| Social Impact Community Morning: Empowering Students towards advancing the SDGs through community engagement | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=11089 | Social Impact Community Morning: Empowering Students towards advancing the SDGs through community engagement | <p><br><br></p><p style="text-align:justify;">On 7 February 2025 from 09:00 to 12:00, over 6 000 new Matie students will participate in the Stellenbosch University (SU) Social Impact Community Morning as part of the official Welcoming Week programme for newcomers. Hosted by the Centre for the Advancement of Social Impact and Transformation (CASIT), the initiative offers students a hands-on opportunity to develop into engaged citizens by using their academic knowledge to contribute to the activities of various organisations and community partners around SU's Stellenbosch and Tygerberg campuses. </p><p style="text-align:justify;">Engaged citizenship refers to individuals' action-orientated, conscious and impactful involvement in the social, economic and political spheres of society. It highlights the importance of contributing to community-centred initiatives, and in the context of higher education, it emphasises institutions' collective responsibility to help shape sustainable futures.</p><p style="text-align:justify;">The SU Social Impact Community Morning introduces newcomer first-years to the concept of engaged citizenship and provides a platform for them to form reciprocal relationships with the local communities surrounding the University. By taking part in this event, students will better understand how their skills can be applied to address real-world challenges, including those relating to the sustainable development goals (SDGs).</p><p style="text-align:justify;">CASIT, in partnership with the Student Affairs Division's Centre for Student Life and Learning, has been collaborating with student leaders to establish a robust framework for engaged citizenship throughout 2025. Students will be equipped to lead sustainable initiatives that contribute to social transformation and impact for the benefit of local communities and organisations.</p><p style="text-align:justify;">During the Social Impact Community Morning, students on both Stellenbosch and Tygerberg campus will engage in <a href="/english/management/Documents/2024/Social%20Impact%20Community%20Morning%202025%20Programme.pdf?d=we6620b94a9124788bd028fd5c9b30b97">a diverse range of activities</a> linked to the SDGs, including beach and river cleanups, stationery drives, meal packing, and educational activities for young children. All of the initiatives align with SU's commitment to bridge academic knowledge with practical action, providing students with a transformative experience that will shape their ability to contribute meaningfully to society.</p><p style="text-align:justify;">Students will walk away from the Social Impact Community Morning with a deeper understanding of:</p><ul style="list-style-type:disc;"><li>the power of community-driven solutions to tackle complex social issues;</li><li>how their individual contributions can make a tangible difference in society;</li><li>the importance of collaboration between students, local organisations and SU;</li><li>practical ways in which the SDGs can be achieved in local communities; and</li><li>the role of engaged citizenship in shaping a more inclusive, sustainable future.</li></ul><p style="text-align:justify;">For more information, contact senior programme manager Michelle Pietersen at <a href="mailto:mpieters@sun.acza">mpieters@sun.ac.za</a>.</p> | 2025-02-02T22:00:00Z
2025-02-02T22:00:00.0000000Z | Centre for the Advancement of Social Impact and Transformation | | |
| Community changemakers recognised at second Social Impact Awards | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=11064 | Community changemakers recognised at second Social Impact Awards | <p>Stellenbosch University (SU) recently hosted its second annual Social Impact Awards ceremony, recognising the remarkable individuals and teams whose work is making a profound difference in our communities. <br></p><p>From a pioneering initiative that raises awareness about gentrification, to programmes supporting children living with HIV and a groundbreaking university-prison partnership, the award recipients exemplify the University's commitment to knowledge in service of society. Nine recipients were honoured for their contributions to advancing social impact in their communities at the awards ceremony held at the SU Museum. </p><p>In his welcoming address Prof Nico Koopman, Deputy Vice-Chancellor: Social Impact, Transformation and Personnel at SU, highlighted the importance of celebrating those who added value to communities. “Social impact must be a transformative impact that contributes to societies where there's dignity for all and healing of wounds for all," he emphasised.</p><p>“Tonight, we celebrate our colleagues, because you contribute to knowledge in service of society through research and innovation, learning and teaching as well as all the academic professional services and co-curricular work. You contribute to the renewal of individuals, of institutions, of our campuses and of our communities in broader society," Koopman said.</p><p>The programme director for the evening, Joanne Williams, explained that the idea behind the Social Impact Awards was to recognise that social impact does not happen in isolation.</p><p>“Social impact is teamwork. It's a collaborative effort with societal partners. Both our categories recognise that, but with our first award category we identify a specific individual within an initiative," Williams explained. “Our team award category recognises staff members or team members in collaboration with a societal partner."</p><p><strong>Individual recipients</strong></p><p>The individual Social Impact Awards were presented by Dr Leslie van Rooi, Senior Director: Social Impact & Transformation at SU. </p><p>The first recipient was <strong>Dr Armand Bam</strong>, Head of Social Impact at the Stellenbosch Business School, who was recognised for his unwavering commitment to drive meaningful social change, particularly in areas of systemic inequality.</p><p><strong>Ria Olivier</strong>, co-investigator, project manager and digital archivist of the Antarctic Legacy of South Africa, received an award for this project which aims to preserve the legacy of South Africa in the Antarctic region. The award was accepted on her behalf by Dr Anne Treasure.</p><p><strong>Prof Ronnie Donaldson</strong> of the Department of Geography and Environmental Studies was honoured for his initiative to use the arts to raise awareness about gentrification in Stellenbosch's rural communities and villages.</p><p><strong>Tembela Boyana</strong> from the Family Centre for Research with Ubuntu (FAMCRU), situated in Department of Paediatrics and Child Health at SU's Tygerberg campus, was honoured for developing and supporting a culturally sensitive, considerate and supportive method to disclose their HIV status to young children.</p><p><strong>Dr Mary Nel</strong> received the award for the Ubuntu Learning Community, a pioneering partnership established in 2018 between SU and the Department of Correctional Services. The programme aims to foster educational access for prisoners while empowering students to engage meaningfully with issues of social justice and personal transformation.</p><p><strong>Team awards</strong></p><p>Dr Sipho Mahokoto, senior lecturer of systematic theology and ethics, facilitated the handing over of the awards for the group and team initiatives.</p><p>First to receive a Social Impact team award was <strong>Prof Shahida Moosa</strong>, Head of Medical Genetics at Tygerberg Hospital and SU's Faculty of Medicine and Health Sciences (FMHS), for her team's invaluable contributions to public health through the Rare Disease Genomics Research Group. The award was received by Dr Marianne Gush on her behalf.</p><p><strong>Dorette du Plessis </strong>of the Centre for Invasion Biology at SU and her team received a Social Impact Award for the Iimbovane Outreach Project, an educational initiative that uses nature as a platform to help learners develop practical science skills and an appreciation for biodiversity.</p><p><strong>Dr Therese Fish</strong>, Vice-Dean: Clinical Services and Social Impact at the FMHS and <strong>Prof Karin Baatjes</strong>, FMHS Vice-Dean: Learning and Teaching, received a joint award for the InReach Central Karoo project. The initiative was designed to address the backlog in cataract surgeries and dental services in the Garden Route and Central Karoo Districts.</p><p>The final award was granted to <strong>Pieter Conradie</strong>, research engineer from the Faculty of Engineering, for the Rail Safety Campaign. This project aims to teachg young children about railway safety. </p><p>The individual Social Impact Award recipients each receive R25 000 as a gratuity while project teams received R30 000 that will go towards their initiatives.<br><br></p><p><br></p> | 2024-12-19T22:00:00Z
2024-12-19T22:00:00.0000000Z | Sibulele Mboyi | | |
| Universities and Western Cape Government join hands to clear patient waiting lists in Central Karoo | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10865 | Universities and Western Cape Government join hands to clear patient waiting lists in Central Karoo | <p></p><p>Stellenbosch University (SU) and the University of the Western Cape (UWC) are collaborating with the Western Cape Government Department of Health and Wellness and other partners on a groundbreaking initiative to address the backlog in cataract surgeries and dental services in the Garden Route and Central Karoo Districts.</p><p>The Central Karoo InReach project, set to take place in Beaufort West from 16 to 22 September 2024, will bring together a team of healthcare professionals, non-governmental organisations (NGOs) and university students to provide essential healthcare services to the local community. The initiative aims to clear a three-year waiting list for patients awaiting cataract surgery in the region as well as assist in dental care provision.</p><p><strong>Project Highlights:</strong></p><ul style="list-style-type:disc;"><li>Over 120 cataract surgeries and 300 dental procedures planned</li><li>30 health sciences students from SU, UWC, and Nelson Mandela University (NMU) participating</li><li>Two ophthalmologists from SU/Africa20Twenty, ophthalmologists in training and five dentists from UWC leading medical teams</li><li>Continuous Professional Development Workshops for regional health professionals </li><li>Collaboration with multiple partners to provide comprehensive support</li></ul><p>Minister for Western Cape Government Department of Health and Wellness, Ms Mireille Wenger, emphasized the significance of this initiative: "The Central Karoo InReach project is a shining example of the power of partnerships and what can be achieved when the whole-of-society comes together with a shared commitment to addressing critical healthcare needs. </p><p>“This collaborative effort will not only make a significant dent in the backlog in cataract surgeries and dental procedures, but also provides invaluable learning opportunities for future healthcare professionals," she said. “Thank you all for your dedication and hard work in improving the health and wellbeing of our communities."</p><p><strong>Key partnerships:</strong></p><ul style="list-style-type:disc;"><li>Western Cape Government Department of Health and Wellness: Providing facilities, consumables, and patient transport</li><li>Africa20Twenty: Supplying a pop-up theatre for cataract surgeries and general support</li><li>Al-Imdaad Foundation: Offering support for consumables for cataract surgery and patient support</li></ul><p>Dr Therese Fish, Vice Dean: Clinical Services and Social Impact at SU's Faculty of Medicine and Health Sciences (FMHS), stated: "SU is committed to serving communities through initiatives like the Central Karoo InReach. We have a long partnership in the Central Karoo where our undergraduate medical students receive practical training. Through this collaboration, we're harnessing collective expertise to create meaningful impact, and this partnership demonstrates the power of unity in addressing community needs. We're proud to contribute our knowledge and resources to uplift and enhance the wellbeing of Central Karoo residents."</p><p>UWC's Faculty of Dentistry will set up their mobile dental unit at Bastiaanse Secondary School in Beaufort West from 20 to 22 September. Dr Khabiso Ramphoma, Community Dentistry Specialist and UWC Faculty of
Dentistry Outreach Coordinator commented: "By working together, we can significantly improve dental care accessibility in the Karoo and the province at large, as well as support the wellbeing of residents. This collaborative initiative draws attention to the critical need for ongoing support and funding to maintain and expand these essential services in the region."</p><p>The project also provides a unique learning opportunity for 30 health sciences students from SU, UWC, and NMU. Prof Karin Baatjes, FMHS Vice Dean: Learning and Teaching, highlighted the educational value: "This initiative presents an extraordinary opportunity for our students to use unique learning opportunities in rural areas and thus to apply their training in service of society. By providing life-changing care to underserved communities, our under- and postgraduate students gain invaluable first-hand experience. It's a serendipitous endeavour where both the university, the health system and the community reap significant benefits."</p><p>Prof Baatjes added: "We're thrilled to see that the teaching and training of our students are making a tangible difference, while simultaneously enhancing professional growth. This project exemplifies our commitment to fostering meaningful engagement and creating positive impact beyond our campus."</p><p>The Central Karoo InReach project stands as a testament to the power of collaboration between academic institutions, government bodies, and community organisations in addressing critical healthcare needs and providing valuable learning experiences for future medical professionals.<br></p><p><br></p><p><em>Caption: Stellenbosch University and Africa20Twenty ophthalmologists performing cataract surgery in a pop-up theatre in Beaufort West as part of the Central Karoo InReach project.</em><br></p> | 2024-09-16T22:00:00Z
2024-09-16T22:00:00.0000000Z | FMHS Marketing & Communications | | |
| Social Impact: SU Law Clinic offers a legal lifeline to communities | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10782 | Social Impact: SU Law Clinic offers a legal lifeline to communities | <p><em>With Stellenbosch University's (SU) focus on social impact awareness in July, this series of profiles celebrates remarkable individuals and teams who make a meaningful contribution beyond the University's walls. The recent inaugural Social Impact Awards recognised academic and professional administrative support services (PASS) staff at SU who are driving positive change in diverse spheres of life. </em><em><strong>Prof Theo Broodryk</strong></em><em> accepted an award on behalf of the Law Clinic for their community service and significant legal impact.</em><br></p><p>On a notice board in the waiting room of SU's Law Clinic in Crozier Street, a sign spells out their vision: To empower a legally informed community to exercise their rights individually and collectively; to produce highly employable law graduates with top-tier professional training; and to raise awareness within the broader South African community about their social justice responsibilities. </p><p>Few organisations can claim they fulfil their vision and mission so rigorously. By providing essential legal support to poor and marginalised people, the Law Clinic serves as a lifeline to communities who are vulnerable to human rights violations such as abuse, evictions and questionable debt-collection practices. Regular workshops presented by the Clinic's staff focus on basic rights and raise much-needed awareness about legal matters.</p><p>Recognised as a leading African social justice law firm, SU's Law Clinic has also become renowned for its innovative contributions to social justice through its involvement in high profile court cases and research. For instance, last year the Constitutional Court dismissed an appeal against the decision to certify a class action brought by the SU Law Clinic. It is the first class action successfully brought by a South African university law clinic. </p><p>In 2023, a report by the Law Clinic made headlines when it exposed the exploitation of poor debtors by lenders who circumvent legal restrictions on salary deductions, calling for urgent legislative intervention to protect vulnerable debtors.</p><p><strong>Comprehensive legal services</strong></p><p>Operating as a fully-fledged law firm with a walk-in legal service, the Law Clinic simultaneously offers training to final year law students and candidate legal practitioners in the practical application of the law, explains Nikita Stander, Senior Attorney at the Law Clinic. </p><p>“The students' involvement at the Clinic provides them with invaluable practical experience that supplements their academic work," Stander says. “They also get exposure to consultation with clients, and they're involved in trials where they get to do cross examinations and arguments. Experience at the Law Clinic gives their careers a solid foundation and raises their social justice awareness.</p><p>“Next year Practical Legal Training becomes a compulsory module for our final-year law students, which will increase the student involvement at the Law Clinic from about 50 students, to over 300 students," Stander notes.</p><p>The Law Clinic operates through three main departments: general civil matters, evictions and family law and apart from their offices on SU's main campus, they also attend to satellite office in Ceres, Worcester and Bishop Lavis. Five attorneys are assisted by seven candidate legal practitioners and together they have already seen more than a thousand clients this year. </p><p>According to the Law Clinic's most recent Social Impact Report, more than 6 000 people approached them for help between 2018 to 2022. More than half of these were female (55%) and 47% reside within the Stellenbosch municipal area. The majority of those seeking assistance, had to do with family-related matters and with eviction-related matters.</p><p><strong>Community engagement and education</strong></p><p>The Law Clinic nurtures a culture of civil responsibility by conducting workshops on evictions, debt relief and domestic violence. The Clinic's community engagement initiatives, such as the Financial Literacy Project, have empowered thousands of learners and farm workers with essential skills.</p><p>Stander also oversees farm eviction-related matters, a critical area given the rising number of eviction applications in the Boland region. Her involvement with the Clinic began in 2008 as a student consultant, and she has since risen through the ranks specialising in eviction matters.</p><p>Her work involves not only legal representation but also educating clients about their rights under the Extension of Security of Tenure Act (ESTA). Stander regularly conducts training sessions for farm workers, empowering them with knowledge that can help prevent evictions.</p><p>“We also have a Wills Week on Wheels, where we go out to the communities and, during consultation, draft clients' wills, whereafter we print it and the clients sign their wills," she explains.</p><p>Stander mentions one of the cases she worked on involved an elderly woman who was served with an eviction application instituted by the farm owner. “She's been on the farm for generations. After the original owner passed away, his son inherited the farm. The woman had changed the nappies of the current owner when he was a baby. She was no longer an active labourer, so the owner wanted to evict her. The ESTA legislation gives protection to people who've been residing on farms for longer than ten years and have reached the age of 60. But her matter was complicated, because she moved away for a year and then moved back. We opposed the eviction application instituted against her and fortunately judgment was granted in our favour." </p><p>Such evictions and consequent homelessness are a threat to the human rights of farm labourers and their families, Stander observes. “We need to ensure that the law serves everyone, not just those who can afford it."</p><p>One of the standout achievements of the Law Clinic is its involvement in high-impact litigation, particularly the class action against Lifestyle Direct Group. This case, which addresses the unlawful subscription practices that have financially harmed many individuals, marks a significant milestone, as the clinic was the first law clinic in South Africa to initiate such a class action. Stander expresses pride in this achievement. “We can now assist those affected in claiming back their money, which is a crucial step in holding these companies accountable."</p><p>Another significant case involved Hendri Herbst, a Paralympic swimmer who faced discrimination when he was denied access to a restaurant due to the presence of his guide dog. The case was settled with a public apology and compensation.</p><p><strong>Legal access for all</strong></p><p>As many South Africans are unable to afford legal services, the Law Clinic's contribution to improving legal access is significant, says Prof Theo Broodryk, managing attorney and head at the Law Clinic.</p><p>Broodryk is particularly interested in class actions due to their ability to provide large-scale access to justice, enhance judicial economy and deter anti-social behaviour. Through his academic research, he aims to inform policy discussions and facilitate reforms to improve the South African collective redress landscape.</p><p>“It is important for us as a clinic not simply to litigate, but to in any way possible, through litigation or otherwise, achieve the purpose of ensuring systemic legal reform to the benefit of poor and vulnerable individuals," says Broodryk.</p><p>“The Law Clinic is perfectly placed to make a difference by engaging in impact litigation. When we do so, especially if we do it successfully, there is usually a tangible difference afterwards in terms of the number of clients and professionals who seek our advice and assistance. It also allows us to do training on the result of the successful litigation to ensure that the impact filters into the community and is not just of academic importance," Broodryk stresses.</p><p>The recent recognition of the Law Clinic with a Social Impact Award highlights its ongoing commitment to social justice, Stander notes. “Being recognised in this way is a huge honour for our team. It was also a humbling experience to see how many other amazing community initiatives are hosted at the University. It motivates us to continue our efforts in making legal services accessible to those who need them most."</p><p><strong>PHOTO: Prof Nico Koopman (Deputy Vice-Chancellor: Social Impact, Transformation and Personnel), Prof Theo Broodryk and Dr Leslie van Rooi (Senior Director: Social Impact and Transformation) at the Social Impact Awards. (Photo taken by Stefan Els)</strong></p><p><br></p> | 2024-08-07T22:00:00Z
2024-08-07T22:00:00.0000000Z | Corporate Communications and Marketing (Hannelie Booyens) | | |
| Social Impact: Career guidance project changes young lives | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10768 | Social Impact: Career guidance project changes young lives | <p></p><p><em>With Stellenbosch University's (SU) focus on social impact awareness in July, this series of profiles celebrates remarkable individuals and teams who make a meaningful contribution beyond the University's lecture halls. The recent inaugural Social Impact Awards recognised academic and professional administrative support services (PASS) staff at SU who are driving positive change in diverse spheres of life. </em><em><strong>Prof Aletta Odendaal</strong></em><em>, </em><em><strong>Dr Michelle Visser</strong></em><em> and </em><em><strong>Prof Tony Naidoo</strong></em><em> received an award on behalf of the High School Career Guidance Project, an initiative that exemplifies the University's commitment to social responsibility and community engagement.</em></p><p>In a world where subject choices in high school can significantly impact a young person's future, a dynamic team of academics and students at SU has taken a proactive approach to guide high school learners through one of the most critical decisions of their academic lives. The <strong>High School Career Guidance Project</strong> provides crucial support to Grade 9 learners before they enter the Further Education and Training (Grade 10–12) phase of their schooling.</p><p>Over the past few years, this initiative has become so impactful that the Western Cape Education Department is keen for it to be rolled out to all Grade 9 learners in the province to facilitate informed school subject choice for the last three years of high school.</p><p>Dr Michelle Visser, a senior lecturer in the Department of Industrial Psychology and one of the project leads, has been a driving force behind the initiative since it started almost 13 years ago. What originally began with two schools, has since expanded to ten schools in areas such as Franschhoek, Kayamandi, Kylemore, Cloetesville, Jamestown and Delft, Visser explains. Six years ago, the project received a big boost when the Rupert Foundation came on board with funding. This has enabled the career guidance team to reach more than 2 300 learners a year.</p><p><strong>Workbooks open new worlds</strong></p><p>“I've been involved in community work for as long as I can remember, and this project is a big part of that journey," Visser says. “We have a subject called Career Counselling and one of our lecturers used to go to schools to conduct workshops with the learners. Then Prof Tony Naidoo from the Department of Psychology mentioned they also have a school initiative, so we decided to put our heads together and collaborate with the career guidance project."</p><p>Now a joint initiative between the Departments of Industrial Psychology (Faculty of Economic and Management Sciences) and Psychology (Faculty of Arts and Social Sciences), the programme's sustained community engagement has evolved beyond workshops for Grade 9 learners to include beautifully illustrated career guidance booklets, a<span class="ms-rteThemeForeColor-5-3" style=""> </span><a href="https://www.careerguidanceproject.co.za/"><span class="ms-rteThemeForeColor-5-3" style="">dedicated website</span></a><span class="ms-rteThemeForeColor-5-3" style=""> </span>with resources and practical tips, as well as invaluable support for life orientation teachers.</p><p>In each career guidance session, two or three facilitators help the learners work through the booklet and assist them to complete the different sections. Through the activities in the workbook, learners are encouraged to identify their personality traits, interests, achievements, favourite subjects, dream jobs, strengths and their role models.</p><p>Visser emphasises the importance of self-assessment in this process. “The booklet helps them identify personal strengths and environmental challenges and provides information on various career opportunities. We explain that you need to one day get a job that fits your interests, personality and aptitude. But you can only get that perfect fit if you know more about yourself and your profile. After the session, they get to keep the workbook so that they can reflect on it later or discuss it with their parents."</p><p>During these sessions, learners are also shown how to apply for bursaries, scholarships and loans if they plan to go to a university or college. For many learners, information about apprenticeships, volunteering and internship options opens a world of new possibilities. They learn about job shadowing, career fairs, open days and online resources. The newly developed Grade 10 booklet will build on the groundwork established at Grade 9 level, for example containing a step-by-step guide to create a curriculum vitae, as well as other relevant information focused on this Grade.</p><p><strong>Haphazard decisions about subject choices </strong></p><p>The importance of career guidance is often overlooked until learners are on the brink of finishing high school, explains Francois van den Berg, a master's student in psychology. As project coordinator, he is instrumental in establishing strong partnerships between SU and the different schools. “We've developed excellent relationships with the life orientation teachers and principals at our partner schools," he says. “Their support and feedback are crucial in shaping the project."</p><p>The mutually beneficial relationship with schools is one of the reasons for the project's success, Van den Berg notes. “From the University's side it's an opportunity for students to apply their knowledge and get practical experience as facilitators of the workshops. It's also an opportunity to test and develop learning materials. From the school's side, the teachers appreciate the extra support to help learners make the best subject choices."</p><p>The project's success can also be attributed to its research-driven approach. Over the years, students at various academic levels have conducted research that has shaped the interventions and resources provided to learners. This feedback loop ensures that the programme remains relevant and effective.</p><p>Van den Berg explains there is a severe lack of career guidance services and resources in schools. As a result, learners often make random or haphazard decisions about subject choices. “We've found that learners have knowledge of a very limited range of careers. They know about professions such as doctors, lawyers, and police officers. Part of what we do is to expose them to a much broader range of career options. Another challenge is that learners are often not aware that there are more subjects they could take. They think the subjects their school offers are the only ones they can choose from."</p><p>A Grade 12 learner who had wanted to study medicine recently reached out to the career guidance team because he'd discovered he was missing a subject to apply to study medicine. “His grades are excellent, and he's worked so hard, but he didn't know certain subjects are compulsory if you want to register for a medical degree at a university," Van den Berg shares.</p><p>The team is mindful of the unique challenges young people face in South Africa. With youth unemployment at a staggering 45%, many high school learners are demotivated and demoralised. “We can't resolve the systemic challenges, but we can inspire young people to think more creatively about their futures," Van den Berg stresses.</p><p><strong>No learning on an empty tummy</strong></p><p>Visser recalls how they struggled to keep the attention of learners in some of the first workshops at schools. “We realised the children couldn't concentrate because they were hungry. So, for every workshop, we now bring snack packs with nutritious food for the kids. Some of the moms at the school help us pack the snack packs, so everyone is involved. It really is a collective effort to guide these learners towards a brighter future.</p><p>“Just to be able to change one life makes it worthwhile. I remember one boy who drew a picture of a police officer telling me: '<em>Ag tannie, ek wil só graag 'n polisieman word</em>.' ('Oh auntie, I really want to be a policeman.') So, I said to him: 'You know what, we're going to do everything to help you to become the best policeman you can be.' I'll never stop with this project, it's about the greater good and making a difference," Visser shares.</p><p>She also highlights the transformative experience for the postgraduate students involved in the project. “Our focus has always been on social impact, taking what we teach in the classroom and applying it in the community. Seeing how our students gain insights as they engage with learners in schools is incredibly rewarding. They come to understand the realities of diverse communities and the challenges many learners face."</p><p>Looking ahead, the project team has ambitious plans. They hope to extend the career guidance programme to cover Grades 10 to 12 and to develop tailored interventions for each grade. “We have a four to five-year plan to develop and pilot materials for higher grades," Visser explains. “Our ultimate goal is to create a standardised framework that can be implemented nationwide, but we will need more resources to make that happen. With the continued support of our partners and the community, we'll keep striving to guide more learners towards fulfilling and successful futures."</p><p>Receiving a Social Impact Award was a fantastic surprise, Visser adds. “We didn't expect it, we've just been carrying on like we've done for years. But it was a nice feather in our cap to receive formal acknowledgment. Although I think the award will motivate us, it's not the main driver of what we do."</p><p><strong>PHOTO: Prof Nico Koopman (Deputy Vice-Chancellor: Social Impact, Transformation and Personnel), Prof Aletta Odendaal (outgoing Chair of the Department of Industrial Psychology), Dr Michelle Visser (senior lecturer, Department of Industrial Psychology), Prof Tony Naidoo (Emeritus Professor of Psychology) and Dr Leslie van Rooi (Senior Director: Social Impact and Transformation) at the Social Impact Awards. </strong><strong><em>(Photo taken by Stefan Els)</em></strong></p><p><br></p> | 2024-07-29T22:00:00Z
2024-07-29T22:00:00.0000000Z | Corporate Communications and Marketing (Hannelie Booyens) | | |
| Social Impact: SUNCOI inspires passion for chemistry in learners | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10758 | Social Impact: SUNCOI inspires passion for chemistry in learners | <p><em>With Stellenbosch University's (SU) focus on social impact awareness in July, this series of profiles celebrates remarkable individuals and teams who make a meaningful contribution beyond the University's walls. The recent inaugural Social Impact Awards recognised academic and professional administrative support services (PASS) staff at SU who are driving positive change in diverse spheres of life. </em><em><strong>Dr Ebrahiem Botha</strong></em><em> and </em><em><strong>Jabu Lukhele</strong></em><em> won an award for their dedication to a programme that provide high school leaners and teachers access to practical chemistry laboratory work. </em></p><p>It takes two very special men to not only put their heart and soul into a programme that helps high school learners and teachers excel in chemistry, but to also constantly strive to honour the legacy of the formidable woman who started one of SU's flagship community outreach programmes. </p><p>When Dr Ebrahiem Botha and Jabu Lukhele talk about SUNCOI (SU Chemistry Outreach Initiative), their passion for sharing the wonders of chemistry with young people is tangible. Both credit Dr Rehana Malgas-Enus, who tragically passed away in 2022, as their inspiration to dedicate time over weekends and after hours to nurture a love for chemistry in learners. </p><p>Lukhele, Principal Technical Officer of the Department of Chemistry and Polymer Science, says Malgas-Enus was his friend, mentor and supervisor. “Dr Rehana was one of the most remarkable and driven people I ever met. I learned so much from her. When I joined SU in 2014, she told me about the chemistry outreach idea and asked me to come on board to help with technical aspects of the laboratory work." </p><p><strong>'How do schools do it?'</strong></p><p>A lecturer in the Department of Chemistry and Polymer Science at the time, Malgas-Enus started the programme in 2013 with the idea to give grade 12 students from five underprivileged schools access to the laboratory facilities at SU to fulfil the practical assessments that are necessary for physical science. <br></p><p>Lukhele has a vivid memory of the inception of the SUNCOI programme. “Dr Rehana and I were looking at one of the matric question papers. The students were expected to name different laboratory equipment such as pipettes and burettes or beakers. We looked at each other and wondered how the learners were supposed to know about such things. Both of us went to schools where we didn't have labs, we only got to interact with such equipment when we came to university," Lukhele says. </p><p>The question “how do schools do it?" led Malgas-Enus to reach out to subject advisors at the Department of Education. Not receiving a satisfactory answer ignited her drive to find a solution. “We contacted local schools to understand what they needed, and we got hold of the Curriculum and Assessment Policy Statement (CAPS) document for Grade 12," Lukhele recalls. </p><p>Teachers said they needed help with complying to CAPS guidelines, so Malgas-Enus and colleagues decided to design a series of CAPS compliant physical sciences experiments for Grades 10 to 12. It was well received and with an endorsement by the physical science subject advisor, approved by the Western Cape Education Department. </p><p><strong>Help for learners and teachers</strong></p><p>Although the collaboration with local schools began with the CAPS workbook, soon another need was identified. Many teachers lack the know-how to conduct chemistry experiments. To address this, SUNCOI started organising annual workshops for teachers from around the Cape Winelands, training them to perform the experiments. The teachers are incredibly grateful for this hands-on experience, Lukhele says. <br></p><p>Recognising that physical science teachers would still face challenges in their own schools, the SUNCOI team developed a cost-effective kit that contains chemical reagents and basic lab consumables for the different experiments the teachers need to conduct in the classroom. </p><p>The initiative started with laboratory workshops for Grade 12s only, but quickly expanded as Grades 10 and 11 teachers, and eventually others, also expressed interest. SUNCOI's programme now covers experiments from Grade 4 through Grade 12, with each experiment supported by a purchasable kit for classroom use.</p><p>Over the past ten years, thousands of learners and their teachers have donned white lab coats and safety spectacles to perform the prescribed experiments in several of the Chemistry Department's fully equipped laboratories.</p><p><strong>Inspirational role models</strong></p><p>Botha started working at SU in 2020 and didn't hesitate to join the SUNCOI programme shortly after. “I teach the Extended Curriculum Programme (ECP) students. This course is designed for matrics who need to improve their marks to be able to enrol in a mainstream degree programme," he explains.</p><p>After Malgas-Enus' passing, Botha put up his hand to take on the role of coordinator of the SUNCOI programme. “I wanted to honour her legacy by continuing the work. Jabu and I make a very good team. We both have a passion for chemistry and teaching. Our energy resonates with each other," he says. </p><p>Botha's own journey as an academic serves as an inspiration to students. “I was one of those learners who didn't do well in school," he shares. “Through the University of the Free State, I completed a bridging year at a satellite campus in Oudtshoorn to improve my matric marks. I then went all the way through university to complete my PhD in chemistry. I want to be an inspiration to students, especially those who didn't do that well in school, to show them if you just work hard, you can also become successful."</p><p>Lukhele notes that Malgus-Enus had a similar background. She grew up in Mitchell's Plain and her mother, who was widowed at age 31, worked in a steel factory to support herself and her two daughters. “Dr Rehana's mom inspired her to believe she could be anything if she set her mind to it and worked hard. Part of her drive was to go back to her community and tell kids: 'Don't look at your circumstances, don't look at what you don't have. We're here to help you achieve your dreams'. </p><p>“I also grew up in a township. Stellenbosch is worlds apart from my childhood circumstances in Johannesburg. I'm fortunate and grateful that people like Dr Rehana believed in me and gave me support to establish a career in science. It inspires me to do the same for others," Lukhele says.</p><p><strong>For the love of science</strong></p><p>Most of SUNCOI's workshops, for as many as 100 learners at a time, happen over weekends but the two chemistry boffins never complain about the extra load. “Nobody is forcing us to do this," Botha emphasises. “We do it as volunteers for the love of science. Luckily, we have a very dedicated team of about 15 postgraduate students and support staff from the chemistry and polymer science department who assist us in the laboratory when we conduct the workshops." </p><p>Some of the participants in the SUNCOI programme have been so inspired that they've continued to study at SU. Lukhele loves the thrill of encountering former SUNCOI learners in the chemistry laboratories as SU students.</p><p>Since it started, the popularity of the SUNCOI programme has had a ripple effect. Other universities have expressed interest and asked for assistance from SU to implement similar programmes. “We've collaborated with the University of Pretoria and Nelson Mandela University," Lukhele mentions. </p><p>They recently also received a request from the Cape Peninsula University of Technology (CPUT) for assistance. “One of our postgraduate students who's now a lecturer at the CPUT wants us to help implement the programme there. Another student who completed his PhD at SU recently reached out from the University of Johannesburg to collaborate," Lukhele says with a proud smile.</p><p>The SUNCOI team has even been approached by one of the world's largest scientific societies, the American Chemical Society, to organise a workshop. </p><p>At the heart of what these two men do at SUNCOI is a passion to motivate learners not to give up challenging subjects. “We encourage learners to stick with maths and science subjects, because it can open so many doors in future," Lukhele says. “Our department's motto is 'chemistry is life'. Chemistry is everywhere. We tell learners when you buy chocolate, there's chemistry behind it. If you're making coffee or tea, by adding all those things, you're doing chemistry. It's that simple and magical."<br></p><p><strong>PHOTO: Prof Nico Koopman (Deputy Vice-Chancellor: Social Impact, Transformation and Personnel), Dr Ebrahiem Botha, Jabu Lukhele and Dr Leslie van Rooi (Senior Director: Social Impact & Transformation) at the Social Impact Awards. </strong><strong><em>(Photo taken by Stefan Els)</em></strong></p><p><strong> </strong></p><p><br></p> | 2024-07-23T22:00:00Z
2024-07-23T22:00:00.0000000Z | Corporate Communications and Marketing (Hannelie Booyens) | | |
| Social Impact: Helping hand for Deaf learners gets recognition at SU | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10755 | Social Impact: Helping hand for Deaf learners gets recognition at SU | <p><em>With Stellenbosch University's (SU) focus on social impact awareness in July, this series of profiles celebrate remarkable individuals and teams who make a meaningful contribution beyond the University's walls. The recent inaugural Social Impact Awards recognised academic and professional administrative support services (PASS) staff at SU who are driving positive change in diverse spheres of life. </em><em><strong>Vanessa Reyneke </strong></em><em>and the </em><em><strong>Handlab team</strong></em><em> won an award for the groundbreaking educational work they do for the Deaf community.</em></p><p>Imagine there was a place where Deaf learners and their teachers could go to find quality educational material in South African Sign Language (SASL) to improve the learning experience. Well, thanks to the dedicated team working at SU's<span class="ms-rteThemeForeColor-5-3"> </span><a href="https://handlab.co.za/"><span class="ms-rteThemeForeColor-5-3">Handlab</span></a><span class="ms-rteThemeForeColor-5-3">,</span> Deaf learners across South Africa can access vital learning and teaching support material (LTSM) tailored to their needs, a crucial resource given the scarcity of SASL educational materials prior to Handlab's establishment.</p><p>Project coordinator Vanessa Reyneke is super proud of the recognition Handlab has received for its work. The team, comprising both Deaf and hearing individuals, collaborates closely with schools for the Deaf. Initially piloted for the Western Cape Education Department between 2010 and 2012, the project aimed to develop a curriculum that catered specifically to Deaf learners.</p><p>“We've been working with so much passion and to receive the Social Impact Award is recognition that our fight for the Deaf community to have access to quality education material has been worth it. It's wonderful to be able to make a difference in the lives of so many Deaf children in South Africa," Reyneke says. </p><p>In 2017, the project found its home at the Department of General Linguistics at SU. The Language Centre is also involved with Handlab through its SASL interpreting portfolio. Handlab has flourished into one of only two units in the country creating innovative learning and teaching material for Deaf schools. </p><p>Over the years, the Handlab team has developed a range of educational materials, including videos, original texts and teaching resources and subject-specific terminology, all designed to align with the Curriculum and Assessment Policy Statement (CAPS). Handlab's influence now extends beyond the Western Cape, reaching all 40 schools for the Deaf across South Africa. </p><p>Collaborating with schools is key to their success, Reyneke says. “We first test the material in a class setup, and we get valuable feedback from the teachers. We also share it with the Department of Basic Education to make sure it meets the national standards. Our materials have improved significantly thanks to this collaborative process."</p><p>Reyneke stresses the project's success also lies in its adaptability, considering the dialectal differences within sign language. “Just like spoken languages, sign language has regional variations. We aim to create materials that are inclusive of all these variants," she notes.</p><p><strong>Becoming an advocate for the Deaf</strong></p><p>Reyneke's passion for Deaf education is deeply personal. She is the fourth generation in her family who is Deaf and her two children are Deaf as well. She experienced firsthand the challenges faced by those who are often marginalised in educational settings. “I attended a school for the Deaf and it was during my time there that I realised the significant gap in language access and education for Deaf children," Reyneke shares. “I was very privileged because I was taught in my mother tongue by family members."</p><p>Her journey from a Deaf teaching assistant at her alma mater to the project coordinator of Handlab is marked by her resolve to ensure Deaf children receive the same quality of education as their hearing peers. “I feel it's important to advocate for my language," she emphasises.</p><p>Reyneke explains that many Deaf children come from hearing families that do not communicate in sign language, leaving them at a disadvantage, especially in the early childhood development phase. Most teachers in schools for the Deaf are hearing and they're not required to have any form of specialised training or qualification in Deaf education. By providing tailored resources, Handlab aims to bridge this gap and elevate the educational experience of Deaf learners. </p><p>The Handlab team often gets compliments from teachers who are grateful for the extra help. The practical SASL examples enhance learners' creativity, comprehension skills and literacy, akin to the encouragement hearing children receive through reading. The materials open a new world for Deaf learners and there is a notable improvement in their vocabulary, enabling them to express their feelings and share their experiences more effectively.</p><p>The recent recognition of SASL as the 12th official language of South Africa marks a significant milestone for the Deaf community. Reyneke and her team at Handlab celebrated this achievement, reflecting on the advocacy that led to this momentous occasion. “We were all jumping for joy," she recalls. “It's a big step forward." </p><p>She says it's an opportunity for the almost 4 million Deaf people in South Africa (of whom 600 000 are SASL users) to properly access their human rights in a language they understand. That journey must begin in the classroom, Reyneke insists.<br></p><p><strong>Empowering the Deaf</strong></p><p>Because of insufficient educational support, many Deaf people remain deprived throughout their lives. Research has shown that in South Africa as few as one in three Deaf adults who use SASL is functionally literate in a spoken or written language (their second language).</p><p>In the year since SASL's official status was granted, Handlab has made remarkable strides. More than 100 of their new texts have been screened and approved by the Department of Basic Education. The Handlab team has created beautiful new stories and poems and started producing dramas to add to the SASL curriculum. </p><p>Reyneke's vision extends beyond curriculum development – she and her team are committed to fostering a sense of belonging and purpose among Deaf learners. “The drama project is very exciting. We've had drama camps where we go to the schools and train the kids how to read a script and how to act out a play. We provide the children with skills to portray different characters and to perform dialogue. We then use the recordings as teaching material. We're making good progress towards reaching our aim to create more than 20 new SASL dramas this year.</p><p>“We also teach the kids technical skills. For example, if you want to record yourself at home signing a poem, we show them practical things like how to set up your recording space, making sure you've got the right background and lighting. We assist them in reading the text in English or Afrikaans and then conveying it in sign language."</p><p>Handlab has also addressed mental health awareness, partnering with notable role players like radio and TV personality Lise Swart. “Mental health information is often inaccessible to Deaf people. We are working to change that by providing crucial resources in SASL," Reyneke remarks.</p><p>She's grateful for the steps SU has taken to become more accommodating to Deaf students, such as the two interpreters the University provide to support them in class. But access to higher education is still challenging for many of them, Reyneke points out. “Deaf students who apply to South African universities must meet the same academic criteria as hearing students. This system makes no allowances for the many obstacles Deaf learners have to overcome and that they're often behind the rest of the students because of insufficient support and educational opportunities."</p><p>As Handlab continues to make an impact, Reyneke encourages others to join the movement for change. And she has a special message for Deaf children: “Don't give up and never lose hope. Work hard, and you'll be able to achieve your dreams."</p><p><em><strong>PHOTO: The Handlab team from left to right: Alex <span style="color:#000000;font-family:aptos, aptos_embeddedfont, aptos_msfontservice, calibri, helvetica, sans-serif;font-size:16px;background-color:#ffffff;">Nyawo</span>, Dr Simone Conradie, Vanessa Reyneke, Lenka Knoetze and Prof Frenette Southwood. (Photo: Anesh Magan)</strong></em></p><p><br></p> | 2024-07-22T22:00:00Z
2024-07-22T22:00:00.0000000Z | Corporate Communications and Marketing (Hannelie Booyens) | | |
| Social Impact: YEP empowers young entrepreneurs to create their own futures | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10750 | Social Impact: YEP empowers young entrepreneurs to create their own futures | <p><em>With Stellenbosch University's (SU) focus on social impact awareness in July, this series of profiles celebrate remarkable individuals and teams who make a meaningful contribution beyond the University's walls. The recent inaugural Social Impact Awards recognised academic and professional administrative support services (PASS) staff at SU who are driving positive change in diverse spheres of life. </em><em><strong>Adolph Neethling</strong></em><em>, a lecturer in the Department of Business Management, received a Social Impact Award with his colleague </em><em><strong>Sabrina Matthee</strong></em><em> for the Young Entrepreneurship Programme.</em></p><p>For over a decade, Neethling has been on a mission to inspire the next generation of entrepreneurs. Through his leadership of the Young Entrepreneurship Programme (YEP) at SU, high school learners from disadvantaged communities in and around Stellenbosch have been given skills and confidence to transform their ideas into businesses.</p><p>YEP started as a collaborative effort between SU and the HU University of Applied Sciences Utrecht in the Netherlands, Neethling explains. “A colleague from the Netherlands approached me with the idea of running an entrepreneurship programme for school kids. We managed to secure funding from the Dutch embassy, which allowed us to kickstart the project," he says. The programme began in 2018 with modest resources, but the impact has been profound.</p><p>YEP's primary aim is to empower high school learners by teaching them entrepreneurial skills and encouraging them to develop ideas that can benefit their communities. It recognises the unique challenges faced by learners in disadvantaged areas and offers a pathway to economic independence. </p><p>During the week-long YEP workshop held over the June/July school holidays, learners from Kayamandi, Makapula, Lückhoff, Stellenzicht, and Cloetesville High Schools develop start-up ideas and business plans in teams. The programme typically targets Grade 10 learners, as their schedules are more flexible compared to matriculants.</p><p>The 60 odd learners are grouped and paired with mentors – students from SU and the Netherlands. Together, they brainstorm business ideas and refine them. On the final day, the learners pitch their concepts to a panel of judges. The winning ideas receive start-up capital sponsored by the Dutch Embassy to bring their plans to life. </p><p><strong>Bringing ideas to life</strong></p><p>The ideas generated by the learners are innovative and rooted in their communities' needs, Neethling explains. For instance, last year learners from Makapula High School proposed a project to address the shortage of school desks. </p><p>“The learners noted that there were not enough desks in the school, but there was a shed full of broken desks," Neethling says. “Instead of waiting for the Department of Education to address the issue, they came up with the idea to get some carpentry support and to fix the desks and benches themselves under the guidance of the school's caretaker who has carpentry skills. One of our SU students who acts as a tutor for the group managed to get a drill sponsored. From the group's prize money, they could buy wood and other tools to fix the desks." </p><p>Last year, Lückhoff High School students came up with a proposal for a project involving residents at an old age home to help knit scarves and woollen caps for learners. In schools where children struggle to stay warm in winter months, the scarves and beanies would be sold at a discount price while the community members who produced the items would also be able to generate an extra income. </p><p>A group from Stellenzicht High School proposed a project where matriculants would get additional academic support through extramural tutoring with support from the school's alumni. In previous years winning projects included a vegetable gardening initiative; a breakfast service at the school for parents on their way to work in the mornings; an idea to make wrist bands with name tags from recycled plastic to help track kids if they get lost; and eco-friendly solutions to South Africa's loadshedding woes such as solar-powered lights made from recycled glass bottles.</p><p><strong>Impact beyond the classroom</strong></p><p>These projects not only offer practical solutions but also foster a sense of agency and confidence among the learners, Neethling notes. “It's been a very exciting journey. It's so rewarding for youngsters to see their ideas materialise and that something good is generated from learning new skills. </p><p>“Initially, some of the learners are quite shy and sometimes there's a language barrier. But as they come to understand what is expected of them and the impact their ideas could have, they become more confident. By the end of the week, they're bubbly and brimming with enthusiasm. For many of the learners' it's the first time that they visit the University campus and have positive exposure of engaging with students."</p><p>Neethling also emphasises the positive impact on the students. “The students' participation in the project is voluntary. Before the workshop, we take the local and foreign students on a township tour to speak to small business owners and learn from people who make a living regardless of their circumstances. They get exposure to real-life challenges, and they get introduced to communities they might not have been exposed to before, so it's an enlightening experience for everyone involved."</p><p>Many learners come from backgrounds where unemployment is high, and they don't see the point of studying, Neethling observes. “Teachers often tell us that learners don't feel the need to excel academically as they don't see a future for themselves because of the high number of unemployed people in their community. This project makes them see that there is an alternative way to create opportunities for themselves." </p><p>The impact is tangible. Teachers have reported increased motivation and a newfound sense of purpose among their students.</p><p>Neethling's passion for entrepreneurship education stems from his extensive experience in the small, medium and micro enterprises environment, both as an entrepreneur and an academic. He first came across the idea of “service learning" when he was a lecturer at the University of the Free State before he joined SU in 2006. “Service learning is an educational approach where students learn through volunteering and engage in reflection activities to deepen understanding. The principle is that while you're doing community work, you don't prescribe. Instead of telling people what to do, you ask how you can assist them."</p><p>Over the years, Neethling has been involved in several projects to promote entrepreneurship through service learning. In 2009 he won a Rector's Award for his exceptional contribution to community work at SU. </p><p>Running a programme like YEP is not without challenges. Securing funding for food and transport for the learners is a constant struggle. Neethling recounts how they have managed to secure sponsorships from local businesses like Food Lovers Market to provide meals for the learners. Transport logistics, especially for learners from remote areas, require meticulous planning and additional resources.</p><p><strong>Support and recognition</strong></p><p>Last year Neethling received welcome support when his colleague Sabrina Matthee came on board to assist him with running YEP. Matthee teaches Entrepreneurship and Small Business Management at SU and is also passionate about instilling a sense of pride in budding entrepreneurs. It's a thrill to show young people that instead of focusing on becoming an employee, you can become an employer who creates jobs and address critical problems in the community, Matthee says. </p><p>Receiving recognition for their hard work with a Social Impact Award was a proud moment for both lecturers. “It's nice to get recognition, but we don't do it for the accolades. We do it because we want to make a difference," Neethling stresses. He appreciates SU's efforts to reward staff for social impact projects. “While some academics only focus on academic research, those of us who spent a lot of time and energy on community work also feel recognised."</p><p>Neethling says the best part of the Social Impact Awards evening was witnessing the broad scope of community projects on the SU campus. “It was fantastic to meet like-minded colleagues and to see how much is happening at SU. In future, we hope to collaborate and find ways to share our expertise and resources."</p><p><strong>PHOTO: Prof Nico Koopman (Deputy Vice-Chancellor: Social Impact, Transformation</strong><strong> </strong><strong>and Personnel), Sabrina Matthee, Adolph Neethling and Dr Leslie van Rooi (Senior Director: Social Impact & Transformation) at the Social Impact Awards. <em>(Photo taken by Stefan Els)</em></strong></p><p> <br></p><p><br></p> | 2024-07-18T22:00:00Z
2024-07-18T22:00:00.0000000Z | Corporate Communications and Marketing (Hannelie Booyens) | | |
| Mandela Day: We must continue Madiba’s courageous journey | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10748 | Mandela Day: We must continue Madiba’s courageous journey | <p>Nelson Mandela International Day is celebrated annually on 18 July. In opinion pieces for the media, Profs Nico Koopman (Deputy Vice-Chancellor for Social Impact, Transformation and Personnel) and Chris Jones (Unit for Moral Leadership) write that we can honour Madiba by jointly continuing his courageous journey to eradicate poverty, injustice and inequality. Click on the links below to read the articles.<br></p><ul><li>Prof Nico Koopman (<a href="https://storage.googleapis.com/marketiq/134D94E/ESN-1721278158511_134D9A8.pdf"><strong class="ms-rteThemeForeColor-5-0">Cape Times</strong></a>)</li><li>Prof Chris Jones (<a href="https://www.news24.com/news24/opinions/columnists/guestcolumn/opinion-chris-jones-echoes-of-mandela-embracing-a-new-social-contract-to-combat-inequality-20240718"><span class="ms-rteThemeForeColor-5-0"><strong>News24</strong></span></a>)<br></li></ul><p><br></p> | 2024-07-17T22:00:00Z
2024-07-17T22:00:00.0000000Z | Corporate Communication and Marketing/Korporatiewe Kommunikasie en Bemarking | | |
| Social Impact: Prof Eileen Africa champions children’s movement | | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10727 | Social Impact: Prof Eileen Africa champions children’s movement | <p><em>With Stellenbosch University's (SU) focus on social impact awareness in July, this series of profiles celebrate remarkable individuals and teams who make a meaningful contribution beyond the University's walls. The recent inaugural Social Impact Awards recognised academic and professional administrative support services (PASS) staff at SU who are driving positive change in diverse spheres of life. </em></p><p><strong>Prof Eileen Africa</strong> from the Division of Movement Science and Exercise Therapy at SU's Faculty of Medicine and Health Sciences was one of the winners in the team Leader category of the Social Impact Awards. She received recognition for KIDSMove (The Key to Improving Developmental Skills for Movement), an initiative aimed at improving gross motor skills of foundation phase children. The programme focuses on developing children with a variety of challenges holistically through movement. Gross motor development and sport specific skills form the core components of the programme.</p><p><strong>Congratulations on receiving the Social Impact Award. Could you share your initial reaction when you found out about it?</strong></p><p>When I saw the email about the award, I was genuinely surprised; I did not see it coming. This unexpected recognition makes it even more special and memorable.</p><p><strong>Can you tell us more about the inspiration behind the KIDSMove initiative and how it came to be?</strong></p><p>KIDSMove was born 12 years ago from a deep passion for children's overall development and a strong commitment to making a positive impact, particularly in under-resourced communities. We started with one school in the Western Cape, and to date we have reached and made an impact in over 20 sites. Driven by a genuine desire to enhance children's movement skills, I embraced the opportunity to create this initiative and established various sites in and around Stellenbosch and Tygerberg. I value the crucial role physical activity and movement plays in children's growth and development. By integrating fun and engaging activities with developmental goals, KIDSMove aims to support children in building essential gross motor skills, fostering a love for movement and promoting overall well-being.</p><p><strong>How has the KIDSMove initiative impacted the lives of the children involved?</strong></p><p>Over the past few years, KIDSMove has had a profound positive impact on children from diverse backgrounds and abilities. By enhancing their fundamental motor skills, boosting their confidence, and improving their overall well-being, the initiative has made a significant difference in their lives. The true success of KIDSMove lies not in one specific site, but in the collective achievements of all our locations. Each site provides valuable and unique services to children who otherwise lack access to structured, well thought through programmes, ensuring that every child can develop essential skills and thrive in a supportive environment.</p><p><strong>What personal values or experiences drive your dedication to improving the lives of children and how do these values shape your approach to your projects?</strong></p><p>My dedication to improving the lives of children is deeply rooted in my personal values and experiences, shaped by my upbringing in a small coloured community in Worcester. From within a community where resources were often limited, I learned the value of resilience, determination and the transformative power of empowerment. My passion for empowering children is grounded in the fundamental belief that every child deserves equitable access to opportunities, regardless of their circumstances. This drives my commitment to creating programmes that not only provide access to physical activity and movement programmes but also build a sense of belonging and possibility. Through inclusive, community-centred initiatives, I aspire to inspire a generation of resilient, informed individuals who are equipped to make positive contributions to their own communities and society at large.</p><p><strong>You made a point of thanking your team when you accepted the Social Impact Award. What role does your team play in the success of KIDSMove?</strong></p><p>My team plays an integral role in the success of KIDSMove. Their expertise and passion for development of children drive this initiative. Open communication, encouraging creative input, and maintaining a supportive environment are very important to me. Regular team meetings, shared goals, and ongoing professional development help my team to stay aligned and motivated. Each team member's unique skills and perspectives as well as their tireless work ethic contribute to the overall success of KIDSMove, creating a cohesive and dynamic group that is committed to making a positive impact in the lives of the children we serve. The camaraderie within our team has been instrumental in turning our vision into reality, and I am incredibly proud and grateful for their hard work and dedication.</p><p><strong>Could you share some highlights of your journey in academia?</strong></p><p>I was appointed in 2007, just after I received my doctorate in December 2006. My journey as an academic has been nothing short of a whirlwind with not a lot of support. There were moments when I was ticking all the boxes, yet I was constantly falling short. It was tough, and at times pretty lonely. But what has kept me going is my genuine passion for my work, particularly when it comes to my students and the communities they impact. I cannot express enough how grateful I am for the support of my academic mentor, Prof Eugene Cloete, who took me under his wing in 2016. His guidance has been instrumental in my growth. </p><p>Over the past years, I've achieved some significant milestones, such as becoming an honorary research fellow at the Centre for Sport, Exercise and Life Sciences at Coventry University in 2022. Being promoted to associate professor in 2023 was a deeply proud moment for me. I had worked tirelessly towards this goal, and when it finally happened, it was incredibly rewarding. This year unfolded as a remarkably blessed one with a lot of surprises. Among them were my selection for the prestigious SUNRISE [Stellenbosch University Research & Innovation Strategic Excellence] programme, the honour of receiving a Fulbright scholarship, and the humbling recognition of a Social Impact Award, all affirming my dedication to excellence and societal impact. These achievements serve as constant reminders of why I chose this path and continue to inspire me to push boundaries.<br></p><p><strong>What plans do you have for expanding KIDSMove?</strong><br> Children are our next generation of adults, and we need to invest in their health and well-being. The aim is to, in future, invite colleagues from various departments within our Faculty and the broader University to join some of our sites and initiatives, allowing our students to collaborate and make a collective impact. This collaboration will enable us to take a holistic approach to the KIDSMove project, integrating diverse expertise and resources. Additionally, by partnering with local organisations in Namibia, seeking international funding, and launching pilot programmes, we can extend our impact beyond our borders. Furthermore, I would like to train local volunteers or even teachers in different areas to become facilitators to help us manage KIDSMove's growth. </p><p><strong>Outside of your professional life, what are some of your personal interests and hobbies that help you relax and recharge?</strong></p><p>When it comes to relaxing and recharging, there's nothing quite like the simple joys that fill my heart. I live for sunrise and sunset beach walks and family time and cuddles with my toy yorkies are sacred to me. My husband and my two beautiful daughters are my everything, and their presence brings me the greatest sense of peace and contentment. I also absolutely love taking photos – it's my way of holding onto all the magical moments. </p><p><strong>PHOTO:</strong> <em>Prof Eileen Africa receives her Social Impact Award from Dr Zetu Mkize (Director: Transformation Office) </em><em> </em><em>and Renee Hector-Kannemeyer (Deputy Director: Social Impact and Transformation). (Photo by Stefan Els)</em></p><p><br></p> | 2024-07-04T22:00:00Z
2024-07-04T22:00:00.0000000Z | Corporate Communications and Marketing | | |
