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Jonathan Jansen appointed at Stellenbosch University Jansen appointed at Stellenbosch UniversityCorporate Communications / Korporatiewe Kommunikasie<p>​​The public intellectual and former vice-chancellor of the University of the Free State, Prof Jonathan Jansen, has accepted a position at Stellenbosch University (SU).</p><p>Jansen (61), an A-rated scientist with the National Research Foundation, will take up the position of distinguished professor in the Faculty of Education, where he will be teaching and conducting research on school governance, management, leadership and policy. He will also serve as a mentor to postgraduate students. </p><p>Announcing the appointment, Prof Wim de Villiers, SU Rector and Vice-Chancellor, said the institution would greatly benefit from Jansen's expertise as foremost author, thought leader and education specialist. “Prof Jansen is arguably one of the leading pedagogues of our time, but also the proverbial voice in the wilderness, addressing not only the state of the nation, but – equally important – the state of education in our beloved country." </p><p>Prof Nico Koopman, Vice-Rector: Social Impact, Transformation and Personnel, added: “Prof Jansen is a scholar at heart. We are confident that his research expertise will have a meaningful social impact on all levels of the education system in South Africa."  </p><p>Equally pleased at the prospect of welcoming Prof Jansen to SU's Faculty of Education, Prof Yusef Waghid, acting dean of the Faculty, said: “Prof Jansen's appointment offers tremendous opportunities for colleagues to engage with him in deliberative, responsible and courageous conversations – dialogues relating to what a university is and ought to do. I am optimistic that Prof Jansen's intellectual voice and passion for education will have a positive impact on the scholarly work with which the Faculty is associated. This is another opportunity to enhance our quest for our quest for a meaningful and just schooling system" </p><p>Commented Jansen: “I am very excited about this opportunity to work at one of the best universities on the continent and with some of the leading educational researchers in the field. I do hope to make a small contribution with my colleagues to making research count in the transformation of schools and in preparing the next generation of scholars."</p><p>Jansen, a recipient of three honorary doctorates and a fellow of the Center for Advanced Study in the Behavioral Sciences at Stanford University in 2016/17, will take up the position at SU as from 1 November.​<br><br></p><p><strong>MORE ABOUT PROF JONATHAN JANSEN</strong></p><p style="text-align:justify;">Jonathan Jansen is a senior professor formerly associated with the University of the Free State, South Africa. Apart from having served as a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University in 2016/17, he is also the president of both the South African Institute of Race Relations and the South African Academy of Science.  </p><p style="text-align:justify;">He started his career as a biology teacher in the Cape after he had completed his science degree at the University of the Western Cape. He went on to obtain an MS degree from Cornell University and a PhD from Stanford. Jansen also holds honorary doctorates from the University of Edinburgh, the University of Vermont and Cleveland State University. </p><p style="text-align:justify;">In 2013, he was awarded the Lifetime Achiever Award for Africa at the Education Africa Global Awards in New York, as well as the University of California's Spendlove Award for his contribution to tolerance, democracy and human rights. The next year, he won the Nayef Al Rodhan Prize from the British Academy for the Social Sciences and Humanities<em> </em>for his book <em>Knowledge in the Blood</em> (published by Stanford University Press).  </p><p style="text-align:justify;">More recent publications by Jansen include <em>Leading for Change</em> (Routledge, 2016), <em>As by fire: the end of the South African university</em> (Tafelberg, 2017), <em>Interracial intimacies on campuses</em> (Bookstorm, 2017) and <em>Song for Sarah</em> (Bookstorm, 2017). Products of his pen to appear in 2018 include <em>Inequality in South African schools</em> (with Nic Spaull, published by Springer), <em>Politics of Curriculum</em> (as editor) and <em>Now that I know</em>, a book on South African families who were separated by the racial laws of the 1950s.<br></p><p><br></p>
Education student receives two Rector’s Awards student receives two Rector’s AwardsPia Nänny<p>​When MK Nompumza, a fourth-year Education student, registered at Stellenbosch University in 2014 he did so with the resolution that he will take full ownership of his journey at this institution.<br></p><p>Growing up in the Eastern Cape, he came to Stellenbosch with the predictions of naysayers in his ears: That as a black male he wouldn't be able to flourish. That he would have no influence or the ability to make an impact. That there is no way that he could possibly stand out.</p><p>These assumptions were all proven wrong. On Thursday, 5 October, MK received not one, but two Rector's Awards for excellent achievement: one for excellent leadership and one for excellent service delivery. <a href="/english/Lists/news/DispForm.aspx?ID=5176" target="_blank"><strong>Read article about event here</strong>.</a><br></p><p>“I'm feeling very honoured because I think these awards say that we recognise your efforts, your leadership in this space and your contribution."</p><p>His proud father Vusumzi Nompumza travelled from King William's Town to Stellenbosch to share the moment with his son.</p><p>MK admires his father who had to leave school at primary school level to look after livestock on a farm.</p><p>“He used newspapers and anything else he could lay his hands on to teach himself English. Now he is successful in business, successful in farming and he is a leader in his community. He has showed me that regardless of your circumstance, education is within your reach and that some initiative from your side is needed too."</p><p>During the past four years, MK has made use of every possible opportunity that came his way and created some of his own. </p><p>He was elected as the chairperson of the Education Student Committee in 2015/2016 and was instrumental in the design and implementation of a Leadership in Education short course. For the past two years, he has acted as the coordinator of this course presented by the Faculty of Education in collaboration with the Frederik van Zyl Slabbert Institute for Student Leadership Development.</p><p>“I have to give credit for the space that allowed me to take this initiative," MK adds.</p><p>He travelled abroad for the first time to attend an international summer school at Humboldt University in Berlin and was also involved with a partnership research project on planning and policy for bi- and multilingual schools.</p><p>His dream is to become a true facilitator of learning in which ever school he teaches one day.</p><ul><li>MK is graduating at the end of the year and has applied for an honours degree in Education, Development and Democracy. <br></li><li>Photo: MK and his father, Vusumzi Nompumza​​<br></li></ul>
Students challenged by Leadership in Education short course challenged by Leadership in Education short coursePia Nänny<p>​Informative, inspiring, relevant, challenging, empowering and thought-provoking. </p><p>These were some of the check-out words used by course participants during the final session of the Leadership in Education short course hosted by the Faculty of Education in collaboration with the Frederik Van Zyl Slabbert (FVZS) Institute for Student Leadership Development at Stellenbosch University (SU).</p><p>More than one participant mentioned that they learned a lot and suggested that some of the course topics be included in the Faculty's mainstream offering.</p><p>The content stimulated thought and challenged them to think differently about education and their role as educators, they added.</p><p>The Leadership in Education short course is one of three faculty-specific short courses facilitated by the FVZS Institute.</p><p>The aim of this co-curricular course is to help participants gain insight into the leading and transformative role that prospective and in-service educators can play in improving various aspects of South African education. </p><p>Themes included: Teachers as agents of social change; South African education through a constitutional lens; Social impact and the economics of education; Language in education and Decolonising the South African curriculum.</p><p>Participants handed in a course portfolio that displayed the integration of the course-related themes into their practical lesson preparation, presentation and observation in their school-specific context and the South African schooling system at large.</p><p>Course coordinator MK Nompumza, who was instrumental in the design and implementation of this short course in 2016, was very happy with the outcome of the course.</p><p>“I believe the participants really gained significantly from participating in this course. If I had to summarise the aim of this course in one sentence, it would be to make prospective students aware that they exist within in a broader context."</p><p>During the sessions participants discussed, among other things, the role that educators can play in bringing about social change and the widely accepted notion of education playing a vital role in lifting people out of poverty, empowering women and the youth, and promoting human rights and democracy.</p><p>They also explored South Africa's quintile system and the notions of private vs public schooling in the South African context. <br></p>
‘We need to get foundation right’ – panellists at Education Research conference‘We need to get foundation right’ – panellists at Education Research conferencePia Nänny & Nic Spaull<p>​​​​​​​A panel discussion on “The practice of improvement: Getting from here to there" was one of the highlights of the annual Quantitative Applications in Education Research conference hosted by ReSEP, a research group on Social Economic Policy situated within the Department of Economics at Stellenbosch University (SU), on 28 and 29 September.<br></p><p>The panellists – Prof Jonathan Jansen, Prof Brahm Fleisch, Prof Peliwe Lolwana and Dr Itumeleng Molale – discussed the South African education system in terms of what went right, what went wrong and what could be improved.</p><p>Although there were some positive improvements since 1994 – more schools were built and every child in South Africa now has access to education – the speakers could each identify an area where further improvement is possible.</p><p>Prof Fleisch, an associate professor from the Division of Educational Leadership and Policy Studies at the School of Education at Wits, feels that a greater focus could have been placed on instructional practice while Prof Lolwana, former CEO of Umalusi, cautioned that the system has allowed the gap between the haves and the have-nots to grow. </p><p>“Poor children, even though they have access to schools, still don't know how to use education effectively to access opportunities," she added.</p><p>Dr Molale, former head of the Department of Education and Sport Development in the North West Province, believes that dismantling teacher education (teacher colleges) without a proper alternative was a big mistake, and Prof Jansen, previous Rector of the University of the Free State, thinks that enormous damage was caused by the implementation of outcomes-based education.</p><p>Prof Fleisch echoed this sentiment: “We made a big blunder with our curriculum reform. We should have focused explicitly on the early grades and gotten that right first."</p><p>The Chair of the session, Dr Nic Spaull, referred to Prof Servaas van der Berg's presentation earlier during the conference titled “How we've progressed" where he emphasised the improvements in TIMSS (Trends in International Mathematics and Science Study) between 2003 and 2015, and also the large increase in black matriculants receiving high-level passes in mathematics and science.</p><p>Dr Spaull then asked the panellists to give possible reasons for the improvement in learning outcomes between 2002 and 2015. Some of the reasons given by the speakers were the stabilisation of the education system after 1994 and an improvement in teacher knowledge.</p><p>However, Prof Jansen was not impressed with the figures presented to him.</p><p>“We shouldn't get ahead of ourselves. In SA, we're always catching up. That is why Brahm is right. Our big mistake was to focus on the wrong end of the system. If you don't get the foundation right, you will continue to play catch up."</p><p>Prof Fleisch said that they were all in the business of improving SA's education system. </p><p>“How do we get where we want to go," he asked. "We've done a lot of things based on wishful thinking rather than evidence. Let's stop that. Let's stop wasting money on things that don't work. Let's start looking at things that do work and concentrate our resources there because that's the only way we are going to move forward. Wishing – because it seems so important – is not enough."</p><p>For Prof Jansen, this means building the foundations of the school system with two interventions: the national programme in literacy and national programme in numeracy.</p><p>The conference drew 110 participants from a range of backgrounds including education researchers, policy-makers and PhD students.</p><p>During a video address, Minister of Basic Education Mrs Angie Motshekga expressed her support for the ongoing research conducted within the ReSEP group: “I want to acknowledge the invaluable role played by the Research on Socio-Economic Policy team in producing such rigorous research and the important links they maintain with the Department of Basic Education (DBE). We hope that this partnership continues in years to come, and is also extended to previously disadvantaged universities in order to increase the production of high quality, policy relevant research within the sector."</p><p>The two international keynote speakers were David Evans from the World Bank who spoke on “Getting the most out of our teachers: Lessons from recent quantitative research" and Yuri Belfali from the Organisation for Economic Co-operation and Development (OECD) who spoke on “International assessment for excellence and equity: Experiences from PISA for Development". Both were well received by the audience eliciting a number of questions about the role of international assessments in education policy making and the politics of teacher reform in developing countries.</p><p>Finally, on the last day there were two parallel sessions where PhD students presented their PhD proposals and ongoing research, getting feedback from the participants.<br></p>
Conference participants value feedback and engagement participants value feedback and engagementPia Nänny<p>Conferences such as the annual Education Students' Regional Research Conference (ESRRC) have great value and researchers, students and supervisors should be encouraged to attend.<br></p><div><p>This is the opinion of Dr Audrey Wyngaard, who attended the conference hosted by Stellenbosch University in S​eptember in her capacity as Deputy Director / Research Analyst​ from the Research Directorate of the Western Cape Education Department (WCED).</p><p>The ESRRC provides a collegial space to postgraduate students from Stellenbosch University (SU), the University of Cape Town (UCT), the University of the Western Cape (UWC) and the Cape Peninsula University of Technology (CPUT), with research interests in education, to share their research and work in progress.</p><p>“I grant researchers permission to conduct research in the schools of the WCED. I read their research proposals and evaluate their research requests. Attending the conference allows me to meet the researchers and the supervisors, to have discussions with them and to find out about the progress of their research studies," said Dr Wyngaard.</p><p>Lynne Herrmann, a part-time Masters student at CPUT and the person responsible for teacher professional development in one of the teacher unions, appreciated the opportunity to present her research and to receive critical feedback.</p><p>She also valued the engagement with fellow students and academics.</p><p>“Something that really stood out for me was the 'equality' between students and lecturers. The attitude of the lecturers was very positive and uplifting," she added.</p><p>Nicola van der Westhuizen, a PhD student from SU, said attending the ESRRC was a wonderful experience.</p><p>“I had the opportunity to receive valuable feedback regarding my research." <br></p><p style="text-align:justify;">Phumla Kese from the Department of Curriculum Studies at SU benefitted from the network opportunities with colleagues in her domain from other institutions.</p><p style="text-align:justify;">“I also enjoyed the pre-conference workshops. Furthermore, I found the presentation content of the speakers very interesting."<br></p><p>Postgraduate students benefitted from two workshops – one on Abstract Writing and one on Presentation Skills – organised in July and August to assist them in their preparation for the conference as well as their greater postgraduate journey. </p><p>Prof Maureen Robinson, Professor in the Department of Curriculum Studies at SU and a member of the organising committee, felt that the conference had definitely achieved its goal, namely to support and build a new generation of education scholars. She added that it was important that all universities actively promote the conference amongst their postgraduate Education students. </p><p>“The ESRRC provides a platform on which to safely test new ideas among fellow research students, and to practise defending concepts, methodologies and findings," said Prof Robinson.</p><p>The theme of the conference – “Education in an Era of Decolonization and Transformation: The Voice of Student Researchers" – linked directly to that of the 2017 theme of the South African Education Research Association (SAERA) conference, to be held in Port Elizabeth in from 23-26 October. This is to signal that the student conference is part of the national research picture. </p><p>Next year's conference will be organised by UWC, and preparations are already underway. ​<br></p></div>
SUNCEP offered supplementary tuition programmes during the October school holidays offered supplementary tuition programmes during the October school holidaysPauline W. Hanekom<div style="text-align:justify;">​​​​​​“As SUNCEP (the Centre for Pedagogy in the Faculty of Education at Stellenbosch University), we were honoured to conduct the third contact session (holiday school) of our national University Preparation programme (UPP)”, says Dr Trevor van Louw, Director of SUNCEP. A total of 560 learners attended these sessions at nine provincial centres. The primary aim of the programme is to equip a select group of Grade 11 and 12 learners with the necessary skills, both foundational and academic, to not only access higher education but to also succeed at furthering their education. The programme focuses on Mathematics and Physical Science but learners are also offered psycho-social support to prepare them for the challenges that come with Mathematics and Science-based University Programmes and careers.<br></div><div> <br> <strong>It is envisaged that learners will benefit in the following ways through their participation;</strong> <div><ul><li>opportunities to engage in challenging academic work, aimed at problem solving<br></li><li>psycho-social development;<br></li><li>university preparation, mentorship and guidance; <br></li><li>formulating their STEMI career directions;<br></li><li>processing of applications to tertiary institutions under the guidance of informed advisors;<br></li><li>assisting learners in gaining access to funding.<br></li></ul><div style="text-align:center;"> <img src="/english/faculty/education/suncep/PublishingImages/NewsImages/TDPNews.jpeg" alt="" style="margin:5px;width:300px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/WhatsApp%20Image%202017-07-24%20at%2009.07.38.jpeg" alt="WhatsApp Image 2017-07-24 at 09.07.38.jpeg" style="margin:5px;width:305px;height:172px;" /><br><em style="text-align:-webkit-center;">Learners attending the national UPP programme attended both face-2-face and streamed sessions. Photo's: Learner WhatsApps</em><br></div></div><div><br> <div style="text-align:justify;">Our October camps took place from 1-9 October at the nine provincial centres based in Genadendal, East London, Newcastle, Kroonstad, Kimberley, Johannesburg, Polokwane, Machadodorp and Potchefstroom and is managed by a team of over 80 dedicated staff members.​​<br></div> <br>SUNCEP also hosted nearly 500 learners in Springbok, Worcester, Atlantis, Stellenbosch and Franschhoek in other supplementary tuition programmes. These sessions were offered from 2 to 5 October to mostly Grade 10-12 learners.</div><div><div style="text-align:justify;"> <br>The tutors were recruited from lead teachers or subject advisors from respective Provincial Education Departments. The focus of these interventions was to give learners the opportunity to improve their results in Mathematics, Life Sciences and Physical Sciences with the aim of qualifying for higher education after completing school. SUNCEP also strives to enthuse more learners to choose science-related careers.</div><div> <br> </div><div style="text-align:justify;">In Worcester, 49 Grade 11 and 12 learners attended sessions at Breërivier High School. This initiative has been funded by the PA and Alise Malan Gedenktrust since 2013.  According to Dr van Louw, the first group of learners who benefited from this intervention was then in Grade 7.  “Support was given to them every year during school holidays. Now they are in Grade 12. We hope that we will see a large number of these learners registering for Science based degrees, preferably at Stellenbosch University in 2018".  </div></div><div style="text-align:justify;"><div> <br>Also in Worcester, at Botha's Halte farm school just outside town, Grade 5-7 learners from five other farm schools attended sessions to enhance their reading and numeracy skills (LitNumHub). All the participating schools were issued with laptops and internet connectivity and tuition sessions were live streamed to all the schools concurrently. This initiative is being funded by the Bosjes Trust.<br></div><div> <br> </div><div><center> <img src="/english/faculty/education/suncep/PublishingImages/NewsImages/LitNumHub%20June2017%20(17).jpg" alt="" style="margin:5px;width:300px;height:231px;" /> <br><em>Ms Emily Solomon tutoring LitNumHub learners in Worcester. Photographer: Anneke Müller.</em></center>​​ </div><div>In Stellenbosch, at Lückhoff High School, the holiday sessions was hosted in collaboration with the Social Impact Division of the University with the specific aim to assist more learners from in and around this university town to qualify for access to higher education. Apart from doing Mathematics and Physical Sciences, the learners was introduced to skills to enhance their research skills; something that is included in the Curriculum statement for learners from Grade 4 to Grade 12. <br></div></div><div style="text-align:justify;"> <br>SUNCEP is considering the establishment of a research hub for learners where they will be mentored by post-graduate students from Stellenbosch University on a regular basis. The research hub will mainly focus on supporting learners from under-resourced schools in disadvantaged communities and it is a response to the realisation that many more learners should have the opportunity to participate in science competitions.</div><div><div style="text-align:justify;"> <br>The Franschhoek learners met at Groendal Secondary School.</div><div style="text-align:justify;">The Atlantis learners, whose supplementary tuition programme is funded by the Atlantis Industrial Initiative, attended their week-long session at Atlantis Secondary School while Transhex Operations (Pty) Ltd and West Coast Resources jointly sponsored the session for the learners in Springbok.<br></div><div style="text-align:justify;"> <br> </div><div style="text-align:justify;">The only SUNCEP group that did not attend class during the school holiday, were the SciMathUS students. SciMathUS is a yearlong university preparation programme that affords students from educationally disadvantaged circumstances, who did not qualify for higher education, a second opportunity to rewrite specific subjects to then gain access to higher education.  Applications to SciMathUS for 2018 will be opened in November 2017.<br></div><div style="text-align:justify;"> <br> </div>Please visit SUNCEP's web site for more information: or phone the office at 0218083032/3483.<br> <p> <br> </p></div></div>
Summit offers coaches opportunity to learn and network offers coaches opportunity to learn and networkPia Nänny<p>​​Coaches' position as key role-players and powerful influencers in the lives and careers of athletes were emphasised by several speakers during a Sport Coaching Summit hosted at Stellenbosch University's (SU) Department of Sport Science on 22-23 September.<br></p><p>Approximately 170 coaches – from primary s​chool to provincial level – attended the two-day conference organised by the department's Dr Wilbur Kraak and his third-year coaching specialisation students.</p><p>Speakers included Prof Wayne Derman, Director and Chairman of the Institute of Sport and Exercise Medicine at SU, Mr Peter de Villiers, former Springbok coach, Mr Sean Surmon, Head of the High Performance (HP) Unit at SU, Dr Suzanne Ferreira, lecturer at the Department of Sport Science and world-renowned Paralympic coach, and Kyle Brown, Blitzbok player and former captain.</p><p>Speakers covered topics such as: recovery in sport, mind coaching, creating a performance environment, talent identification and development, and strength and conditioning trends.</p><p>Dr Heinrich Grobbelaar, chairperson of the Department of Sport Science, welcomed the attendees with the famous Nelson Mandela quote: <em>Sport has the power to change the world. It has the power to inspire. It has the power to unite people in a way little else does. It speaks to the youth in a language they understand. Sport can create hope where once there was only despair.</em></p><p>“I believe that coaches are the most important role-players to turn this ideology into reality," he said. He also told the audience that the department aims to be their knowledge partner.</p><p>“New knowledge is created through our research; this knowledge is taught in our classrooms and impacts on society once our students and staff members engage with the sporting community.</p><p>“This summit creates a platform where you can share knowledge and practical experience gained over many years and where the questions you deal with on a daily basis could perhaps guide our future research agenda."</p><p>Grobbelaar encouraged the coaches not only to learn something new, but to foster friendships and establish new networks.</p><p>In an effort to illustrate how much experience there was in the lecture hall, PhD candidate and lecturer at the Department of Sport Science Ms Debbie Skinstad asked the audience to add up the number of years' experience in every row. The count came to 103, 110, 144 and even 154 years in a row.</p><p>Sharing this knowledge is crucial, several speakers said.</p><p>During a conversation about upskilling, coaches Ferreira, De Villiers and Zanele Mdodana, coach of the Maties Netball team, emphasised the importance of mentors and surrounding oneself with experts in their fields to assist you.</p><p>“I upskill myself by tapping into the knowledge of experts around me, having discussions with fellow coaches, reading, and using the athletes I coach as a big source of knowledge," said Ferreira.</p><p>Several Maties coaches and managers attended the event.</p><p>Surmon, who heads up the Maties HP Unit, described what this athlete-centered, coach-led and performance-driven programme is all about.</p><p>“Planning is the number one performance enhancer," he explained. This is especially true for environments where coaches have limited time with their athletes.</p><p>He also emphasised the importance of reflection and review, as well as communication.</p><p>According to the organiser, Dr Kraak, they received positive feedback from the attendees, as well as requests for more events and even workshops and short courses of a similar nature.</p><p>“There seems to be a gap in our country with regards to training systems for coaches," he added.</p><p>“It was great to see how coaches from different sport codes could network and learn from each other. The summit also provided practical tips that the coaches can now apply in their own environment."<br></p>
Conference highlights role of women and black people in sports history highlights role of women and black people in sports historySandra Mulder<p>The tragedy of South Africa was that white South Africans were somewhat complacent and because of that they made other people invisible. This is also rings true for the history of sport. In sport history, not only black people but also women were “invisible", said Prof Andre Odendaal, sports historian and keynote speaker at a two-day conference themed “Decolonising Sport Historical Themes" organised by the Department of Sport Science at Stellenbosch University (SU) and the SU Museum.</p><p>The conferences, that ended on Saturday, is to all accounts the first of its kind with delegates from universities and civil society convening in Stellenbosch, said Dr Francois Cleophas of the Department of Sport Science.</p><p>In his keynote address Odendaal gave a short wrap of his sport history research and writing stretching over 40 years. He recalled engaging in conversation in the 1960's with the then captain of the South African rugby team who told him that black people do not really know cricket or rugby as they have not played it for long. </p><p>In his research, Odendaal found two living archives with sport history data that told a different story of the involvement of black people in sport. </p><p>“The first time that it was recorded that Xhosa was spoken on a cricket field was in 1859 in Grahamstown in the Eastern Cape," said Odendaal. </p><p>But Odendaal said the invisible role of the women in history also got his attention. The exclusion of women may be ascribed to the Anglo-centric perceptions of history writers of the past. They presented certain people like women and blacks in limited ways or not at all. </p><p>“Women make up 50% of the population and they do not feature in the sport history. They were as invisible as blacks," said Odendaal. Women playing cricket is also recorded in that the women's cricket association in England was started in 1926, two years after women got voting rights in England. In South Africa the Peninsula Ladies Club started in 1932. In 1952 the national women's cricket teams were announced in Rhodesia and South Africa.</p><p>According to Odendaal a wonderful journey for him started after he took note of Thozama April (from the Centre for Humanities Research at UWC) who criticised history writers on the exclusion of women in history. He then started looking with different eyes at the history and include the women's role they played. “It is not a forced narrative or artificial imposition of women, but a seamless tapestry," he said.</p><p>Dr Heinrich Grobbelaar of the Department of Sport Science said the theme of conference contains the words “Decolonising" and “sport history", that also dovetails the current discourse between the departments and faculties in the university sector across Africa.</p><p>Grobbelaar quoted from an article by Prof Lesley Le Grange, Vice-Dean: Research in the Faculty of Education at SU on decolonising the curriculum of universities. “The student protests of 2015 precipitated a renewed interest in the decolonisation of the university in South Africa, and by association the decolonisation of the university curriculum. The decolonisation of the curriculum is an important conversation, and long overdue, given that the Western model of academic organisation on which the South African university is based, remains largely unchallenged." In Le Grange's article he added to the conversation by discussing why the need for decolonisation, the importance of rethinking how curriculum is conceived, and outlining some possible ways of decolonising the university curriculum.</p><p>“The conference is held at a time in our country's history where discourse on decolonisation is a guiding principle. However, the discourse does not always include sports studies. This conference addresses this gap and it is appropriate that it takes place in Stellenbosch with its controversial past," said Cleophas.</p><p>“The conference can thus be seen as an expansion of his work (Odendaal's work), where new insights, new methodology and new substantive stories are discussed," said Cleophas.</p><ul><li>Odendaal can be regarded as the father of black cricket history writing. His <em>The story of an African game</em> (2006) remains a focal point for all South African cricket history writers. The book was highly acclaimed with a foreword by former president Nelson Mandela. Besides this book, he has authored numerous publications about cricket and black South African history. Odendaal has a historical relationship with SU. He studied up to Masters level here in the 1970s, and was also editor <em>of Die Stellenbosse Student</em> and captain of the league-winning university cricket team in that time. But instead of following the establishment path, he chose instead to join the struggle and pursue his sports career under the banner of the SACOS, thereby associating himself with mass participation.</li></ul>
ESRRC a ‘safe space’ for new generation of education scholars a ‘safe space’ for new generation of education scholarsPia Nänny<p style="text-align:justify;">As the annual Education Students' Regional Research Conference (ESRRC) draws near, postgraduate students from the four universities in the Western Cape have already benefitted from two workshops organised to assist them in their preparation for the conference as well as their greater postgraduate journey.<br></p><p style="text-align:justify;">The ESRRC provides a collegial space to postgraduate students from Stellenbosch University (SU), the University of Cape Town (UCT), the University of the Western Cape (UWC) and the Cape Peninsula University of Technology (CPUT), with research interests in education, to share their research and work in progress.</p><p style="text-align:justify;">ESRRC 2017 will take place at Stellenbosch University on 2 September and 30 papers will be presented by students.</p><p style="text-align:justify;">Two workshops preceded the conference: one on Abstract Writing presented by Prof Peter Rule, associate professor in the Department of Curriculum Studies and the Centre for Higher and Adult Education in the Faculty of Education at SU, and one on Presentation Skills presented by Prof Maureen Robinson, Professor in the Department of Curriculum Studies at SU and former Dean of the Faculty. </p><p style="text-align:justify;">Both workshops were attended by about 35 postgraduate students.</p><p style="text-align:justify;">According to Prof Robinson, students indicated that the workshops gave them valuable information and useful skills, broke down some of their anxieties about presenting at a conference, and enabled them to immediately start planning their own submissions.</p><p>“The broader objective of the conference is to support and build a new generation of education scholars. The ESRRC provides a platform on which to safely test new ideas among fellow research students. The workshops are practical stepping stones to this end," Prof Robinson added.</p><p>The theme of the conference – “Education in an Era of Decolonization and Transformation: The Voice of Student Researchers" – links directly to that of the 2017 theme of the South African Education Research Association (SAERA) conference, to be held in Port Elizabeth in October. This is to signal that the student conference is part of the national research picture.</p><p>When students first present their research findings in a shared space, such as a conference, they may find it a daunting experience. The ESRRC gives students the opportunity to present their research and work-in-progress to an audience of their peers, in a safe and nurturing environment.</p><p>Mannini Kotele, Masters student in the Faculty of Education<span style="text-decoration:line-through;">,</span> and chair of the ESRRC committee for 2017, believes all students will benefit from attending this conference.</p><p>“I attended the conference last year as part of the audience, and if I knew then what I know now, I would have presented the little that I had on my thesis. </p><p>“It is a safe space for students, and the support from peers is very strong. It is a space where student researchers grow and network with their peers. It is also good preparation for other academic conferences, like the SAERA."</p><p><strong>Photo: Prof Maureen Robinson presents a workshop on Presentation Skills.</strong><br></p>
Teaching Mathematics for the future Mathematics for the futurePia Nänny<p>Researchers from across the world recently gathered in Cape Town to share knowledge about and discuss “sense-making" in mathematics teaching and learning, applied problem-solving (modelling), and the way in which mathematical models and modelling underpin much of the work across the science, technology and engineering disciplines.<br></p><p>More than 130 delegates from 20 countries attended the 18th International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA-18), organised by the Research Unit for Mathematics Education (RUMEUS) situated within the Faculty of Education at Stellenbosch University (SU). </p><p style="text-align:justify;">It was the first time this biennial conference was hosted on the African continent. The venue was the Training Centre at Sanlam Head Office in Bellville.</p><p>Prof Gloria Stillman, President of he International Community of Teachers of Mathematical Modelling and Applications, said at the opening of the conference that the community's strong research focus has recognised the importance of establishing a robust knowledge base from which to address challenges in the teaching, learning and assessing of mathematical modelling and applications.</p><p>Guest speaker Prof Eugene Cloete, SU Vice-rector: Research, Innovation and Postgraduate Studies, gave some excellent examples of the application of mathematical modelling in biological sciences.</p><p>To illustrate how mathematical modelling can be applied to solve real-world problems, he explained how it was used to cut down the fermentation time of yeast in the beer brewing process from 21 days to 15 days, giving the brewery an additional capacity of 25%. He also referred to the Activated Sludge Method, developed by a group of world experts, who met on a regular basis over a period of five years to come up with a mathematical model to describe what happens in this system which is used to treat municipal wastewater.</p><p>Francois Adriaan, Head of the Sanlam Foundation, explained why a large corporate such as Sanlam would be interested in mathematics. </p><p>“There is a high level of correlation between good numeracy and protection against unemployment, low wages and poor health. There is also evidence that mathematical literacy correlates with financial literacy," he said. He added that mathematics also correlates strongly with innovation and problem solving and that the world needs innovators and problem-solvers to address current challenges.</p><p style="text-align:justify;">The conference was concluded with a Modelling Teacher Day, organised by RUMEUS in conjunction with the Western Cape Department of Education (WCED), where the principles and ideas discussed during the week-long conference were shared with 138 teachers, subject advisors, academics, WCED representatives and education students from across the Western Cape. The facilitators included experts from Germany, Australia and South Africa.</p><p>“We can't carry on teaching as we taught in the past, because the future looks different. We need to prepare learners to deal with the real world. Mathematical modelling and problem solving are about helping learners make sense of real-world problems," said Dr Helena Wessels, senior lecturer in the Department of Curriculum Studies at SU and chair of the conference organising committee.</p><p>Brian Schreuder, Superintendent General of the WCED, echoed both Wessels' and Adriaan's sentiments in his address to teachers. “For me, mathematically modelling is about problem solving and critical thinking. It's about the process and the skills. The learners we teach will have to be able to function in the 21<sup>st</sup> century. Are we doing enough to prepare them for this world?"</p><p>He voiced concern that the South African curriculum is still geared towards 20<sup>th</sup> century learning outcomes. “We are overpopulating our curriculum with content and we are not creating the opportunity for learning to take place. We have to do more in our classes to develop the skills of the future."</p><p>He encouraged teachers to link the CAPS curriculum to what is happening in the real world.</p><p>“The principles of mathematical modelling can help us achieve our vision of a quality education for every learner, in every classroom, in every school in our province," he concluded.</p><p>Dr Peter Beets, Deputy Director: WCED Curriculum & Assessment Management, also attended the Modelling Teacher Day.​​<br></p>