UoTs were developed from the mergers of various Technikons (or polytechnic colleges) and universities (Du Pre, 2009).
Despite their fewer numbers, statistics suggest UoTs as most active in addressing equality in the sector (see Table 1).
Turning from racial equity to gender equity, UoTs also contributed significantly to increased participation of women in higher education (Turmaine, 2009.; Zeigler, 2001).
Overall, UoTs are skill-oriented and readily recognise the value of work experience.
Primary and secondary schools' teacher training is the responsibility of UoTs.
In South Africa, the former Technikons or UoTs are charged with this duty.
Now having discussed UoTs and MDGs separately, the discussion turns to how UoTs can better participate in MDGs.
As already indicated, MDGs present an interesting opportunity for UoTs (Du Pre, 2009; Turmaine, 2009).
In the context of MDGs, UoTs leverage networks among industry, technology transfer, and lower level education (Fig.
With increased UoTs' participation in the implementation of education-related MDGs, gender parity as well as women empowerment can be stimulated.