| Conference facilitated by SU a ‘new dawn’ for international scientific collaboration | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10896 | | Conference facilitated by SU a ‘new dawn’ for international scientific collaboration | Corporate Communications and Marketing | <p>The Who's Who of African and European academia convened in Stellenbosch this week as part of a groundbreaking and ambitious initiative facilitated by Stellenbosch University (SU).
<br></p><p>Over 200 academics and researchers gathered at the Stellenbosch Institute for Advanced Study (STIAS) over three days for the inaugural Africa–Europe Clusters of Research Excellence Conference. The event was co-hosted by SU, the African Research Universities Alliance (ARUA) and The Guild of European Research-Intensive Universities. </p><p>Through 21 joint Clusters of Research Excellence (CoRE), co-led by universities from each continent, key societal challenges are addressed through partnerships across disciplines, aligning efforts with the AU-EU Innovation Agenda. These clusters, encompassing more than 169 institutions across 60 countries, also reflect the shared commitment of Africa and Europe to address the United Nations Sustainable Development Goals (SDGs).</p><p>The conference was a milestone that provided a unique opportunity to explore innovative solutions and strengthen networks essential to addressing the challenges faced by African and European societies.</p><p>
<strong>Historic collaboration</strong></p><p>
<strong>Prof Sibusiso Moyo</strong>, Deputy Vice Chancellor: Research, Innovation and Postgraduate Studies at SU, welcomed the international guests to Stellenbosch and reminded the audience that former president Nelson Mandela said education is the most powerful weapon to change the world.</p><p>In his welcoming address, SU Rector and Vice-Chancellor
<strong>Prof Wim de Villiers</strong> called the event a “historic collaboration" to use innovative, interdisciplinary solutions to tackle the major issues of the day, from public health crises to climate adaptation. “We're particularly excited that ARUA set an ambitious target to graduate 1 000 PhDs each year from its member universities over the next decade. That is aspirational and truly inspiring. It is not only vital for our continent's academic future, but also for addressing some of these developmental challenges we want to tackle," De Villiers said.</p><p>The conference highlighted interdisciplinary collaboration as a vital component of addressing complex global challenges </p><p>In the first plenary session,
<strong>Prof John Gyapong</strong>, Secretary General of ARUA, discussed the urgent need to address Africa's research output and retain talent within the continent. He articulated a vision for increasing research output that is relevant to African contexts while fostering collaboration with European partners.</p><p>
<strong>Prof Jan Palmowski</strong>, Secretary General of The Guild representing European universities, emphasised the importance of equitable partnerships between Africa and Europe, ensuring that both continents benefit from long-term collaborations that address shared challenges such as migration, climate change and societal inequalities. “This is not just about short-term projects but a long-term commitment to solving the world's biggest challenges together," he said, referencing the AU-EU Innovation Agenda as a strategic framework for collaboration over the next decade.</p><p>In her keynote address,
<strong>Prof Funmi Olonisakin</strong>, Vice President (International, Engagement and Service) at King's College in the UK, described the initiative as the building block of an academic movement to change the world. “This collaboration is not just about research; it is about creating something special, something different," she said. “We are not just researchers; we are change-makers. This is how we build a movement of knowledge producers that are effective in changing society." </p><p>Olonisakin stressed the importance of equitable partnerships, recognising that African universities are often disadvantaged by structural inequalities. “We are not starting from a level playing field. We must be mindful of these gaps and build equitable frameworks that bring others along with us," she cautioned and pointed out that existing inequalities between African and European institutions, such as access to infrastructure and funding, must be addressed if the partnership is to succeed.</p><p>Throughout the conference, participants engaged in breakaway sessions and workshops, fostering in-depth discussions on topics such as gender and health disparities, sustainable development, water resources management and artificial intelligence.</p><p>In feedback sessions, representatives of the different clusters highlighted their key achievements, including securing funding, establishing training programmes, building research networks and publishing in top journals. Challenges such as expanding membership, obtaining sufficient funding and navigating administrative hurdles were also discussed.</p><p>
<strong>Social justice foundation</strong></p><p>On the second day, the keynote address was delivered by
<strong>Prof Thuli Madonsela</strong>, Director of the Centre for Social Justice at SU. She spoke passionately about the need for transdisciplinary research to tackle complex societal challenges, using the Covid-19 pandemic as a case study. Madonsela argued that the pandemic highlighted the limitations of narrow approaches to public health that overlooked aspect such as mental health and economic consequences. She stressed that social justice should be a foundational element in research initiatives. “Without fairness in how we distribute the benefits and burdens of research, we risk deepening existing inequalities," Madonsela concluded.</p><p>An important session was presented by
<strong>Sean Rowlands</strong>, the Senior Policy Officer of The Guild, who provided a roadmap for the ARUA clusters to navigate the complex funding landscape and harness the potential of the AU-EU Innovation Agenda. Emphasising the multilateral nature of the clusters, Rowlands explained how this structure offers distinct advantages, including flexibility, collaboration and long-term planning. He noted that the ARUA clusters have already been recognised on the AU-EU dashboard for their substantial contributions to the shared priority areas. “You are already well-aligned with the innovation agenda, and this puts you in a competitive position to be the researchers that these calls are looking for," Rowlands told academics.</p><p>A crucial panel discussion on the final day of the conference provided valuable insights to policy issues. The session brought together key stakeholders from the AU, EU, national research agencies and university leadership to explore how the newly formed research clusters can help advance the AU-EU innovation agenda.</p><p>
<strong>Botho Kebabonye Bayendi</strong> from the African Union (AU) urged researchers to ensure their work directly contributes to the continent's ambitious goals, particularly as Africa enters what she described as a “decade of acceleration." Bayendi commended the conference's focus on issues such as climate change, food security and skills development, which align with the AU's strategic objectives. “We are saying African solutions for African problems and the agenda should be citizen driven," she stressed.</p><p>
<strong>Dr Thandi Mgwebi</strong> from South Africa's National Research Foundation (NRF) discussed how research plays a pivotal role in South Africa's policies on inclusive growth and job creation.</p><p>
<strong>Game-changing initiative</strong></p><p>Sustainable development was a major focus during the panel, with participants explaining how Africa could avoid the environmentally damaging industrialisation paths taken by other countries. The discussion concluded that fostering better connections between researchers, governments and civil society is key to addressing Africa's pressing issues, from climate change to public health.</p><p>The conference ended with an inspiring reflection on what was achieved and the way forward. </p><p>
<strong>Professor Anders Hagfeldt</strong>, Chair of The Guild and Vice-Chancellor of Uppsala University in Sweden, said building trust and fostering collaboration requires a deep understanding of each other's backgrounds and histories, reinforcing the value of listening in creating meaningful partnerships. “We can say with confidence that we're doing something very important. On many levels this initiative is game-changing," Hagfeldt remarked. </p><p>Olonisakin said it's clear that the conference is ringing in a new era in scientific endeavour.
<strong>Prof Oluyemisi Bamgbose</strong> from the University of Ibadan in Nigeria called the initiative a “new dawn" and referred to the “common humanity" that took centre stage. </p><p>Echoing this sentiment, Palmowski said he wanted to pay tribute to SU's efficiency and leadership in hosting the conference. “We have learned a huge amount from each other, and we will continue to learn as we go on this journey together. As we're meeting, the world has become a much darker place. It must encourage us to redouble our efforts, because there is no alternative to what we are doing. I'm convinced that our work is more necessary than ever. This is a community, and we will do our very best in The Guild and ARUA offices to support this endeavour."</p><p>During her closing remarks on the last day of the conference,
<strong>Prof Hester Klopper</strong>, Deputy Vice-Chancellor: Strategy, Global and Corporate Affairs at SU, highlighted the importance of trust and collaboration in advancing the conference's goals. Reflecting on feedback from participants, she noted that when individuals come together for the first time, they often bring a sense of vulnerability. Drawing from management scientist Patrick Lencioni, she said overcoming this vulnerability is essential for building effective teams, with trust being the foundation of successful collaboration. “I honestly believe that we are making history. Nowhere else is there the magnitude of the network we have here together and the opportunity to really make a difference," Klopper concluded.</p><ul style="color:#61223b;text-decoration:underline;"><li>
<a href="/english/Documents/2024/ARUA_The_Guild_Comment_from_participants.pdf" target="_blank">
<strong class="ms-rteFontSize-2">Read more feedback from participants ≫</strong></a> </li></ul>
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<strong>PHOTO: Ignus Dreyer</strong></p><p><br></p> |
| Fostering Global Collaboration: Reflections on SU’s Strategic Partnerships and International Initiatives | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10898 | | Fostering Global Collaboration: Reflections on SU’s Strategic Partnerships and International Initiatives | Prof Hester Klopper, Deputy Vice-Chancellor: Strategy, Global and Corporate Affairs | <p><span style="text-align:justify;">As we look towards the end of the academic year, we must reflect on the value of creating spaces for international collaboration. At Stellenbosch University (SU), this aligns with our strategic theme of "purposeful partnerships and inclusive networks" and highlights the exceptional work that SU International is doing. Fostering meaningful cross-border partnerships drives innovation, enhances knowledge exchange, and addresses global challenges.</span></p><p style="text-align:justify;">The recent <strong>6th South Africa-Japan University Forum (SAJU 6),</strong> held from 27 to 29 August 2024 in Stellenbosch, was a resounding success. It exemplifies how such spaces foster dialogue and innovative outcomes. This forum brought together higher education institutions from Japan and South Africa, deepening and broadening collaborative efforts. By facilitating exchanges of ideas and expertise, we reaffirmed our commitment to creating partnerships that drive sustainable and impactful results.</p><p style="text-align:justify;">Looking ahead, SU remains dedicated to creating and supporting spaces that facilitate international collaboration. The recently concluded <strong>2024 Africa – Europe Clusters of Research Excellence (CoRE) Conference,</strong><strong> </strong>held from 29 September to 2 October 2024, was a pivotal step in building future international partnerships and advancing our strategic priorities. The CoRE Conference successfully brought together researchers from across Europe and Africa, enabling them to build on the work of the twenty clusters, share progress, and further strengthen ties between The Guild and the African Research Universities Alliance (ARUA).</p><p style="text-align:justify;">Initiatives like SAJU 6 and CoRE are essential for cultivating partnerships that enhance our global footprint and ensure SU remains a vibrant, dynamic, inclusive hub for international collaboration. As you read this newsletter, you will discover numerous examples of thriving partnerships that contribute to making SU a centre for global knowledge exchange.</p><p style="text-align:justify;">The year is not over yet and we remain excited about the possibilities that lie ahead. Let us continue to build an environment that encourage innovation, collaboration, and the free exchange of ideas.</p><p style="text-align:justify;">Best regards,</p><p style="text-align:justify;"><strong>Prof Hester C. Klopper</strong></p><p><br></p> |
| "Africa, Our Home" – fostering Internationalisation through culture at Stellenbosch University | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10849 | | "Africa, Our Home" – fostering Internationalisation through culture at Stellenbosch University | Abongile Quthu | <p>Stellenbosch University (SU) students celebrated the richness of diversity of its student body at a recent Cultural Evening, held on Friday, 6 September 2024, at The Stellenbosch Museum. Organised by the Student Representative Council's (SRC) International Students portfolio, under the leadership of Natasha Sibanda, the event showcased the unifying power of culture within the university community Themed "Africa, Our Home," the evening was more than just a display of talent; it was a celebration of identity and a powerful affirmation that culture lies at the heart of human connection. Students from various cultural backgrounds came together to showcase the uniqueness of their heritage through traditional dance, music, and fashion. As the rhythms of drums filled the air and vibrant garments lit up the stage, the event was a reminder that culture is not just an accessory—it is a way of life.<br></p><p>Solomzi Mphambo, a third year student in BA Humanities and a participant in the event, beautifully captured this sentiment, sharing, “Culture plays a vital role in our lives; therefore, I use culture to exhibit my own being and sense of feel." His words were a reminder that culture is not something external or performative. It is an extension of our very existence, a way of being in the world that shapes how we move, how we speak, how we love. Solomzi shared a drumming and spoken word piece at the event. </p><p>And it is this cultural connection that internationalisation seeks to honour. At its core, internationalisation is not just about expanding the number of countries represented on campus; it's about learning from one another, respecting the cultural richness that each</p><p>student brings. In doing so, we are creating a community where no one's identity is diminished, where no one's story is overlooked.</p><p>, Audience member Noxolo Njiji,a third year BA Humanities student shared her thoughts on the significance of the event stating, “Platforms like these are good for us to connect and learn different cultures." Her reflection underscored the evening's success in fostering mutual understanding and respect among students from diverse backgrounds.</p><p>For Sibanda, the event's success highlights the broader mission of internationalisation at Stellenbosch University. “Internationalisation goes beyond increasing the number of foreign students on campus; it is about fostering deeper cultural exchange, learning from one another, and ensuring that every student feels a sense of belonging".</p><p>“The 'why' behind the event is simple: why not? I organised the cultural evening to celebrate and highlight the rich cultural diversity within our university community.It was an opportunity for students to reconnect with their cultural roots, express themselves, and showcase their unique backgrounds."</p><p>The evening also posed important questions about the future of internationalisation at SU. Sibanda and the SRC envision building on the event's momentum by expanding cultural exchange programmes, strengthening support networks for international students on campus, and advocating for greater inclusion of global perspectives in academic curricula. These efforts are aimed at ensuring that the university's internationalisation strategy is not just a formal policy, but a lived experience for every student.</p><p>As SU continues its journey towards fostering an inclusive and interconnected student community, the success of the Cultural Evening serves as a reminder of the university's responsibility to honor the cultural richness within its walls.</p><p>The future of internationalisation, Sibanda suggests, lies not in the number of international students, but in how the university cultivates a sense of home and belonging for all.</p><p>With plans for more events like the Cultural Evening, Stellenbosch University is set to deepen its commitment to diversity, inclusivity, and global understanding, creating a space where every culture is celebrated, and every student feels valued.<br></p><p></p><p><br></p> |
| From Stellenbosch to Japan: A First-Generation Student's Journey of Peace, Courage, and Global Learning | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10840 | | From Stellenbosch to Japan: A First-Generation Student's Journey of Peace, Courage, and Global Learning | Abongile Quthu | <p>In a world where many of us struggle to find our place, Buhlebenkosi Nombewu, a final year BSc student in Human Life Sciences with Psychology , has embarked on a journey that span borders and cultures. Driven by her passion for anime and commitment to global peace, Nombewu secured a opportunity to attend the Global Peace and Citizenship Summer School at Hiroshima University in Japan. The Summer School, organised by the International Network of Universities (INU), took place from 8 to 10 August . <br></p><p>Buhlebenkosi had always admired Japan. When the Stellenbosch University Japan Centre (SUJC) hosted an anime screening at Krotoa Building during Global Week, she eagerly signed up for the screening and their newsletter. It was this connection that led her to the Summer School opportunity. Reflecting on the experience, she describes it as both thrilling and terrifying. "In life, you have to do things alone, do it scared, but you always have to try," she says.</p><p>“The journey to Japan was a mix of emotions. From the bright lights of Tokyo to the humid landscapes of Hiroshima, every moment felt surreal. Despite initial challenges, such as getting lost in a train station. I was welcomed into a vibrant and diverse community at the Summer School, where participants from different walks of life came together to discuss peace, war crimes, digital ethics, and the role of heritage and culture in fostering understanding".</p><p>The experience was transformative. For ten days, Buhlebenkosi immersed herself in workshops and discussions that challenged her perspectives and deepened her understanding of global issues. From karaoke nights and sightseeing to the sobering visit to the Peace Memorial and meeting an atomic bomb survivor, every moment was filled with learning and connection. </p><p>The Summer School's closing was an emotional experience. As she and her fellow participants shared a final dinner, Buhlebenkosi reflected on the friendships and networks she had built. "Instead of holding onto 'when will we meet again,' we embraced the fact that we even met and will remain connected," she says, highlighting the importance of interconnectedness.</p><p>“For me, this journey was more than just an academic experience; it was a powerful reminder of the courage it takes to step out into the world. my message to others, especially women, is <em>You cannot be what you cannot see</em>. When you open your eyes to the possibilities out there, it gives you the courage to take the step."</p><p>Nombewu's journey blends quiet introspection with bold exploration. Naturally introverted, she thrives in challenging environments that push her beyond her comfort zone. Her deep interest in Model United Nations (MUN) and intercultural competence drives her to seek out opportunities for global learning and understanding. Her high school experience at The High School for Girls Potchefstroom, laid the groundwork for her global perspective, further enriched by a student exchange programme to Germany in her earlier year. Raised by a single mother who emphasized the importance of forging one's own path, Buhlebenkosi's ambition is deeply rooted in her upbringing. Seeking a change from her familiar surroundings, she chose Stellenbosch University (SU) for her higher education</p><p>As she continues her studies and involvement at SU, Buhlebenkosi carries with her the lessons learned from Japan—lessons of peace, diversity, and the power of stepping into the unknown. Her journey is a testament to the strength found in embracing the world, in all its complexity and beauty, and the importance of fostering connections that transcend borders.</p><p style="text-align:left;">“It my hope that many Stellenbosch University students experience the same international exposure as I did".<br></p><p><br></p><p><br></p><p><br></p> |
| Highlighting teacher well-being through African collaboration and partnerships | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10837 | | Highlighting teacher well-being through African collaboration and partnerships | Faculty of Education | <h4 style="text-align:left;">Dr Shannon Bishop-Swart and Dr Elzahn Rinquest recently co-presented a teacher well-being and resilience workshop to thirty under- and postgraduate teaching students at Makerere University in Kampala, Uganda through an Africa Collaboration Grant. <br></h4><p style="text-align:left;"></p><p style="text-align:left;">The purpose of the teacher well-being workshops titled “Teacher Wellbeing African Partnership: Building Emotional Resilience" hinged on five components. Firstly, to develop integrated training modules encompassing teacher wellbeing, effective classroom management, and the nuanced understanding of emotions in the classroom. Secondly, to support comprehensive community outreach programmes by partnering with PACHEDO, a Ugandan NGO, to incorporate emotional intelligence components into community outreach programs, ensuring a comprehensive approach to community engagement that considers emotional dynamics. Thirdly, for interdisciplinary research collaboration between two African universities, exploring the intersections of education, psychology, and emotional intelligence in teaching practices. Fourthly, to explore future opportunities for exchange programs that specifically focus on understanding and implementing emotional intelligence in educational settings and facilitating cross-cultural learning experiences for educators. And lastly, to establish a dedicated network among workshop participants to share their experiences, resources, and strategies related to emotional wellbeing in the classroom and encouraging ongoing collaboration and support. </p><p style="text-align:left;">The two Stellenbosch University Faculty of Education academics have a shared interest in teacher well-being as an essential element for teachers' success. Despite their mutual interest in teacher well-being, an academic concern both researchers have had is the focus of research on teacher well-being in the global North. The Ugandan Teacher Well-being Workshop served as a valuable exchange of ideas and experiences. The feedback and reflections from the Ugandan participants will assist Dr Bishop-Swart and Dr Rinquest to further refine the workshop to ensure they are applicable to diverse African contexts. The collaboration between Stellenbosch University and Makerere University, the Ugandan non-government organisation PACHEDO, and the SU social impact project TeacherCalm marks a significant step towards making a global impact on teacher well-being. <br></p><p style="text-align:left;">The first three days in Uganda, the academics were accompanied by PACHEDO's President, Simon Omali, and Secretary, Sam Okuni, both founding members, and together travelled to various PACHEDO education projects across East and Central Uganda. The group spent Women's Day with a group of women living in a refugee camp near the South Sudanese border who are involved with PACHEDO's community resilience and household sustainability programmes in order to learn skills and earn an income. The women sang and danced and shared inspiring stories of how these education programs have assisted them to become more independent and not only earn an income, but also gain valuable skills that they are able to share with their community and thus ensure sustainability of the skill and income.<br></p><p style="text-align:left;">While at Makerere University the academics were hosted by Prof. Jude Ssempebwa, Associate Professor of Higher Education Studies and Management at the East African School of Higher Education Studies and Development, College of Education and External Studies. <br></p><p style="text-align:left;"><span><strong>Collaboration and partnership background </strong></span></p><p style="text-align:left;">Twelve years ago, on an education exchange while studying her Masters at Teachers College, Columbia University, Dr Bishop-Swart travelled to Uganda and became a founding member of a non-government organisation called PACHEDO - Partners for Community Health and Development Organization. Since then PACHEDO has had success and experience particularly in humanitarian recovery education for children, women and youth in conflict, disaster and poverty affected communities in East Africa. PACHEDO's education interventions include the enhancement and integration of four education elements: i) Early Childhood Development, ii) Primary Education, iii) Community Transitional and Accelerated Learning Programme (CTLP and ALP); and iv) Vocational and apprenticeships that are aligned with national education policies and curriculum, as well as providing relevant transitional skills that address all these barriers. </p><p style="text-align:left;">In 2022 Dr Elzahn Rinquest founded TeacherCalm as a social impact (SI) project within the Faculty of Education at Stellenbosch University. This SI project focuses on supporting the well-being of pre-service teachers and equipping them with effective classroom management techniques. TeacherCalm recognizes that teacher well-being is a complex interplay of factors, including emotional, physical, and social dimensions and, by addressing these interconnected aspects, TeacherCalm strives to create a supportive and nurturing environment for teachers. <br></p><p style="text-align:left;"><br></p><p style="text-align:left;"><br></p> |
| Supporting Excellence in Doctoral Education and Women in Academia | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10801 | | Supporting Excellence in Doctoral Education and Women in Academia | Daniel Bugan | <p>As we celebrate Women's Month, it is essential to highlight women who are making significant strides in academia. Dr. Natalie Kowalik, Programme Manager of the African Doctoral Academy (ADA) at Stellenbosch University, stands out as a leading force in advancing doctoral education across Africa. Her work not only supports the development of high-quality doctoral graduates but also champions gender equality and empowers women in academia.</p><p>The ADA, situated within the Africa Centre for Scholarship at Stellenbosch University International, has been a cornerstone for doctoral research capacity development since its inception in 2009. It responds directly to the critical need for an increased production of doctoral graduates across Africa, with a focus on quality and excellence. The ADA achieves this through its bi-annual Summer and Winter Doctoral Schools, as well as additional Spring and Autumn Schools. These programmes offer intensive research methodology training, academic preparedness, and professional development for doctoral candidates, supervisors, and researchers.</p><p>Dr. Kowalik is at the forefront of these initiatives, working tirelessly to expand and enhance ADA's programmes. She is committed to ensuring that the ADA remains responsive to the evolving needs of the African doctoral community by fostering international collaborations, integrating innovative teaching methodologies, and continuously refining the programmes based on participant feedback.</p><p>In addition to her role in advancing doctoral education, Dr. Kowalik places a strong emphasis on increasing accessibility to these programmes. By exploring hybrid and online delivery modes, these have enabling a wider reach, making it possible for more scholars across the continent and beyond to benefit from ADA's offerings. Her efforts align closely with the African Union's policies on gender equality, furthering the participation of women in doctoral education and academia.</p><p>"The ADA plays an important role in advancing women's participation in doctoral education," says Dr. Kowalik. "Our comprehensive training programes equip female researchers with essential research and professional skills, enabling them to complete their doctoral degrees and enter academia with confidence."</p><p>Dr. Kowalik notes that almost 60 percent of delegates who have attended the ADA Doctoral Schools since 2018 are women. This impressive statistic is a testament to the ADA's commitment to supporting women in academia. Additionally, the ADA offers scholarships with priority given to female doctoral candidates, further demonstrating its dedication to gender equality.</p><p>However, Dr. Kowalik is clear that more needs to be done on an institutional level to foster greater female participation in academia. "In order for more women to enter this space, we need policies that promote gender equality, mentorship programs, and support networks that provide the necessary resources and opportunities for women to thrive in their academic and professional careers."</p><p>Beyond her administrative role, Dr. Kowalik finds deep fulfillment in witnessing the personal and professional growth of ADA participants. One story that stands out is that of a doctoral candidate from Ethiopia who attended the 2023 ADA Summer School on a scholarship. His journey into cancer research was bolstered by the skills he gained at the ADA, and he even connected with a potential supervisor at Stellenbosch University. "Seeing individuals like him gain new skills, connect with peers, and grow in their academic journey is incredibly rewarding," she says.</p><p>Dr. Kowalik's passion for research is at the heart of her work. She is deeply involved in research across policy, media industries, and creative economies, areas that align with her work at the ADA. "Supporting others in their research journeys and helping them enhance their skills to produce high-quality research is what motivates me. It's my way of contributing to solutions for the global challenges we face."</p><p>As South Africa celebrates National Women's Day on August 9th, we honor the legacy of the women who paved the way for future generations. Dr. Natalie Kowalik, through her work at the ADA, is a modern-day torchbearer, empowering women in academia and making a lasting impact on doctoral education across Africa. Her efforts are paving the way for a future where women are equally represented and fully supported in academia.<br></p><p><br></p> |
| ADA 2024 Winter School Ends on a High Note with a Focus on PhD Leadership & Academic Excellence | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10795 | | ADA 2024 Winter School Ends on a High Note with a Focus on PhD Leadership & Academic Excellence | Daniel Bugan | <p>The African Doctoral Academy (ADA) 2024 Hybrid Winter School concluded on a high note, featuring Prof Sibusiso Moyo, Stellenbosch University's (SU) Deputy Vice-Chancellor for Research, Innovation, and Postgraduate Studies, as the keynote speaker for the official closing. Prof Moyo brought the curtain down on a highly successful programme held recently at the Stellenbosch Institute of Advance Study (STIAS).<br></p><p> The Doctoral Winter School offers high-impact training in research design and methodology, academic preparedness and career development for prospective doctoral students, PhD candidates, postdoctoral fellows and supervisors.</p><p>Over 170 participants, from almost 400 applications, attended the Winter School which took place from 24 June to 19 July. The programme featured 13 online and in-person courses, international speakers and a number of new initiatives.</p><p>Delegates representing 17 nationalities registered for the event. This included participants from the USA and 16 African countries, including Algeria, Botswana, Cameroon, Egypt, Ethiopia, Kenya, Madagascar, Malawi, Mauritius, Mozambique, Namibia, Niger, Nigeria, South Africa, Tanzania and Uganda. The ADA was also able to offer scholarships to seven participants who attended online and in-person from the University of Mauritius, University of Malawi, University of Zambia, Namibia University of Science and Technology, University of South Africa, University of the Western Cape and University of KwaZulu-Natal. The ADA also hosted a cohort of delegates from PERIPERI U.</p><p>Moyo's closing address was entitled, “Strategic Leadership: From PhD Scholar to Deputy Vice Chancellor, Championing Excellence in Doctoral Education".</p><p>The SU academic, who holds a PhD in Mathematics, asked delegates to consider what it means to have a PhD in Africa.</p><p>“For me having a PhD is critical for driving change. Data shows that the more PhDs a country has the more it improves the knowledge economy and the economy in general."</p><p>“In the South African and African context, we have a number of problems such as inequality, poverty and youth unemployment, as well as issues around climate change that are affecting us all. Those working on doctorates should think about the issues that you are addressing (in your study). How relevant is my study to some of these socio-economic issues? How can you apply some of your skills to solve some of these critical issues? That is key, because sooner or later you will have to apply for funding and people would want to know what the key issues are [and those] you are dealing with."</p><p>Moyo added that taking up leadership roles, early career experiences, publishing, mentorship, and networking, among other things, are important for one's career growth.</p><p>Over the four weeks of the programme, the ADA had the privilege of engaging with top-rated presenters from Trinity College Dublin, Ireland; University of Bath, UK; University of Nebraska-Lincoln, USA and University of Michigan, USA. Local presenters hailed from SU and the Southern African Regional Universities Association Climate Change and Sustainable Development Program me.</p><p>Of the 13 courses, three were new offerings, namely 'Conceptualising the Doctoral Degree: The 10 Important Points to Consider', 'Fondamentaux de la rédaction de propositions de subvention à impact' (Fundamentals of Impactful Grant Proposal Writing in English) and 'Effective Academic Writing for Master's and D octoral Students: Writing Retreat'. </p><p>The ADA also hosted its first grant writing course in French and its first strategic initiative week sponsored by PERIPERI U (a platform for university partnership to reduce disaster risks in Africa) through the APEDA (African Partnership Enhancing Discourse and Advocacy for Disaster Risk Reduction) Project.</p><p>Dr Natalie Kowalik, ADA Programme Manager, described the 2024 Winter School as “inclusive and supportive."</p><p>“It was one of the most rewarding schools I've experienced, as participants truly valued the courses and offerings, showing a high level of engagement. They approached as serious scholars, eager to absorb as much content as possible."</p><p>She noted that all the writing courses were popular with the participants, including 'How to Argue and Write an Effective Literature Review for your Master's or Doctorate', 'Crafting an Article out of your Thesis: Writing and Publishing the Final Phases of the Doctorate' and 'Effective Academic Writing for Master's and Doctoral Students: Writing Retreat.'</p><p>“Other courses, such as 'Statistics Revisited: All you need to know to Successfully Analyse and Present your Data' and our first French grant writing course were also in-demand," said Kowalik.</p><p>Notable events during the course of the programme included the official welcome by Prof Sarah Howie, Director of the Africa Centre for Scholarship at SU, a networking evening and an AI (Artificial Intelligence) lecture by Dr Sonja Strydom (Deputy Director: Academic Development and Research at the Centre for Learning Technologies at SU) entitled, “AI and Scientific Research: Issues, debates & opportunities."</p><p>Participant Kubiku Kozanai, a second-year research student in the Department of Geography and Environmental Studies at SU, enrolled in the programme to improve his research writing skills.</p><p>Kozanai, who's research focuses on mining-induced displacement and relocation in South Africa, with reference to Mogalakwena Local Municipality, Limpopo, registered for the Effective Academic Writing for Master's and Doctoral Students course.</p><p>“I am in the middle-phase of my PhD research and felt that there was something missing with regards to my writing skills," he said. “We can all write on our phones, on WhatsApp and do basic, simple writing. But to write something that is credible, valid and that can connect with your readers, you need the right skills. This course equipped me with the right skills for academic writing."</p><p>He added: “It is such a privilege to be here. The platform is set for you to connect with people from across Africa for future collaborations. The ADA is making a huge contribution not only in SA, but across the continent."</p><p><br></p> |
| Treat others with integrity, and see it returned to you: Zimbili Sibiya | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10789 | | Treat others with integrity, and see it returned to you: Zimbili Sibiya | Daniel Bugan | <p>To Zimbili Sibiya, leaders must be able to take charge of themselves before they can lead others. This attitude is seeing her thrive as research coordinator of the ACEWATER-III initiative, run by Stellenbosch University (SU) International's Centre for Collaboration in Africa (CCA). <br></p><p>ACEWATER-III was launched in Nairobi, Kenya, in April 2024. It involves the CCA working alongside 20 partner institutions in the AUDA-NEPAD Network of Water Centres of Excellence* to strengthen transboundary water resource management across Africa. This is being done through research, capacity development, short-term mobility opportunities, skills exchanges, and engagement with policymakers. The partners each undertake their own projects in their respective regions' river basin organisations.</p><p><strong>Keeping projects relevant and responsive</strong></p><p>As research coordinator, Sibiya ensures that all partners' projects align with the ACEWATER-III objectives and priorities. “Each partner is responsible for doing research that promotes integrated transboundary water resource management," she explains. “The research must also entail an element of training and should aim to contribute to policy by engaging policymakers and key decision-makers in their regions or countries. </p><p>“To date, each partner has had to submit a research proposal, and my job was to review the proposals for relevance and to ensure that there is no duplication of work, as some of the partners would be working in the same river basin." </p><p>Sibiya was invited to join the project by Dr Nico Elema, director of the CCA and the leader of ACEWATER-III. She had worked with him as a research assistant on two water-related projects before. “I said yes because research that serves humanity excites me," she says. “The water sector is doing a lot of important work in this regard. The highlight for me was that the project would be conducted on the African continent." </p><p><strong>Pursuing maximum impact, actual change</strong></p><p>Having obtained a BSc in Forest Science and Natural Resource Management and an MSc in Forest and Wood Science, both at SU, Sibiya was also intrigued by the similarities between the water and forestry sectors. “The sectors are dealing with similar climate change and management issues, and we need forests for the water sector to thrive. I was curious to see how we can match the two sectors and integrate our activities to ensure that the work done in this project has maximum impact," she says. </p><p><br>“What I hope to do through my involvement in the project is to amplify its impact in society, not just through publications, but also through storytelling and social media," Sibiya adds. “I would like to ensure that the science ultimately translates into actual change." </p><p>She is currently working towards her PhD while serving as part-time assistant resident head of Academia student residence. Always on the go, she also offers public speaking training, encouraging others to lead with integrity and be truthful and accountable in everything they do, even when nobody is watching. “As a leader, if you treat others with integrity, you won't have to do much to see that returned to you," she says. </p><p> <em>* The AUDA-NEPAD Network of Water Centres of Excellence is a network of higher education and research institutions that conduct high-end scientific research and capacity development in the water and related sectors across Africa. Member institutions are from South Africa, Mozambique, Zimbabwe, Botswana, Namibia, Zambia, Malawi, Mauritius, Kenya, Uganda, Sudan, Ethiopia, Nigeria, Benin, Burkina Faso and Senegal. The body received its mandate in 2005 from the African Union through the African Ministers' Council on Water (AMCOW) and the African Ministers' Council on Science and Technology (AMCOST).</em> </p><p> </p><p><br></p> |
| In the business of shifting boundaries: Lidia du Plessis | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10774 | | In the business of shifting boundaries: Lidia du Plessis | Daniel Bugan | <p>Lidia du Plessis is a firm believer in celebrating and developing each individual's unique potential. This also underpins her work as programme manager of staff internationalisation in Stellenbosch University (SU) International's Unit for Partnerships.<br></p><p>In this capacity, she develops and facilitates internationalisation opportunities for academic and professional administrative support services (PASS) staff, enabling them to collaborate, engage and benchmark with global peers. “I am passionate about providing opportunities for staff to engage with global peers," she says. “It not only helps them develop as internationalisation practitioners, but also gives them an opportunity to shift their own boundaries and move beyond their comfort zones. This builds on the University's aim of being an employer of choice, while also promoting purposeful partnerships."</p><p>Internationalisation opportunities include the Lund University-SU blended staff development programme and the trilateral staff development programme with SU, the University of Hambu rg (Germany) and Northwestern University (United States). Then there are also virtual programmes, training weeks and research opportunities such as the Erasmus+ staff training and teaching programmes.</p><p><br></p><p><strong>Cultivating internationalisation practitioners</strong></p><p>Du Plessis says it has been a joy to witness how these programmes build staff's understanding of their role as internationalisation practitioners. “Staff engage with international guests in a more purposeful and intentional way. The feedback from our partners and staff alone speaks volumes. Staff are also seeking out their own opportunities to grow and travel for work."</p><p>She adds: “I love seeing someone return from an opportunity abroad all enthusiastic and excited, especially when they were first-time travellers. It makes my heart happy to see them challenging themselves to move beyond their safe space, try something new, and grow."</p><p>According to Du Plessis, there has been a spike in interest from SU staff enquiring about PASS programmes specifically. “We had over 30 applications for the Lund-SU programme last year. And this year, more than 25 people applied for the trilateral programme. For the Erasmus+ programmes, we typically receive eight to ten applications for each of the training and teaching options," she says.</p><p>A keen traveller herself, she enjoys accompanying staff on their mobility opportunities. “Travelling with them challenges me to learn more about our partner institutions, but also about my colleagues," she explains. “For me, it's about the professional engagement as well as about connecting as humans – having fun while we wait for a train, or trying to figure out how the ticket machine works."</p><p><strong>Prepared by prior experience</strong></p><p>She studied Languages and Philosophy at SU and worked at the Stellenbosch Business School before she joined SU International in 2006. Without realising it at the time, her past experiences prepared her for the demands of her current role, she says. “Studying at SU and holding a leadership position in my residence taught me early on how to work with different people with different views and backgrounds. Philosophy taught me to think outside the box and to see the world from a slightly different angle, and that all angles are important. And the Business School formed me professionally: I worked with and learned from very skilled managers and colleagues. I learned to take responsibility for tasks and projects assigned to me, and that integrity goes a long way."</p><p> She has the following advice for women in leadership positions: “Trust your gut and believe in yourself. Make mistakes and learn from them, but be part of the solution. A good leader is not always the most popular person, and that's okay. Take responsibility, but also keep your team accountable."</p><p>As a single mom to a pre-teen, Du Plessis says flexibility is key in trying to balance one's work and personal life. “The ability to work from home some days allows me to watch the odd netball game or help with some homework. I also try to switch off as much as possible over weekends." She concludes philosophically: “Life has taught me to live each day to the fullest. So, apply for that job. Say 'I'm sorry' and 'I love you' often. Smile. Be kind. Go the extra mile. Take that leap of faith."<br></p><p><br></p><p><span class="ms-rteFontSize-1"><strong>Photo by: Stefan Els.</strong></span><br></p><p> </p><p><br></p> |
| Informative JICA Lecture sheds light on Japan’s mass media evolution | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10769 | | Informative JICA Lecture sheds light on Japan’s mass media evolution | Corporate Communications and Marketing (Hannelie Booyens) | <p>A fascinating perspective on the media landscape came to light during a recent lecture by a Japanese media expert at Stellenbosch University (SU). The third JICA (Japan International Cooperation Agency) Chair Lecture was hosted by the Japan Centre at SU and featured an insightful contribution by Dr Kaori Hayashi, a distinguished professor of Media and Journalism Studies and Executive President of the University of Tokyo. <br></p><p>In her opening address, Prof Scarlett Cornelissen, a Political Science lecturer and Director of the SU Japan Centre, noted the long-standing collaboration between SU and Japan. She highlighted the significance of the JICA Chair initiative, which aims to promote understanding of Japan globally. </p><p>Through the JICA Lecture series, the SU Japan Centre, in collaboration with JICA, invite prestigious researchers and scholars from Japan to talk about the country's modernisation pathway, its economic history and Japanese society, Cornelissen said. </p><p>Hayashi's talk entitled '<em>Japan's mass media: It's golden past and future challenges</em>' provided a detailed outline of Japan's mass media evolution. She traced the origins of Japan's media to the 17th century, showcasing early forms of printed news. </p><p><strong>Colourful origins of media in Japan</strong></p><p>“Japanese journalism originated with tabloids, small papers featuring colourful pictures in plain language," Hayashi explained. “The original wasn't political opinion pages like in European countries. These small papers have played a central role in shaping the concept of journalism in Japan. Their presence helped define what journalism meant during the country's modernisation."</p><p>Hayashi highlighted the role of literacy and education in the proliferation of print media, leading to the establishment of newspapers like the <em>Yomiuri Shimbun</em> in the late 19th century. She described the rapid development of newspapers, radio and television in the 20th century and pointed out how the mass media played a crucial role in shaping public opinion and national identity at times of war and during the country's economic “miracle" in the 1960s and 1970s. The mass media, she said, was instrumental in promoting Japan's image as a technologically advanced and economically powerful nation.</p><p>The “golden age" of Japanese mass media saw newspapers reaching unprecedented circulation numbers, with the <em>Yomiuri Shimbun</em> recognised by the Guinness Book of World Records in 1994 for its circulation of 10 million copies sold daily.</p><p>“Newspapers became part of Japan's modern infrastructure with an expectation that every respectable household would subscribe to at least one newspaper. The content of these newspapers catered to a wide range of audiences and remained nation-centred, if not outright nationalistic, relying largely on official sources," Hayashi said.</p><p>At the height of Japan's newspaper industry in 1997, combined circulation peaked at 53.8 million. Over the past 26 years, newspaper circulation dropped steeply and in 2023, fewer than 20 million copies were sold daily, Hayashi noted. She attributed this decline to several factors, including the rise of the internet, changing household structures and the economic challenges faced by young people, leading to a decrease in newspaper subscriptions. </p><p>The internet's dominance as a primary source of news and entertainment will continue to challenge traditional media outlets, Hayashi warned. “In addition, Japanese people are unwilling to pay for news. This means that the business model for online journalism is yet to be established."</p><p>She discussed the cultural implications of these changes, observing that Japanese people are generally indifferent to politics and consume news passively. There is a reluctance to engage in public discourse or share political opinions, which contributes to a lack of political discourse.</p><p>“People in Japan are quite indifferent to how media content is created. The public feels politically powerless, leading to a further loss of interest in political matters. This is one of the reasons why people read less and less news." </p><p>She pointed out that this attitude leads to a vicious cycle that means people in Japan don't actively participate in political discussions and they don't engage with news. She cited studies where Japanese people scored the lowest of 46 countries when it comes to engagement with news. </p><p>Hayashi's research indicates that Japanese people avoid articulating political opinions in the public domain because of the risk of social isolation. “Japanese people generally avoid sharing political opinions publicly, opting instead to discuss such matters only within closest personal circles. This cultural tendency maintains harmony and avoids potential isolation."</p><p><strong>Low media literacy rates</strong></p><p>Hayashi also noted that media literacy in Japan is much lower than other countries with less awareness about media biases, the optimisation of information on digital platforms, fake news and the importance of fact-checking. </p><p>“These challenges manifest uniquely in Japan's political engagement and media consumption compared to other liberal democracies. While political polarisation is a significant issue in many Western countries, Japan's challenge and primary concern is widespread political indifference and public disengagement from the political process.</p><p>“The lack of media literacy combined with the popularity of the internet for entertainment purposes, rather than information gathering, poses a significant challenge for the future of journalism and informed public citizen participation in Japan. </p><p>“As we navigate these challenges, it is crucial for Japanese society to recognise the value of responsible media consumption and the importance of active participation in the political process. By fostering a culture of critical thinking and encouraging open and informed dialogue, Japan can work towards a more engaged and politically aware public, ensuring that its democratic processes remain robust and reflective of the citizen voices," Hayashi concluded.</p><p>Following the JICA Chair Lecture, Prof Mehita Iqani from SU's Journalism Department lauded Hayashi's comprehensive overview and highlighted the potential for collaborative research between Japan and South Africa. She emphasised the value of comparative research in understanding the unique challenges and opportunities faced by different nations in the evolving global media landscape. Iqani noted that while the cognitive drivers of news consumption may differ across countries, there could be shared emotional drivers that influence public engagement with media, providing a fruitful area for further research.</p><p>The event concluded with an engaging Q&A session, moderated by Cornelissen, where audience members, including scholars and students, posed questions to the speakers. Topics ranged from the cultural aspects influencing media systems to the role of political control in shaping public trust in media.</p><p><strong>PHOTO: Prof Mehita Iqani, Prof Scarlett Cornelissen and Dr Kaori Hayashi at the JICA Chair Lecture. (Photo by Ignus Dreyer)</strong></p><p> </p><p><br></p> |
| Students and South-South relations benefit from SU English language programme | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10764 | | Students and South-South relations benefit from SU English language programme | Ameera Crew | <p><span style="text-align:justify;">Learning a new language is much like travelling to a distant land: Every word unlocks a world of new possibilities, and every sentence builds bridges to exploring a new culture. This was also the experience of 16 students from Côte d'Ivoire who attended the four-week Intensive English Programme (IEP) presented by the Stellenbosch University (SU) Language Centre in June and July.</span><br></p><p style="text-align:justify;">The students, all from the School of Business Administration at the Institut National Polytechnique Félix Houphouët-Boigny (INPHB) in Yamoussoukro, are the second cohort from Côte d'Ivoire to learn English at SU. “Last year, we hosted 22 INPHB students for the IEP," says Norma Derby, programme manager for African Partnerships in SU International's Centre for Collaboration in Africa. “Subsequently, the INPHB contacted us through the Côte d'Ivoire embassy in Pretoria to host another group this year." </p><p style="text-align:justify;">The IEP offers English language courses to international students at both undergraduate and postgraduate level. The programme aims to develop students' reading, writing, listening and speaking skills, as well as relevant grammar and vocabulary. Excursions and workshops throughout the programme offer students the opportunity to practise their English outside the classroom, while exploring the sights and sounds in and around Stellenbosch. </p><p style="text-align:justify;"><strong>Glowing feedback</strong></p><p style="text-align:justify;">The programme seems to deliver the desired results, judging by feedback such as that from Mohamed Fadel Junior Binate, a final-year student completing his master's in Business Administration at INPHB. “I have noticed an improvement in my English since coming to Stellenbosch," he says. “In my country, we learn English throughout primary and secondary school, but we cannot practise the language because no one there speaks English. This programme gives us the opportunity to improve our English through classes, tests, and outings where we are encouraged to practise our English skills in real-life situations." </p><p style="text-align:justify;">He knows only too well the value of improving his English language skills. “As a business student, it is important to know English, especially in the international domain where English is the language that everyone speaks, and all contracts and agreements are in English," Mohamed explains. “My goal is to open a consulting business, so improving my English through the IEP will help me make that goal a reality." </p><p style="text-align:justify;">Mohamed is also looking forward to use his improved English skills to expand his cultural knowledge. “Learning a new language can help you connect to people who are different from you, and gives you the chance to learn about new cultures and new places. I have seen this during my time here in South Africa, where knowing English has helped me learn more about this amazing country by having conversations with local people." </p><p style="text-align:justify;"><strong>Skills on show</strong></p><p style="text-align:justify;">At the closing function for the programme on 12 July, each student delivered a presentation on their time at SU with the aim of illustrating how their English language skills had improved. Guests at the event included the director of INPHB's Business Studies and Management Faculty, Dr Moustapha Traore, and Mr Diomandé Gondo Serge Siaba, minister and counsellor, representing the ambassador of Côte d'Ivoire.</p><p style="text-align:justify;">Siaba was pleased with the students' progress during their short time at SU. “We are very satisfied with what we have seen so far," he said. “The results of the first group of students that came out of SU were outstanding, and we have no doubt that the project will still deliver many more cohorts." </p><p style="text-align:justify;"><strong>Strengthening regional ties to boot</strong></p><p style="text-align:justify;">Aside from opening up possibilities for students, SU's IEP offering is also strengthening South-South relations. As Dr Traore explains, his institution made a strategic choice to send INPHB students to SU to learn English instead of a university in the global North. “Our vision is to promote South-South cooperation. Our choice fell on South Africa, as a country of excellence, and SU was our preferred institution." </p><p style="text-align:justify;">The partnership between SU and INPHB seems set to grow going forward. “Our main vision is to go beyond language learning and extend this to broader collaboration between our faculty and SU's Faculty of Economic and Management Sciences through student exchanges," Dr Traore says. “We would also like to create research exchange programmes between academics of the two institutions."</p><p style="text-align:justify;"><strong>Nurturing 30-year-old friendship</strong></p><p style="text-align:justify;">This year marks three decades of diplomatic relations between South Africa and Côte d'Ivoire. To celebrate the relationship built between the two nations, a South Africa–Côte d'Ivoire week will be hosted in Abidjan from 7 to 11 October. According to Siaba, a South African government and industry delegation led by deputy president Paul Mashatile is scheduled to attend. Delegates from both countries will showcase what they have to offer in the areas of mining, agriculture, tourism, culture and education. <br><br></p><p><br></p> |
| CISU contestants shine at Chinese Bridge South African finals | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10742 | | CISU contestants shine at Chinese Bridge South African finals | CISU | <p>In this year's edition of the Chinese Bridge competition for university students and school learners from across South Africa, contestants from the Confucius Institute at Stellenbosch University (CISU) again achieved outstanding results. In each of the competition categories, CISU entrants ended among the top three.<br></p><p>The Chinese Bridge competition is organised by the Chinese embassy in South Africa and hosted by three different Confucius institutes and classrooms in the country. Participants showcase their Chinese language and performance skills. In the run-up to the event, participants from Stellenbosch University and schools in the Cape Winelands district received intensive training through CISU's outreach programmes, which are facilitated by teachers in the district. </p><p>The aim of the Chinese Bridge contest is to build a bridge between nations, fostering understanding and cultural exchange. Since its inception, over 1,4 million students from more than 150 countries have participated in the competition, which attracts over 100 million audience members annually. </p><p><em><strong>Raking in the awards</strong></em></p><p>In the competition for South African university students, hosted in Cape Town on 17 May, CISU's Jessica Grace Gascoyne Clarke ended in second place (<em>pictured in blue below</em>), while Ashiquah Norodien received an encouragement award (<em>wearing red</em>). Jessica will have the chance to travel to China later this year to observe the global finals.<br></p><p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/409185562_1246176132989661_6074865305127832664_n.jpg" alt="409185562_1246176132989661_6074865305127832664_n.jpg" style="margin:5px;width:593px;" /><br></p><p><br></p><p>On 7 June, primary school learners got their chance to show their proficiency in Chinese in the South African finals in Durban. CISU contestants Kay-Lee Verna Pietersen, Akeelah Nikitha Adams and Shailo-Jay Halley Fritz, all from Rietenbosch Primary School in Cloetesville, delivered impressive performances (<em>pictured below with </em><em>teachers from CISU and Rietenbosch Primary</em>). Kay-Lee and Akeelah were named runners-up, while Shailo received an award of excellence.<br></p><p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Picture2.jpg" alt="Picture2.jpg" style="margin:5px;width:733px;" /><br></p><p><br></p><p>CISU's competitors in the event for secondary school learners on 16 June, this time hosted in Johannesburg, were equally successful. With her outstanding performance, Mpemnyama Piko Hlobisa ('Cai Yi') from Makupula Secondary in Kayamandi (<em>pictured in red below</em>) scooped first prize and secured her place in the global finals in China. Carmen Paige Harris from Rhenish Girls' High School was awarded third prize, while Taliah Evelyn Demirah from Worcester Gymnasium received an excellence award (<em>flanking Cai Yi on the picture below</em>).<br></p><p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Picture3.jpg" alt="Picture3.jpg" style="margin:5px;width:760px;" /><br><br></p><p><em><strong>Uplifting our youth</strong></em></p><p>These excellent achievements by Stellenbosch University students and local school learners attest to the vast potential among our youth, the unwavering support provided by CISU staff, and the hands-on language training offered by Chinese teachers.</p><p><span style="text-align:center;">C</span><span style="text-align:center;">IS</span><span style="text-align:center;">U remains committed to nurturing and uplifting talented youth by opening doors to international education and opportunities abroad. Continued educational support on offer includes school preparatory programmes in Chinese language and culture, sponsored pre-degree language courses at 256 Chinese universities for high school learners and adults, as well as full scholarships at tertiary level with either Chinese or English as the language of instruction. The financial support accompanying these programmes is significant.</span></p><p><em>Photos courtesy of </em><em>CISU teachers.</em></p><p><br></p> |
| SU-UIC approves release of IEB’s international May 2024 examination results | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10738 | | SU-UIC approves release of IEB’s international May 2024 examination results | SU-UIC | <p><strong style="text-align:justify;">“</strong><strong style="text-align:justify;"><em>We (SU-UIC) regard this as a very successful examination sitting in this fourth offering</em></strong><strong style="text-align:justify;">"</strong><br></p><p style="text-align:justify;"><strong>~ Prof Sarah Howie, Director of the SU-UIC</strong></p><p style="text-align:justify;">The <a href="https://blogs.sun.ac.za/suinternational-uic/">Stellenbosch University (SU) Unit for International Credentialling (SU-UIC)</a> is pleased to confirm the approval of the release of the Independent Examinations Board's (IEB) International Secondary Certificate (ISC) and Further Studies examination results conducted between 8 and 28 May 2024. </p><p style="text-align:justify;">This May 2024 examination sitting was the fourth IEB ISC examinations to take place. The SU-UIC has been conducting the external quality assurance of the Further Studies subjects and the IEB ISC, Africa's first international school-leaving certificate since its inception in 2022. The SU-UIC found that the examination sessions were fair, valid, and reliable as well as being free from any irregularities that could have compromised the integrity or credibility of the examinations.</p><p style="text-align:justify;">The SU-UIC Quality Assurance Governance Committee, chaired by Prof Hester Klopper, Deputy Vice-Chancellor for Strategy, Global and Corporate Affairs at SU, confirmed the approval of the release of the results of the ISC and Further Studies examinations on 2 July 2024, after extensive and rigorous quality assurance processes. The external quality assurance processes, amongst others, included the verification of IEB's internal quality assurance processes, external moderation and approval of the examination papers, interrogation of the quality and standard of the examinations, verification of the resulting and certification data and standardisation of the results.</p><p style="text-align:justify;">Ms Confidence Dikgole, Chief Executive Officer of IEB, during Standardisation of the results expressed that <em>“We (IEB) take every step necessary to maintain credibility and reliability in the examinations</em>". Prof Sarah Howie, Director of the SU-UIC, shared this sentiment at the meeting held to approve the release of results, stating “<em>We (SU-UIC) regard this as a very successful examination sitting in this fourth offering</em>." </p><p style="text-align:justify;"> </p><p style="text-align:justify;"><strong>International Secondary Examinations (ISC)</strong></p><p style="text-align:justify;">The ISC, Africa's first international school-leaving qualification developed by the IEB, is rigorous and equivalent to South Africa's National Senior Certificate (NSC), allowing holders to gain admission to South African universities. The ISC is recognised by Universities South Africa and UK Ecctis as comparable to Australian, UK, and Kenyan school-leaving qualifications.</p><p style="text-align:justify;">The ISC is offered in eSwatini, Namibia, and Mozambique. In May 2024, 91 learners from the three countries wrote the ISC examinations at six examination centres, achieving a 92.4% pass rate from 157 subject entries. Since its launch in 2022, the ISC has grown in offerings and number of learners. The ISC started offering examinations in May 2023 in addition to the November examinations. To date 116 learners have written the mid-year examinations, reflecting the need for an Africa-centred international qualification, that provides learners with an affordable and flexible alternative. </p><p style="text-align:justify;"><strong>Further Studies Subjects</strong></p><p style="text-align:justify;">A total of 699 learners took the IEB May 2024 Further Studies examinations, compared to 423 in 2023. Further Studies courses in Afrikaans, English, Mathematics and Physics are regarded as challenging, enrichment academic offerings. These optional examinations allow learners to enhance their academic credentials before entering tertiary education, providing an advantage for local and international admissions and students' success.</p><p style="text-align:justify;">This year, 696 learners sat the examinations for the first time, while 3 retook it to improve their scores. Impressively, 50 of these were Grade 11 learners. The cohort achieved an 80.33% pass rate across six subjects, with 56 learners scoring between 90 and 99%.</p><p style="text-align:justify;">The IEB Further Studies courses are available to learners pursuing the IEB ISC in eSwatini, Mozambique, and Namibia, as well as the National Senior Certificate (NSC) in South Africa from both independent and public schools. A UK ENIC (Ecctis) benchmarking exercise found the courses comparable to UK A-levels, underscoring their global competitiveness.<br></p><p><br></p> |
| Erasmus+ mobility programme an eye-opener for SU staffer | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10741 | | Erasmus+ mobility programme an eye-opener for SU staffer | Daniel Bugan | <p>His participation in the recent Erasmus+* staff mobility programme in Türkiye not only enhanced his professional development, but also made for a lifetime of memories. So says Sibusiso Lukhele, project coordinator in the office of the Deputy Vice-Chancellor: Research, Innovation and Postgraduate Studies.<br></p><p>Lukhele was one of two staffers who represented Stellenbosch University (SU) at the Erasmus+ event, which catered specifically for the professional development of support services staff. The programme, hosted from 13 to 16 May 2024 at Sabancı University in Istanbul, offered participants the chance to interact with peers from Sabancı as well as universities in the Netherlands, Sweden, and Czech Republic. </p><p><em><strong>All-round educational experience</strong></em></p><p>The main thrust of the programme was to learn about the Turkish higher education system and how they prepare students for an ever-changing world, explains Lukhele. “For example, at Sabancı<em><strong> </strong></em>University, all students are required to take a community engagement module as a prerequisite for graduation. This sees them embarking on projects that can be implemented in different communities in the country."</p><p>Workshops aimed at professional development covered a range of topics, including the transformative power of artificial intelligence in higher education, making better decisions, exposing racist fallacies, and being agile in a dynamic world. “I found the workshop on communication with Gen Z particularly insightful," says Lukhele. “The session was facilitated by Gen Z students from Koç University [also located in Istanbul] and helped me understand how these postmillennials view the world. We learnt that Gen Zs prioritise their mental health and wellbeing, and value issues such as social justice and shared humanity. Since I interact with Gen Z students in my day-to-day work and am raising a Gen Z daughter, this has given me a better understanding of how best to communicate with these young people."</p><p>His interactions with the other universities' academics and support staff also developed his networking skills, Lukhele adds. “My networking skills have improved, which will help me build stronger relationships with different SU stakeholders." </p><p><em><strong>Sights, sounds and soccer</strong></em></p><p>Outside the formal programme, he also took the opportunity to fully immerse himself in the sights and sounds of Istanbul. “I decided to make the one free day on the programme my tourist day. I got off at the wrong train station. Just imagine being lost in a city with 20 million people!" he laughs. “But it turned out to be a blessing in disguise, as I got to see so many different parts of Istanbul. Visiting all the tourist sites was great, but as a football fan, the best part was seeing all three stadiums where Türkiye's biggest football teams – Fenerbahçe, Beşiktaş and Galatasaray – play.</p><p>“Another fond memory was the late sunsets," Lukhele says. “It was late spring, and the sun would only set at about 20:30, which allowed for some late dinners at interesting restaurants and cafes."</p><p>He has no doubt that the programme has added significant value to his professional life. “Participation in the Erasmus+ programme plays a crucial role in your development, and you get to learn about other universities. And in the process, you get to compare SU with other institutions and again realise that our university is truly world-class," he concludes.</p><p><em><strong>About Erasmus+</strong></em></p><p><em>Erasmus+ is a programme of the European Commission's Education and Culture Executive Agency. It provides grants for a wide range of activities, with a strong emphasis on international collaboration between partner countries, notably in the field of higher education. This opens up opportunities for global institutional cooperation and mobility for university students and staff. </em><em>Since the launch of Erasmus+, Stellenbosch University has had successful mobility exchanges with more than 25 institutions, including both existing and new partners.</em> </p><p> </p><p><br></p> |
| International Delegation Visit from Universiti Teknikal Malaysia Melaka (UTeM) | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10720 | | International Delegation Visit from Universiti Teknikal Malaysia Melaka (UTeM) | SU International | <p>On Friday, June 28th, Robert Kotzé, Senior Director of SU International, welcomed a delegation from Universiti Teknikal Malaysia Melaka (UTeM) to Stellenbosch. The delegation, led by Professor Datuk Ts Dr. Massila Kamalrudin, Vice Chancellor of UTeM, met with Prof. Wim de Villiers, Rector and Vice-Chancellor of Stellenbosch University. The meeting focused on exploring collaborative projects in international education, research, and innovation. The visit concluded with the signing of a letter of intent, highlighting the commitment of both institutions to future cooperation. The UTeM delegation included 14 members.<br></p><p>To review see more delegations, visit: <a href="/english/SUInternational/su-past-visitors-log">SU delegation log</a>. <br></p><p><br></p> |
| GSL students in service to local community | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10714 | | GSL students in service to local community | Daniel Bugan | <p>The learners at Nondzame Primary School in Pniel now have a fully fitted playground to enjoy thanks to a generous group of students who participated in the first-semester Global Service Learning (GSL) programme at Stellenbosch University (SU). Among others, the GSL class included students from the American Institute for Foreign Study (AIFS).<br></p><p>GSL is an experiential learning programme offered by SU's Global Engagement Centre that enables participants to develop their global citizenship through community engagement and broaden their understanding of South African history and contemporary life. It is presented in collaboration with Boschendal Estate's Education portfolio, of which Excelsior Preschool and Crèche forms a part. From 19 February to 16 May, students attended class on Mondays and Wednesdays and took part in community engagement on Tuesdays and Thursdays.</p><p>A total of 21 students from America, Germany, Austria, the Netherlands, France and Finland formed part of the GSL class who volunteered at Excelsior Preschool and Crèche as well as at Nondzame and Pniel primary schools. They mostly served as classroom aides and office assistants, which typically involved reading stories, co-teaching short lessons, making posters, helping learners, chatting with them, and playing sports.</p><p>Rachel Erben, an AIFS student who studies Political Science at the College of Saint Benedict and Saint John's University in Minnesota, United States, was one of the students who volunteered her services. “From the first day at Nondzame Primary School, it was apparent that the school wasn't receiving all the supplies or resources they needed," says Erben. “We started with the idea of helping in some way, whether it be a hands-on project or a donation. Some of the students volunteered to purchase some supplies, and I even worked on a book drive in March."</p><p>But it was the playground idea that really took off. “When we set out with the idea of raising some money for the school, we made sure to be very careful to talk to the teachers about what their school needed, rather than just assuming," Erben explains. “The principal, Ms Mthwa, explained how a playground would be positive for the children's development, as the school did not have any structure for the learners to play on. She told me: 'Even if you could get just a slide, that would be great.' I knew then that I wanted to aim higher than a slide. That's how the ball got rolling."</p><p>She continues: “All students in the GSL class, including those from AIFS, raised funds for the playground. We collected the money through PayPal, and relatives and friends sent us donations." In the end, the students managed to raise over R28 000, which gave them enough to build a playground and donate 175 books and supplies such as notebooks, pencils, art supplies, English/isiXhosa dictionaries and a soccer goal to the school.</p><p>The playground, which was officially launched on 10 June, comprises one main jungle gym structure with swings, a platform, ramp, slide and monkey bars. There is also a separate tyre swing for the older kids.</p><p>“For me personally, the GSL class was a way to immerse myself even more into the local community and get involved beyond the University," says Erben. “I also believe that we have a responsibility to learn about the community we're living in, to go deeper than the niceties, to find out about local issues and how they're affecting people. This class gave us a hands-on glimpse into the education system in South Africa."</p><p>Ellen Block, an associate professor of Anthropology at College of Saint Benedict and Saint John's University, accompanied her institution's students on their visit to Stellenbosch. “I'm so proud of these students for seeing a need and mobilising to do something about it," Block says. “They didn't do this for a grade or to get any recognition. They really just felt like they wanted to do something that would be of lasting benefit to the learners. Because the GSL class had students from all over the world, it was great to see donations come in from all quarters."</p><p>According to Janet Baxter, head of Education at Boschendal, this is the first year that they have been able to extend the experiential learning programme to include Nondzame and Pniel primary schools in addition to Excelsior Preschool and Crèche. “The GSL and AIFS student cohorts truly understood the importance of working at grassroots level, and how seemingly small gestures could have a profound effect on the learners and teachers they were assisting," Baxter says. “Over the years, the relationship between Boschendal Education, GSL and AIFS has grown in impact, and we look forward to continuing the work in the community with our partners at SU."</p><p><br></p> |
| Matie Buddy programme helps international students settle in at SU | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10694 | | Matie Buddy programme helps international students settle in at SU | Ameera Crew | <p><span style="text-align:justify;">Studying abroad is an unforgettable experience. However, adjusting to a foreign country with unfamiliar faces and diverse cultures also presents some challenges. That is where the Matie Buddy programme, offered by Stellenbosch University (SU) International's Centre for Global Engagement, comes in. The cross-cultural buddy programme helps international students settle into life at SU, while affording local students valuable interaction with their peers from abroad.</span><br></p><p style="text-align:justify;">“The Matie Buddy programme is for students who are interested in cultural exchange and making connections with students from across the world," explains Kauthar Jardine, a third-year International Studies student in the Faculty of Arts and Social Sciences, who has been a Matie Buddy since January 2023. “Through these connections, one can build lasting friendships and help new students find a sense of comfort and community in Stellenbosch," she adds. </p><p style="text-align:justify;">The Matie Buddy programme is one of the ways in which SU practises internationalisation at home. The aim is to help local students develop intercultural awareness and skills, value diversity, and enhance their global understanding. These outcomes are clearly being achieved, judging from Kauthar's experience to date: “Not only do I meet amazing and diverse people from all over the world, but being part of the programme has also been impactful in my personal development," she says. “Many of the international students are French-speaking, and since I take French as a foreign language, this has also given me the opportunity to practise and improve my French language skills." </p><p style="text-align:justify;">Nestled between breathtaking mountains in South Africa's Western Cape province, Stellenbosch captivates many visitors with its scenic natural beauty. This is one of the reasons why Alaskan Rachel Erben, a Political Science student at the College of Saint Benedict in Minnesota, United States, chose to enrol as a semester student at SU. “I chose a university in Southern Africa because I wanted a different Study Abroad experience," Rachel says. “When I saw images of SU, I immediately fell in love with its natural beauty, and it's a bonus that I get to be close to a vibrant city like Cape Town." </p><p style="text-align:justify;">Rachel was paired up with Kauthar after signing up for the Matie Buddy programme in response to an email invitation from SU International. Since her arrival in February 2024, Rachel has found the programme to be extremely useful in helping her settle in at SU and integrate with the student community. “I'm so glad I signed up for the programme because it's a great resource for international students coming to SU for the first time," she says. “One of my favourite parts about it is that your Matie Buddy contacts you before you even arrive in South Africa. Having Kauthar to answer any questions I had, made me feel like I was already part of the SU community." </p><p style="text-align:justify;">Not all international students sign up to be paired with a local student during their time at SU. Rachel is quick to acknowledge that her experience would have been much different had she not met Kauthar. “Having a Matie Buddy immediately makes you feel welcome and at ease, since you have someone you can turn to whenever you need information or help. Had I not signed up and met Kauthar, I would have been unaware of so many things, and I wouldn't have made so many special connections with students from South Africa and the rest of the world," Rachel says. The Buddy experience has also helped Rachel manage her expectations about life at SU. “Although I did not have any negative expectations, having a Matie Buddy certainly reassured me and helped me to have realistic expectations about the semester ahead." </p><p>SU is expecting its next cohort of international students to arrive in mid-July. Until then, SU International will use the #myvirtualmatiebuddy campaign to share the resources and services on offer to make settling in at SU easier. Stay tuned!<br><br></p><p><br></p> |
| Reaping the benefits of responsive and responsible internationalisation | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10660 | | Reaping the benefits of responsive and responsible internationalisation | Prof Hester Klopper, Deputy Vice-Chancellor: Strategy, Global and Corporate Affairs | <p>It is hard to believe that we are almost halfway
through the academic year. The last five months have been filled with many
opportunities, achievements and challenges that have required us to reflect on
lessons learned. Throughout the first semester of 2024. <br></p><p>Stellenbosch University (SU) has continued to position itself as a leading African university with a global footprint. To this end, we have adopted responsive and responsible internationalisation as our strategic approach to expand our work across borders, whilst remaining aware of our impact and own unique needs. This type of internationalisation requires sensitivity to social, cultural, economic and environmental factors, and the ability to adapt accordingly and remain accountable. This will remain our focus for the rest of the year, building on the successes we have achieved thus far.<br></p><p style="text-align:justify;">Over the past months, our commitment to responsive and responsible internationalisation has seen us forge and foster impactful partnerships with higher education partners across the globe. We have also made further progress with integrating an international, intercultural and global perspective into our institutional operations and academic offerings in an effort to make internationalisation accessible to all our students and staff.</p><p style="text-align:justify;">Ultimately, we want to ensure that all members of the SU community benefit from an immersive internationalisation experience and acquire global competencies. This commitment also extends to our partners with whom we collaborate, ensuring that their students and staff who join us here in Stellenbosch also reap the benefits of augmented educational exchanges.</p><p style="text-align:justify;">The stories covered in this newsletter will give you a sense of the work we do in this regard – expanding our footprint globally, positioning our university as a first choice for students across the continent and globe, and offering top-notch support and opportunities to our international students and staff.</p><p style="text-align:justify;">As we tackle the second semester, we will continue to cultivate partnerships with diverse institutions, while also capitalising on our involvement in multilateral higher education networks and consortia. We look forward to continue our journey together as partners and collaborators in the global higher education space. </p><p style="text-align:justify;"><strong>Prof Hester Klopper</strong></p><p>Deputy Vice-Chancellor: Strategy, Global and Corporate Affairs<br></p><p><br></p> |
| Proud leader of ACEWATER-III | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10657 | | Proud leader of ACEWATER-III | Daniel Bugan | <p>Stellenbosch University (SU) will take the lead in a project worth 5 million euros (R100 million) to undertake research and capacity development with the aim of improving transboundary water resource management across Africa. <br></p><p> The ACEWATER-III project was officially launched in Nairobi, Kenya, in April 2024 and will be implemented from 2024 to 2028. Funded by the European Commission, the project will involve:</p><ul><li>scientific, technology and innovation research for increase Transboundary Water Resource Management; </li><li>human capacity development through short courses; </li><li>short-term mobility opportunities between partners; </li><li>research and skills exchanges; and </li><li>engagement with policy stakeholders. </li></ul><p> <strong>Wide implementation network</strong></p><p>The project will be implemented by SU along with 20 partner institutions in the AUDA-NEPAD Networks of Water Centres of Excellence, and the EU delegation to South Africa. The AUDA-NEPAD Networks of Water Centres of Excellence is a network of higher education and research institutions that conduct high-end scientific research and capacity development in the water and related sectors of the Southern African Development Community (SADC). Member institutions are from South Africa, Mozambique, Zimbabwe, Botswana, Namibia, Zambia, Malawi, Mauritius, Kenya, Uganda, Sudan, Ethiopia, Nigeria, Benin, Burkina Faso and Senegal. The body received its mandate in 2005 from the African Union through the African Ministers' Council on Water (AMCOW) and the African Ministers' Council on Science and Technology (AMCOST).</p><p> Dr Nico Elema, director of SU International's Centre for Collaboration in Africa, will be the project lead. He also facilitated the launch of ACEWATER-III along with the other AUDA-NEPAD network partners, AMCOW, the regional economic communities in Africa, and representatives of the European Commission in Nairobi. “SU has been contracted by the EU delegation to South Africa to lead this third phase of the ACEWATER project. Yet we are also working very closely with EU Water in Brussels and the EU Joint Research Centre (EU JRC) in Italy as we build on many years of science diplomacy," Elema says.</p><p>“Our job is to make sure that all the activities are implemented through our network partners in the various African countries," he adds. “Each one of them will undertake research and capacity development within the river basin organisations in their regions. The SU Water Institute will also contribute some research and training."</p><p><strong>Aiming for meaningful impact</strong></p><p>The aim is for the research and capacity development activities to have a meaningful impact on Transboundary Water Resource Management, Elema says. “We must have an impact on society in terms of our policy engagements and the knowledge that we generate. Through AMCOW, we work very closely with the ministers of water across the continent, so at the end of the day, we would like our research to have an impact on their policy decisions.</p><p>“It is also about joint learning," he continues. “We are all good at something, but not everything. If we, as a network, can bring our strengths together, we really can become excellent. With the very high level of stakeholder engagement involved in this project, we need to make sure that we have a positive impact on the African water and sanitation space."</p><p> Elema says even though ACEWATER-III project was only officially launched in April, the network partners have already started identifying the research projects and training they would like to undertake.</p><p><br></p> |
| SU part of deliberations at SASUF Research and Innovation Week 2024 | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10658 | | SU part of deliberations at SASUF Research and Innovation Week 2024 | SU International | <p><span style="text-align:justify;">Twelve Stellenbosch University (SU) staff members participated in the sixth South Africa Sweden University Forum (SASUF) Research and Innovation Week, hosted in mid-May 2024 in Sweden.</span></p><p style="text-align:justify;">The event, which fosters collaboration between South African and Swedish academic institutions, was co-hosted by Lund University, the Swedish University of Agricultural Sciences (SLU) and Malmö University – all situated in Sweden's Skåne region. More than 450 academics and university managers from 40 universities in Sweden and South Africa participated.</p><p style="text-align:justify;">SU's delegation was led by Rector and Vice-Chancellor Prof Wim de Villiers and included the Deputy Vice-Chancellor: Strategy, Global and Corporate Affairs, Prof Hester Klopper, along with distinguished researchers from various disciplines.</p><p style="text-align:justify;"><strong>Sustainable development takes centre stage </strong></p><p style="text-align:justify;">Specialised workshops and discussions on how to enhance collaborative research and innovation set the stage for the main event, the Sustainability Forum, which focused on sustainable development challenges and solutions. Here, SU researchers presented groundbreaking work in areas such as environmental science, renewable energy, health sciences, and social innovation. Their presentations highlighted SU's commitment to addressing global sustainability challenges through interdisciplinary research and international partnerships.</p><p style="text-align:justify;"><strong>The way forward for the network</strong></p><p style="text-align:justify;">With the SASUF network set to embark on its next phase from 2025 to 2030, the continuation of its work was a major point of discussion between the vice-chancellors of the participating institutions. It was agreed that new approaches would have be implemented to secure funding for the next phase. The AU-EU relationship will be drawn upon, which would potentially require inclusion of more countries in Africa and Europe, although this remains undecided. Funding from South Africa's National Research Foundation will require consideration of the country's <a href="https://www.nrf.ac.za/wp-content/uploads/2023/06/STI-Decadal-Plan-2022-23-14Dec22.pdf">2022-2032 Science, Technology and Innovation Decadal Plan</a>, while STINT (the Swedish Foundation for International Cooperation in Research and Higher Education) will also remain involved as a potential funding source. </p><p>All participants emphasised that participation in SASUF not only strengthened research capabilities at their respective institutions, but also enhanced their ability to contribute to sustainable development globally. The exchange of ideas and expertise between South African and Swedish institutions remains invaluable.<br></p><p><br></p> |
