Select Language: English Afrikaans

 Social Impact - Stellenbosch University



Newcomers make a big difference with social impact projects make a big difference with social impact projects
Enabling social impact through student engagement social impact through student engagement
iKaya Primary School switches on its solar system Primary School switches on its solar system
Social Impact Symposium sheds light on transformation at SU Impact Symposium sheds light on transformation at SU
Stellenbosch University paying tribute to Mandela Month 2023 University paying tribute to Mandela Month 2023



The Amanzi Yimpilo project Amanzi Yimpilo project




Social Impact Community Morning 2024 Impact Community Morning 20242024-02-08T07:00:00Z
South African Sign Language – Beginner Level 1A African Sign Language – Beginner Level 1A2024-03-28T12:00:00Z
Invitation: Heritage Day Celebration 22 September 2023 Heritage Day Celebration 22 September 20232023-09-22T10:00:00Z



Register your initiative your initiative
View our latest newsletter our latest newsletter
Collaboration Opportunities Opportunities
Staff member activity member activity

Latest InitiativesView all Initiatives​​​​ Initiative for Non-violence, Support, Prevention, Intervention, Research, and Education​The “INSPIRE” (Initiative for Non-violence, Support, Prevention, Intervention, Research, and Education) facility is located in Idas Valley, Stellenbosch. The facility is part of a GBV centre in partnership with an NPA Thuthuzela Care Centre (TCC), Department of Social Development, and Ring for Peace who manages the GBV partnership hub. The INSPIRE facility focuses on non-violence and GBV in the Western Cape, aiming to conduct research, learning and teaching on non-violence, GBV prevalence, risk factors, interventions, psycho-social support, key determinants of health, and health outcomes. The INSPIRE facility as a research and training space, aims to bring together a global network of researchers, academics, and practitioners studying and promoting non-violence in promoting non-violent conflict resolution and social change. Furthermore, it aspires to develop and disseminate innovative research, publications, and teaching materials that advance the field of non-violence studies. Through these networks and collaboration between stakeholders fostered through the INSPIRE facility, the values of non-violence, social justice, and human rights through public events, workshops, and seminars will be promoted and interdisciplinary research and dialogue on the intersections between non-violence, environmental sustainability, and social justice fostered. The INSPIRE facility is dedicated to GBV/non-violence research, learning, teaching, and community engagement to build capacity in future leaders and professionals in GBV prevention and response, but also to raise awareness, provide support, and collaborate in reducing GBV in the long term.  The facility’s efforts are all aimed towards contributing to the eradication of GBV by promoting evidence-based approaches towards violence prevention, as well as efficient and contextually relevant anti-GBV responses and strategies.  1601 Mentor Programme​​​This is a joint initiative between the Western Cape Education Department, the universities in the Western Cape and the teacher unions to develop a mentor programme for teachers. This blended learning programme is intended to enhance the support teachers are able to provide to Education students during the school-based component of the teacher education programme. To empower teachers to support student teachers during Teaching PracticeDeveloped out of the Provincial Teacher Education and Development Committee (PTEDC), the Mentor Teacher course has been developed to capacitate classroom teachers as expert mentor teachers during student Teaching Practice in schools. The Mentor Teacher course is a collaborative project with the Cape Teaching and Learning Institute (CTLI) and the four public universities in the Western Cape and supports teachers in the mentoring and training of student teachers during the Teaching Practice component of their Initial Teacher Education.The Mentor Teacher course is a blended learning programme presented online via Google Classroom and runs over ten weeks. It comprises six units that include information about student practice teaching, mentoring and coaching and the development and use of evaluative criteria for student teachers. Included are short activities that assist teachers to work through the course material and take a reflective stance in relation to themselves as mentor teachers in schools. The course presentation is supported by three Teams contact sessions that are held online. The course is relevant for both primary and high school teachers as it presents a conceptualization of mentoring that can be applied to supporting student teachers completing their teaching practice in different phases and grades. Ideally, groups of teachers from the same school should consider completing the course together as the course encourages schools and teachers to work together to develop a school programme that can be used to support student teachers in each unique school context during their teaching practice. The Mentor Teacher Course has been accredited with SACE and teachers will receive CPD points on successful completion of the course. ​​1604’s Move_Kom Beweeg_Masihambe​The Movement Laboratory at the Sport Science Department focuses on developing and researching evidence-based exercise interventions for movement disorders as seen in elderly and neurological populations i.e. spinal cord injuries, strokes, Parkinson’s disease as well as Dementia and Alzheimer’s disease. Over the last few years the Movement Laboratory has established collaborations with various local communities, with the cooperation of previous research projects and associations like Bridging Abilities, Helderberg Stroke Foundation and the ACVV. Even though there are other community projects focusing on health and wellness in these areas, none specifically focus on individuals with movement disorders relating to neurological conditions. The Movement Laboratory has set out not to leave communities after research projects have been completed without establishing educational platforms and/or exercise groups for the benefit of the community members. Consequently, this also provides an opportunity for BSc Honours Biokinetics students to engage with these communities and to learn from them; while developing their clinical skills and attributes. This then establishes an interactive learning environment as well as a more sustainable impact.​ This project sets out to allocate post-graduate BSc Honours biokinetics students (i.e. clinical exercise therapist-in-training) to these communities 2 - 3 times a week over a year. The students will assist community volunteers in physical performance and health assessments, exercise intervention design and implementation, as well as health and wellness education. Initially the students will be supervised by the Biokinetics program mecoordinator (and qualified Biokineticist i.e., clinical supervisor), however over time the project aims to involve community volunteers and eventually engage the community in taking responsibility and accountability for their own physical activity programs (while the students will continue to only assist these members). In addition, this projects also allows research projects on exercise interventions to develop – with community participation into the project designs.1603 and Leadership guidance to owners and senior management in the secondary education sector​​A newly established private school enters into thegrey void of public school service with a corporate framework. The disjunction and disfunction in school management, owner equity expectations and stakeholder management (teachers and parents) leads to miscommunication, inadequate support structures and limited governance in certain sectors. The intent of the social impact project is to create creative opportunities for school management and owners to  participate in a open discussion faciliated by a change management agent.(Budget: R20,000)(Objective: Achieve synergy in goal and purpose); Secondly, to contract experts in school management (Operations), people management (Human Resources) and stakeholder management (Equity management) and enagege with teh owners and school management alike to provide a roadmap to set up appriate structures in support of operations and management of resources (human and material). (Budget: 50,000);  Thirdly, provide an oppurtunity to meet at a neutral location every quarter and dicuss matters that require advice ito operations, leadership, and management. (Budget: R20,000)1600 support to the Reserve bank Security Division​The Faculty of Military Science (specifically the intelligence studies, security studies and technology departments) would like to provide research and academic support to the Researve Bank Security Division as requested by them.  Typical academic suport would range from doing research about emerging threats to critical infrastructure (trend or specific case analysis) to research about emerging technologies (for example in the use of drones or anti-drone technologies).1596 doors to future possibilities​​​​​This initiative provides, in the first instance an opportunity for high school learners from disadvantaged communities to visit the Faculty of Medicine and Health Sciences, specifically the Department of Biomedical Sciences. Many young people from disadvantaged communities do not have adequate resources to visit tertiary educational facilities and do not always know what their future career possibilities are. Furthermore, the transition from a school environment to a tertiary educational institution for learners can be intimidating and may be reflected in poor performance as a result of unique challenges faced within a tertiary educational institution. The focus at this stage is on the community of Delft, specifically at Voorbrug Secondary School. Delft has some of the highest crime rates in South Africa, and where unemployment  and gangesterism is rife. School dropout rates are high at 52% with only 27% of persons over the age of 20 having successfully completed grade 12 (Statistics South Africa, 2011; Spaull, 2015). This high drop-out rate contributes to the poor socio-economic conditions in the area. This initiative will allow us to become more active citizens ​by engaging with our local communities and by bringing learners to the Faculty of Medicine and Health Sciences, and specifically, to inform them about research activities in research laboratories within the Department of Biomedical Sciences, and demonstrate simple practicals that have relevance to their curriculum, for instance using the microscpe to see plant versus animal cells and arrange visits to other facilities within the Faculty of Medicine and Health Sciences, such as the Morphology Medical Learning Centre. This project also fosters collaboration within the Department of Biomedical Sciences between the divisions of Clinical Anatomy, Molecular Biology and Human Genetics, as well as the Division of Medical Physiology. Learners will be provided with literature regarding possible career paths and a list of bursaries available to students in the Faculty of Medicine and Health Sciences. Learners will also be provided an opportunity to be informed on health topics which have relevance to everyday life by attending the Physiology mini-symposium. In this way they can interact with undergraduate students, who would likely be role models to the learners in that they represent what they might would like to achieve later on, after secondary school. We would also like to ensure that learners leave with new knowledge and insight, which they can apply in their lives. The Division of Medical Physiology will also facilitate visits for educational workshop activities at Voorbrug Senior Secondary and presented by students and staff within the department of Biomedical Sciences. This will also include talks on health topics relevant in the community of Delft, topics from participants on their journey to the faculty, particularly those persons from environments similar to those of the learners. In addition, this provides an opportunity for undergraduate and postgraduate students and staff to apply their knowledge in the biomedical sciences, develop presentation skills and engage with the community. This is important for knowledge creation, professional development and promotes active citizenship and transformative learning. Furthermore, we acknowledge that many learners lack food security and need energy to remain focussed and to develop healthy minds and bodies, therefore we will provide learners with a meal during their visit. We would like this project to eventually help bridge the educational, cultural, social, health and economic divide that exists within our communities by targeting the youth who will eventually be the change-agents in their local communities, South Africa and the world at large. We hope that by opening the doors of the Department of Biomedical Sciences and the Faculty of Medicine and Health Sciences, we will be able to open up future possibilities for these young learners, which will uplift them, their communities, South Africa and the world at large.1595

 Initiative Count per Faculty​

 Initiative Count per SDG Themes

Our quarterly newsletter will keep you informed about Social Impact news, activities and events.

View our la​​test Newsletter​