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SU professor receives prestigious research award professor receives prestigious research awardCorporate Communication/Korporatiewe Kommunikasie [Rozanne Engel]<p>​​<br></p><p>Prof Lesley le Grange from Stellenbosch University's (SU) Faculty of Education recently received the prestigious South African Education Research Association (SAERA) Honours Award.<br></p><p>This the highest award bestowed by SAERA and is given annually to an individual or research entity for an outstanding contribution to educational research in South Africa. The award ceremony took place at the gala dinner of the annual conference of SAERA in Durban.</p><p>According to Prof Le Grange, he feels honoured to have received this award, but emphasises that ultimately he does not do his work for accolades alone. </p><p>He loves working in education and says that although the award will not impact directly on his teaching and research at SU, receiving this award will spur him on to reach even greater heights in relation to teaching and research.</p><p>“I don't do my work to receive awards, but it is a good feeling to be recognised for your contribution to research, and more so if the recognition is given by South Africa's premier education association," says Le Grange.</p><p>Earlier this year, the former Minister of Higher Education and Training, Naledi Pandor, appointed Le Grange and Prof Yusef Waghid, also from SU's Faculty of Education, to the Council of Higher Education (CHE). </p><p>One of the main functions of CHE is to contribute to the development of higher education through intellectual engagement with key national and systemic issues, including international trends. </p><p>As a council member, Le Grange will help advise the Minister of Higher Education and Training on all aspects of higher education policy and conduct research to inform and contribute to addressing the short and long-term challenges facing higher education.</p><p>“I am pleased to be of service to the higher education sector in this new capacity, particularly at a time when the sector is presented with both opportunities and challenges related to the funding of higher education, graduate employment, the Fourth Industrial Revolution and the decolonisation debates," says Le Grange.</p><p>For more information on SAERA, visit <a href=""></a>.</p><p>To find out more on the Council of Higher Education, click <a href="">here</a>.<br>​<br><br></p>
Education students going to Berlin in 2020! students going to Berlin in 2020!Prof Christa van der Walt<p style="text-align:justify;">​​As a result of a collaborative project between Stellenbosch University and the Humboldt University in Berlin (Germany), South African and German education students have the opportunity to see how work-integrated learning (in popular terms 'proef') is done in each other's country.   During August and September four education students from the Humboldt University in Berlin visited Stellenbosch University and did part of their practical training by accompanying four BEd SU students to Western Cape schools. ​<br></p><p style="text-align:center;"><img src="/english/faculty/education/PublishingImages/student-achievements/Julia-Andre-Nicole.jpg" alt="" style="margin:0px 5px;width:400px;height:338px;" /><br></p><p style="text-align:center;"><em>Two of the German students (Julia Ruleva and André Froelich) with SU student Nicole Minnies at the school where Nicole did her work-integrated learning.  </em><em>Photo: Public Domain</em></p><p style="text-align:center;"><img src="/english/faculty/education/PublishingImages/student-achievements/Julia-Sophia-Andre%20classroom.jpg" alt="" style="margin:5px;width:800px;height:295px;" /> </p><p style="text-align:center;"><em>The German students in action at the school.  </em><em>On the left is </em><em>Sophia Dilba and Julia Schleiffer and on the right André Froelich and Sophia Dilba. </em><em> </em><em>Photo: Public Domain</em></p><p style="text-align:left;">Prior to their arrival, four third-year Stellenbosch students were selected to pair up with the German students. These SU students will now fly to Berlin in January 2020 to do part of their practical teaching in German schools.  The Stellenbosch students are currently in their third year and were selected based on their ideas on, and arguments for multilingual education. The successful students who will travel to Berlin in January 2020, are Delmé Barkhuizen, Nicole Minnies, Rozanne Theron and Alexa Plaatjies.</p><p style="text-align:center;"><img src="/english/faculty/education/PublishingImages/student-achievements/SU-stds_2.jpg" alt="" style="margin:5px;width:500px;height:512px;" /> </p><p style="text-align:center;"><em>Prof. Christa van der Walt (centre back) with the four SU students who will travel to Berlin in January 2020: </em><em>Delmé Barkhuizen, Nicole Minnies, Rozanne Theron and Alexa Plaatjies. Photo: Public Domain​​</em></p>
Talent Development Programme: First 2-year cycle completed Development Programme: First 2-year cycle completedMrs Celeste Links<p style="text-align:justify;">​The spring edition of the Talent Development Programme was hosted during the September school holidays.  The Talent Development Programme (TDP) is a joint project between the Department of Science and Innovation (DSI) and Stellenbosch University Centre for Pedagogy (SUNCEP).  It is a prestigious residential and academic enrichment intervention that aims to bridge the gap between school-leavers and universities.<br></p><p style="text-align:justify;">A total of 324 Grade 12 learners attended the programme. The participants joined the programme in 2018 and attended a total of six holiday camps during the last two years.  An academically rich programme was followed with a practice based approach that provides participants with an opportunity to engage in challenging academics and critical.  In-class activities in both Mathematics and Physical Sciences was delivered by a dedicated team of education specialists.  The programme also included support from dedicated Career Guidance Coordinators and all learners were assisted with their university and bursary applications. </p><p style="text-align:justify;">The foundational skills programme included a live broadcast from Stellenbosch University's Centre for Learning and Teaching, themed - “Becoming a moneywise student" <br></p><p style="text-align:center;"><img src="/english/faculty/education/suncep/PublishingImages/TDP/September2019/myBlendPhoto2019-10-14_154137.jpg" alt="" style="margin:5px;width:500px;height:416px;" /><br></p><p style="text-align:justify;"></p><p style="text-align:justify;">Ongoing support is delivered between contact sessions through the Siyavula intelligent platform. A session with the focus on the effective use of platform's exam preparation section was also broadcasted to the TDP learner community.  </p><p>We would like to wish the TDP class of 2019 well with their preparations for the National Senior Certificate examinations.  <span style="text-align:justify;">A sincere word of gratitude goes out to all our partners, the provincial education departments and the department of science and innovation for their contributions towards the success of the programme</span><span style="text-align:justify;">. </span><span style="text-align:justify;"> </span></p>
SUNCEP and Expo for Young Scientists: 20 years of proudly making a difference and Expo for Young Scientists: 20 years of proudly making a difference Mrs Erika Hoffman<p style="text-align:justify;">​In 2019 the Stellenbosch University Centre for Pedagogy (SUNCEP) celebrated 20 years of coordinating the Stellenbosch regional Eskom Expo for Young Scientists. During this time a total of 5 503 learners, displaying 3 298 projects, have participated at the regional level. Over 20 year 415 learners with 332 projects have represented the region at the national Expo.  Of these 332 projects, 269 won medals, 52 projects won special prizes and 16 projects were appointed as best in their category.  In this time 21 learners from Stellenbosch region have also represented South Africa in overseas Science competitions!<br></p><p style="text-align:justify;">From 24 – 27 September 2019 the Eskom Expo International Science Fair (ISF) took place at the Birchwood Hotel and Conference Centre in Boksburg. The ISF brought together the brightest young scientists from across South Africa, Namibia, Kenya, Ghana, Mozambique, Ethiopia, Tanzania, Mexico, Turkey and Uganda. </p><p style="text-align:justify;">Learners competed in 13 categories that included Agricultural science, Chemistry, Computer science, Energy, Environmental studies, Engineering and Social sciences. The Stellenbosch region's learners managed to secure three bronze medals, eight silver medals, one gold medal, one learner was a category winner. </p><p>Stellenbosch-region won four special prizes:<br></p><ul><li>Mgutsi Batandwa was awarded bursaries from Eskom and Siemens for his project on developing a low budget virtual class platform.  </li><li>Katleho Baartman received a tablet and a R25 000 upgrade for the laboratory at his school, Zwelethemba High School for his project that developed a prototype spectacle to aid the blind around obstacles.  </li><li>Chilandri Muller investigated the influence of Magnesium on ATP production in mitochondria and the Royal Society of Chemistry awarded her research with a R8 000 special prize.</li></ul><div style="text-align:center;"><img src="/english/faculty/education/suncep/PublishingImages/EXPO%202019/ISF2019/ISF2019_Collage.png" alt="" style="margin:5px;width:600px;height:429px;" /><div style="text-align:left;"><br></div></div><div style="text-align:justify;">​“Participating in the competition not only equips learners with solid science and technology skills but also helps them to settle on a future career path, supplement their life skills and growing their confidence. Expo is about bringing change in the way children think about science and their career choices and to instil critical, out-of-the-box thinking. It is about investing in learners because they are our future, they are the ones who need to come up with the solutions for the current problems in the world." </div><p><br></p>
SU lecturer aims to produce culturally responsive educators lecturer aims to produce culturally responsive educators Asiphe Nombewu / Corporate Communication<p>​​​​​​​​​Faculty of Education lecturer Dr Zelda Barends has implemented a Social Impact project aimed at improving Foundation Phase teaching and learning for both the student teacher and learner.<br></p><p>The “I Can Read – Read to Serve, Serve to Read" project was implemented in February this year, and is another example of how Stellenbosch University (SU) is an engaged teaching and learning hub that supports its students in developing the graduate attributes as set by the University.</p><p>According to Barends, the project started as a means to bridge the gap between the world of theory and practice for the student teacher. Through the programme, student teachers provide Home Language support activities focusing on phonics and word building (two of the core components for reading skill development) to learners in certain aftercare facilities in the Greater Stellenbosch community.</p><p>Currently 75 Bachelor of Education degree students are participating in the project. Activities include helping learners write a story which would later be published in a workbook for the relevant grade. The programme also adds to the development of the student teachers by preparing them to work with learners from various contexts.</p><p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Picture1.jpg" alt="Picture1.jpg" style="margin:5px;width:304px;height:396px;" /> </p><p>“As a black woman, I had the privilege of going to schools my parents were unable to attend. At those schools, the teachers did not quite understand the issues each learner faced and what their barriers to learning were. Teachers often have a one-size-fits-all approach to teaching," she says.<br></p><p>“Teachers need to be aware of their bias and by engaging with learners early in their teaching careers they learn and consider each learner's context," adds Barends.</p><p>Barends says she wants SU's Faculty of Education to deliver teachers who understand and respect their learners, and who are equipped to deal with differences in the classroom. </p><p>Barends, who is also the coordinator of the Foundation Phase Bachelor of Education programme, says the project has had a positive impact on both the learners and SU students involved in the project. </p><p> “There has been growth in the learners; they write longer descriptive sentences now. In addition to this, even my students know now not to be quick to correct the learners. The students have learnt that just because a learner uses a language differently, it does not mean they are wrong. The students had their 'aha' moments in the classrooms," she says.</p><p>“I was pleased to witness the engaged teaching and learning that happened during the sessions. The literature speaks of culturally responsive teachers who are skilled at teaching in cross-cultural/ multicultural settings; that is exactly what we want our students to become," says Barends.<br></p><p><br></p>
Visit by University of Nebraska (Lincoln) to the Education Faculty by University of Nebraska (Lincoln) to the Education Faculty Prof Christa van der Walt<p style="text-align:justify;">​From 27 – 30 July a team of academics and postgraduate students visited the Faculty of Education to participate in discussions around postgraduate studies and the training of teachers.  On 27 July the whole team attended the Faculty's Postgraduate Saturdays and Prof Ted Hamann read a paper on how a little data can sometimes do big things.  On Tuesday 30 July the group split up to attend two local schools, while others toured the campus.  The aim of the visit was to investigate the possibility of further exchanges and collaboration.<br></p><p style="text-align:center;"><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/NebraskaNeelsie.jpg" alt="NebraskaNeelsie.jpg" style="margin:5px;width:450px;height:208px;" /><br><strong>The Nebraskans investigating the Neelsie!  </strong><strong>From left to right: Prof Ted Hamann, Laura Hall, Samantha Thomas and Lindsey Culver-Johnson.</strong><br></p>
Faculty of Education bids farewell to Prof Malan of Education bids farewell to Prof MalanProf Christa van der Walt<p>​​​​​​On 28 July the Faculty of Education bid farewell to Prof Johan Malan, who acted as dean for the past 15 months. In these 15 months he steered the faculty through a restructuring process which secured its  future. His experience led him to see problems and inefficiency in the system and under his leadership the faculty could collaboratively develop new strategies and systems that ensured its immediate future. He demonstrated to the University management that the faculty performed above the University average on all but one core performance area. In the process new energy was created to tackle and solve old problems. Prof Malan's sense of humour and willingness to listen were excellent characteristics that resulted in positive outcomes during difficult times. He leaves a grateful faculty which is ready to face the future with the new dean, Prof Mbulungeni Madiba.  <br></p>
New dean for Faculty of Education dean for Faculty of EducationCorporate Communication <p>On 1 September 2019, Stellenbosch University (SU) will welcome Prof Mbulungeni Madiba as Dean of the Faculty of Education. Prof Madiba, who joins SU from the University of Cape Town (UCT), considers Stellenbosch (University) to be one of the highly ranked universities in the country and on the continent, “and it is quite an honour for me to be part of such an institution”.<br></p><p>Prof Madiba is currently serving as the director of the Multilingual Education Project (MEP) in the Centre for Higher Education Development (CHED) at UCT. He has been deputy dean and acting dean of the CHED a number of times, chairs UCT’s Senate Language Committee and serves on the UCT Council.</p><p>Prof Madiba is not only bringing with him over 30 years’ of teaching experience, but also a wealth of experience in leadership and management. “I am excited to join the Faculty of Education as dean and look forward to working with all staff and providing good leadership and management to enable the faculty to grow in its mission and become a leading research-intensive education faculty in the country.”</p><p>A full professor of Multilingual Education, Prof Madiba holds a DLitt et Phil (Linguistics) degree from the University of South Africa (Unisa). He has also received research fellowships and study awards from a number of higher education institutions abroad, including the universities of Cologne, London (Oppenheimer fellow), Birmingham and Harvard (Mandela fellow).</p><p>As an established researcher with a C-rating from the National Research Foundation, his main research interests are language planning and policy, with a special focus on multilingual education.</p><p>Prof Madiba’s appointment is for an initial term of five years, with the possibility of a second term. He will be taking over the reins from Prof Christa van der Walt, Vice-Dean (Research), who has been serving as Acting Dean since Prof Johan Malan retired at the end June.<br></p><p><strong>Photo:</strong> Je’nine May, University of Cape Town.​<br></p><p><br></p>
Government not serious about early childhood development not serious about early childhood developmentCorporate Communication / Korporatiewe Kommunikasie [Alec Basson]<p>​In February last year Statistics South Africa released a report which highlighted how important investing in early childhood development (ECD) is for the country's future. Sadly, reality paints a different picture. The physical, cognitive, linguistic, and socio-emotional development of many children in South Africa has been stymied by government's failure to implement the numerous policies on early childhood development (ECD). <br></p><p>This is the view of Dr Eric Atmore, Adjunct Associate Professor of Social Development at the University of Cape Town and Director and founder of the Centre for Early Childhood Development (CECD) in Claremont, Cape Town. He received his doctorate in Education Policy Studies on Friday 5 April 2019 at the sixth ceremony of Stellenbosch University's (SU) April graduation.<br></p><p>As part of his doctoral study, under the supervision of Prof Nuraan Davids from SU's Department of Education Policy Studies, Atmore traced, read and analysed all 27 ECD policy and policy-related documents in South Africa from 1990 onwards. He then interviewed 19 key ECD individuals involved in ECD policy-making between 1990 and 2015, and added his own voice to get his message across.<img class="ms-rtePosition-2" alt="Eric Atmore1.jpg" src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Eric%20Atmore1.jpg" style="margin:5px;width:500px;height:338px;" /><br></p><p>Atmore points out that his study is the first of its kind in South Africa and, from what he could find in the literature, the first globally to track an ECD policy-making trajectory over such a lengthy period.<br></p><p>The 63-year old Atmore has been involved with ECD since 1979 and being very passionate about it, he says he conducted the study because South Africa has had 27 ECD policy and policy-related texts since 1990 but minimal policy and ECD programme implementation. <br></p><p>“I also did this research because I was significantly active in ECD policy-making from 1990 to 2012 and there was a story to be told of how ECD evolved in post-apartheid South Africa."<br></p><p>He says that “even though opportunities for good quality early childhood experiences are critical to young children's growth and development, as a country we do not have much understanding of the ECD policy-making process and the weaknesses in implementing ECD policy.<br></p><p>“My motivation for being involved in ECD is knowing that young children have a fundamental human right to quality early education and development, including health care and nutrition, and that many, many children, some 70% in South Africa, do not have this right met," adds Atmore who has three grandchildren.<br></p><p><strong>Lack of</strong> <strong>political will</strong></p><p>He says his research has shown that since 1994 there has been a significant lack of political will by government to support ECD in South Africa.</p><p>“While the policies spoke to the importance of providing ECD services, implementation was minimal. Also, the National Treasury did not provide sufficient funding to implement these ECD policies and our government officials, nationally and provincially, do not have the capacity to implement ECD programmes as set out in the various policy documents.<br></p><p>“Government has not done nearly enough for young children and for ECD. Government's commitment to the United Nations Convention on the Rights of the Child and other international conventions is poor," adds Atmore.<br></p><p>He says his research findings provide lessons on ECD policy implementation and a way forward to meet the needs of young children, both in South Africa and globally.<br></p><p>“My study also highlights the need for greater activism from ECD providers.<br></p><p>“There are some 30 000 ECD centres with about 90 000 individuals, overwhelmingly women, who provide early education, development and care to our youngest children each day. This has long been provided by the non-profit and community-based sectors. This activism must lead to political will and government's commitment to our youngest children in South Africa."<br></p><p>According to Atmore, this extensive community ECD provision network is one of the strengths of ECD in South Africa. <br></p><p>As to why there's been a dearth of studies on ECD policy in South Africa, Atmore says researching policy is difficult. He adds that the majority of researchers in ECD are interested in ECD programmes and implementation with only a few focusing on ECD policy studies. <br></p><p>He says one of the highlights since founding the CECD is seeing women from numerous communities across South Africa providing ECD services for young children. <br></p><p>“While the quality is not always the best, it is inspiring to see what South Africans can do with the right determination and vision to educate and care for our young children.<br></p><p>“We have received a number of awards in Education including the President's award for ECD and the African ICT award in Education, but nothing tops seeing the inspiring women in our communities providing ECD programmes for our young children."<br></p><p>Atmore says government officials and activists in the ECD sector, and people involved in education and social development in South Africa and globally will benefit from his research.<br></p><p>He has completed the first draft of a book based on his thesis and plans to disseminate its message at conferences in South Africa and abroad.<br></p><ul><li><strong>Main photo: </strong>Children in a créche. Credit: Wikimedia Commons</li><li><strong> Photo 1: </strong>Dr Eric Atmore at the graduation. <strong>Photographer</strong>: Stefan Els<br></li></ul><p><strong>FOR MEDIA ENQUIRIES ONLY</strong></p><p>Prof Eric Atmore</p><p>Centre for Early Childhood Development</p><p>Tel: 021 683 2420</p><p>Cell: 082 568 0200<br></p><p>E-mail: <a href=""><strong></strong></a><strong> </strong></p><p><strong>       ISSUED BY</strong></p><p>Martin Viljoen<br></p><p>Manager: Media</p><p>Corporate Communication</p><p>Stellenbosch University</p><p>Tel: 021 808 4851</p><p>E-mail: <a href=""><strong></strong></a><strong> </strong></p><p> </p><p><br> </p>
Education students participate in first ever inter-continental dialogue students participate in first ever inter-continental dialogueCorporate Communication / Korporatiewe Kommunikasie [Alec Basson]<p>Last month, 15 Postgraduate Certificate of Education (PGCE) students in the Faculty of Education at Stellenbosch University (SU) participated in the first ever inter-continental dialogue with PGCE students at the University of Bristol in the United Kingdom and the Chinese University of Hong Kong. The virtual dialogue session took place at SU's Faculty of Education.<br></p><p>According to Prof Nuraan Davids, Chairperson of the Department of Education Policy Studies at SU, the research project aims to explore whether students' awareness and understanding of the principles of dialogue can be promoted through intercultural encounter with their peers at other universities via a digital platform provided by the 'Generation Global' initiative. It draws on the expertise of <a href="" style="text-decoration:underline;"><span class="ms-rteThemeForeColor-5-0" style="text-decoration:underline;"><strong>Generation Globa</strong><strong>l</strong></span></a> a not-for-profit educational organisation, which focuses on bringing students together via digital platforms – in this case, three universities from different global locations. Students are invited to participate in a series of virtual discussions, each lasting about 90 minutes. After each dialogue, students are invited to respond to their experience through 'collage production' of an online photo album.<br></p><p style="text-align:justify;">Davids says the project builds on an existing partnership between university-based teacher educators and philosophers in three contrasting contexts – Hong Kong, South Africa and South West England – and has been broadened to include colleagues from intercultural and policy studies, students and other teacher educators. <br></p><p style="text-align:justify;">“We find this particular collaborative approach especially useful in that it brings together both convergent and divergent ways of thinking and being in the world."<br></p><p style="text-align:justify;">She adds that the project is invaluable because conventionally, pre-service teacher education programmes pay limited, or no attention to the professional judgement of teachers. Teachers, therefore, are often left inadequately prepared to deal with the complexities of teaching and learning. <br></p><p style="text-align:justify;">“The project is concerned with the role that a philosophical dimension, broadly conceived, can play in helping new and novice teachers develop their professional judgement during preservice formation. The collaboration seeks to re-assert the place of the civic university and to develop new kinds of educational relations with forms that are embedded within varying cultural and philosophical sensibilities."<br></p><p style="text-align:justify;">Davids says in an increasingly globalised world, participating in a project that promotes awareness of the principles of intercultural dialogue and seeks to develop intercultural understanding through this means on line is likely to help students establish useful skills for the future. <br></p><p style="text-align:justify;">“Participants who are themselves considering entering a career in teaching may go on to use Generation Global with their own students and could find that this project provides them with a useful introduction." <br></p><p style="text-align:justify;">She adds that the project has led to a deeper appreciation of both the complexity and future possibilities for encouraging ethical deliberation through reflective intercultural international dialogue.<br></p><ul style="text-align:justify;"><li><strong>Main photo</strong>: Kelly Seach, Dillion Seals, Ashely Nieman and Adriaan Oosthuizen were among the PGCE students from SU who participated in the inter-continental dialogue.</li><li><strong>Photo 1</strong>: Students from the Chinese University of Hong Kong.</li></ul><p style="text-align:justify;"> </p><p><br> </p>