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 Social Impact - Stellenbosch University



SU joins other global higher education leaders to discuss universities' role in aiding COVID-19 recovery joins other global higher education leaders to discuss universities' role in aiding COVID-19 recovery
WOW continues to empower learners continues to empower learners
Toyota SU Woordfees TV pop-up channel live from Friday SU Woordfees TV pop-up channel live from Friday
Dave Pepler and Science Café Stellenbosch make TV debut at Woordfees Pepler and Science Café Stellenbosch make TV debut at Woordfees
SU academics heading for a TV screen near you academics heading for a TV screen near you



The Amanzi Yimpilo project Amanzi Yimpilo project




e'Bosch - Stellenbosch University Annual Heritage Lecture'Bosch - Stellenbosch University Annual Heritage Lecture2021-09-23T16:00:00Z
Division for Social Impact Annual Symposium Invitation for Social Impact Annual Symposium Invitation2021-09-02T07:00:00Z
SU facilitates creation of Lückhoff Living Museum facilitates creation of Lückhoff Living Museum2019-10-26T10:00:00Z



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Latest InitiativesView all Initiatives​​​​ For Moral Leadership: Beacon Of Hope (Homes Of Possibility Through Education)The vision of the Unit for Moral Leadership is to facilitate moral leadership and human development in communities in South Africa, and also wider, in order to enhance the quality of people's lives. The goals of the Unit include providing well-researched information to positively influence the moral landscape in South Africa within a diversity of religious and secular contexts. It also aims to secure safe spaces and sustainable practices through which central moral values and human/social capital can be developed; where people's character can be built and developed; to strengthen and support community leaders and to build a stronger society (through people capital and social cohesion) where everyone can live a good life.1326 Conferences​The annual conferences of the Synodical Commission for Doctrine and Current Affairs of the Uniting Reformed Church in Southern Africa (Cape Synod) and the Beyers Naudé Centre for Public Theology, focus upon the broader theme of Congregations and Public Life. Together we explore the potential of congregational practices for the transformation of all walks of life. ​This year the focus is on Church and Gender with a focus on patriarchy. In many societies around the world women are claiming roles that trouble the traditional roles assigned to women in patriarchal societies. In the workplace, in homes, and in society at large there is a growing awakening of the injustices of patriarchy. Women and some men are recognizing that men can no longer seek to hold all positions of leadership and power for themselves. Men should no longer able to use power in ways that abuse women and girls. The Biblical witness testifies to the fact that both women and men are created equally and bear God's image. If one looks at leadership in Churches, it is clear that Christian communities are still struggling with issues of gender equality.​In the conferences for this year we shall focus upon theological resources that can equip our participants to grapple with this complex and important social and theological issue.1374 Common Lectionary (RCL) South Africa​Word and Worship evolved out of the very popular “Word en Fees” which was published as a resource based on the Revised Common Lectionary (RCL) by the Dutch Reformed Church. However, from its inception Word and Worship was envisioned as a collaborative and ecumenical initiative. The idea has been to assemble a group of writers and editors who would produce liturgical and homiletical resource material in English that would be accessible in a variety of contexts within South Africa. As a resource that is firmly rooted in our own context, it attempts to address issues in a way that is sensitive to and engaged with issues particular to our situation. In addition it is written is such a way that it is intended to be able to be used by those who may not have a formal theological education but who regularly preach or lead worship. To encourage both the production and distribution of the material, Ekklesia has formal agreement with the Church Unity Commission (CUC), which has Anglicans, Congregationalists, Dutch Reformed, Methodist and Presbyterian Churches as its covenanting partners. In terms of this agreement the Commission undertakes to fully support Word and Worship through the production and distribution of the annual volumes. Since it is based on the RCL, which is used by Christians from multiple traditions, Word and Worship is a resource that can and does encourage engagement between preachers and liturgists in local contexts across denominational boundaries. Up until now the material has been available in hard copy only, which has made it expensive to produce and distribute, but from this year it will also be available in an online format making it even more easily available.  1308 for Dietetic IV​​Ensuring and supplying Primary Health Care services to previously disadvantaged communities is part of the bigger plan of addressing inequity in South Africa. The initiative entails the rendering of health and nutrition services at Community and Health facility level (primary and secondary). It involves Integration of the 3 fields of dietetics (Community Nutrition, Food Service Management, Therapeutic Nutrition) within the rural community setting. The purpose of the 6 weeks integrated rotation is to better equip students to work effectively in the South African public health context and to appropriately respond to communities health needs. Relevant interactions and interventions at crèches, old age homes, farms, factories and other CBO's, clinic and hospitals is an important focus after completion of a community profile of the area / site.​ Interventions students are involve with include nutrition education and counselling, nutrition support and referral, collaborative care of patients, home visits with community health workers, staff training, facility audits and feedback, supporting foodservice activities in different settings, planning menus and meals, radio interviews etc.1435 telerehabilitation on the Stellenbosch clinical training platformThe telerehabilitation project was jointly established in November 2020, between the faculty of health and rehabilitation sciences and the three rehabilitation divisions at Stellenbosch University.  Clinical training for rehabilitation divisions such as with physiotherapy, occupational therapy, and speech therapy students, has to meet graduation criteria. This presented an opportunity for the consideration of the integration of telerehabilitation in the undergraduate curriculum at Stellenbosch University, especially considering the challenges of the COVID-19 landscape.  A phased approach was established from the start of the project and our goal is to implement telerehabilitation as a sustainable modality for clinical services, including the systematic development of training materials and terminologies across our three divisions.  Telerehabilitation lends itself to task sharing or co-treatment and we see this as an additional opportunity for collaboration between the rehabilitation divisions.​ Telerehabilitation potentially provides an opportunity of access to services, especially for remote and rural areas, where communities and individual may not have access to such services, or have limited access.  This includes virtual home visits, remote consultation, augmented supervision, and group and individual therapy on a regular basis.  At Stellenbosch University, we do, however, promote a hybrid model where clients are seen in person as much as possible and thus follows a combination of online and in-person visits. For clinical sites in other provinces, like our clinical sites in Upington, Northern Cape, telerehabilitation can contribute to clinician support and empowerment through training and capacity building.  As part of the telerehabilitation initiative, we have investigated the benefits and limitations of many telerehabilitation software to ensure the use of only those that are suitable for our context, considering cost to client, usability of the platform, and is POPI Act compliant.  Training for the use of such a platform is included in the telerehabilitation module.  Hardware and wifi for telerehabilitation sessions is currently provided at 3 hubs in and around Tygerberg Hospital and we are expanding to other remote sites in the near future.  Through our training module, the goal is to empower clinical sites to function as satelite telerehabilitation hubs as well.We have piloted the use of telerehabilitation at Bishop Lavis Rehabilitation Center for home-based carer training workshops, as these workshops were part of existing services that was halted because of COVID regulations.  Telerehabilitation offered an opportunity to continue this interprofessional services delivered by students from physiotherapy, occupational therapy and speech therapy.  Since this pilot in March 2021, we have also included individual therapy sessions through speech clinics at Tygerberg, and will expand to 3 more sites in October 2021. There are still very little contextual publications for the use of telerehabilitation, and to support future studies, we have also started developing a POPIA compliant database, which is contributed to by various departments at the university.  We were invited to write the guest editorial for Volume 51, No 1 of the South African Journal of Occupational Therapy.  For more information on this initiative, please read Navigating Telerehabilitation for student training: Sharing experiences | de Wit | South African Journal of Occupational Therapy (​​​1428 Learning Community (with Prison-to-College Pipeline South Africa) ​​​​​The Ubuntu Learning Community (“ULC”) is a new Stellenbosch University-prison partnership – the first of its kind in South Africa. Its aim is to rehumanise learning by focusing on learning’s social, ubuntu-focused dimensions – collaboration, community-building and connectedness.  It conceives of collaborative education as the “practice of freedom”​ (Paolo Freire) – a tool for transformation and empowerment. ULC has three components: an educational partnership between Stellenbosch University (SU)  and the Department of Correctional Services (DCS);  social support and reintegration for incarcerated students post-incarceration; and a student-led initiative aimed at educating and sensitising SU students (and wider community) about the incarceration system.​ The educational component entails SU students and students in prison studying together under SU academics, learning with and from each other through dialogue and the sharing of experience. The first Ubuntu Learning first short course, partnering with UNISA students in the Brandvlei Correctional Institute in Worcester in 2019, was interdisciplinary, exploring a common theme from the perspective of a variety of academic disciplines.  The reintegration component  of ULC envisages academic and social supports to aid students transitioning from prison to the community to continue their education, obtain employment, and lead stable, productive, fulfilling lives post-incarceration.  The aim is to challenge social disadvantage as a barrier to higher education learning by offering re-entry facilitation and support for incarcerated students to finish their studies / study further at SU post-release.  The student-led campus initiative component involves breaking down the barriers between universities and prisons more generally, bringing the campus to the prison but also bringing the prison to campus. The focus here is on getting students involved in sensitising and educating the community about the project, our incarceration system, the role communities need to play and the realities of this system.  The Ubuntu Learning Community is supported by Prison-to-College Pipeline (P2CP), a New York-based project  that helped inaugurate the Ubuntu Learning Community as a local P2CP-SA initiative.  The Prison-to-College Pipeline is best described as a marriage of education and prisoner reentry:  It is at once a university-level education program for incarcerated students, a reentry program for them in collaboration with a unified community, and an awareness-building program that sensitizes the community – academics, future scholars, the community at large and practitioners in a host of disciplines, particularly justice-related fields – to the needs and challenges of those incarcerated and formerly so.  Most broadly, it aims to ignite interest in education among those impacted by the criminal justice system. The Ubuntu Learning Community is a proudly South African embodiment of P2CP’S vision.As regards the educational component, unfortunately, since the COVID-19 outbreak, activities within the prison have been severely curtailed, particularly in respect of SU students entering the prison.  This meant that the 2020 short course was cut short and no Ubuntu Learning short course was offered in 2021. From the latter half of 2020, an effort was made to maintain contact with the incarcerated participants by means of online engagement.  A laptop, speakers and data were donated, which enabled a number of fruitful engagements via MS Teams and Zoom with those behind bars during 2021.  Invited speakers included Justice Edwin Cameron and Mbongiseni Mdakane, a formerly incarcerated UNISA lecturer.  Logistical issues regarding internet speed and MS Teams logins were experienced, but were mostly overcome.  It is hoped that face to face sessions will be able to resume in the near future.As regards the reintegration component, we are partnering with Prison-to-College Pipeline, and its affiliated organisation, Incarceration Nations, and also the Message Trust, to assist with reintegration of previously incarcerated Ubuntu Learning participants.  A proposal has been put to SU about the possibility of a coffee truck run by formerly incarcerated individuals being positioned on campus.  There is SU buy-in for this, but the logistics still need to be finalised.  The project will be sponsored by our international partners.During lockdown and beyond, we have kept contact with formerly incarcerated ULC members via WhatsApp and offered informal support and encouragement.As regards the student-led component, because of the limited face to face campus contact, we have nothad any ULC student meetings on campus in 2021.1313

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