| Student Affairs hosts its first-ever Stellenbosch campus Open Day | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10888 | | Student Affairs hosts its first-ever Stellenbosch campus Open Day | Division Student Affairs | <p style="text-align:justify;">The Division Student Affairs (DSAf) hosted its first-ever Open Day at Stellenbosch campus, attracting hundreds of students eager to explore leadership development opportunities and various support services offered by the Division's two centres and nine units.<br></p><p style="text-align:justify;">The stalls, which were set up on the Rooiplein between 12:00 and 14:00 on 17 September, were buzzing with students seeking more information on how to enhance their university experience both personally and academically.<br></p><p style="text-align:justify;">This event follows the success of the last three open days held at the Tygerberg campus annually since 2022, and initiated by Ms Khairoonisa Foflonker, Manager of DSAf's Tygerberg office. The goal with establishing an Open Day focused on the Student Affairs environment, says Foflonker, was to ensure that students have easy access to vital information and to address the diverse needs of students pursuing different degrees.</p><p style="text-align:justify;">"Increasing visibility of our co-curricular offerings ensures that students are developed holistically in line with SU's Graduate Attributes," says Foflonker. "It also raises awareness about essential support services, such as food security, mental health support, and accessibility awareness."<br></p><p style="text-align:justify;">Staff, student assistants, and interns from the Centre for Student Life and Learning (CSLL) and the Centre for Student Counselling and Development (CSCD) were joined by Pokkel, Stellenbosch University's (SU) beloved mascot, who challenged some students to a dance-off. And Matie students did not disappoint! Several brave students stepped up to the challenge, giving Pokkel some serious competition.<br></p><p style="text-align:justify;">CSLL offers leadership and personal development opportunities to students through its five units – the Unit for Commuter Students, Unit for Student Governance, Unit for Residence Student Communities, Unit for Leadership, Diversity and Inclusion, and the Unit for Experiential Learning.. Meanwhile, CSCD provides essential support services through its four units: the Unit for Graduand Career Services, the Disability Unit, the Unit for Academic Counselling and Development, and the Unit for Psychotherapeutic and Support Services.<br></p><p style="text-align:justify;">Students who visited the stalls had the opportunity to speak directly with staff about leadership development programmes, workshops, and masterclasses, amongst others. They also engaged with student assistants and interns, hearing firsthand how DSAf's offerings have positively impacted and enhanced their academic success, leadership skills, mental health, and overall well-being, and cope at university with visible and invisible disabilities.<br></p><p style="text-align:justify;">"Our decision to also host an Open Day on the university's Stellenbosch campus was based on the success of the Tygerberg open days and to ensure that we raise awareness among students – especially first years – about DSAf and the wide range of services we offer here," said Ms Lynne Rippenaar-Moses, DSAf's Communications Coordinator.<br></p><p style="text-align:justify;">"We hope this event fosters stronger connections between students and the DSAf team, and enhances the experience of all students at the university."<br></p><p style="text-align:justify;">During the event, students were able to submit an entry for a competition run by the Division that tested their knowledge of each centre and unit. Ten students walked away with a R250 Neelsie voucher each at the end of the day.<br></p> |
| Tygerberg Students’ Representative Council members 2024/2025 inaugurated | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10881 | | Tygerberg Students’ Representative Council members 2024/2025 inaugurated | Division Student Affairs | <p></p><p style="text-align:justify;">The nine candidates elected to the Tygerberg Students' Representative Council (TSRC) in August were recently inaugurated as members of the TSRC 2024/2025 during a ceremony held at STIAS in Stellenbosch.</p><p style="text-align:justify;">The outgoing members of the TSRC, under the leadership of Mbano Sibande as Chair, and Agqama Faku as the Vice-Chair, were present at the event, and were honoured for their contributions to improve campus life, serve as the voice of the student population at Tygerberg campus, and for advocating for students' interests and needs within university management structures.</p><p>The keynote speaker at the event was Dr Ben van Wyk, a Clinical Facilitator at the Simulation and Clinical Skills Unit in the Faculty of Medicine and Health Sciences (FMHS) and a former TSRC member.He encouraged the incoming leaders to “dance, not necessarily in rhythm, as in the traditional sense, but to be willing to take a step into uncertainty".<br></p><p style="text-align:justify;">Liyema Jacobs, who previously served on the Tygerberg Student Parliament as Speaker, was elected as Chairperson of the TSRC 2024/2025, while Aphiwe Madondo, who held the portfolio for Student Services on the TSRC, was elected as the Vice Chairperson 2024/2025.</p><p style="text-align:justify;">Altogether 16 candidates vied for the nine available positions on the TSRC.</p><p style="text-align:justify;">“To ensure transparency and candidate visibility, the commission organised three presentation meetings on the 23rd, 25th, and 30th of July 2024, where candidates engaged with the Tygerberg campus student body. Campaigning officially began on the 22nd of July and continued until voting closed," explained Kevin Naude, the Tygerberg Election Convenor of the Tygerberg Electoral Commission.</p><p style="text-align:justify;">“The Electoral Commission also ran an election campaign from 29 to 31 July 2024 to generate enthusiasm amongst students and boost electoral participation and awareness."</p><p style="text-align:justify;">Voting was open to registered students from the FMHS and ran from 23 July to 1 August 2024.</p><p style="text-align:justify;">The rest of the TSRC members include Dylan Rudolph, Karabo Setsepu, Thandolwethu Noinyane, Hamidah Rabiu, Misiwe Makate, Sinothando Gaika and Sharon Adejimi. Ex officio members, who form an integral part of TSRC, were also inaugurated as TSRC members – Toluwani Toluwani Adeboyi (Tygerberg Prim Committee), Dineo Madikgetla (Tygerberg Postgraduate Students' Council), Breyton Brand (Tygerberg Societies Council) and Realeboga Mmethi (Tygerberg Academic Affairs Council).<br></p> |
| Casual Day 2024 theme “I See You” shines light on invisible disabilities | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10846 | | Casual Day 2024 theme “I See You” shines light on invisible disabilities | Disability Unit | <p style="text-align:justify;">With still too many instances where people with disabilities are not seen, heard, and included in day-to-day planning, this year's Casual Day 2024 theme, “I See You", aims to shine a light on individuals with visible, and particularly invisible disabilities.</p><p style="text-align:justify;">Casual Day is celebrated annually on the first Friday in September – this year on Friday, 6 September 2024.<br></p><p style="text-align:justify;">According to Luigia Nicholas, Coordinator: Marketing and Training at the Disability Unit, “being seen, being heard and being included involves, amongst others, having accessible transportation, inclusive education, and accessible physical spaces" in society and particularly at Stellenbosch University's (SU) campuses.<br></p><p style="text-align:justify;">“Although it is a time to dress up and be seen, the theme also invites us to ponder more deeply about its meaning," she says.<br></p><p style="text-align:justify;">“Many disabilities are not 'visible', such as debilitating mental health conditions, specific learning disabilities, some chronic medical conditions, and some visual and hearing disabilities."<br></p><p style="text-align:justify;">Because of this, individuals with invisible disabilities can easily be excluded. Another obstacle facing individuals with these disabilities is that people tend to not believe, or doubt and question that the person has a disability, as they cannot see it.<br></p><p style="text-align:justify;">“In the same breath, even when disabilities are visible, persons with disabilities may still not be seen, heard or included, whether wittingly or unwittingly."<br></p><p style="text-align:justify;">While legislation such as the United Nations Convention on the Rights of Persons with Disabilities has gone a long way to broaden participation, closer to home, the Constitution of the Republic of South Africa, 1996 seeks redress for legislated discrimination based on race, gender, and disability, amongst others.</p><p style="text-align:justify;">“Maintaining dignity and seeking social justice and transformation for people with disabilities in South Africa is of paramount importance," adds Nicholas.<br></p><p style="text-align:justify;">Casual Day serves as a reminder that “we must all work together to create an inclusive and equitable society in which people with disabilities can reach their full potential".<br></p><p style="text-align:justify;">“We have made remarkable progress with the integration of people with disabilities into society, whereas before societal exclusion was widespread, particularly prior to the introduction of human rights legislation globally and locally."<br></p><p style="text-align:justify;">On Tuesday, 03 September 2024, the Disability Unit hosted an online panel discussion delving into the Casual Day theme with staff and students. The session was hosted and run by students with less visible disabilities, which provided interesting insights. Christopher Chase facilitated a panel discussion that involved students from the university Daniel Terblanche, Bianca van der Walt, and Keagan Brown, as well as Victor Snyder (an external participant), and Dr Marcia Lyner-Cleophas, Head of the Disability Unit.<br></p><p style="text-align:justify;">“Some of the take-home points were centred around the need for ongoing staff training to conscientise them about the less visible disabilities and being sensitive and understanding instead of second-guessing or forgetting about students' needs. Flexibility and individualisation in teaching, learning, and assessment practices were also emphasised, as well as the importance of check-ins by educators with students," explained Lyner-Cleophas.<br></p><p style="text-align:justify;">During the discussion, student panelists highlighted their concerns regarding how Casual Day is celebrated at school level, where discussions and awareness creation about physical and mental disabilities are not common or may not happen at all.<br></p><p style="text-align:justify;">“The students felt that there was a need for more conscientisation and awareness campaigns at schools."<br><br>Lyner-Cleophas said that the Disability Unit has also seen an increase in requests for quiet spaces, as some shared campus spaces become very noisy when you have large crowds of students present. For some neurodiverse individuals, this can lead to sensory stimuli overload, which can lead to anxiety, feeling distressed, or uncomfortable in such a space.<br></p><p style="text-align:justify;">“Students are encouraged to use spaces such as the SU Botanical Gardens, which they can enter free of charge with their student card, find quieter spaces in academic buildings where there is seating, spend time in the computer-user areas, such as HUMARGA or FHARGA, or utilise the hub spaces within some of the clusters that are open to students from that cluster. </p><p style="text-align:justify;">She also recommends networking with other students to find out where they go to get centered.<br></p><p style="text-align:justify;">Added Nicholas: “We really need society to be more cognisant of inclusion, with specific reference to people with disabilities on campus."<br></p><p style="text-align:justify;">By participating in Casual Day, Stellenbosch University supports the Stellenbosch Work Centre (SWC) through sticker sales, of which a certain percentage goes to the SWC. A percentage of ticket sales also go to the national body that arranges the annual Casual Day event, the National Council of and for Persons with Disabilities (NCPD).</p><p style="text-align:justify;">More information on the Stellenbosch Work Centre can be found at <a href="http://www.stellenboschworkcentre.org.za/">www.stellenboschworkcentre.org.za</a>. They can be contacted via e-mail at <a href="mailto:info@stellenboschworkcentre.org.za">info@stellenboschworkcentre.org.za</a>.<br></p> |
| Centre for Student Life and Learning equips students with skills for an inclusive welcoming | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10816 | | Centre for Student Life and Learning equips students with skills for an inclusive welcoming | Tendani Tshauambea | <p style="text-align:justify;">The Centre for Student Life and Learning (CSLL) kicked off its annual training sessions for newly elected leaders by focusing on creating a Constitutional Welcoming and equipping students with the knowledge and skills to prepare an inclusive welcoming for all newcomers in 2025. The training has been influenced by key moments in the institution's history, including the Unwelcoming Practices Report of 2014 and the <em>#FeesMustFall</em> movement in 2016.</p><p style="text-align:justify;">“The Welcoming programme influences the standard of the campus' welcoming culture, not only for the newcomers who need to be integrated into the space, but also for all the other leaders who will contribute to the welcoming environment," explains Benita van Zyl, Unit Manager: Unit for Residence Student Communities at CSLL.<br></p><p style="text-align:justify;">“Therefore, the purpose of the training is to equip leaders who will play a pivotal role in planning the welcoming of newcomers with a thorough understanding of the ethos that Stellenbosch University (SU) wishes to embody during the welcoming period.</p><p style="text-align:justify;">"It is vital to recognise that student leaders welcome students on behalf of the University, not just their individual communities."<br></p><p style="text-align:justify;">This year's training, which was held at Academia Hall, brought together a diverse group of leaders from residence and commuter student communities. The students engaged in discussions on their role in helping newcomers integrate into both the academic and social dimensions of university life.</p><p style="text-align:justify;">The programme included various sessions, including a breakdown and discussion of the results of the Newcomers' Feedback survey and Cluster Welcoming planning. A former student leader also presented a session on how to use a values-based approach for welcoming. The latter session centred around the SU values as a guide in promoting a community structure without hierarchies between newcomers and their leaders.</p><p style="text-align:justify;">Throughout the day, cluster convenors, senior students and student assistants from CSLL facilitated interactive activities at each table, encouraging leaders to collaborate and share ideas. Ishmael Mabena, along with his Co-Executive Cluster Convenor, Shannon Goodchild, served as the MCs for the day, adding a fun twist with a TikTok dance challenge that kept spirits high.</p><p style="text-align:justify;">Reflecting on the day's success, Mabena remarked: "Their passion, motivation, and high interest were evident. If this isn't an indication of their commitment, I don't know what is."</p><p style="text-align:justify;">He praised the leaders' positive attitudes and their willingness to engage with the programme content, noting that “the dance routine change was definitely a highlight".</p><p style="text-align:justify;">“I am confident that we have great people leading our student communities."</p><p style="text-align:justify;">The Welcoming period at SU is a time of significant change for both newcomers and postgraduate students who are new to the university, contributing to their sense of belonging on campus. The Welcoming period is considered a time of significant change for newcomers university demonstrates its commitment to providing a “transformative welcoming experience" that is values-driven, inclusive, enjoyable, and fosters social cohesion among students. This training ensures that leaders are well-prepared to achieve this goal, building a network and support structure they can rely on as they step into their roles.</p><p style="text-align:justify;">Mabena emphasised the importance of early training in helping leaders avoid feelings of isolation and in fostering connections among them before Welcoming starts.</p><p style="text-align:justify;">"When we step into new roles as leaders, the last thing we hope to feel is alone and isolated," he said.</p><p style="text-align:justify;">"This training ensures that leaders get to know one another, which is essential for networking, forming new relationships and finding support systems."</p><p style="text-align:justify;">According to Van Zyl, this year's Constitutional Welcoming was a success thanks to the dedication of the team who worked with her before, and on the day of the training.</p><p style="text-align:justify;">"The positive attitudes of our student leaders, the logistical organisation behind the scenes, and the awesome facilitators – cluster conveners, student assistants, and senior student leaders – made this training a success."<br></p> |
| SU Facilities Management receives international GIS award | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10798 | | SU Facilities Management receives international GIS award | Petro Mostert | <p><br><br></p><p>Stellenbosch University's Facilities Management Division (SUFM) received global recognition for its outstanding and effective use of Geographic Information Management Systems (GIS) technology in its campus operations. The Environmental Systems Research Institute (ESRI) awarded the division its esteemed Special Achievement Award, a testament to its commitment to innovation and excellence.<br></p><p>SUFM's Development Planning and Design division was one of only 217 GIS users selected out of 680 000 organisations globally to receive this prestigious award."</p><p>"This award serves as a testament to the SU's unwavering commitment to leveraging cutting-edge GIS technology to revolutionise our operational processes across its campuses and employing technology to do more with less," says SUFM's Director Development Planning and Design, Francois Swart</p><p>Swart and his colleagues, Warren Jacobs (Building Information Management Specialist) and Jermaine Hendriks (Manager: Facilities Information) received the award from Jack Dangermond, president and founder of the ESRI, during the Plenary Session at the International ESRI user conference in San Diego, US on Monday, 15 July 2024. "This recognition not only celebrates SU's remarkable achievements but also underscores its pivotal role in setting new standards within the global GIS community," says Swart, for whom this award marks another milestone for SU 'in its legacy of excellence and innovation, reaffirming its position as a beacon of progress within the technology landscape'.</p><p>According to Swart, SU's journey into digitising its building management systems on the University's campuses started in 2001. "It was a steady step-by-step process to gradually improve the management of our structural and spatial buildings, incorporating valuable data to make more informed decisions and simplify our processes to do 'more with less'. "We now can leverage SU's comprehensive GIS platform to determine future planning scenarios and cost-saving measures. With limitless possibilities, this technology empowers SUFM to harness spatial information, make informed decisions and enhance communication across environments."<br></p><p>Swart said that by embracing GIS technology, SU has overcome challenges associated with facility management, providing a solid foundation for future facilities data integration and sustainable campus development.</p><p>The GIS team would like to thank SUFM's senior management for all the support over all the years and the provision of resources to achieve this award.</p><p><br></p> |
| Prospective and current student leaders embrace #ChangeAsACatalystForGrowth at Summit | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10783 | | Prospective and current student leaders embrace #ChangeAsACatalystForGrowth at Summit | Tendani Tshauambea | <p style="text-align:justify;">While most would have been happy to stay home and keep warm on a cold and rainy Saturday, several hundred students braved the rain and wind to attend the Leadership Summit for Aspiring Leaders (LSAL). <br></p><p style="text-align:justify;">On 27 July the Centre for Student Life and Learning (CSLL) hosted the LSAL for 450 attending in-person, and 150 online. The Summit was organised around the broad theme of #ChangeAsACatalystForGrowth. </p><p style="text-align:justify;">“Universities have a unique opportunity to cultivate spaces and learning that value critical thinking and pave the way for the kind of transformative change that each of us wants to see on our campuses, in our respective communities and in society," explained Yeki Mosomothane, Unit Manager: Leadership, Diversity and Inclusion at the CSLL, in his theme introduction. </p><p style="text-align:justify;">According to Dr Liezl Dick, Leadership Development Coordinator at the CSLL, the Summit aims to inspire students to avail themselves for leadership positions. </p><p style="text-align:justify;">“Our extensive research and engagement with student leaders indicated that leadership teams are struggling with the basics of collaboration: how to communicate, how to differ respectfully from each other, and how to allow for different ways of being and thinking in each other's company. These basic collaborative struggles become heightened in a highly politicised higher education landscape, characterised by rapid societal changes and the need for transformation," Dr Dick said. </p><p style="text-align:justify;">Despite the chilly weather, the warm and inviting atmosphere inside the Jan Mouton Learning Centre provided a space for students to engage earnestly with the purposefully designed programme. The day was divided into a morning and an afternoon session, with the morning session featuring a collective keynote facilitated by Rabia Abba Omar, Coordinator: Citizen Engagement at CSLL, and Ashley Walters, a visual artist who serves as the Coordinator: Fine Arts and a Lecturer in Photography and New Media at SU's Visual Arts Department, and simultaneous panel discussions in the two venues. The interactive collective keynote practically demonstrated communication and collaboration, as students had to work in groups to complete a body map actualising how leaders can work in separate environments towards a common goal. </p><p style="text-align:justify;">Panel members comprised of experienced student leaders and SU staff and the topic was “Collective Sense-Making: Change as a catalyst for growth". They were joined by Dr Debra Shepherd, a senior lecturer and researcher in the Economics Department, as well as Phila Msimang, a senior lecturer in Philosophy. The discussion included the future of leadership, dealing with disagreement, and “how to understand the role of student leadership within the global context". </p><p style="text-align:justify;">The afternoon session was based on the Nancy Kline book <em>Time to Think: Ten components of a Thinking Environment</em>, and facilitated by student mentors. </p><p style="text-align:justify;">“The student mentors wonderfully facilitated the <em>Time to think</em> sessions and equipped our outgoing student leaders and incoming leadership with valuable facilitation skills to navigate complex conversation on our campus," Dr Dick continued. </p><p style="text-align:justify;">The mentors were intentionally chosen to represent the diversity of leadership experiences found at SU, and their willingness to engage in peer-to-peer mentoring with the summit participants. </p><p style="text-align:justify;">The summit was supported by Student Affairs' senior management, including Dr Choice Makhetha, Senior Director of the Division Student Affairs, Dr Heidi October, Deputy Director: Leadership at CSLL, and Pieter Kloppers, Director of the CSLL. Rectorate members in attendance included Prof Deresh Ramjugernath, Deputy Vice-Chancellor (DVC): Learning and Teaching, Prof Hester Klopper, DVC: Strategy and Internationalisation, Prof Nico Koopman, DVC: Social Impact, Transformation and Personnel, and the Registrar, Dr Ronel Retief.<br></p><p style="text-align:justify;">In his welcoming address, Prof Ramjugernath reminded students that leadership is about “self-lessness, the greater good and making a positive impact on one's wider community and society". </p><p style="text-align:justify;">Ishmael Mabena, Executive Cluster Convenor, and one of the participants described the Summit as “an incredible unofficial welcome for aspiring leaders into the election season and leadership term". <br></p><p style="text-align:justify;">“Working in groups during the summit to define what they deem and feel, the LSAL was an impeccable way of understanding the core value of leadership, teamwork, communication, and diversity."</p><p style="text-align:justify;">Cole de Villers, Assistant Resident Head at Academia and a member of the LSAL organising team, said that the Summit did not only introduce “students to a thinking framework which would allow them to harness higher quality thinking for their decision-making" but also with an “opportunity to network and engage with staff from the CSLL". <br></p><p style="text-align:justify;">“It also provided an opportunity for them to become even more cognisant of the larger Stellenbosch University context, as they journey onward with their leadership." <br></p> |
| Societies Council registration period has started | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10784 | | Societies Council registration period has started | Nkateko Masinga | <p style="text-align:justify;">As part of their final administrative tasks for the 2023/2024 term, the Societies Council is currently processing registrations for student societies. The registration period for both new and existing societies will remain open until 30 August 2024<br></p><p style="text-align:justify;">There will be two rounds of registration. The deadline for the first round of registration, or re-registration applications, is <strong>30 August 2024, at 23:59</strong>. No late or email submissions will be accepted. Applications must be submitted via the prescribed form: <a href="https://forms.office.com/r/GrTtrhrwC4">https://forms.office.com/r/GrTtrhrwC4</a> </p><p style="text-align:justify;">When completing registration or re-registration, societies are required to upload the required documents in one PDF file: </p><ul><li>Their society's latest Constitution</li><li>Their society's 2024 Annual Report, where applicable (relevant for re-registering)</li><li>Their society's 2024 Annual Financial Report, where applicable (relevant for re-registering)</li><li>A receipt as proof of payment of their affiliation fee (only applicable to new societies)</li><li>A list of 20 members – SU students who have expressed interest in joining the society (for the new societies)</li></ul><p style="text-align:justify;">To make the required payments, societies have several options (societies can use the option which is most applicable to and feasible for them), including journal transfer, cash payment, reimbursement, or an electronic payment.</p><p style="text-align:justify;"> These options are explained below. </p><ol style="list-style-type:decimal;"><li><strong>Journal Transfer</strong>: For the re-registration amount (<strong>R1000</strong>), enter it twice in the white blocks. On the debit side, indicate your <strong>cost centre number</strong> and <strong>account number 2063</strong> (leave the project number blank). On the credit side, write <strong>SV001</strong> account number <strong>5227</strong> (leave the project number blank). In the description for both DT and CT, write your society's name. This must be completed by <strong>18 August 2024</strong>. The journal can be accessed on SharePoint by clicking on this link <a href="https://stellenbosch-my.sharepoint.com/:x:/r/personal/thulani_sun_ac_za/Documents/Journal%20for%20Transfers_22July_18Aug2024.xls?d=wf37250ade346457391f46c8d6f2700cc&csf=1&web=1&e=E2PM6i">Journal for Transfers_22July_18Aug2024.xls</a></li><li><strong>Physical Cash Payment</strong>: For new societies without cost centres, pay <strong>R1150</strong> (inclusive of VAT) at the Stellenbosch University cashiers in Admin A. Direct the payment to cost centre <strong>SV001/2063</strong> OR <strong>SV001/6112</strong> (Societies Council) and share the proof of payment with the Societies Council.</li><li><strong>Reimbursement</strong>: For societies re-registering, pay <strong>R1150</strong> (inclusive of VAT) at the Stellenbosch University cashiers in Admin A. Direct the payment to cost centre <strong>SV001/2063</strong> OR <strong>SV001/6112</strong> (Societies Council). Upload the proof of payment as part of your supporting documents on the MS Form.</li><li><strong>Electronic Payment</strong>: Use the following banking details: <a href="/english/maties/fees/banking-details">https://www.sun.ac.za/english/maties/fees/banking-details</a>. Direct the payment to cost centre <strong>SV001/Acc 2063</strong> OF <strong>SV001/Acc 6112</strong>. The total amount, inclusive of VAT, is <strong>R1150</strong>. Upload the proof of payment as part of the supporting documents on the MS Form.</li></ol><p style="text-align:justify;">Where societies are unable to register within this time, they will be able to register in the second round of registrations. This second round will be opened by the new Societies Council during the fourth term. </p><p style="text-align:justify;">For any enquiries, students may contact the Societies Council Registrar via email at <a href="mailto:23671637@sun.ac.za">23671637@sun.ac.za</a>.<br></p> |
| SU student runs online learning platform to help bridge digital divide | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10752 | | SU student runs online learning platform to help bridge digital divide | Corporate Communication and Marketing/Korporatiewe Kommunikasie en Bemarking [Anel Lewis] | <p>Student by day, and CEO, and startup founder on the side – Alexandra Lutz, who is currently in her first year of a data science degree at Stellenbosch University (SU), started the online learning platform <a href="https://milanieducation.com/"><span class="ms-rteThemeForeColor-5-0"><strong>Milani Education</strong></span></a> while she was still in high school.</p><p>Now comprising three directors and a content manager, Milani Education has been named as one of seven startups from SU that will compete in the regional round of the EDHE (Entrepreneurship Development in Higher Education) Entrepreneurship Intervarsity 2024 competition taking place from 26 August. This competition highlights top student entrepreneurs from 26 public universities around the country.</p><p>Milani Education also recently partnered with the <a href="https://eur03.safelinks.protection.outlook.com/?url=https://www.pebblesproject.org/&data=05%257C02%257C%257C25de938c7fe646f5e95608dc95025b8e%257Ca6fa3b030a3c42588433a120dffcd348%257C0%257C0%257C638549084604711811%257CUnknown%257CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0=%257C0%257C%257C%257C&sdata=I5S2ZS+nYmuUJEdfVpnqVydTWZV4xayajdjXOm0i6Gw=&reserved=0"><span class="ms-rteThemeForeColor-5-0"><strong>Pebbles Project</strong></span></a> in Stellenbosch to help children from surrounding farming communities access educational resources. They will be able to access the Milani platform from devices at Pebbles' learning centres so that they can use the free online material for homework and revision. </p><p>The nonprofit organisation was launched in 2020 during the pandemic when Lutz was a Grade 9 learner at St. John's Diocesan School for Girls (D.S.G.) in Pietermaritzburg. She realised that while most of her peers were able to transition seamlessly to digital learning when schools were forced to close, there were many students who did not have the same access to online materials. With the permission of her headmaster, Lutz started sharing digital materials such as worksheets and videos with a few learners from the <a href="https://eur03.safelinks.protection.outlook.com/?url=https%253A%252F%252Fwww.imbeleko.org%252F&data=05%257C02%257C%257C25de938c7fe646f5e95608dc95025b8e%257Ca6fa3b030a3c42588433a120dffcd348%257C0%257C0%257C638549084604705218%257CUnknown%257CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%253D%257C0%257C%257C%257C&sdata=CDuCbGTU%252Fj3zJ1gxUCfkUEYzGLi3vL9zZ%252B9Qi2saVpw%253D&reserved=0"><span class="ms-rteThemeForeColor-5-0"><strong>Imbeleko</strong></span></a> Foundation, based in the rural KwaZulu-Natal community of KwaNyuswa.</p><p>Initially, Lutz worked with three learners – twins who were also in Grade 9 and a Grade 8. “These three learners were extremely eager to learn and had lost nearly a month of learning time when I first made contact." Lutz says her team sent out surveys every week to assess their online learning experience and the feedback was encouragingly positive. “This inspired us to continue with the initiative and work towards creating the platform." The company's name, which means 'to grow' in isiZulu, was suggested by the assistant chaplain at St John's D.S.G. Lutz thought it fitting as “education leads to exponential growth for a person both mentally as well as professionally". </p><p>After three years of “pilot project" work, Lutz secured seed funding to develop a prototype for an online platform and in 2023 Milani Education was launched with content sourced the year before while Lutz was still in Grade 11. In preparation, Lutz connected with schools such as Maritzburg College, St John's D.S.G. and SIMI Math, to secure online maths content and in the December holidays, a group of Grade 11 learners from St John's DSG formed the “Milani army" to have it edited and uploaded in time for the launch. </p><p>Former classmate Sienna Porrill, who was part of the genesis of Milani Education when with Lutz in high school, is still involved in the project. She was part of the team of volunteers also from SU helping learners set up their profiles on the Milani platform this weekend. “Alex has always been an inspiration. While we were passing time (in high school) during lockdown doing puzzles, she was finding ways to start an online learning platform." </p><p>Milani Education is a free online learning platform that provides educational content from the current curriculum for learners in grades 8 to 12 across South Africa. The content is donated to the startup from reputable schools, at no cost. Currently, it serves about 800 learners who have access to more than 1 000 videos that they can use as a supplementary education tool. The easy-to-use Milani Education website offers Mathematics, English Home Language and English First Additional Language (FAL). Lutz adds that they are moderating content for Mathematical Literacy which should be launched soon.<br></p><p></p><div class="ms-rtestate-read ms-rte-embedcode ms-rte-embedil ms-rtestate-notify"><iframe width="560" height="315" src="https://www.youtube.com/embed/o3U3q_A5oQs?si=dSjBkxQAApkY6dFk" title="YouTube video player" frameborder="0"></iframe> </div><p><br></p><p><br></p><p><strong>Expansion plans</strong></p><p>Once the team expands, and secures further funding, Milani Education will offer more of the main school subjects, says Lutz. Milani plans to broaden its network of partner schools to make more teachers available online to students. The team also wants to translate the content to Afrikaans, isiZulu and isiXhosa, and to optimise the platform for data efficiency. </p><p>Lutz also has her sights set on starting a learning centre for the Embo community in KwaZulu-Natal. “We want to bridge the educational divide in our country by providing a safe place for students to learn regardless of the geographic setting or social status. Our vision is to democratise education so that all students have access to a world-class education right in the palm of their hands," notes Alexandra. <br></p><p><strong>Balancing act</strong><br></p><p>Lutz admits that staying motivated has been a challenge for herself and the team. “As a young entrepreneur in the non-profit space, I have been faced with many rejections and had lots of moments where it feels as if we are not making any progress." But Lutz describes herself as someone who is “stubbornly determined" and she refuses to accept 'no' for an answer. </p><p>Balancing work with her studies means that Lutz must manage her time wisely. She says she “compartmentalises" her day to be available for both. She says the team, which now comprises a board of three directors and a content manager, is solution-driven and not afraid to navigate hurdles. </p><p>Milani Education's selection for the regionals of the EDHE competition will give the team an opportunity to network with fellow young entrepreneurs, says Lutz. “Being able to pitch our initiatives in the regional round allows us to share our vision and initiative with a diverse pool of people and hopefully make some great connections."</p><p>Lutz has no intention of easing up on her entrepreneurial pursuits once she graduates. She hopes to be able to hand over the daily running of Milani Education to a team so that she can pursue other ventures in the startup space. “But Milani will always be my baby."</p><p> </p><p><strong>Caption:</strong></p><p>Learners from Stellenbosch logging onto the Milani Education platform so that they can access free supplementary learning materials</p><p><strong>Caption:</strong></p><p>Learners from Khabazela High School are getting to grips with online learning at the City Hill Embo Milani learning centre in KwaZulu-Natal.</p><p><strong>Video:</strong></p><p>Milani CEO Alexandra Lutz shares more information about the new partnership with the Pebbles Project in Stellenbosch</p><p> <br></p><p><br></p> |
| SU encourages students to apply for financial support | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10722 | | SU encourages students to apply for financial support | Centre for Undergraduate Bursaries | <p>Stellenbosch University (SU) is pleased to announce the opening of applications for the 2025 SU funding opportunities for undergraduates.</p><p><strong>Application dates</strong></p><ul><li><strong>Current students: Applications are open 1 July 2024 – 30 September 2024</strong></li><li><strong>Prospective students: Applications are open 1 – 31 October 2024 only</strong></li></ul><p>SU encourages all current and prospective students to apply for bursaries for 2025. Funding allocations are based on financial need and/or academic merit.</p><p>All applicants are advised to first review the <a href="https://finaid.sun.ac.za/application-process"><strong class="ms-rteForeColor-1" style="">Application Process</strong></a> tab on the website of SU's Centre for Undergraduate Bursaries (CUBL) for detailed information on the support documents that applicants need to complete. A student's unique, eight-digit SU student number will allow access to the online application portal. The application process is accessible and user-friendly and – once you have prepared your support documents to upload – the form will take about 15 minutes to complete. </p><p>According to Bianca Andrews, Head: Institutional and Corporate Funds, they received just over 9 000 applications for funding last year. “Our streamlined process eliminated barriers and ensured that every student had an equal chance to apply."</p><p>Andrews said CUBL also manages and administers bursaries for external donors according to specific criteria, including financial need, academic performance, and leadership. To be considered for one of these bursaries, applicants will need to complete an additional unique application form and upload it when prompted during the online application process. There are also several SU family bursaries available to eligible students. </p><p>“We look forward to receiving the 2025 funding applications and will continue our pursuit to support students on their academic journeys," Andrews concluded.</p><p>Please note that SU funding is limited, and applying does not guarantee funding. For more information, visit the SU Bursaries and Loans <a href="https://finaid.sun.ac.za/"><strong class="ms-rteForeColor-1" style="">website</strong></a>.</p><p>For funding queries, contact SU Client Services on 021 808 9111 or email <a href="mailto:info@sun.ac.za"><strong>info@sun.ac.za</strong></a>. Include the applicant's SU student number (#) in this subject line, #/ SUFO-25, for efficient assistance. </p><p>Click <a href="https://landbot.pro/v3/H-1602692-DEQVQHKFOAF4C48D/index.html"><strong class="ms-rteForeColor-1" style="">here</strong></a><strong class="ms-rteForeColor-1" style=""> </strong>to apply now.<br><br></p> |
| SU’s manifesto analysis helps parties find common ground during coalition talks | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10685 | | SU’s manifesto analysis helps parties find common ground during coalition talks | Corporate Communication & Marketing / Korporatiewe Kommunikasie & Bemarking [Anél Lewis] | <p></p><p>With coalition talks in full swing, Stellenbosch University's (SU) <a href="https://policyinnovationlab.sun.ac.za/">Policy Innovation Lab</a> has analysed the manifestos of the four largest parties to find out whether there is common ground on some of the larger issues of national interest. These include the implementation of national health insurance, land reform policies and the basic income grant. </p><p>This “cheat sheet" is now available to parties and the public to better understand where the ANC, DA, EFF and the uMkhonto we Sizwe (MK) Party agree and disagree, explains Prof Willem Fourie, head of the Policy Innovation Lab. </p><p>While there is agreement on several issues, notably the need for policies to improve early childhood development and numeracy and literacy at schools, and the importance of better training for SAPS staff to deal with gender-based violence, the parties differ on many others. </p><p>Fourie highlighted the methodological challenges faced during the analysis. “Each manifesto had a unique structure and internal logic, making direct comparisons challenging. We had to develop a system to cluster topics thematically without relying on the individual logic of any manifesto," he explains.</p><p>To overcome these challenges, the team employed the seventeen Sustainable Development Goals (SDGs) as a framework for clustering topics. This international development agenda, which South Africa subscribes to, provided a consistent basis for comparison. </p><p>Another critical aspect of the analysis was determining the levels of convergence among the manifesto topics. “We needed to strike a balance between simplicity and ensuring the qualitative analysis was reliable," Fourie notes. The team devised a tagging system categorising topics into 'strong congruence,' 'moderate congruence,' and 'low congruence'. Entries with insufficient information were marked accordingly.</p><p>Dr Itai Makone, who contributed to the analysis, emphasises its purpose: “The tool is also meant to assist political parties in understanding the topics and themes they agree on with other parties, show areas that lack information, and help develop ways to build consensus where disagreement exits."</p><ul><li>To read more about the manifesto comparison, click <a href="https://policyinnovationlab.sun.ac.za/policy-innovation-lab-releases-detailed-comparison-of-anc-da-eff-and-mk-party-manifestos/"><strong>here</strong></a>. <br></li></ul><p><br></p> |
