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Living School Garden breaking new groundhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7030Living School Garden breaking new ground<p>Using as few resources as possible to produce good-quality, nutritious vegetables. This – in a nutshell – is the goal of the Living School Garden project run by Ms Thanja Allison, Social Impact coordinator of the Department of Genetics, and supported by the Division for Social Impact at Stellenbosch University. <br></p><p>The project started at the beginning of 2019 when Ms Allison created vegetable gardens at the three campuses of the SEED Trust's Babin pre-primary school in Stellenbosch.</p><p>“My own children went to Babin and I see this as a way of paying it forward," says Ms Allison.</p><p>“At each campus, we took a piece of property that wasn't utilised as playing space for the children and we turned it into a vegetable garden. The aim is to grow nutritious vegetables to include in the school feeding programme. This means that every child receives at least one cooked, nutritious meal a day.</p><p>“At each campus the school provided someone to maintain the garden and the training of this person forms an integral part of the project."</p><p>Vegetables that grow easily, like spinach, carrots, potatoes and butternut, were planted, as well as flowers to attract bees.</p><p>To supplement the vegetables grown on the school grounds, the project is supported by the Welgevallen Allotment Garden project, which also receives support from the Division for Social Impact and is run by Dr Paul Hills of the Institute for Plant Biotechnology and Indren Govender from the Maths department. </p><p>“We plant the same vegetables to supplement the supply – we cannot produce enough on the school grounds," adds Ms Allison.</p><p>The school is responsible for the preparation of the vegetables and Ms Allison envisages that students from other departments, such as Food Science, could be requested to teach the staff members at Babin to prepare the vegetables in different ways to make it more appealing to the children. </p><p>Currently, the project is studying gardening alternatives because of a lack of soil and sun at some of the school campuses.</p><p>“For example, we're experimenting with straw-bale gardening. It is possible to create a garden in straw bale without having any soil. You treat a fresh straw bale with fertiliser and water for 12 days until it becomes like an incubator. You then plant seedlings in holes in the straw. A straw bale can be used for three years before it disintegrates.</p><p>“This means anyone – even if they live somewhere without any soil or space – can have a garden."</p><p>Ms Allison is also experimenting with hydroponic gardening. She celebrated her 25<sup>th</sup> year at Stellenbosch University in 2019 and asked for a hydroponics unit as her gift.</p><p>She believes the knowledge gained by experimenting with different of ways of gardening to produce nutritious vegetables for communities using as few resources as possible could be a huge asset in South Africa.</p><p>She plans to host more formal workshops and training opportunities on the basic principles of gardening, earth-worm composting and gardening in straw bales.</p><p>According to Hlumile Malahlekani, who looks after the vegetable garden at Babin Babies, he has learned quite a few new skills and would be able to assist the members of his community in Kayamandi who want to grow their own vegetables.</p><p>The project depends heavily on volunteers and most recently international students from EARTH University in Costa Rica became involved in the project.</p><p>Sandra Kalua from Malawi, Lisbeth Castro from the Dominican Republic and Grace Aguti from Uganda were no strangers to community work. EARTH is a private, non-profit university that offers an undergraduate degree in Agricultural Sciences and students are required to do one day of community service each week.</p><p>They have seen projects like this on a larger scale and believe that the Living School Garden project has great potential.</p><p>The project's plans for next year include doing further research on straw-bale and hydroponic gardening, as well as testing different cover crops.</p><p>“We started small, but we're dreaming big," says Ms Allison. “The need for these kind of projects is now."<br></p><p><br></p>2019-12-18T22:00:00Z 2019-12-18T22:00:00.0000000ZPia Nänny
‘I can read’ project empowers learners AND studentshttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7027‘I can read’ project empowers learners AND students<p>The “I CAN read" literacy project not only aims to improve the literacy levels of foundation-phase learners, but also to alert prospective teachers to how context can and should influence their approach to teaching.         <br></p><p>This Social Impact project is the brainchild of Dr Zelda Barends, a lecturer in Curriculum Studies and the programme coordinator of the Foundation Phase in the Faculty of Education at Stellenbosch University (SU).          </p><p>“We all know what the statistics are – that 78% of our learners can't read with comprehension. South Africa is experiencing a huge literacy crisis. My research and work with teacher education also indicated to me that teachers' efforts are sometimes in vain because they do not understand the context in which they are working."       </p><p>Barends designed an after-school language development programme that focuses on foundation-phase learners (grades 1 to 3) at a school in the Stellenbosch area. This programme supplements the existing curriculum.         </p><p> A total of 75 Education students in their fourth year offered language support to 330 learners at the school on Tuesday and Thursday afternoons for 11 weeks in the first semester. The lessons consisted of phonics and word-building activities and were concluded with storybook readings to develop the learners' vocabulary and expand their knowledge.             </p><p>At the end of the 11 weeks each learner wrote his or her own story about a social issue they are confronted with in their own life. These stories and illustrations were then compiled into books for each grade and handed to each learner in the relevant grade.        </p><p>“These books give them a sense of agency. They now see they <em>can</em> read and they <em>can</em> write. The 'I CAN read' project is a support project, but it also empowers learners and gives them self-confidence," explains Barends.</p><p>“The feedback from the teachers was also precious. They said the children now write descriptive sentences."        </p><p>The Education students were divided into pairs and had to work together on the lesson plans, with emphasis on the reaction of learners during the lessons and discussions on how it should influence their teaching strategies.        </p><p>“It was important for me to create learning opportunities where students work in contexts that are unfamiliar to them, so that they can become aware of how their own choices and their own opinions and their own world views influence their teaching."      </p><p>Barends' dream is for SU to produce teachers that can teach efficiently in different contexts (context-responsive teaching), while addressing the needs that exist in schools. At the end of the semester the students had to complete a comprehensive assignment about their experience.</p><p>“It is hard work to be a teacher – you are challenged on all levels. You cannot be prejudiced and a 'one size fits all' approach does not benefit anybody. We need to acknowledge who our learners are and where they come from."         </p><p>According to Barends this project is a good example of how the different responsibilities of academics (research, teaching and learning, and social impact) can be implemented.       </p><p>“I used what research said, applied it in my teaching and learning, and expanded it into a Social Impact project with the help of my students."        </p><p>It is also an example of reciprocity in Social Impact projects, where not only the community benefits from the process, but also the University.      </p><p>“The learners and the students all developed new knowledge," said Barends.</p><p>She hopes to expand the project to at least one more school next year.<br></p><p><br></p>2019-12-17T22:00:00Z 2019-12-17T22:00:00.0000000ZPia Nänny
Entrepreneurship project gives young people new hopehttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7028Entrepreneurship project gives young people new hope<p>In an environment where the unemployment rate is high and job opportunities are few, the Young Entrepreneurship Project (YEP) offers young people an alternative way of thinking about employment.<br></p><p>For the past two years the project, a joint initiative of Stellenbosch University (SU) and the HU University of Applied Sciences, Utrecht, in the Netherlands, has presented an entrepreneurship workshop to high school learners from schools in the Stellenbosch region.</p><p>Working in teams, students from the two universities developed course material for the workshop. At the workshop, held during the July school holidays, start-up ideas and business plans are developed, culminating in a presentation in front of a panel of judges on the Friday. The best ideas win start-up capital of R4000 per group to make their plans a reality.</p><p>This year, learners from Kayamandi, Makapula and Lückhoff High Schools attended the workshop. The winning idea, called Siblam Bracelets, came from Lückhoff High School. The learners presented an idea to recycle plastic and other waste and turning it into bracelets, which can be used to store information of those wearing it, especially young children, to help track them if they were lost or became separated from their loved ones.</p><p>Last year, two of the winning business plans came from Makapula High School in Kayamandi.</p><p>The Kayamandi Vegetable Store Garden plants vegetables at school, selling the fresh garden produce at low prices to Kayamandi residents to improve the health of and empower the people of the community. The second project sells <em>vetkoek</em> at the tuck shop at school. They recently bought a gas stove to enable them to produce <em>vetkoek</em> in bulk and use skills they learn in subjects such as Accounting to do their own books and manage their business.</p><p>The project offers mentorship for up to six months after the workshop.</p><p>According to Mr Adolph Neethling, YEP programme coordinator and lecturer in the Department of Business Management at SU, some of the teachers at schools report a high degree of despondence and lack of motivation to study among learners.</p><p>“Many of the learners don't see the point of matriculating because of the high unemployment rate in the country. This project exposes them to an alternative way of thinking – that they should perhaps create their own opportunities.</p><p>“It aims to empower learners and give them the support and confidence they need to convert their ideas into practical products."</p><p>Neethling is also passionate about the project's second goal, which is to introduce university students to communities that they might not have been exposed to before. Participation is voluntary and students go on a township tour and speak to small business owners in these areas, among other things.</p><p>“We go to these communities to learn. We see people who make a living regardless of their circumstances. We might think that we don't have resources, and then we see people who have even less but still manage to make something out of the little they have."</p><p>The students' participation in the project is very important.</p><p>“These schools are on our doorstep. If we can assist in a small way to stimulate learners to be more positive about the future, students who pass through SU have the unique opportunity to contribute to the upliftment of society."</p><p>Neethling is currently engaged in discussions to expand the project. He has recently held talks with student leaders of Engineers without Borders at Stellenbosch University, who had expressed an interest in providing expertise and support such as prototype and product development.</p><p>“With the right support and marketing, we can engage more students to reach and offer support to even more schools," he says. <br></p><p><br></p>2019-12-17T22:00:00Z 2019-12-17T22:00:00.0000000ZPia Nänny
Financial Literacy Project aims to inform and empowerhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7029Financial Literacy Project aims to inform and empower<p>The Stellenbosch University Law Clinic's Financial Literacy Project (FLP) seeks to empower local communities by sharing knowledge about financial matters and informing people about their rights as consumers.<br></p><p>This entails teaching farmworkers and high school learners basic financial literacy skills – for example, how to prepare a budget, why a savings plan is important, and the difference between good debt and bad debt.</p><p>The long-term goal is to strive towards sustainable social change and to provide a way for these members of society to migrate out of poverty. </p><p>Through collaborative relationships fostered between the Faculty of Law, Faculty of Economic and Management Sciences, SU Language Centre, the offices of the National Credit Regulator and Western Cape Consumer Protector, the Department of Social Development and finally, the SU Law Clinic, the project aims to achieve what is ultimately a shared goal – to educate, broaden access to justice, uplift and support.</p><p>The Law Clinic provides professional legal advice and representation in civil matters to members of the community who qualify for legal aid, and according to the FLP's project manager, Mrs Susann Louw, the FLP was envisaged when legal professionals at the Law Clinic noticed that many of their walk-in clients experience financial difficulties.</p><p>“They thought it might be useful to create an initiative that informs and educates people before their financial situation becomes negative," she explains.</p><p>The FLP offers an opportunity to combine service learning and community engagement and serves both the student volunteers and the greater community. Law of Civil Procedure 371 and Financial Planning 378 students volunteer to act as presenters at empowerment workshops. </p><p>Before they start, the prospective presenters attend three training sessions. The first is with the National Credit Regulator and the Office of the Western Cape Consumer Protector. This enables them to inform people about their rights as consumers and useful tools such as the National Credit Act.</p><p>The second is a session about presentation skills offered by the Language Centre.</p><p>“The students learn how to adapt their presentations to their audience, and how to convey information to people who might be older or younger than they are, or come from different backgrounds," explains Mrs Louw.</p><p>In their third session they share their planned presentation with Mrs Louw. The students and Mrs Louw then discuss possible examples that can be used to share the presenters' message and knowledge with their audience in a way that will make sense to the listener. </p><p>The students hope to convey, among other things, an understanding of personal financial issues and the tools to address these issues, as well as an understanding of consumer rights and credit regulations. The Law Clinic also provides access to justice when issues are of such a nature that legal assistance is required.</p><p>In 2019, the students presented workshops at 10 farms and four schools in the Stellenbosch area. A recent requirement is that all students should present at a school as well as a farm. This gives them exposure to more than one audience.</p><p>In 2020, Mrs Louw hopes to include even more students and expand the project's footprint.</p><p> “We aim to visit and support new communities each year and see opportunities for expansion into urban settings. Furthermore, we are placing strong emphasis on the development of training material that can be used to conduct the training, taking into account audiences' literacy levels and language preferences," says Mrs Louw.</p><p>A booklet with tips and advice is being designed, and will be available in Afrikaans, English and Xhosa.<br></p>2019-12-17T22:00:00Z 2019-12-17T22:00:00.0000000ZPia Nänny
Doctoral graduate never thought she would study that farhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7019Doctoral graduate never thought she would study that far<p>​​<br></p><p>Doctoral graduate started working at age 12 to support household Dr Virginia Dlamini–Akintola's story of commitment and perseverance started in the village Ntondozi in the Kingdom of Eswatini (formerly known as Swaziland). She was nine years old when her father died and she had to start to work at the age of 12 to help her mother make ends meet and to pay for her own education.</p><p>In those years, she would never have thought that one day she would receive a PhD degree in Philosophy in General Linguistics from Stellenbosch University (SU). “I never thought I would study this far. I ended up studying in Stellenbosch by of the grace of God," she says.</p><p>As a young girl, she also experienced what it was like to have only one meal a day or sometimes even no meal. “My mother taught us that hard work helps and education would help us improve our situation in life," says Virginia. </p><p>“I was very lucky to grow up in an environment that had a school nearby. It was a mission school. I went there and my faith in God also grew. It helped me through many challenges," she says.</p><p>During her childhood years, she also became very fond of reading. She read everything from her schoolbooks, her mother's knitting patterns, magazines in Zulu and English to local newspapers in SiSwati.</p><p>“I believe all this reading helped me to create an interest in education and to perform well at school," she says.</p><p>“Each time I passed a grade, I wanted to do better in the next grade. Therefore, when I obtained my first degree, I was motivated to study towards the next one. Hence now, by the grace of God, I have been awarded a doctoral degree," says Virginia.</p><p>After completing her Bachelor of Arts Degree in Humanities and Post Graduate Certificate in Education at the University of Eswatini, she worked as a teacher for a few years, before applying to do her Master's degree in General Linguistics at SU. After completing this degree, she went on to the next degree, just as she did with all her school grades.</p><p>Virginia's family followed the graduation ceremony via the live streaming platform. “My husband is extremely happy and relieved. My children are very happy too. They actually say now I will have more time for them. What makes me sad though, is that my mom passed away last year – she was still motivating me even then."</p><p>After completing her MPhil at Stellenbosch in 2003, she was appointed as a part-time lecturer at the University of Eswatini. This position became permanent in 2009.</p><p>Her doctoral thesis, which is titled <em>The Discursive Construction of Identity in Young Offenders' Narratives in Swaziland</em>, is anchored in sociolinguistics and discourse studies, which are subfields of linguistics. She has a special interest in psycholinguistics.</p><p>While she was doing her research at a juvenile prison in the Kingdom of Eswatini, she became involved with a school at the facility where education was used to curb youth offences. She then realised that the name 'juvenile school' had a negative impact on the youth.</p><p> Virginia made the school management aware of the negative impact, basing her arguments on the labelling theory. According to this theory, the self-identity and behaviour of individuals may be determined or influenced by the terms used to describe or classify them. The name of the school was consequently changed to the name of the town where the school is located and it became the Malkern Industrial School. It was later changed to Vulamasango School which means “opening opportunities". </p><p>This positive school name created a positive perception and many people see it as a school that is not only suitable for convicts but also for other children with behavioural problems. Many parents now enrol their children (with discipline/behavioural problems) at the school to help them focus and complete their education, says Virginia.</p><p>She thanks SU and especially the Department of General Linguistics and her supervisors, Dr Marcelyn Oostendorp and Prof Elmarie Constandius, for the excellent training she received.</p><p> </p><p> </p><p><br></p>2019-12-12T22:00:00Z 2019-12-12T22:00:00.0000000ZCorporate Communication Division/Sandra Mulder
Bongani’s legacy will live on long after his departure from SU campushttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7011Bongani’s legacy will live on long after his departure from SU campus<p>​​Although Bongani Mapumulo, an honours graduate, has completed his journey at Stellenbosch University (SU) and will now bid the campus farewell to pursue a career, his legacy of making SU a better place for persons with disabilities will remain on campus for many years to come.<br></p><p>Bongani received his Honours BA degree in Intercultural Communication <em>in absentia</em> from the Faculty of Arts and Social Science at the seventh graduation ceremony at the Coetzenburg Centre today (12 December). He was a full-time residential student of Huis Russel Botman House for five years, first completing his undergraduate studies and then his honours degree majoring in Political Science, Sociology and Social Anthropology. He was also the head of Dis-Maties, a society that promotes awareness of students living with disabilities and advocates for their issues to ensure they have positive academic and social experiences on campus.</p><p>“As a resident of the only residence named after thought leader and late academic Prof Russel Botman, I have developed my consciousness and duty-based outlook on the world based on his ideas and teachings. His influence, even from his grave, has been priceless to who and what I have become," he says.</p><p>A part of the legacy Bongani created was as a member of this year's Students' Representative Council (SRC) in the portfolio of special needs. He contributed by promoting awareness for persons with disabilities. Although this portfolio was temporarily implemented as a pilot phase, it is now under consideration as a permanent portfolio in the SRC.<br></p><p>“The SRC is representative of the student body of SU. There are many students with special needs and therefore they need to be represented. The campus community will definitely have more empathy and understanding for the plight of the students with special needs if the SRC becomes involved," says Bongani.</p><p>But one of the things Bongani will probably be remembered for most, is the example that he has set to current students, prospective students with disabilities and others who experience some sort of hardship. His journey at SU is proof of his belief that there is “another world outside your disability or hardship you experience. We should strive to live an abundant life free of the physical limitations our bodies impose upon us." </p><p>Bongani's story started in Durban in KwaZulu-Natal where he was born and bred. At the age of four, he sustained a spinal cord injury and after years of medical procedures, he managed to walk slowly with the assistance of leg braces and crutches. He attended special schools for the disabled until he matriculated. He uses an electronic wheelchair to move around and during his years at Stellenbosch he became a familiar sight on campus. </p><p>“I had become used to being in a boarding school, being surrounded by many other learners in wheelchairs, on crutches or having some form of disability. I spoke isiZulu and had never been outside of KwaZulu-Natal. When I came to Stellenbosch, I was the only one in a wheelchair on campus in a strange province away from the comfort of my familiar surroundings," he says.</p><p>Bongani still clearly remembers how, shortly after he had sent his application to Stellenbosch in 2013, he received a phone call from the SU Disability Unit (DU). “The people from the University called me to inquire about the specifics of my disability, what I needed and what devices I used. I was surprised and felt that the University cared and that I would be in safe hands there. Therefore, I picked Stellenbosch. I never even heard back from the other two universities," he recalls.</p><p>During his five years at SU, he has indeed had a transformative student experience. Stellenbosch and the Western Cape became his second home, while he built a priceless network with the people he engaged with. He grew stronger in himself and became wiser – to such an extent that he is comfortable with the thought of making the Western Cape his permanent home.</p><p>His driving force is the thought of “just becoming". “I see challenges, which I have had my whole life, as opportunities to better myself. While other people say a challenge 'happened to' them, I will say the challenge 'happened for' me. Challenges improve your strength of character and ability to adapt. I have all these challenges to thank for the eternal optimistic spirit I embody that informs everything I do." </p><p>One of the next challenges that will “happen for" him is finding a job in the human capital and development field where he can engage with people and that will enable him to live life to the fullest as the outgoing and visionary person he is.<br></p><p><br></p>2019-12-11T22:00:00Z 2019-12-11T22:00:00.0000000ZCorporate Communication Division/Sandra Mulder
Social Impacthttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7014Social Impact<p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">​<a href="/english/faculty/science/earthsciences/Pages/Outreach.aspx" style="color:#0072c6;text-decoration:none;"><strong class="ms-rteThemeForeColor-5-0" style="color:#0072c6;">The Earth Sciences department regularly offers community outreach projects for learners and school teachers</strong></a><br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">Delft high school learners visited the departement to learn about climate change on 23 October 2019. The grade 10 learnes were greeted by our team which was at the time on a research expedition to Antarctica. The learners  joined the discussions with other environmental researchers of the team at the department.<br style="margin:0px;line-height:20.8px;"></p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;"><img alt="Delft School.jpg" src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Delft%20School.jpg" style="margin:5px;border:0px #444444;width:170px;" /><img alt="Community outreach Susanne Delft small.jpg" src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Community%20outreach%20Susanne%20Delft%20small.jpg" style="margin:5px;border:0px #444444;width:407px;" />​</p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">The team on the Agulhas II expedition ship greeted the learners visiting the ES department.</p><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;"><a href="/english/faculty/science/earthsciences/Pages/Outreach.aspx"><span class="ms-rteThemeForeColor-5-0"><strong>Read more</strong><font color="#008000"> </font></span></a>about this and other visitors at the ES department.<br></p><p style="margin:0px 0px 10px;text-align:left;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;"><br> </p><p style="margin:0px 0px 10px;text-align:left;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;">Other Social Impact projects are</p><ul style="text-align:left;text-transform:none;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;cursor:text;min-height:0px;orphans:2;background-color:transparent;"><li style="cursor:text;min-height:0px;">Transatlantic Science Educational Cooperative​​ (TSEC)</li></ul><blockquote dir="ltr" style="padding:0px;text-align:left;color:#444444;text-transform:none;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;margin-top:0px;margin-right:0px;margin-bottom:0px;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;"><p style="margin:0px 0px 10px;line-height:20.8px;"><span style="text-align:left;color:#666666;text-transform:none;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;display:inline;white-space:normal;orphans:2;float:none;background-color:transparent;"><font color="#008000"></font>This initiative focuses on three objectives, namely: 1) Scientific skill set and literacy development among R-12 students within the Western Cape and in collaboration with the Western Cape Education District, 2) Establishment of collaboration between Stellenbosch University, North Carolina State University, and the Western Cape Education District and ​3) Capacity building for teachers to develop in-class experimental and observation learning projects. <a href="/si/en-za/Pages/initiative.aspx?iid=797" target="_blank" style="color:#0072c6;text-decoration:none;"><span class="ms-rteThemeForeColor-5-0" style="color:#0072c6;">Read more...</span>​</a>​​</span></p></blockquote><ul style="text-align:left;color:#444444;text-transform:none;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;cursor:text;min-height:0px;orphans:2;background-color:transparent;"><li style="cursor:text;min-height:0px;">​The Earth Sciences Introduction - Inspiration (ESII)​</li></ul><blockquote dir="ltr" style="padding:0px;text-align:left;color:#444444;text-transform:none;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;margin-top:0px;margin-right:0px;margin-bottom:0px;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;"><div style="cursor:text;min-height:0px;"><span style="text-align:left;color:#666666;text-transform:none;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;display:inline;white-space:normal;orphans:2;float:none;background-color:transparent;">The department of Earth Sciences has since 2017 set up an initiative to introduce primary school learners to various aspects of Earth Sciences. Topics range from minerals and rock types and fossils, from ore to metal, and environmental geology. Visits to the department give the learners a feeling of what it is like to be at a university. They can include a small lecture as well as a tour or quiz related to our rock, mineral and fossil exhibition. The leaners have the chance to gain hands-on experience with a variety of tasks. <a href="/si/en-za/Pages/initiative.aspx?iid=1088" target="_blank" style="color:#0072c6;text-decoration:none;"><span class="ms-rteThemeForeColor-5-0" style="color:#0072c6;">Read more...​</span></a></span><br style="cursor:text;min-height:0px;"><br></div></blockquote><p style="margin:0px 0px 10px;text-align:left;color:#444444;text-transform:none;line-height:20.8px;text-indent:0px;letter-spacing:normal;font-size:13px;font-style:normal;font-variant:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;background-color:transparent;"><br style="margin:0px;line-height:20.8px;"> </p><p><br> </p>2019-12-11T22:00:00Z 2019-12-11T22:00:00.0000000ZM Frei
Visual impairment does not deter Loandrie from excellinghttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7016Visual impairment does not deter Loandrie from excelling<p>​​<span style="text-align:justify;">​After spending the last four years working on her</span><span style="text-align:justify;"> </span><span style="text-align:justify;">Bachelor in Social Work (BSW) degree, Loandrie Potgieter will be among the 5 853 students who will graduate at the 2019 December graduation ceremonies at Stellenbosch University (SU).</span></p><p style="text-align:justify;">Despite her visual impairment, Potgieter was one of the top academic achievers in the Department of Social Work since her first year in 2016. She will receive her Bachelor's degree in Social Work <em>cum laude</em> on Thursday.</p><p style="text-align:justify;">KC, her guide dog will accompany her as she walks up to receive her degree.</p><p style="text-align:justify;">Potgieter says her personal attributes played a significant role in ensuring what she describes as an exciting and fulfilling academic journey at Stellenbosch University (SU). </p><p style="text-align:justify;"> “SU has had a big impact on me as an individual; however, my personal traits – resilience, optimism, self-efficiency and determination – helped me to overcome barriers in the environment."</p><p>Potgieter was born with an eye condition and had functional vision up till 2013. “I did everything normally, except for when using a computer or reading a book (had to hold it closely).</p><p>In 2013, my eyesight deteriorated overnight, I had to figure out new ways of doing things."</p><p style="text-align:justify;">But, says Potgieter, being visually impaired did not change her personality. “I am still the person I always was and I still have the same outlook on life, and the same personality. Being visually impaired presents you with a different set of challenges to overcome and it makes life interesting in various ways."</p><p style="text-align:justify;">Although it can be very challenging at times, she says she gets by with the support of friends and family.</p><p style="text-align:justify;">The 30-year-old, who hails from Port Elizabeth, says that even though it took her a while to figure out what she wanted to study, her mind is made up now that Social Work is the career for her. She intends to do her Master's degree next year and eventually practise social work.</p><p style="text-align:justify;">“My Master's research topic is about measuring and building resilience in disabled persons," she says.</p><p style="text-align:justify;">“I am very passionate about social work and enjoyed my training. I also did various additional things besides academics, which contributed to the richness of my academic journey. These included a summer school in Belgium, completing some short courses and giving a presentation at a conference."</p><p style="text-align:justify;">She says graduation signifies an end of her undergraduate career, and although she feels a bit sad it also gives her a sense of satisfaction. Potgieter says she believes in doing things to the best of her ability. “I am passionate about everything I do.</p><p style="text-align:justify;">“SU is a resource rich environment that offers many opportunities such as summer schools and short courses. I used these opportunities, which brought me to where I am today." </p><p style="text-align:justify;">She says her degree course focused on practical education, where they were taught the theory, but were also expected to demonstrate in reports how they applied this theory in practice. “This means that SU social work students graduate with theoretical as well as practical experience, which makes them well-rounded professionals."</p><p style="text-align:justify;"> </p><p><br></p>2019-12-11T22:00:00Z 2019-12-11T22:00:00.0000000ZAsiphe Nombewu /Corporate Communication
Master’s study highlights plight of Zimbabwean migrants with disabilities in Cape Townhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6995Master’s study highlights plight of Zimbabwean migrants with disabilities in Cape Town<p>​​​The dream of finding a better life in South Africa has turned into a nightmare for Zimbabwean migrants with disabilities living in Cape Town, a new study at Stellenbosch University (SU) found.<br></p><p>“The voices of these disabled migrants are largely absent from migration and disability policies and literature which means they're often marginalised, lack access to social services and have to do menial jobs where they are either underpaid, exploited or not paid at all," says Noel Dangarembwa who obtained his master's degree in Human Rehabilitation Studies on Tuesday (10 December 2019) at the third graduating ceremony of SU's December graduation. Also hailing from Zimbabwe, Dangarembwa explored the livelihood experiences of Zimbabwean migrants with disabilities living in Cape Town. His supervisors were Drs Lieketseng Ned and Martha Geiger from the Centre for Disability and Rehabilitation Studies in SU's Faculty of Medicine and Health Sciences.</p><p style="text-align:justify;">Dangarembwa says he decided to do the study because although remarkable disability studies have been conducted in South Africa, they have paid little attention to the livelihood experiences of migrants with disabilities who generally have a harder time in host countries than able-bodied migrants.<br></p><p style="text-align:justify;">“Most policies and literature on migration are devoid of livelihood experiences of migrants with disabilities both internationally and locally."<br></p><p style="text-align:justify;">Dangarembwa says that in interviews he conducted with the disabled Zimbabwean migrants , they revealed that South Africans regard them as inferior and “good for nothing disabled foreigners" who come to squander the resources of the country. <img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Noel%20en%20Lieketseng.jpg" alt="Noel en Lieketseng.jpg" class="ms-rtePosition-2" style="margin:5px;width:450px;" /><br></p><p style="text-align:justify;">“Migrants with disabilities are labelled with inferiorised identities which hamper their access to social services and continuously deny them livelihood opportunities to sustain themselves in South Africa due to their assigned identities of being disabled and a migrant.<br></p><p style="text-align:justify;">“What is clear is that the intersection of disability and the migrant status coupled with social locations such as gender and socio-economic status confines migrants with disabilities to the peripheries of livelihood sources. <br></p><p style="text-align:justify;">While others had managed to pursue their interests like part-time sewing and braille transcription and massaging, the options of the majority were commonly limited to begging – an activity that is seemingly 'fit' for disabled migrants which exposed them to exploitation and ridicule by an able-bodied society which questions both their impairments and justification for migrating, explains Dangarembwa.<br></p><p style="text-align:justify;">He says most Zimbabwean migrants with a visual impairment revealed that they sustain their livelihoods through begging at traffic intersections where they often face ridicule and derogatory name-calling, as well as the risk of being run over by vehicles or losing some of their daily takings to their sighted helpers who take advantage of their visual impairment.<br></p><p style="text-align:justify;">“Despite this though, these migrants remain resilient in using begging as way to earn a living in South Africa,"  adds Dangarembwa.<br></p><p style="text-align:justify;">He bemoans the serious lack of institutional support for Zimbabwean migrants with disabilities.<br></p><p style="text-align:justify;">“In instances where they are given support, they are expected to be grateful for whatever they receive, without being allowed to ask any questions, or to voice their needs and concerns that are unique to their migration status and disability."<br></p><p style="text-align:justify;">Dangarembwa says his findings have exposed the vulnerability of migrants with disabilities, while also raising crucial questions regarding the United Nations' 2017 Migration Report which mentions only women and children as examples of vulnerable migrants. </p><p style="text-align:justify;">“This is particularly concerning because the United Nations Convention on the Rights of Persons with Disabilities (CRPD) has specific articles which speak to migration and disability. Disabled people form part of the collective migrant groups, and thus vulnerable to oppression." <br></p><p style="text-align:justify;">Calling on the South African government to fully implement the ratified and signed CRPD, Dangarembwa says it should review its migration policies to provide reasonable accommodation for Zimbabwean migrants with disabilities that will enhance their full participation in and contribution to all spheres of live in South Africa.<br></p><p style="text-align:justify;">He says both Zimbabwe and South Africa must collaborate to address policy barriers which prevent migrants with disabilities from obtaining the necessary documents that will make it easier for them to access various opportunities for sustainable livelihood.<br></p><p style="text-align:justify;">“Both governments should work together to facilitate the voice of migrants with disabilities to incorporate their needs and concerns into the design and implementation of appropriate policies." <br></p><p style="text-align:justify;">Dangarembwa adds that more research is needed on migration and disability policies and practices to extensively interrogate the livelihood sources of disabled migrants. <br></p><ul style="text-align:justify;"><li><strong>​Main photo</strong>: Noel Dangarembwa​ at the graduation ceremony. <strong>Photo 1</strong>: <span style="text-align:justify;">Noel Dangarembwa</span> with one of his supervisors Dr Lieketseng Ned. <strong>Photographer</strong>: Stefan Els</li></ul><p style="text-align:justify;"><strong>FOR MEDIA ENQUIRIES ONLY</strong></p><p style="text-align:justify;">Noel Dangarembwa</p><p style="text-align:justify;">Cell: 0764563717 / 0834795224</p><p style="text-align:justify;">E-mail: <a href="mailto:proson2019@yahoo.com">proson2019@yahoo.com</a> </p><p style="text-align:justify;"><strong>ISSUED BY</strong></p><p style="text-align:justify;">Martin Viljoen</p><p style="text-align:justify;">Manager: Media</p><p style="text-align:justify;">Corporate Communication</p><p style="text-align:justify;">Stellenbosch University</p><p style="text-align:justify;">Tel: 021 808 4921</p><p style="text-align:justify;">Email: <a href="mailto:viljoenm@sun.ac.za">viljoenm@sun.ac.za</a> <br></p><p><br></p>2019-12-09T22:00:00Z 2019-12-09T22:00:00.0000000ZCorporate Communication / Korporatiewe Kommunikasie [Alec Basson]
Christmas cheerhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6997Christmas cheer<p>​​Stellenbosch University's Centre for Learning Technologies (CLT) took the Siyanqoba Crèche, suited at the heart of Kayamandi, under its wing, back in 2016. The relationship has grown tremendously over the past three years and CLT has reached out to the children in a series of yearly events such as Valentine's Days, Mandela Days and Christmas parties.<br></p><p style="text-align:justify;">The crèche looks after about 55 children and they not only get monthly supplies and stationery from CLT, but they also g​​​​et a dose of love and care from the entire team.<br></p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Carinval_3Dec2019_balloon.JPG" alt="Carinval_3Dec2019_balloon.JPG" class="ms-rtePosition-3" style="margin:5px;width:250px;height:140px;" /><p style="text-align:justify;">To help formalise the administration of the crèche, CLT Operations Manager Ms Zainab Suliman assisted them with the design of a crèche logo. This new logo was added to the backpack each child received as a Christmas gift.<br></p><p style="text-align:justify;">The Christmas season was celebrated with a carnival party on 3 December 2019 on a farm just outside Stellenbosch. The entire crèche and the teachers were treated with a fun filled day of face painting, balloon animals, a jumping castle, and of course, a Santa Clause delivering gifts.<br></p>2019-12-09T22:00:00Z 2019-12-09T22:00:00.0000000ZChristina Harvett