).

Teaching initiatives
I continued with my facilitation duties on the national BANKSETA-funded Entrepreneurial Skills Development Programme.

Learning initiatives
Completed strategic teaching workshop (CPUT);
Completed interactive teaching and learning workshop (CPUT);
Became qualified Facilitator (ID 102393) (Ritro Academy).

Ad Hoc
I assisted the GCM with the writing of proposals applicable to call for tenders by an array of SETAs. The GCM was successful with the bulk of proposals that were submitted.

Teaching statistics
Financial Accounting 1:
71% pass rate; 59% average mark; 95% student satisfaction.
#Lecturer

Cost Accounting 1:
88% pass rate; 65% average mark; 95% student satisfaction.
#Lecturer

Auditing 2:
87% pass rate; 58% average mark; 95% student satisfaction.
#Lecturer
#AtRiskSubject (subject generally has a low global pass rate as students have limited prior exposure to the subject before taking it).

Teaching initiatives
I facilitated a quantitative research workshop as part of the Scholarship of Teaching and Learning (SoTL) at CPUT. In addition, I was co-developer of the national BANKSETA-funded Entrepreneurial Skills Development Programme. Apart from being lead developer on the learning content, I was also responsible for editing learning content applicable to the programme. I also ended up facilitating on this programme, nationally.

Achievement(s)
Departmental Teaching Excellence Award (CPUT);
Second best paper at the Southern African Accounting Association (SAAA) conference;
Became qualified Moderator (ID 52644) (Ritro Academy).

Ad Hoc
I assisted the Graduate Centre for Management (GCM) with the writing of proposals applicable to call for tenders by an array of Sector Education Training Authorities (SETAs). The GCM was successful with the bulk of proposals that were submitted.

Note: In 2017, the academic year was severely impacted by #FeesMustFall and protests.

Teaching statistics
Financial Accounting 1:
84% pass rate; 54% average mark; 95% student satisfaction.
#Lecturer

Cost Accounting 1:
73% pass rate; 57% average mark; 90% student satisfaction.
#Lecturer

Learning initiatives
Completed quantitative research workshop (CPUT);
Completed isiXhosa programme (CPUT);
Completed flipped classroom workshop (CPUT).

Achievement(s)
Graduated with DTech: Internal Auditing (CPUT);
Best paper at the International Conference on Business and Management Dynamics.

Note: In 2016, the academic year was severely impacted by #FeesMustFall and protests.

Teaching statistics
Financial Accounting 1:
80% pass rate; 68% average mark; 95% student satisfaction.
#Lecturer

Learning initiatives
Completed an e-portfolio course with merit through the Council of Higher Education (CHE);
Enrolled for DTech: Internal Auditing (CPUT).

Achievement(s)
Runner-up for the Departmental Distinguished Teacher Award (CPUT).

Note: My workload was limited in 2015 as I was granted a 6 month sabbatical to wrap up my DTech: Internal Auditing.

Teaching statistics
Research Methodology (NQF-level 7):
97% pass rate; 68% average mark; 100% student satisfaction.
#Lecturer
#SubjectCoordinator

Teaching initiatives
I developed www.bruwerresearchsolutions.com for learners to access learning content applicable to the subject of Research Methodology. This initiative was necessary due to urgent maintenance required on the Learner Management System which resulted in frequent downtime for the greater part of the academic year. Moreover, I developed seven (7) music videos applicable to Financial Accounting 1 to allow students to better understand the basics of Accounting, as discipline.

Learning initiatives
Completed postgraduate research workshop (CPUT);
Completed National Research Foundation (NRF) workshop (NRF);
Completed postgraduate supervision workshop (CPUT);
Completed plagiarism workshop (CPUT);
Completed academic writing workshop (CPUT);
Completed Prezi workshop (CPUT);
Completed academic visibility workshop (CPUT);
Completed strategic career development workshop (CPUT);
Enrolled for DTech: Internal Auditing (CPUT).

Achievement(s)
3rd  Place Group Prize at the annual BTech Conference (CPUT).

Teaching statistics
Financial Accounting 1:
84% pass rate; 66% average mark; 95% student satisfaction.
#Lecturer

Auditing 2:
72% pass rate; 54% average mark; 95% student satisfaction.
#Lecturer
#AtRiskSubject (subject generally has a low global pass rate as students have limited prior exposure to the subject before taking it).

Research Methodology (NQF-level 7):
87% pass rate; 57% average mark; 90% student satisfaction.
#Lecturer
#SubjectCoordinator

Teaching initiatives
For Research Methodology I developed the "Study Leader System" (that was later adopted by various departments). This system entailed students working in groups of between six and ten to assist lecturers make progress with their respective postgraduate studies. The approach followed required students to complete practical assignments in the form of literature reviews, logic models, research proposals, development of questionnaires, data collection, data analysis, as well as the development of research outputs. The system led to the generation of many research outputs which were, evidently, published. Due to the success of the system, other Departments at CPUT adopted it, with my approval.

Learning initiatives
Completed Teaching and Development Programme (CPUT);
Completed Statistics workshop (CPUT);
Enrolled for DTech: Internal Auditing (CPUT).

Achievement(s)
Became a qualified Assessor (ID 342917) (Learnability).

Between 2021 and 2022, I was solely responsible for developing the curriculum of this research subject as part of the Postgraduate Diploma in Internal Auditing. This was needed due to re-circulation on account of the outphasing of all old BTech qualifications (in Taxation, Internal Auditing, Financial Information Systems and Cost and Management Accounting). Although I did not develop the subject descriptor for the subject, I was tasked with the development of the subject guide, the subject content  (see list of links below) and was also responsible for structuring the subject's offering on the Learner Management System.

I have also been asked to share insights with fellow research subjects (through workshops / webinars) as offered by Business Information Administration, Public Management and Governance, and Human Resources Management on aspects used in the subject such as content, submissions, and assessments.

In 2025, I was asked to take over as subject coordinator for this subject. The subject content had to be overhauled and updated to be in line with the current status in relation to Research. Following the foundation set, in 2026, updates were made to the subject to keep the content in line with best practices (e.g. linking content to LinkedIn Learning videos).

In 2021, I was solely responsible for developing the curriculum of this research subject as part of the Postgraduate Diploma in Management Accounting. This was needed due to re-circulation on account of the outphasing of all old BTech qualifications (in Taxation, Internal Auditing, Financial Information Systems and Cost and Management Accounting). Although I did not develop the subject descriptor for the subject, I was tasked with the development of the subject guide and subject content only (see list of links below). During 2022, another colleague took over the final phases of subject development.

In 2025, I was asked to take over as subject coordinator for this subject. The subject content had to be overhauled and updated to be in line with the current status in relation to Research. Following the foundation set, in 2026, updates were made to the subject to keep the content in line with best practices (e.g. linking content to LinkedIn Learning videos).

Between 2017 and 2019, I was solely responsible for developing the curriculum of this Work Integrated Learning (WIL) subject as part of the Diploma in Accountancy. This was needed due to re-circulation on account of the outphasing of all old National Diplomas (in Accounting, Internal Auditing, Financial Information Systems and Cost and Management Accounting). I developed the subject descriptor for the subject, the subject guide, the subject content, and I was also responsible for structuring the subject's offering on the Learner Management System.

The subject is built upon the Project Learning modality, and it has been hailed as one of the best practices WIL subjects at CPUT during Faculty WIL meetings between 2021 and 2023. I have also been asked to share insights with fellow WIL subjects at Faculty WIL meetings on aspects used in the subject such as rubrics, submissions, and assessments.

In 2026, I was allocated the role of subject coordinator for this subject, and considering that no updates were made to the subject content since 2023, I took it upon myself to fully revamp the subject. Initiatives were put in place to keep the subject in line with best practices (e.g. linking content to LinkedIn Learning videos and updating assessments to assess requirements as highlighted by advisory board).

In 2023, I was solely responsible for developing the subject content for this subject. This was needed on account of a lack of subject content existing on the Learner Management System. I was thus tasked with the development of the subject content only which took on the form of an unpublished book (see list of links below).

In 2023, I was solely responsible for developing the subject content for this subject. This was needed on account of a lack of subject content existing on the Learner Management System. I was thus tasked with the development of the subject content only which took on the form of an unpublished book (see list of links below).

"Dr Bruwer is a very insightful lecturer, I felt I could reach out to him with my queries and his responses were swift and very helpful. As the leader of my group he provided me with unbias advice when responding to my emails which gave me an (general) alternative perspective in order for me to make my own decision as felt fit. He also guided us in the right direction as to queries that related to the content of the subject itself and he has been a very helpful tool which lecturers are meant to be. I have no complaints and would advise that he proceeds as his doing a great job. His lecturer or guidance recordings left the impression of a friendly and very approachable lecturer. I have not required too much help from him because assignment instructions were concise and clear"

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"Thank you for allowing us to learn and at the same time for treating us with respect"

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"Keep up the good quality of producing excellent internal auditors for the future"

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 "Interactive lectures. Again JP goes above and beyond in ensuring students understand the subject"

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"How our lecturer engages with us when making examples (jokes). He makes real life examples which is very helpful"

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"The lecturer is doing wonderful work"

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"The lecturer's enthusiasm was infectious, thank you for a great lecturing i really learned a lot"

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"He is the best lecturer at CPUT, how I wish he can lecture all my subjects"

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"A+ lecturer"

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"He is by far one of best lecturers at CPUT"

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"The lecturer excels in his position. He is a very competent lecturer. The fact that he is passionate about the modules that he teaches is very beneficial for us students because we understand and comprehend better"

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"Dr Juan- Pierre Bruwer is regtig 'n aanwins vir ons as studente, en dra inhoud op 'n kreatiewe manier oor.Ek verstaan ook die inhoud baie beter omdat hy op die eenvoudigste manier moontlik die teorie verduidelik"

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"Dr JP Bruwer is n baie goeie dosent . Ek sien uit om elke dag sy klasse by te woon omdat dit so interesant is en ons leer elke dag iets nuuts aan. Dis n plesier om Dr Bruwer by ons te hê"

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"Dr Bruwer is een van die besonderste onderwysers ooit. As 'n student voel ek baie gemaklik in Dr Bruwer se onderrigsessies, sy manier van onderrig is perfek."
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"Die styl wat Dr. JP Bruwer gebruik om klas te gee is vir my fantasties! Ek verstaan wat hy se en hoe hy die inhoud aanbied. Sy entoesiasme is aansteeklik en mens voel skoon energized as mens uit sy klas uit stap ... Sy manier hoe hy sy studente hanteer is my regtig great en as mens n vraag het is hy approachable"
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"Dr. gee baie lekker klas ek geniet dit om in sy klas te wees. Hy bied baie lekker Inleiding tot Rekeningkunde en ek verstaan die werk baie goed."
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“A very educated and informative lecturer, easy to talk, and funny. Its easy to approach Dr. Bruwer, His module is not something I am worried about because I know I have every material and Information I need for me to pass this module and a course as a whole, so wish all lecturers were like DR BRUWER”

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"Dr. JP is the best lecturer, we all know that research is not easy but makes it seem easy and simplifies it for everyone to understand”

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“I'm satisfied with his teaching. He is always so full of energy and excited about the content of work”

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“Dr JP Bruwer is a very enthusiastic, kind and charismatic lecturer. He is approachable and lets me feel like I can ask him questions without being afraid of feeling dumb for not understanding”

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“Nothing much to say, in my defense he is a true example of the perfect lecturer, very professional but also comes on the students level”

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“Dr JP Bruwer is very enthusiastic about the subject that he is teaching. He makes it exciting to want to come to class and participate with exercises in class. His way of teaching is very understandable and easy to make notes on”

To whom it may concern

It gives me great pleasure to provide a character reference for Dr JP Bruwer.

I have worked alongside Dr. Bruwer in the capacity as colleague, manager, and researcher in excess of 7 years. During this time, I had the privilege to observe his work ethics, interpersonal relationships, communication skills, leadership abilities and his technical expertise. I will briefly elaborate on each of the before mentioned:

 Work Ethic:
• Interpersonal relationships
• Communication skills
• Leadership traits
• Technical expertise

Dr. Bruwer’s commitment to contribute to the common body of knowledge; his commitment to students by empowering them through knowledge to take up research and industry positions is commendable.

Yolandé Smit
Assistant Professor - Business Division
Higher Colleges of Technology (UAE)

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To whom it may concern,

Dr JP Bruwer has been associated with the Special Projects Unit since 2015. We have found Dr Bruwer’s conduct and professionalism above reproach. He has worked with us on the following projects:

Bank Seta Entrepreneurial Skills Development and delivered on the following:

• Editing of the work book and coordinating the writing of the learning materials
• Development of online learning materials and podcasts
• Offering coaching and mentoring to students who had challenges with the financials
• Conducted online student satisfaction surveys and analysis reports.

FASSET Pivotal Academic Support Intervention:

• Conducting lectures to FASSET registered students
• Assisting with project coordination
• Preparation of an extensive research/project analysis report

Other deliverables:

• Research papers published in accredited journals
• Assisted with writing proposals
• Attendance at conferences and presenting papers

Our relationship with Dr Bruwer has been most beneficial to the SPU and one that we wish to continue with in future.

Yours faithfully

Judith Smith
Head of the CPUT Special Projects Unit (CPUT)

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To whom it may concern

This is to testify that Juan-Pierré Bruwer is a permanent staff member at the Cape Peninsula University of Technology from 1 January 2013. I have had the privilege to work with him for the past three years.

He is a very punctual and hardworking staff member and always ensures that a task given to him is executed to the required standard. He has great respect for authority and is able to work well in a team and independently. Juan-Pierré is respected by his students and fellow colleagues.

A successful team is a group of many hands but of one mind. I am very glad to work with a friend like him. He makes this a great place to work. Some people just know how to bring out the best in others. He is that type of friend. Thank you for everything you do.

Yours sincerely,

Loretta Adonis
CPUT Secretary: Faculty of Business and Management Sciences (Wellington)

Dr Bruwer gebruik materiaal met visuele praktyk gerigte voorbeelde waarmee leeders kan assosieer. Hy skep 'n positiewe leer atmorfeer vir leerdersw met 'n lewendige en opgewekte aanbieding waarmee hy dit regkry om die leerders se aandag te behou. 

Mrs Marietjie Barnard
Accounting Teacher
Huguenot High School

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Dr Bruwer presents lessons very well and in a structured manner. He engages with learners in class and includes every learner in his lessons. He is well prepared and frequently asks learners whether they have any questions.

Mrs Janine Davis
Economic and Management Sciences Teacher
Huguenot High School

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Dr Bruwer is a very interesting and motivated person. Learners are excited to work with him as he has the ability to make lessons interesting and understandable for both learners who are strong and learners who are not that strong.

He clearly demonstrates and explains appropriate content and uses multiple presentations and explanations that capture key subject matter ideas and skills. Also, he makes use of real life experiences and applications to make it easier for learners to understand what he is teaching.

In addition, Dr Bruwer has interesting strategies to provide learners with effective, descriptive feedback to guide their progress. The thoughtfully anticipates the needs of each learner to adapt assessments with a variety of assessment approaches. He also engages learners in decisions regarding their own progress with attention to their ethical use of assessments and assessment data.

Dr Bruwer actively works to ensure that each learner feels valued.

Mrs Eleanor Cupido
Accounting Teacher
Bergrivier High School