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 Social Impact - Stellenbosch University

 

 

Deaf storytellers help Stellenbosch University to create teaching materialhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9491Deaf storytellers help Stellenbosch University to create teaching material
​Social Impact Symposium 2022 - Universities are about more than just teaching and learninghttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9480​Social Impact Symposium 2022 - Universities are about more than just teaching and learning
Virtual teacher support community going from strength to strengthhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9464Virtual teacher support community going from strength to strength
Two SU students join global youth leaders to tackle the world's challengeshttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9457Two SU students join global youth leaders to tackle the world's challenges
#WomenofSU: Ernestine Meyer-Adams – “Make this world a better place"http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9421#WomenofSU: Ernestine Meyer-Adams – “Make this world a better place"

 

 

The Amanzi Yimpilo projecthttps://www.youtube.com/watch?v=HGtFfD4x0GoThe Amanzi Yimpilo project

 Events

 

 

Social Impact Annual Symposium entitled Reimagining Social Impacthttp://www.sun.ac.za/english/Lists/Events/DispForm.aspx?ID=5329Social Impact Annual Symposium entitled Reimagining Social Impact2022-09-01T07:00:00Z
Bone Marrow Donor Day together with Maties Gymnasium http://www.sun.ac.za/english/Lists/Events/DispForm.aspx?ID=5321Bone Marrow Donor Day together with Maties Gymnasium 2022-09-16T07:00:00Z
Mandela Day lecture - Centring Agency: Womxn transcending victimhoodhttp://www.sun.ac.za/english/Lists/Events/DispForm.aspx?ID=5277Mandela Day lecture - Centring Agency: Womxn transcending victimhood2022-07-22T10:30:00Z

 

 

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Staff member activityhttp://www.sun.ac.za/si/en-za/Pages/staff-members.aspxStaff member activity

Latest InitiativesView all Initiatives​​​​

 

 

http://www.sun.ac.za/siLanga ’Young Blood’ Printmaking Workshops 2017- 2022 (ongoing)​​​​Nicknamed 'Young Blood' by the participants, this young collective stemmed out of the 2017 Thupelo workshops held at Nyanga Arts Development Center. Velile Soha and Ledelle Moe began the group with two pilot workshops and a group of young learners from the area. This evolved into an ongoing and consistent biweekly Arts workshop at the center. Abongile Ngqunge, Nomusa Mtshali and Charles Palm assisted in the classes bringing their unique creative insights as artists to the workshops.In October 2017 the students exhibited with the Black Ink collective at GUS Gallery in Stellenbosch. This venture allowed for a creative platform for all students to meet and for the older members of our groups to explain the deep history behind the traditions of visual storytelling. The following year, in 2018, Stellenbosch's Black ink collective and the 'Young Blood' Nyanga group exhibited together again at the The Spot Gallery in Woodstock. In 2019 the workshops moved from the Nyanga Arts Center to Velile Soha's studio in Langa. Abongile Ngqunge, Ledelle Moe and Velile Soha continue to run the bi-weekly workshops which has expanded to include new learners. The group exhibited a selection of their works at Zeitz MoCAA in October 2020 and in December 2021, the ABC Gallery in Cape Town hosted an exhibition of the group's work. The workshops and programming will continue this year and will include an exhibition of the groups work at Roam Gallery in Massachusetts, USA, in November of 2022.​www.threedeestellenbosch.com/copy-of-nyanga-creative-workshops​1521
http://www.sun.ac.za/siAdapt2move - FIT (Frequent Individual Training)​​During the Sport Science course the students have an elective module - Applied kinesiology 324 and 344. This module focuses on physical activity for persons with disabilities and disability sport. During this module the students are required to work with clients from the community in groups of 2-3 to design intervention programmes that will enhance the clients health and wellness. The population groups are screened and cleared for physical activity. All clients have a recognized disability (various disabilities) and the age ranges from children to the elderly. All clients live within a 50km radius of Stellenbosch. Adapt2move (the students under supervision and guidance) commit to at least 18 individual training sessions per semester (36 hours in total per year) at no cost to the client. Facilities are provided by the Deparment Sport Science as well as Maties Gymnasium (collaboration between us). The programme asks the client to commit to this number of sessions. The sessions form part of the students engaged teaching and learning that is evaluated through indivudal reflections and group case study presentations to the class. 1512
http://www.sun.ac.za/siSUNCEP Supplementary Education Programme in Mathematics and Physical Science for FET learners in Matzikama area. ​The SUNCEP supplementary e-learning program focuses on Mathematics and Physical Science learners of the Further Education and Training phase. The program aims to support learners to develop a better understanding of the Mathematics and Physical Sciences content presented through mainstream teaching. The program's key objective is to prepare learners for university access through a supplementary e-learning program. However, the focus is not to substitute the teachers but to offer supplementary support to the conventional, national school curriculum. The support provided by the program is based on diagnostic assessment, remediation, and academic extension. The duration of the program is two years, and the participants are gr 11 and 12 learners and the corresponding teachers from West Coast District, Matzikama Area, in the Western Cape. The program activities to ensure the program's success are to provide the program participants with a loan tablet, a SIM card, and a monthly data bundle (40 GB in total) to access the Smart Class LMS. Learners and teachers will be trained to use the Learner Management System (LMS) and the related material in workshops, and teachers will be trained to support learners with the use of the content on the LMS. The learners' participation will be monitored on the LMS platform to ensure that they obtain the maximum benefit of the program. The knowledge transfer through the project activities will provide knowledgeable, skillful school learners as potential future students at Stellenbosch University from new spheres of society. Furthermore, the projected impact of the project is to improve learners' progress in Mathematics and Physical Sciences, which can help them pass these subjects and get accepted at tertiary institutions. ​1464
http://www.sun.ac.za/siI can read - Read to serve, Serve to read (Enhancing learners phonics and word-building skills for reading and literacy development)​​​​This initiative is aimed at improving Foundation Phase learner's literacy skills for reading. Through the envisaged programme, pre-service teachers (student teachers) will provide Home Language support activities focusing on phonics and word-building (two of the core components for reading skill development) to learners in certain aftercare facilities in the Greater Stellenbosch community.  The foundational skills in literacy are a concern of most people in South Africa. The country is shocked and upset because results of the most recent Progress in International Reading Literacy Study (PIRLS) show that 78% of Grade 4s cannot read for meaning (Howie et al., 2017).  This implies that 8 out of 10 learners cannot read at appropriate level which is a rather disturbing picture for primary school Literacy levels.  Although it's been easy to point to government's failings, what should be kept in mind is that learning to read and write is a complex, multifaceted process that requires a wide variety of instructional approaches. This learning happens in two phases namely the emergent literacy phase and conventional literacy. Emergent literacy is the phase of literacy development during which young children come to understand the many features and functions of the spoken and printed words. During this phase, children do not read and write in conventional ways but through their attempts at reading and writing and their language they reveal their emerging understandings of literacy (Neaum, 2012). But this can only develop if the process of becoming literate begins very early in life (long before formal instruction). Children must use their oral language, reading and writing in their play and to communicate with family members, teachers and their peers. Conventional literacy is characterised by children's playful, self-motivated approach to literacy, thus their engagement with literacy is more intentional regarding print and language (Justice & Kaderavek 2004). However, children enter school with a wide variation in their literacy development and this affects their skills for reading and writing. This is something that the schooling system is grappling with as it can be relayed back to why children cannot read with understanding.  Considering that reading is complex, it is also influenced by interrelated skills. Within the South African context, multifaceted socio-economic circumstances, including poverty, the legacy of apartheid, a high rate of unemployment and a troubled education system have all contributed to the low levels of literacy among the learner population.  An integral element of teaching is the ability to meet the diverse learning needs of learners and this is more complex for the literacy classroom. Still in South Africa, children's early literacy development is limited possibly due to the language disparity which exists. Furthermore, in some cases children are schooled in a language other than their home language even though literacy should always be contextualised. In an attempt to address the Literacy crisis, I have attempted to develop a service learning project. Through this project, I aim to create opportunities for learners to better their skills for reading (phonics and word building) so that they can develop a love and motivation for reading from a young age.  This will be done by:​​creating a text-rich environment for the learners;exposure to and interaction with phonics and word building activities that interests the child;enabling multi-sensory literacy experiences (reading aloud, retelling stories, phonics and word building activities); and learning through play. Furthermore, as a teacher educator specialising in Literacy, I understand that play and children's literature is an excellent vehicle for language and literacy development. This project will thus draw on the use of children's literature to develop and support learners Literacy skills for their Home Language. 1496
http://www.sun.ac.za/siScience Buddies Science club​More or less 150 less fortunate school learners are brought to the university on certain Saturdays during the year where they are supported and guided to do research by following either the scientific method or the design engineering method. The intended outcome is the gain of various skills such as computer and internet browsing skills, planning a research project in a meaningful way, getting ethical clearance, following various methods to get data, capturing data electronically, drawing graphs and communicating their research. Through guidance learners can therefore answers questions they had about certain issues or phenomena, or to come up with a practical solution for an identified problem.  Learners are encouraged to participate in the regional Eskom Expo for Young Scientists competition. Mentors play a crucial part in guiding the learners to plan meaningful research projects and to stay focussed.1468
http://www.sun.ac.za/siTeacHer Calm​'TeacHer Calm' is a female focused social impact project with the aim to create an online community to support teacher well-being. This initiative is a response to the overwhelming need (indicated in a plethora of literature) for the support of teachers'  well-being and the lack of response from both public and private institutions in South Africa. The Covid-19 pandemic has reshaped our world, impacted how we 'do' schooling, and have positioned teachers as frontline workers. All these factors perpetuate the need for understanding and supporting the teacher experience more holistically.A holistic wellness (mind, body, spirit) approach will be informed by the latest and most current research and findings related to well-being, managing stress and the healing of trauma. The initiative will make use of online tools to create the community and thereby share knowledge and resources with the online community. This initiative will offer free access to all resources to any teacher (nationally) with a smart phone via the 'TeacHer Calm' profile on various social media platforms (Facebook, Instagram, Youtube, TikTok, etc.). This collaborative initiative will include education students,  SU students from other faculties/courses, SU and other academics (multi-disciplinary: education, sociology, psychology, physiotherapy, nutrition), practitioners and NGO's.Outputs will include: Podcast series, blog posts, infographics, video and animated content, workshops, wellness retreats. Academic outputs: research projects, journal articles, a book publication. Based in the Department of Education Policy Studies, Faculty of Education, this initiative offers opportunities for further research in the areas of education leadership and management, issues impacting policy development, school & classroom cultures, teacher identities and more.​The pilot of the 'TeacHer Calm' initiative will incorporate and focus on B.Ed-students from first to fourth year during 2022. In the second year (2023) the initiative will aim to roll-out to schools in and around Stellenbosch. However, the creation of an online community (public profile) allows the initiative to grow and expand nationally. 1451

 Initiative Count per Faculty​

 Initiative Count per SDG Themes

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