DVC: Academic Reflective Report 2019

DEPUTY VICE-CHANCELLOR: ACADEMIC

REFLECTIVE REPORT 2019

CONTENTS DEPUTY VICE-CHANCELLOR: ACADEMIC REFLECTIVE REPORT

Introduction 2

Strategic Integrated Planning and Implementation

3

Other 2020 Priorities

25

46 FACULTIES REFLECTIVE REPORTS

FACULTY OF ARTS

26

FACULTY OF COMMUNITY & HEALTH SCIENCES

38

FACULTY OF DENTISTRY 76

FACULTY OF EDUCATION 98

FACULTY OF ECONOMIC & MANAGEMENT SCIENCES 126

FACULTY OF LAW 146

FACULTY OF NATURAL SCIENCES 164

STRATEGIC ACADEMIC PROJECTS REFLECTIVE REPORTS

ACADEMIC PLANNING UNIT

180

COMMUNITY ENGAGEMENT UNIT

182

CENTRE FOR THE PERFORMING ARTS

190

CENTRE FOR INNOVATIVE EDUCATION & COMMUNICATION TECHNOLOGIES (CIECT)

196

DIRECTORATE OF TEACHING AND LEARNING

223

DEPUTY VICE-CHANCELLOR: ACADEMIC Reflective Report 2019 1.1 INTRODUCTION The Deputy Vice-Chancellor: Academic portfolio is the largest DVC portfolio at the University of the Western Cape (UWC). As DVC: Academic at UWC, I am leading the academic project, focusing on learning and teaching, academic planning, the university in the digital age, as well as community engagement.

Central to the academic project are that the students and academic staff members are co-creators of knowledge and that, at the heart of this endeavour, lie excellence and the success of our students with a deep commitment to social justice and being change agents. The seven faculties are centrally positioned within the portfolio, supported by the four Directorates of Teaching and Learning (T&L), the Centre for Innovative Education and Communication Technologies (CIECT), the Academic Planning Unit (APU) and the Community Engagement Unit (CEU).

PROFESSOR VIVIENNE LAWACK DEPUTY VICE-CHANCELLOR: ACADEMIC

The organogram is as follows: DVC: ACADEMIC Prof Vivienne Lawack

DEANS

ARTS Prof Duncan Brown

DIRECTORS

Director: Strategic Academic Projects: Dr Anita Maurtin

CHS Prof Anthea Rhoda

DENTISTRY Prof Yusuf Osman EDUCATION Prof Vuyokazi Nomlomo EMS Prof Michelle Esau LAW Prof Jacques de Ville NATURAL SCIENCES Prof Mike Davies-Coleman

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Teaching and Learning Specialist Dr Sue Pather

Continuing Education Coordinator Freda Daniels

Office Co-ord. & Exec PA Catherine Cebindevu

APU Dr Vanessa Brown

CEU Prof Priscilla Daniels

CIECT Dr Juliet Stoltenkamp

Administrator Janine Fielies T&L Prof Vivienne Bozalek

As the University’s Institutional Operating Plan (IOP) 2016— 2020 comes to an end in December 2020, my section of this Reflective Report is an evaluation of the most pertinent work done since 2016, including the successes and work that need to be consolidated, accelerated or become opportunities for innovation in the next IOP. The discussion below reflects on aspects of strategic integrated planning and implementation and highlights the priorities for 2020.

1.2. STRATEGIC INTEGRATED PLANNING AND IMPLEMENTATION 1.2.1 Overview In 2015, we wrote two ‘vision’ papers as part of the Green Paper process at UWC. One paper was on ‘the graduate in the 21st century’ and the other was on ‘the university in the digital age’.

After intensive consultation during ‘Town Hall’ meetings, focus group discussions and breakaway sessions, Goal Two in the Institutional Operating Plan (IOP) was approved (Learning and Teaching), with a focus on research-led learning and teaching and incorporating new elements to pave the way for the new Graduate Charter of Attributes. The latter was subsequently approved by both Senate and Council in December 2016.

The ‘university in the digital age’ became a central cross-cutting theme in the IOP, with consequent changes in the digital connectedness as well as new ways of pedagogy, such as multimodal literacies and pedagogy. We have taken this on board in a very constructive way, as I will elaborate on later under ‘learning with technology’ and the use of emerging technology. A key change under Goal Two in the IOP 2016—2020 was the shift to ‘Learning and Teaching’, which provided not only a philosophical change, but speaks to the main reason why we are in higher education: teaching without any ‘learning’ would not ensure that we meet the objectives set out in White Paper 3 of 1997.

In order to give effect to the IOP, we led an inclusive process to develop a strategic plan for the academic project for the institution. The methodology followed involved intensive breakaway sessions, Town hall meetings, and focus group discussions with a broad range of participants within and outside the DVC Academic line, including students. This resulted in the development of Apex projects with respective drivers, task teams, a project charter and a monitoring and evaluation dashboard. Each of the Apex projects has the DVC: Academic as the project sponsor, but the projects are implemented by the drivers and project/ task teams. The projects are inclusive and stakeholder consultations were clearly indicated and extensive.

We are implementing the DVC: Academic Plan in alignment with the second goal of the UWC IOP 2016—2020. The five-year plan informs the deliverables of the two-year annual operational plan of my office, as well as those of all faculties and directorates

within my line. In turn, faculties now have their five-year plans aligned to the IOP, as well as two-year rolling annual plans.

Since 2017, every Dean and Director within my line has compiled an annual Reflective Report, which I then consolidate after adding my own reflections. The consolidated DVC Academic Reflective Report is intended to reflect on the state of the academic project for a particular year, through the lenses of the seven faculties and the academic professional support directorates within this portfolio. For ease of reading, each reflection provides an analysis of performance in 2019 in the following operational areas: overview of the dean/ director; organogram; scholarship (learning and teaching, research and innovation); engagement, seminars and conferences and international visitors/ fellows hosted; awards and significant achievements; student achievements; and, other special projects.

1.2.2 Integrated Project View and Highlights Our vision in Goal Two of the IOP is: “To provide opportunities for an excellent learning and teaching experience that is contextually responsive to the challenges of globalisation and of a society in transition, and which enhances the students’ capacities as change agents in the 21st century.”

The four key priorities that we focus on in Goal 2 of the IOP 2016—2020 are:

• • • •

Excellence and student success; Research-led learning and teaching; Learning with technology (emerging technologies); Transformation and renewal of the curriculum.

Each of these priorities is tied to the Apex projects. I mention the salient points here, amplified by Table 1 below on the progress of the Apex projects.

1.2.3 Excellence and Student Success Excellence and student success form a key pillar of Goal 2, amplified by the Graduate Attributes and a focus on learning and skilfulness of graduates in the 21st century.

In terms of the IOP 2016—2020, the graduate in the 21st-century context plays a central role, as well as the effect of technology in learning, flexible learning provision, epistemological access and success, professionalisation of teaching and learning, improving the status of teaching and learning, incorporating research with learning (scholarship of teaching and learning), and national developments including social justice, citizenship and social inclusion.

Within UWC, the Senate Academic Planning Committee (SAP) and the Senate Teaching and Learning Committees are stringently managed and administered. The administrative functions are performed excellently, in ways that serve to support the goals of the APU and the university system. The system

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of academic reviews functions well. We have a Regulatory Committee in place since 2016 that ensures that the regulatory framework is complied with, so that the SAP can concentrate on the substance, i.e. the academic issues.

As far as pursuing excellence in learning and teaching is concerned, all the faculties and academic professional support staff have put in great efforts to enhance the quality of our learning and teaching and to improve student success. Some of these advances include the exemplary work done by Deputy Deans of Teaching and Learning and teaching and learning specialists in all faculties; dedicated teaching development programmes; a real commitment to embracing blended learning; the decrease of so-called ‘killer modules’ (also called high-impact modules); and a growing number of research outputs focusing on the scholarship of teaching and learning. The approval of the Graduate Attributes by Council in December 2016 paved the way for the embedding of the new graduate attributes and further embedding of the previous graduate attributes.

Some of the interventions include additional tutoring, mentorship, peer learning, summer/ winter schools and boot camps. Faculties are employing strategies to retain students not only during their undergraduate (UG) years, but also for

postgraduate (PG) studies. In 2017 and 2018, renewed energy went into the retention of students. As part of Operation Student Success, key deliverables were:

• • • •

The UWC Retention and Success Framework; The UWC Student Success Model; The Guidelines for Tutoring, Tutor Practices and Procedures; The First Year Experience (FYE) Framework, which was piloted in January 2019; The first cohort of the Accelerated Excellence Programme (AEP) students completed the inaugural AEP programme.

The second cohort of AEP will start on 14 February.

More details on the enhancement of our tutor programme, the FYE programme and the AEP follow below.

Much progress has been made in the implementation of the Apex Projects and the status of many of the Apex Projects has moved from red to green, indicating that they are now in the phase of implementation in the ‘DNA’ of the faculties. Notable progress in the implementation of the Apex projects includes the following (with the exception of the Flexible Learning and Provisioning Apex Project):

Table 1: Apex Projects summary of progress Project Name: Project Y (Why) 2017 Progress

2018 Activities

2019 and 2020 Activities

A core Project Why team of project students and mentors was established.

Consolidation

Integrated within the faculties, e.g. compulsory research paper for all LLB students.

A repository of 43 publications dealing with critical thinking at university was established.

Twelve Project Why students were selected and introduced to critical thinking in two workshops and paired with mentors in a third workshop.

Essays on critical thinking in the undergraduate curriculum were completed by six students in collaboration with mentors.

A colloquium on critical thinking was held, attended by approximately 30 staff and students. The colloquium was opened by a guest lecture followed by feedback from Project Why Phase 1 participants. Essay prizes were awarded.

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Completion of report on Phase 1 of Project Why completed.

Critical thinking essays published.

Expansion Expand the Project Why team to include others who indicated their interest in joining Project Why at the 2017 seminar through a Project Why integration and implementation workshop (‘Project Why Phase 2’).

Consider a second, greatly expanded critical thinking essay competition to open wider debate around critical thinking and uncover more incredible student stories (2019).

Included in Transformation and renewal of curriculum discussions.

Integrated in 2019, therefore can be closed out as a separate project.

Project Name: Accelerated Excellence Programme (AEP) 2017 Progress

2018 Activities

2019 and 2020 Activities

Conceptual framework was designed for the Accelerated Excellence Programme for high-performing students.

The AEP was launched on 13 March 2018. To date, 20 candidates have enrolled for the programme. All four modules were completed and a boot camp held on 28 January—1 February 2019. The second cohort started in February 2019 with the graduation of cohort 1 AEP students.

Second cohort completed and graduated in February 2020.

Third cohort commenced in February 2020.

Project Name: Programme for Academic and Professional Leaders (P4APL) 2017 Progress

2018 Activities

• Participants joined by HODs for HOD • Participants completed group projects (February 2018).

Induction.

• Participants completed their coaching circles.

• Participants attended mentoring sessions, at least 3—4 sessions.

• Programme Mentor upskilling session.

• A one-day session focused on

diversity in Higher Education including challenges and opportunities (guest speaker, Prof Jonathan Jansen) in the morning and preparing project presentation in the afternoon (16 February 2018).

• Project Mentor training and

• A second Leadership 360-degree

• Article drafted based on the views of

• Completed a Leadership reflection

information sharing, i.e. expectations. participants.

2019 and 2020 Activities

• P4APL content reviewed for

continuous improvement. Dr Maurtin is now the coordinator of the P4APL.

• Third cohort graduated in August 2019.

• Fourth cohort started in October 2019.

feedback from participants and colleagues to explore growth. report.

• Local and external and International subject matter experts presented and facilitated the learning portfolio content.

• Participants completed all the

modules, including the induction and conducted the evaluation.

• Presentation of projects in April 2018.

• Graduation of cohort 1 took place in April 2018.

• Cohort 2 started.

• Reviewed pilot and captured key learnings and changes.

Project Name: Multimodal literacies for critical citizenship: Strategy and pedagogies 2017 Progress Development of strategic plan of multimodal literacies and pedagogies at UWC.

Director of Teaching and Learning and project team members formed reading group and met regularly to engage with multimodal literature.

Annotated bibliography on website.

2018 Activities

2019 and 2020 Activities

Implementation, review and evaluation of strategic plan in 2018.

Incorporated within the Faculty of Arts and as a separate module in the CHEC QTHE course.

Presented plan to stakeholders and at STLC.

Integrated in 2019, therefore can be closed out as a separate project.

Continued with regular reading groups and development of annotated bibliography by team members.

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Project Name: Multimodal literacies for critical citizenship: Strategy and pedagogies (cont.)

2017 Progress

2018 Activities

Identified current practices and knowledge of expert practitioners at UWC and further afield (regional, national and international).

Further identification of current practices and knowledge of expert practitioners at UWC and further afield (regional, national and international).

Sharing practices of identified experts of multimodal experts through lunchtime seminars and colloquia.

Continued sharing practices of identified experts of multimodal experts through lunchtime seminars and colloquia in 2018.

Completed.

Working with national and international experts to design a regional course on multimodal pedagogies (involvement of University of Missouri and University of the Witwatersrand).

Working with TAU fellow at TUT to develop and implement workshop on augmented reality for UWC.

CIECT to facilitate in 2020 following training from EON in 2019. This will be prioritised in 2020.

Implementation of regional CHEC course on Multimodal Pedagogies.

Worked on the design and development of course for UWC academics on multimodal literacies.

Completed.

Using multimodal literacies in professional development courses induction, towards professionalisation of teaching and learning and Postgraduate Diploma in Teaching and Learning in Higher Education courses.

Continued to use multimodal literacies in professional development courses induction, towards professionalisation of teaching and learning and Postgraduate Diploma in Teaching and Learning in Higher Education courses.

Completed.

Designed and developed website on teaching and learning including section on multimodal literacies, reading group and annotated bibliography.

Website on teaching and learning further developed including section on multimodal literacies, reading group and annotated bibliography.

Completed and being maintained.

2019 and 2020 Activities

Project Name: Operation Student Success (OSS) – (a) Retention 2017 Progress

2018 Activities

Completed quantitative research.

Developed Draft Retention and Success Framework and presented to FTLC and in September at the last Senate meeting of 2018.

2019 and 2020 Activities UWC Retention and Success Framework completed and served at governance committees in 2019.

Each faculty to draft an implementation plan for 2020 in view of the Framework.

Implementation to commence in 2020. This will be a priority in 2020.

Faculties to showcase their delivery at Academic Week 2020.

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Collected qualitative data from interviews.

Assisted in devising a sustainable and ongoing student success focus for the University.

Completed and informed Framework.

Draft retention strategy produced.

Continued to work with Institutional Planning on student success data analytics through HEDA software.

Completed HEDA system training to be broadened in 2020.

Siyapumelela proposal submitted in December 2019. Approved by Kresge Foundation in February 2020.

Project Name: Operation Student Success (OSS) – (a) Retention (cont.)

2017 Progress

2018 Activities

2019 and 2020 Activities

Written report submitted to the SAP on student success with regard to Maths and Maths Literacy.

Continued with cohort studies routinely.

Completed and shared faculty-specific information at the DVC: Academic’s Student Success Roadshows.

Many spin-off projects through the APU.

Reported on review of ECP programmes and held retreat with the faculties to assist with the implementation of the Review Report.

ECP Review of all Foundation Programmes completed and each faculty has an implementation plan.

Admissions criteria review.

Completed.

Comprehensive OSS report completed by 2018.

Completed.

Ongoing early identification of risk system (2019).

Information provided to faculties.

HEDA system training to take place for compulsory tracking of all high-impact and highest-impact modules and early identification of students at risk, as a start in 2020. This will be a priority in 2020.

Highest failed modules and high-impact modules mandatory monitoring system introduced.

Governance of the ECP to be strengthened in 2020 with the DVC: Academic chairing of an ECP Steering Committee and faculties taking responsibility for their ECP Programmes. This will be a priority in 2020.

Project Name: OSS – (b) Tutor Enhancement Programme 2017 Progress

2018 Activities

2019 and 2020 Activities

• Audit of tutor practices 2016—2017.

• Draft Tutor Guidelines developed.

• Tutor training model developed.

• Institutional tutor training commenced.

• First UWC Tutor Symposium.

• Finalised Tutor Guidelines.

• Finalised tutor package and ratesacross the institution.

• Revitalisation of the Tutor Management System (TMS).

• Support faculty and departmental tutor training.

• Developed criteria for assessment and

Faculty tutor coordinators have been appointed.

•

Selected impact studies to be conducted on the use of tutor funding and its impact on student success. This will be done and prioritised in 2020.

evaluation of tutor practices across the institution.

Second UWC Tutor Symposium took place on 8 October 2018.

Management of tutor documentation and process overseen by Teaching and Learning Specialist in the Office of the DVC: Academic.

Third UWC Tutor Symposium held in November 2019. In 2020, this will be part of Academic Week, which will focus on Student Success.

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Project Name: OSS – (c) First Year Experience Programme 2017 Progress Audit of FYE practices in faculties and departments.

• Conceptualisation workshop of UWC FYE.

2018 Activities

• Visits to faculties and departmentsto identify common components of the FYE that can be implemented across campus.

2019 and 2020 Activities FYE launched in January 2019 and implemented in accordance with the implementation plan.

• Promoted unique components

Seven Faculty Transition Officers were appointed, with great success.

• Created communities of practice by

South African National Resource Centre Award called the 2019 Top Institutional Participation in National FYE Month.

that constitute the FYE project in particular faculties and departments. involving all teaching and learning specialists in the FYE.

• Selection and appointment of First-

Year Transition officers in all faculties.

• The revitalisation of the Early Warning System (EWS) to be used to identify at-risk first-year students as early as possible.

Training provided to the FYTOs and mentors. This will continue in 2020, with an added focus on ‘transitioning’ from first to subsequent years, as well as student advising. This will be a priority in 2020.

• Implementation of First-Year Special Interest Group seminars for first-year students.

• FYE framework and student success model developed and presented to FTLC and the last Senate of 2018.

See presentation in Portfolio of Evidence.

Project Name: Emerging technologies and Digital Literacies: creating communities of practice to support blended and distance learning 2017 Progress

2018 Activities

2019 and 2020 Activities

• Promoted infusion of emerging

• Promoted infusion of emerging

• Integrated into the work of CIECT.

technologies at UWC.

technologies at UWC.

• Advised and implemented the use of • Advised and implemented the use of new and emerging eTools to enhance teaching and learning.

• Designed and created online environments.

• Facilitated effective use of eTools.

• Built relationships with stakeholders across disciplines.

• 1216 modules (across faculties) created within iKamva.

• eTools: student training, demonstrations and support within the iKamva platform - 1552.

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new and emerging eTools to enhance teaching and learning.

• Designed and created online environments.

• Facilitated effective use of eTools.

• Built relationships with various stakeholders across disciplines.

• Expanded and maintained Community of Practice (COP).

• Hosted 11th annual eLearning Colloquium in November 2018.

Project Name: Emerging technologies and Digital Literacies: creating communities of practice to support blended and distance learning (cont.)

2017 Progress

2018 Activities

2019 and 2020 Activities

• Hosted 10th annual eLearning

• Increased the instructional design

• Integrated into the work of CIECT.

teaching and learning practices.

capacity in order to consult, advise, train and facilitate the increasing numbers of users within various online learning platforms.

• Showcased methodologies and

• Created blogs regarding innovative

Colloquium.

• Created blogs regarding innovative approaches related to pedagogy.

teaching and learning practices.

• Showcased methodologies and approaches related to pedagogy.

Foregrounding excellence and student success has at times been challenging due to a prevailing ‘deficit approach’ which sometimes comes to the fore at UWC. One of the ways in which we strived to counter this was through the introduction of a Reward and Recognition framework. This included the Guidelines on the Recognition of Excellence in Learning, Teaching and Community Engagement at UWC, which I spearheaded. This resulted in the first Academic Achievers’ Awards function being held in October 2017. The Awards function became an annual event, with the second Achievers’ Awards function held in April 2018, which also included research excellence awards. The third Academic Achievers’ Awards function took place in April 2019.

At the Academic Achievers’ Awards event, the Faculty Excellent Lecturer Awards and Faculty Emerging Excellent Lecturer Awards are awarded to the nominees of the faculties. In addition, the Faculty Excellent Lecturer awardees are eligible for the Institutional Excellent Lecturer Award and we also award an Institutional Learning and Teaching Excellence Team Award.

The top first year, final year and honours year performers in every faculty are awarded the Learning Excellence Awards. Awards for the overall Institutional Excellent First Year, Final Year and Honours performers are also presented.

The Engagement Excellence Awards aim to recognise and reward individuals and teams who excel at integrating engagement into the teaching and learning and research and scholarship of the University. Two institutional awards are made, namely the Engagement Excellence Award and the Engagement Excellence Team Award.

We started Academic Week in 2017, initially as a means of ensuring that academics can grapple with topical academic issues, but also for faculties and professional support staff to showcase their work. This has led to greater cross-faculty awareness and collaboration. In Academic Week 2018, we decided to deal with the most pertinent themes, such as student success, decolonisation of the curriculum, the Fourth Industrial

Revolution (4IR) and the curriculum, teaching in the 4IR and, at the end, “UWC Creates”, which focuses on the creative talent at UWC of both students and staff. In 2019, we spread Academic Week over two weeks, with the second week focused fully on “UWC Creates”. The second week was held in Heritage Week in September 2019.

At UWC we have high expectations of our students, but we also have to have high academic support to enable our students to be successful. Besides the approximately R15 million which is used for enhancing tutoring, peer learning and other forms of academic support, we have also introduced ‘transition officers’ in each faculty to help with student advising and other forms of first-year support. In addition, the faculties’ learning and teaching budgets are aligned to excellence with student success being the number one priority. Since the frameworks are now in place, it is up to faculties to embed this and we hope to see extra efforts to reduce the drop-off rate and time to completion, which are still too high. These will be priorities in 2020. Indeed, these key priorities and initiatives relating to them need to be consolidated and accelerated in the next few years.

In March 2018, we extended the reward and recognition system to include an annual Schools Reward and Recognition event, where we recognise and reward our top 100 feeder schools, as well as the top five schools that are involved in our community engagement initiatives.

A more detailed account of Operation Student Success, drafted

by Dr Sue Pather and Dr Anita Maurtin, follows below.

1.2.4 Operation Student Success (OSS) Project: Reflective Report on FYE & TEP The Operation Student Success Project, one of the DVC: Academic’s Apex projects which addresses student retention and success, was undertaken by Dr S. Pather and Dr V. Brown.

The aim of OSS was two-fold; firstly, to provide evidencebased strategies to improve student retention and success and

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secondly, to develop a UWC student retention and success framework. This report focuses on the following interventions: i. UWC First Year Experience (FYE) Initiatives 2019

• • • • •

FYE Orientation First Year Nudging Emails First-Year Student Guidebook First-Year Transition Programme (FYTP) UWC Student Retention and Success Framework

ii. Tutor Enhancement Programme (TEP)

• • • •

Institutional Tutor Training Workshops Tutors Appointed Across the Institu tion UWC 3rd Annual Tutor Symposium UWC-Led Tutor Research Projects

iii. Research outputs

• • •

Conferences attended Poster presentation Papers published

Nudging emails: Monthly FYE information emails to all first-year students A new 2019 FYE initiative, the FYE information emails went out to students at the beginning of each month. The nudging emails were intentional communications to keep in touch with our first-year students to create a sense of belonging and first-year community. This interaction reinforced the message that the institution is alive and active in walking alongside the student.

Starting this journey, the first email sent out in January welcomed the first-year students to UWC and included a link to the FirstYear Students’ Expectation Survey. The information received from the responses to the survey is essential to gaining a better understanding of our first-year students and their expectations of university life so that appropriate support can be initiated.

Emails that followed included a video welcome from the DVC: Academic, themes such as balancing campus and home commitments, managing your budget, exam preparations, institutional support services, highlights on the First-Year Transition Programme, and academic and social advice for becoming a successful university student. The emails include topics taken from our UWC First-Year Student Guidebook.

UWC First-Year Student Guidebook

i. UWC First Year Experience (FYE) Initiatives 2019 UWC’s FYE is intended to foster a successful undergraduate student experience through strategic programming that focuses on positive academic transitions and the development of learning communities. Through partnerships with faculties, departments, units, staff and student leaders, we envisage FYE creating the space for students to define how they will engage, learn, and thrive at UWC. The aim is to provide student-centred initiatives to enhance first-year student transition and a quality student experience, thereby enabling students to stay and succeed at UWC.

FYE orientation A more inclusive role was implemented by the Office of the DVC: Academic to include the FYE as part of the formal UWC first-year orientation programme. Allocated slots on the formal institutional orientation programme allowed the DVC’s office to introduce all the FYE initiatives to the first-year students. The FYE orientation activity was interactive and collaborative and took place from 28— 31 January 2019 with 19 FYE presentation time slots. Orientation peer facilitators from various faculties signed their groups up to attend one of these sessions. A total of 1658 new incoming firstyear students participated in the FYE orientation activity in groups ranging from 100 to 200 per slot. Each presentation slot was 30 minutes long and consisted of a video presentation, tips on surviving the first year and the Student Success Model activity.

With the theme of student success being the focal point of this programme, the first-year students were encouraged to keep their end goal in mind – their graduation.

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We are very proud of this guide book as it was a collaborative effort contributed by staff members across UWC departments and units. The final product is this excellent user-friendly guide to UWC’s services and student support for first-year students to use.

First Year-Transition Programme The First-Year Transition Programme (FYTP), which forms part of the student success and retention programme, was introduced into faculties to assist first-year students with university transition. Research shows that first-year students feel more comfortable to seek support and advice from peers rather than staff. First-Year Transition Officers (FYTOs) were appointed in all seven faculties. FYTOs are postgraduate students who were trained as transition officers to ensure that the correct information, advice and support are offered to all first-year students. The FYTOs report to the Deputy Deans of Teaching and Learning and work closely with the first-year lecturers, firstyear mentors in the faculties and first-year students. A total of 45 first-year mentors were appointed across the seven faculties and trained (see pictures below). The mentors worked closely with the FYTOs in supporting first-year students with academic and social university transition. A total of 400 first-year students made use of the services of the mentors. Both FYTOs and mentors took on an active and supportive role when addressing FY students’ concerns and challenges.

UWC student retention and success framework Working closely with all relevant stakeholders at UWC, we were able to develop UWC’s Student Retention and Success Framework and

Principles. The student retention and success document prioritises the retention and success of our undergraduate students and encourages everyone at UWC to work together as a team to increase retention and student success. The framework provides a holistic approach to the retention and success challenges experienced at UWC. It is hoped that the framework will be used to develop Student Retention Action Plans that will emanate from all sectors of the University. The action plans will detail action steps, responsible parties, timelines and intended outcomes.

We regard the action plans as a matter of urgency as our study on UWC’s retention and success, entitled ‘Operation Student

Success (2016—2018)’ found high attrition and low retention rates, indicating that a significant number of students dropped out of UWC and fewer completed their studies in regulation time. Our retention data shows that, on average, UWC lost around 20% of students by the start of their second year; and an additional 20% of students in the following two years. Our success data shows that less than 25% of an average three-year degree cohort at UWC completed within regulation time while a total of 50% drop out on average. By graduation time, we were losing significantly more students (40%) than we graduated (24%). These statistics prompted the University to initiate this Apex project to address student retention and success. See framework below.

Figure 1: UWC Student Retention and Success Framework Source: Brown, V. & Pather, S. 2018. University of the Western Cape student retention and success working document.

ii. Tutor Enhancement Programme (TEP) The 2019 academic year was a challenging, yet exciting period with several tutor-related activities taking place that made significant progress in enhancing tutor practices and procedures across the institution. The Office of the DVC: Academic continues to engage with faculties and departments to ensure that quality tutoring is offered to all students. The performance indicators to measure the success of tutor programmes at UWC were piloted in 2019 and will provide data to support the University’s decision to invest more funding in the tutor programmes.

Institutional tutor training workshops Institutional tutor training for the first semester took place in February and March 2019. A total of 184 student tutors were trained in the first semester and 103 in the second semester.

These numbers have steadily increased over the past three years. The evaluations from the tutor training forms indicate that the tutors generally found the training was valuable and they felt confident of performing their duties. The timing of the workshop, scheduled during the first week of each semester, was highlighted as a challenge.

Tutors appointed across the institution All seven faculties across the institution engaged in tutorials.

Two institutional units, the CIECT and the writing centre, also use tutors to assist students. The UCDG funds subsidise a portion of the tutor budget at UWC. Table 2 below highlights the departments within faculties that made use of tutorials and the total number of tutors appointed in the departments and units.

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Table 2: Tutors appointed across faculties and departments Faculties Total Depts

First Semester

Second Semester

ARTS 12 Afrikaans 12 13 Anthropology and Sociology 65 59 English 18 Foreign Languages 13 8 Geography 37 32 History 12 IsiXhosa 4 4 Library and Information Systems 1 2 Linguistics 40 Philosophy 4 Religion and Theology 6 6 Women and Gender Studies 7 5

145 203 COMMUNITY AND HEALTH SCIENCES (CHS) 7 Anatomy 1 Dietetics and Nutrition 1 Physiotherapy 1 6 Psychology 14 17 SRES 5 26 Social Work 7 7 Occupational Therapy 3

28 60 DENTISTRY 2 Dentistry 4 3 MBS – Dentistry 6

10 3 EDUCATION 5 Education 59 51

59 51 ECONOMIC AND MANAGEMENT SCIENCES 8 Academic Development 20 14 Accounting 68 73 Economics 20 20 Industrial Psychology 16 20 Information Systems 37 38 Political Studies 17 12 Public Administration 9 6 School of Business and Finance 42 41

229 224 LAW 3 Law 31 28

31 28 NATURAL SCIENCES 11 Biodiversity and Conservation Biology 77 65 Biotechnology 29 23 Chemical Science/ Chemistry 9 50 Computer Science 9 19 Earth Sciences 8 21 Mathematics 91 76 Medical BioScience 39 35 Pharmacy 9 15 Physics/ BCB (ISC) 50 39 Physics 54 50 Statistics 18 31

393 424 WRITING CENTRE 1

13 11 CIECT 1

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UWC Third Annual Tutor Symposium The third annual tutor symposium took place on 5 November 2019 at the School of Public Health building, UWC Main Campus. The symposium theme was ‘Building learning together: Co-creating Tutoring at UWC’. This year the symposium followed two streams.

The first session included the following poster presentations from academics involved in tutor-related research in their faculties.

Project Name: Emerging technologies and Digital Literacies: creating communities of practice to support blended and distance learning Poster Presenters

Faculties

Titles

Rowe, M., Adebiyi, B., Faroa, B.D. & Rhoda, A.

CHS

Tutors’ experiences of a tutoring programme in a health sciences faculty

Rhoda, A., Naidoo, M., Willemse, J., Adebiyi, B., Faroa, B. & Mlenzana, N.

CHS

Tutoring in a health sciences faculty in South Africa

Maphosa, T., Bayat, A., Shambare, R. & Machingambi, J.

EMS

Tutoring motivation and how they impact on students’ academic performance at a university

Petersen, F.

EMS

Delivering new tutorial content: Implementing tutors’ notes

Maphosa, T. & Bayat, A.

EMS

Tutors’ knowledge of the tutor code of ethics: Impact on tutors’ deliverance of signed duties

Machingamba, J., Shambare, R., Brijlal, P. & Maphosa, T.

EMS

Assessing student satisfaction with tutorials at a university in South Africa

Pather, S. & Wilson

Dentistry

Bachelor of Oral Health (BOH) tutors use of semantic waves to guide student learning

Pather, S., Manie, N. & Ismail, M.

DVC Academic

An evaluation of tutor practices: A university case study

Tutors appointed across faculties and departments The second session of the tutor symposium included interactive workshops where the four higher education institutions in the Western Cape shared their tutor practices. The four workshop topics and presenters were as follows:

Workshop Topic

Host Institution Presenter

Taking action for differentiated and engaged learning

UCT

Dr Danny Fontaine, Director, First Year Experience Programme

Authentic learning in tutorials: Articulations of knowledge at the theory-practice nexus

UWC

Dr Bradley Rink, Department of Geography, Environmental Studies & Tourism

Co-creating learning and teaching in higher education: Working with students as partners

CPUT

Dr Xena Cupido, Acting HOD, Student Learning Unit, Fundani Delivering new tutorial content: Implementing tutors’ notes

Bend your mind to blend: Conquering the blended/ online tutor training programme

SU

Neil Kramm, Blended Learning Coordinator, Faculty of Arts & Social Sciences

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UWC-led tutor research projects

Papers published

It is evident that the effectiveness of tutor practices across higher education institutions has not been fully explored. Accountability in the delivery and the success of tutor programmes seems to be a major concern in most universities, considering that institutions allocate a large part of their budgets to tutor programmes.

Pather, S. & Booi, E. 2019. First-year undergraduate students’ unmet university expectations and experience could influence academic performance: A South African university case study.

12th Annual International Conference of Education, Research and Innovation Proceedings. 11—13 November 2019, Seville, Spain. ISBN: 978-84-09-14755-7

UWC is involved in three tutor-related research projects: Institutional Project - Project Title: A situational analysis of the current tutor practices across faculties within UWC (2017—2019).

Office of the DVC: Academic, part of Apex project.

Regional Project - Project Title: Tutor programmes and best practices in education faculties across Western Cape universities (2018—2020). Research Team: Two representatives each from UWC, CPUT and SU. National Project – Project Title: The impact of institutional student learning support services on university students’ outcomes: A South African study (2018—2020). Research Team: HELTASA SIG Dr Sue Pather (UWC), Dr Xena Cupido (CPUT), Dr Nelia Frade (UJ) and Mrs Thaiurie Govender (NWU).

iii. Research outputs Conferences attended Pather, S. & Booi, E. 2019. First-year undergraduate students’ unmet university expectations and experience could influence academic performance: A South African university case study.

12th Annual International Conference of Education, Research and Innovation. 11—13 November 2019, Seville, Spain.

Pather, S. & Booi, E. 2019. First-year students’ expectations of university transition and academic engagement. 5th SANRC FYE Conference 2019. 22—24 May 2019, Durban, South Africa.

Mkonto, N., Kakaza, L. & Pather, S. 2019. Peer mentee’s experience of a peer mentoring program. 38th Annual Conference on the First-Year Experience. 16—19 February 2019, Las Vegas, NV, USA. Meda, L., Pather, S., Norodien-Fatar, N. & Dippenaar, H. 2019.

Design and implementation of tutor models across two faculties of education in the Western Cape. Scholarship of Learning & Teaching (SOTL) in the South Conference, 9—11 October 2019, Central University of Technology, Bloemfontein, South Africa.

Pather, S. & Wilson, V. 2019. Tutors’ use of semantic waves as a teaching strategy to guide student learning: A case study. The International Conference ‘The Future of Education’ 9th Edition Proceedings. 27—28 June 2019, Grand Hotel Mediterraneo, Florence, Italy.

1.2.5 Accelerated Excellence Programme (AEP) The Accelerated Excellence Programme (AEP) was introduced to UWC as a component of student retention as well as in alignment with UWC’s Reward and Recognition Strategy. The purpose of the programme is to provide high-performing second-year students with essential skills for the changing world of work.

Preamble and background The AEP was in the second year of inception in 2019. The major criterion is academic achievement in the first year of study.

However, the equity of the group is considered as well. The AEP’s participants are regarded as the high-performing second year students across faculties who may not necessarily be the top achievers in the faculty. Each Dean reviews and approves the selection of the students of their respective faculty who are then invited to participate in the AEP. The AEP is designed to have monthly lunchtime meetings and four residential sessions. Each residential session occurs on a quarterly basis during a weekend. The initial meeting had 24 students and there were 28 students in the cohort at the end.

2018 AEP cohort graduation The inaugural cohort of the AEP had their graduation in March 2019. Eighteen candidates (see demographic profile in Figure 2) completed the programme and received certificates of completion indicating the modules they had completed during the programme.

Pather, S. & Wilson, V. 2019. Tutors use of semantic waves as a teaching strategy to guide student learning: A case study. The International Conference ‘The Future of Education’ 9th Edition.

27—28 June 2019, Grand Hotel Mediterraneo, Florence, Italy.

Poster presentation Pather, S. 2019. PR 48 – Digital storytelling approach in understanding university students’ first-year experience. 38th Annual Conference on the First-Year Experience. 16—19 February 2019, Las Vegas, NV, USA.

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THE 2018 AEP COHORT AT THEIR GRADUATION EVENING.

4,5 4 3,5

Female African

3

Female Coloured Female White

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Figure 2: Demographic profile of the AEP students who completed, including gender

Figure 3 represents the diversity in the group across the faculties in terms of the historical racial categories or population groups.1 There were seven ‘African’ candidates (38.8%), three ‘white’ candidates (16.6%) and 8 ‘coloured’ candidates (44.6%).

100% 90% 1

80%

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Figure 3: Distribution of candidates who completed, across faculties by population/ race group categories

1.

The historical racial categories are presented to reflect that diversity and inclusivity were purposeful considerations applied by Deans to the selection of candidates.

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As indicated below, the Education Faculty had the most students (four) while the Faculties of Law, Arts and Dentistry each had three candidates. The CHS and Natural Sciences Faculties each had two candidates and the EMS Faculty had one candidate.

Arts 2

3

CHS Dentistry

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Education EMS

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Science

Figure 4: Number of candidates who completed, per faculty

4,5 4 3,5 3

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CHS

Dentistry

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Figure 5: Gender distribution across the faculties

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EMS

Law

Science

The AEP 2019 cohort The 2019 cohort had 28 candidates and all seven faculties were represented in the cohort.

The demographic profile of the candidates is illustrated in Figure 6 below. The majority of the cohort was female, representing 68% of the cohort.

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Figure 6: Number of candidates by gender per faculty

8 7 1

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DRC

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Figure 7: Distribution of candidates by faculty, across population and national groups The historical racial categories (and countries of origin in the case of international students) across faculties are represented in Figure 7. From the distribution, it is clear that the selection considered equity issues which resulted in the diversity of the cohort.

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2019 Programme The programme was designed so that all the residential sessions included active learning, participatory engagement and activities in which the principles that were discussed in theoretical sessions were actively applied.

Residential One focused on group formation and many activities included ice breakers and group activities. Other facilitated sessions addressed issues of study skills, presentation and interviewing skills.

Residential Two took place in June and was intended to provide the cohort with an introduction to the development of an ‘entrepreneurial mindset’. Students worked in groups to develop solutions to the Sustainable Development Goals (SDGs) of their choice. The session ended with each of the smaller groups presenting their concepts in a plenary session.

STUDENTS ENGAGED IN GROUP ACTIVITIES IN RESIDENTIAL ONE AND RESIDENTIAL TWO.

Residential Three, the 2019 AEP cohort organised themselves even though the classes had been suspended and developed posters in a direct application of the principles of active citizenship that they had been introduced to in Residential Three.

The cohort elected to do a clean-up in UWC’s Nature Reserve as their Mandela Day activity and engaged in a joint Mandela Day activity with the AEP 2018 cohort wherein they assisted with the categorisation of resource materials at the Centre for the Performing Arts.

DR SUE PATHER EXPLAINS THE FRAMEWORK FOR THE FIRST YEAR TRANSITION PROGRAMME LAUNCHED IN 2019.

STUDENTS PRESENTED THEIR POSTERS TO THE COMMUNITY.

Residential Three took place at the end of August. The topic was Community Engagement. Students were introduced to the ethics of community engagement and the concepts of active citizens and responsible citizenship. The students developed posters on related topics which were to be presented to the children in the selected community in the final session of the residential.

About 40 children ranging in age from 4—12 years and several community workers were in attendance. The students presented in three languages and members of the groups assisted others with translation when needed, showing evidence of the huge impact of cohort formation. Residential Three ended with the AEP cohort working alongside the children and community workers in a community clean-up. The students also distributed sandwiches among participants before leaving the community.

At the end of the residential the AEP students resolved to support the community by collecting plastic bottle tops to assist with the acquisition of wheelchairs for residents living with physical disabilities. The donation was made to the community liaison officer at the AEP 2019 graduation in February 2020.

After UWC lost one student to Gender-Based Violence (GBV) and the countrywide protests against GBV in the week after

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The final Residential, Residential Four, took place in October.

This dealt with leadership and students had opportunities to engage and reflect on leadership qualities, leadership styles and strengthen their leadership competencies in various activities throughout the residential.

Students’ reflections about their AEP journey In the final residential students were asked to present a reflection on their AEP journey. These presentations were videographed.

Excerpts from some of the students’ comments: ‘…We become a family…The AEP moved us out of our comfort zones…Being in the AEP put pressure on me, in a good way, to work even harder…Time spent with AEP family was always a happy space…[AEP] showed us that intelligence that people often regard as essential becomes a non-essential if not put to use for the good of humanity…I developed closer relationships with my AEP friends than with people I have known for my whole life…It was awesome being around like-minded people…I have grown so much…I felt valued here in this group…’

AEP 2019 Graduation The AEP 2019 graduation took place in February 2020 and, as was decided in Residential Three, a donation of bottle tops was handed over to the liaison officer to provide to the community as a contribution towards a programme that exchanges recyclable bottle tops for wheelchairs.

1.2.6 New Generation of Academic Staff Programme (nGAP) UWC was awarded 20 nGAP positions from Phase 1 (2016) to Phase 5 (2020). The institution opted not to submit proposals for Phase 6 in order to use the 2020 period to consolidate the candidates in the institution.

There are currently 18 filled nGAP positions with two posts still to be filled. The reasons for these vacant posts are that one candidate accepted a post at another institution after being in an nGAP position at UWC for three years, while the other post is vacant as the best candidate identified for the position withdrew from the process before an appointment was made.

THE BOTTLE TOPS COLLECTED BY THE 2019 AEP COHORT AS A DONATION TO THE COMMUNITY THAT HOSTED RESIDENTIAL THREE.

AEP GRADUATION, CLASS OF 2019.

10 9 8

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Figure 8: Profile of nGAP candidates, differentiated by demographic profile (historical racial category2) The historical racial categories are illustrated to reflect that UWC adhered to the requirement of the DHET that the appointments address the Higher Education Transformation Agenda.

2.

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Arts

3

CHS 6

Dentistry

2

Education EMS 3

2

Law

2

Science

Figure 9: Number of nGAP candidates, by faculty PhD completion of nGAP candidates: three candidates completed their PhD studies prior to being appointed to the nGAP positions.

One candidate from Phase One completed her PhD in 2018 while another candidate from Phase 3 completed his PhD three months after his appointment to the nGAP.

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5 1 4 1

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Figure 10: Numbers of nGAP candidates from Phase 1 (2016) to Phase 5 (2020) who have completed PhD studies

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1.2.7 Programme for Academic and Professional Leaders (P4APL) The 2018/ 2019 P4APL cohort had 24 staff members. The programme had been reviewed to include Internationalisation and Entrepreneurship modules which took place in April and June respectively. The cohort completed and graduated in September 2019.

The 2019/ 2020 cohort commenced the programme in October 2019 by completing a battery of self-insight instruments. The initial session was used for the introduction, cohort formation as well as completion of the self-insight assessments. In early November, the candidates met in one-on-one consultation sessions with the consultants who generated the reports. The group also met to develop a provisional schedule for the modules and to form groups to work on four specific projects to be presented at the end of the course.

The representation of the candidates across the institution is illustrated below.

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Arts

4 CHS 5 Dentistry 2

Education 1

EMS 1

4

Law

2

Science

Figure 11: Numbers of 2019/ 2020 P4APL candidates across faculties/ units The Faculty of Community and Health Sciences has the largest number of candidates, being five (25%), while the Natural Sciences and Dentistry faculties have the next highest, four candidates each (20%). Figure 12 shows the gender distribution among the P4APL group, with women equally or more strongly represented in every faculty.

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Figure 12: Distribution of the P4APL group across faculties, by gender

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The programme The 2019/ 2020 P4APL programme includes four modules. The candidates have been divided into groups to focus on various topics relevant to UWC’s IOP and student success. Mentors have been assigned to each candidate and each group has a group advisor to assist with the completion of the group assignment.

1.2.8 Research-led Learning and Teaching In the overview above, I alluded to the shift to ‘learning and teaching’ in Goal Two of the current IOP. Among the graduate attributes we wish to foster are the holistic, overarching, enabling attributes of “scholarship, creative and collaborative problem solving, lifelong learning and critical citizenship and social good”.

Project Y (Why)? aims to find ways of enhancing the critical thinking and research skills of our undergraduate students. The project has made significant progress and is in Phase 2, which is broadening the learning from the pilot phase to include all faculties.

Although our undergraduate students do conduct research, the next level would be to convene an undergraduate student workshop to determine the extent of it, level of engagement and expansion to ensure a critical mass. In some faculties, student research seminars already take place, but this needs to be consolidated and accelerated.

Finally, the increase in the Scholarship of Teaching and Learning (SOTL) publication outputs since we started foregrounding the Scholarship of Engagement at the first Community Engagement Colloquium in 2017 is very pleasing. The SOTL publications were exhibited by Allison Fullard of the UWC Library for the duration of Academic Week in September 2018 and we completed the Third Community Engagement Colloquium at the end of October 2019. Since community engagement is a core function of the academic project, a lot of energy has gone into ensuring

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that it takes a pivotal place alongside learning and teaching and research, but as integrated scholarship. In other words, community engagement is infused in our learning and teaching and we ensure not only that community engagement research is evidence-based, but that community engagement matters.

The scholarship of engagement needs to be consolidated and accelerated in the next few years.

1.2.9 Learning with technology The digital developments of our time are impacting on all areas of life and work, on all institutions of society, and on a large number of people. Various designations are used to describe the locus or the extent of the changes that are effected, including digital society, digital era, digital economy, digital revolution and lately, the increasingly used Fourth Industrial Revolution.

The digital era is characterised by rapid change, both in the world of work and the accompanying skills sets required for entering and progressing in the world of work, and in the expansion of the knowledge base in terms of which academic staff and students interact. Add to this the new and sometimes very different expectations of students and the range of new technologies staff and students have to learn, and it becomes clear that it is imperative that universities deliberate on how they are positioning themselves in a changing environment and how they are enabling their staff and students for a new and rapidly changing context in which they will play their respective roles.

We firmly entrenched learning with technology in Goal Two through the inclusion of strategic priorities as well as in the DVC Academic Plan and in the Apex projects of Emerging Technologies and Flexible Learning and Provisioning. While UWC had an electronic learning management system, iKamva, built on a Sakai platform, blended learning was on an opt-in, opt-out basis. The Centre for Innovative Education and Communication Technologies (CIECT) is ahead of its time and has tirelessly worked with interested

academics and students in its Digital Awareness and Literacies (DAL) workshops. At the end of 2015, after the first bout of student protests, I addressed a letter to all academics indicating that blended learning needs to be our ‘default’ learning and teaching methodology and not an add-on. In January 2016, we trained the first group of departmental blended learning champions which resulted in community of practice that is very active. It is heartening to see the take-up of blended learning through the increase in the number of unique users (students and staff) on iKamva, as well as the increase in the number of students in the DAL programme, as indicated in the Reflective Reports of 2017 and 2018.

The second element of importance in this digital age is the fact that we are now at the stage where immersive technologies, the Internet of Things and Augmented Reality/ Virtual Reality are issues that we grapple with under the banner of ‘AR/ VR in the classroom’. We had a dedicated slot for this issue at the 2018 Academic Week and have made funding available for a pilot project in the Community and Health Sciences Faculty. We will prioritise training and awareness campaigns in 2020 to broaden the understanding and use of AR/ VR in the classroom, as well as to lay the groundwork for our thinking on the changing world of work within the 4IR and the academic project. This will be a priority in 2020 in preparation for the new IOP. The third element is that of online learning, which falls under the Apex project of Flexible Learning and Provisioning. Tasked with presenting proposals to Higher Ed Partners from each faculty upon approval from the Executive Management Committee, I identified two such programmes for implementation, namely the Management Development Programme and Senior Management Development Programme (MDP/ SMDP).

UWC’s entry into online programmes via the online MDP/ SMDP programmes afforded it the opportunity to test its systems for ease of integration across all platforms and to identify factors that may impede and affect the addition of accredited programmes as new online projects that have not traditionally been components of its product offering.

formative and summative assessments and records from a traditional semester base into eight-week modules, circumventing and bypassing the restrictions of processes for a specific academic year only, upfront payments for registered modules, incorporating registration fees into modules fees, etc.);

• We were able to simultaneously engage with the relevant UWC committees and external stakeholders to develop and submit the required documentation for approval by these authorities;

• The MDP/ SMDP was an opportunity to investigate online programmes as a cost-effective alternative to the increasing cost of full-time class attendance; and,

• The

programme provided a gateway for geographically distant students.

Based on an integrated model, the respective UWC and HEPSA teams commenced their tasks from January 2018 towards the launch of the first online programmes (2 July 2018 for the MDP and 27 August for the SMDP). The model comprised teams that included partner enablement, customised marketing, enrolment, retention, information technology, academic services and finance. Working in parallel, each of these teams is dependent upon the other to enable the University to develop large-scale enrolments, strong student outcomes and positive faculty experiences.

In taking the University into the online domain, a number of invaluable lessons have been learned. It is an underestimated, complex and time-consuming process, which involves at least five to six units cooperating in a collective manner never experienced previously.

The main participant groups in UWC’s progress into the online domain are:

•

Consequently, UWC launched its online presence with the MDP/ SMDP mainly for the following reasons:

• Market research by Higher Ed Partners SA (HEPSA) identified the income-generating potential of the MDP/ SMDP;

• Since the MDP and SMDP are departmental programmes in the School of Business and Finance, the University does not require sanction from SAQA and HEQC, which gave the University time to adapt and adjust its systems to cope with the new and unique challenges typically associated with online programmes;

• The above approach afforded the University a platform and time to integrate/ incorporate/ design/ redesign online programmes into the complex systems typically associated with the challenges of residential (face-to-face) institutions (i.e. information and communication systems, redesigning

•

•

CIECT. Rooted in integrated planning, support and development, CIECT endorses an integrated implementation approach to position UWC for new markets. Its team of instructional designers provides excellent guidance, advice and technical support in assisting academic staff to develop/ redevelop/ adjust the content of their respective modules into online formats.

Academic staff who develop content for the specific online modules. These individuals work in close relationship with HEPSA specialists in content development and the CIECT instructional designers to present content in a standalone, online format.

UWC’s Institutional Advancement (IA) Office liaises with stakeholders via its marketing platforms and provides the requisite corporate material for marketing and promotion.

The website is operational and continuously updated.

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• Student Finance: Although the model followed dictates that upfront payments are required to register and access the online modules, Student Finance plays an important role in ‘financially clearing’ prospective students.

• Student Administration and Departmental Administration – manages the complexities of integrating a new project into the current systems not designed for unconventional and innovative approaches.

• Information and Communication Services (ICS) – presents the ‘backbone’ to accommodate and incorporate the new project into the existing online infrastructure.

The participant units identified in the first three bullets above (CIECT, academics and IA) can function without any major interventions towards their respective task completions. CIECT and its HEPSA counterparts are highly skilled and professional in their approach and, excluding additional human resource support, these units function extremely well. Their oversight and assistance to academic content developers are to be lauded.

In hindsight, the decision by UWC to enter the online domain via an access programme, as opposed to an accredited programme, appears to be a tactically and strategically sound decision, especially compared to other HEIs that entered directly into the online domain with accredited programmes. Discussions with project managers at two other universities highlighted unanticipated challenges experienced with their decisions to venture into accredited programmes as a first online delivery.

However, the challenges faced by UWC to succeed in the online domain include finding solutions between the processes followed by ICT, Student Administration and Student Finance and to systematically manage the many new adjustments of accommodating new systems typically associated with online modules. We are exploring ways of dealing with these challenges.

In my view, online programme offerings should be accelerated, even if it means increased investment in the next few years. This is an exciting space and one where we can expand access and also increase our third-stream funding. Finding a technological solution to ensure greater automation will be a priority in 2020 as we would like to expand our online offerings of both formal qualifications and well as short learning programmes.

1.2.10 (Re)creating/ thinking UWC’s intellectual identity and transformation and renewal of the curriculum Transformation of higher education in South Africa forms a key element of the broader processes of political, social and economic transformation of our society. Public higher education institutions in South Africa, through their practices and the manner in which they make sense of their knowledge generation and dissemination roles, can either reproduce the patterns of inequality that continue to shape our society, or they can be critical levers of change. Universities should commit to playing a

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distinctive academic role that helps to build an equitable society in alignment with the constitutional imperatives, as well as uphold a moral and ethical obligation to enhance transformation.

We take very seriously our role in advancing transformation in the broader sense, but particularly in transformation and renewal of the curriculum.

One of the largest undertakings that I am leading is the Apex project, ‘(Re)creating an intellectual identity for UWC’, which includes issues pertinent to transformation, Africanisation, decolonisation and internationalisation of the curriculum, and ‘internationalisation at home’ as strategic thrusts within the bigger project, that will enhance the embedding of the graduate attributes in the curriculum and co-curriculum. Senate and Council have approved a new Charter of Attributes. Social responsiveness and social justice underlie all these initiatives.

Reconceptualising the intellectual identity of the University of the Western Cape in an era of decolonisation and Africanisation is being facilitated through a process of revisiting the history and synthesising the core values and belief system that makes UWC unique. In the aftermath of the #FeesMustFall campaign, the process of revisiting the history of UWC and synthesising the University’s unique core values and belief system was identified as important to identify what we take forward and what we can leave behind on our journey to inclusively and comprehensively shape the future of UWC. This project was launched in January 2017, with the assistance of a task team of eminent academics within the University and with input from students pertinent to the issues of Africanisation and internationalisation of the curriculum and ‘internationalisationat-home’ as strategic thrusts within the bigger projects that will enhance the embedding of the graduate attributes in the curriculum and co-curriculum. Underlying all these initiatives are social responsiveness and social justice. An exciting part of the project is the ‘courageous café conversations’ which I initiated with staff, students and alumni in 2017. To date, I

have led five alumni courageous conversations in Cape Town (two), Port Elizabeth, Johannesburg and Kimberley in 2017 and 2018. Two more courageous conversations with alumni were scheduled for May and September 2019.

The “courageous café conversations” methodology is an adaptation of the world café methodology. The latter ‘enhances the capacity for collaborative thinking about critical issues by linking small group and large group conversations’ (Brown & Isaacs, 2001, p.2). These conversations are based on the systems perspective and postulates that, through dynamic conversation and sharing of experiences, new knowledge is generated facilitated by a process of collective intelligence.

The sessions held in 2017 and 2018 facilitated pertinent discussion around the transformation of the curriculum and the scholarship of engagement provided preliminary data and a rationale for developing a research proposal and registering the project with the Senate Research and Ethics committee.

The next level is to consolidate and share the findings of the courageous conversations, especially those with alumni, with the senior management of the University. A small task team is drafting a ‘Framework for transformation and renewal of the curriculum at UWC’. The task team has completed ‘Draft Principles for Curriculum Transformation and Renewal@UWC’.

Courageous conversations will follow in 2020, both on campus and to give feedback to alumni and input from all stakeholders on the Draft Principles. This will inform the piloting of the curriculum renewal of a few programmes, of which some work started in 2019. In addition, a grounding module needs to be conceptualised and conversations around this will start in 2020. This will be a priority in 2020.

In section 1.2.3 above, I alluded to the scholarship of engagement. In October 2017, Prof Priscilla Daniels and I hosted the first Community Engagement Colloquium. Since community engagement (CE) is integral to the ethos of UWC, as well as the graduate attribute of being ‘locally and globally engaged

citizens’, the two-day colloquium was held with the theme of ‘(Re)thinking/creating community engagement at UWC’, as part of the Apex project. The objective of the CE Colloquium was to explore engagement at UWC in partnership with our stakeholders to encourage critical reflection and facilitate relevance within the South African context. The presentations, posters and discussions provided an opportunity to discuss innovation in engagement, within the contexts of research, teaching, curriculum and community. Furthermore, this event showcased community engagement and examples of citizenry at UWC by staff, students and partners (Government, NGO and private sector). As part of the process, we included a courageous conversations session on distilling resolutions and principles for CE at UWC for the future.

The colloquium provided the opportunity to critically engage with partners to enhance community engagement at UWC and to draft principles for community engagement at UWC through collaboration. The Community Engagement Colloquium has become an annual event, with the second colloquium occurring in October 2018 and the third held in October 2019.

1.2.11 Centre for the Performing Arts In June 2019, the Centre for the Performing Arts (CPA) joined the DVC: Academic line, with Henriette Weber at the helm. The CPA reports into the Community Engagement Unit directed by Prof Priscilla Daniels and this Reflective Report includes the work the CPA delivered in 2019.

1.3. OTHER 2020 PRIORITIES The following are additional priorities for 2020: (a) Consolidation of Faculty Annual Plans and People Plans; (b) Planning for IOP 2021—2025; (c) HDI Funded Projects: Entrepreneurship Incubation (ZoneLearning@UWC), Continuing Education and Continuous Professional Development and Online Education; (d) Planning for the next round of the University Capacity Development Grant (UCDG) and HDI Development Grant.

I would like to thank all the Deans, Directors, academics, and academic and professional support staff for their commitment to the academic project at UWC. Without them, the progress reflected in this report would not have come to fruition.

Prof Vivienne Lawack DVC: Academic June 2020

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2. FACULTY: ARTS Period: January — December 2019 2.1 DEAN’S OVERVIEW Carefully aligned with the Institutional Operating Plans of 2010— 2014 and 2015—2020, the Faculty of Arts strategic goals have emphasised the development and consolidation of a research culture, a commitment to the delivery of a relevant academic programme through excellence in learning and teaching, the promotion of postgraduate study, implementation of effective administrative systems, as well as a commitment to equity, transformation and staff development.

Key priorities for 2019 were identified as: • Postgraduate recruitment and retention (IOP 1, 2, 3); • Rethinking teaching strategies with a greater emphasis on the incorporation of technology and blended learning (including redesigning the tutorial programme) (IOP 1, 2); • Redesigning assessment strategies (IOP 2); • Reviewing the Extended Curriculum Programme offering; • Stabilising and supporting two new research centres (Centre for Multilingualism and Diversities Research (CMDR) and the Desmond Tutu Centre for Spirituality and Society), while continuing to support the Centre for Humanities Research (IOP 3, 6); • Research development programmes for early-career and dormant researchers (IOP 3, 4); • Research Chairs (IOP 3); • Spatial reconfiguration of faculty (IOP 3, 7); • Employment equity, transformation and staff development (IOP 4); • The promotion of the creative humanities (IOP 1, 2, 3, 6); • The exploration of new models of community engagement, including the development of satellite sites (IOP 6, 7).

Providing a starting point from which to reflect on what has been achieved and what challenges remain, the priorities of 2019 inform the six interlinked and overarching priorities identified for 2020 and beyond. These priorities are: 1. Teaching Learning and Assessment (IOP 1, 2); 2. Research (IOP 1, 3, 4, 6); 3. Staff Development (IOP 4, 6, 8); 4. Community Engagement (IOP 1, 2, 3, 6, 7); 5. Creative Humanities (IOP 1, 2, 3, 6); 6. Administration.

Priority 1: Learning, Teaching and Assessment Learning, teaching and assessment involve teaching for social justice in socially just ways, teaching that is informed by and responsive to context and teaching that contributes to embedding the Graduate Attributes as outlined in UWC’s Charter of Graduate

DEAN: PROF MONWABISI MK RALARALA, FROM JANUARY 2020 DEAN: PROF DUNCAN BROWN, UNTIL JUNE 2019 ACTING DEAN: PROF LINDSAY CLOWES, JULY 2019—DECEMBER 2019

Attributes. This requires acknowledging and engaging critically with ways in which history and culture continue to shape and frame what it is possible for people either to teach or to learn, as well as taking into account ways in which positionalities structured around race, ethnicity, gender, class, sexuality, disability, etc., mediate learning.

It also requires a multimodal approach to developing innovative, creative and flexible pedagogical approaches offering authentic learning opportunities involving real-world tasks and contexts to make both material and disciplines accessible to students from diverse backgrounds and contexts, and that enable students from diverse backgrounds to participate as equals. In addition, it means developing assessment opportunities offering students multiple, diverse and flexible opportunities to demonstrate what they have learned – to trust us enough to tell us what they have really learned rather than what they think we wanted them to learn.

While winning a series of National Excellence in Teaching and Learning awards3 points to some success in achieving the aims outlined above, opportunities remain for significant improvement in pass rates, throughput and so on. Teaching, Learning and Assessment should therefore be seen as the primary priority across the faculty going forward, with a specific focus in 2020 on:

Winners and Commendees for national awards in Excellence in Teaching and Learning include Bradley Rink (Geography), Charlyn Dyers, Bassey Antia and Zannie Bock (Linguistics), Koni Benson (History), and Lindsay Clowes (WGS).

3.

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• Redesigning the Extended Curriculum Programme in line with the recommendations of the Institutional Review conducted by the APU. • Rebuilding the Department of Sociology as a separate entity in line with the recommendations of the Institutional Review conducted by the APU. • Building on work undertaken in 2018 and 2019 to continue the engagement by all departments with questions of curriculum transformation and renewal as well as innovative assessment.

Priority 2: Research and building research capacity The last decade saw the faculty build on a rich history of engaged scholarship in opposition to injustice and discrimination, scholarship that offered Southern-based perspectives and contributions to global debates around what it means to be human, to be social, to be humane and to be ethical. There have been major successes in promoting a culture of research with staff members having won significant external funding. Almost 90% of staff members have PhDs against a national target of 75% by 2030. Twenty-three doctoral degrees were awarded in 2018 and there were 34 NRF-rated scholars in the faculty by the end of 2019, supported by four research centres and three Research Chairs.

While these successes are significant, ongoing priorities involve improving postgraduate throughput, supporting the research centres and continuing to develop research capacity. The faculty’s participation in the doctoral review process will offer useful insights to improve postgraduate achievements, postgraduate recruitment, retention and throughput. The faculty also needs to strengthen, consolidate and expand the following: • • • • •

•

•

• • •

Developing a more strategic approach to setting targets.

Funding for Honours students in particular.

Capping the overall enrolment of undergraduate students.

Intentional programme of engaging with third-year students about Honours study.

Appointment of a designated Postgraduate Senior Faculty Officer, and a postgraduate ‘module’ for all postgraduates on iKamva.

More carefully targeted communication with supervisors and postgraduate students, especially in relation to funding opportunities.

Seeking additional funding for postgraduate study. No NIHSS bursaries will be offered in 2020 although the NIHSS mentor will continue to work with existing NIHSS-supported scholars.

Exploring new marketing strategies for postgraduate offerings.

Introducing career-driven programmes or programmes that directly lead to a professional qualification.

Introducing new initiatives in areas where there is demand, such as the full thesis MA and PhD in creative writing as well as in forensic linguistics.

• Supporting and strengthening the newest of the four research centres as well as the CHR’s Greatmore site.

• CASAS is a new addition to the faculty and consensus needs to be developed around its developmental trajectory.

• CMDR: while the CMDR has been strengthened by a recent award to Prof Duncan Brown, staffing at the centre remains insecure.

• CHR: Greatmore site.

• Nurturing and strengthening existing research collaborations and linkages within and beyond UWC, e.g. the suprainstitutional projects; longstanding relationships with the universities of Minnesota, Missouri, Makerere, Georgia State, King’s College; projects such as DAAD’s with Argentina around mapping the global South, among several others.

Priority 3: Creative Humanities Celebrating and expanding creative work is central to the vision of the Arts Faculty precisely because the Creative Arts are central to the development of graduates and researchers who are able to imagine being and doing differently, and to the development of critically engaged citizens who understand themselves as knowers and shapers of alternative and more democratic futures. While there is a great deal going on in the faculty, a specific focus going forward needs to take strategic advantage of recent changes to funding of research outputs to include creative work. We can take strategic advantage of the NRF’s recognition of creative work to foreground the following: the Creative Writing programme, UWC Creates, Handspring Puppet collaboration, the Factory of the Arts, InZync Poetry collaboration, Healing the Hood, writing fellowships, artists in residence, Jan Rabie/ Marjorie Wallace Skryfbeurs, music programme, drama and dance, and visualities.

Priority 4: Community Engagement The faculty employs a broad understanding of community engagement where involvement aims to be multidirectional and non-hierarchical, informed by and responsive to the local and regional concerns of groups and communities. Taking local knowledge seriously means a continued focus on challenging the artificial divides between scholarship, teaching, research and activism to work with communities.

Existing community engagement interactions that should be strengthened and consolidated include the CHR and the Handspring Puppet Company; work with the Dullah Omar Centre for Critical Thought in the African Humanities; CMDR’s engagement with hip hop organisations in the Healing the Hood project; ongoing liaison between faith-based organisations, the Department of Religion and Theology and the Desmond Tutu Centre for Spirituality and Society; extension of the Creative Writing programme to mentor writers who are not students in the conception, writing and publication of their work; SWEAT; and the Saartjie Baartman Centre for Women and Children.

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Priority 5: Staff Development

Priority 6: Administration

Against enduring legacies of inequality, employment equity and transformation need to be taken very seriously in all appointments made in the faculty, with new appointees supported by the Induction to Teaching and Learning retreat and the professionalisation of Teaching and Learning course. The nGAP, Associate Lecturer and Talent Stewardship programmes contribute to the recruitment of junior staff members and are complemented by ongoing efforts to recruit more senior staff through the Targeted Appointments process. Existing staff members are supported by individual discussions about career development, with further developmental options accessible via the Mellon Inclusive Professoriate programme and the NRF rating path. These are ongoing engagements. The priority for 2020, in the light of several recent academic reviews and reports of bullying, sexual harassment and unprofessional behaviour, needs to be on the development of more professional and egalitarian relationships between and among staff members and students.

In a context of creative research and innovation, where the faculty aims to promote innovative and creative pedagogies and assessment strategies, it is important to have administrative systems and processes that are appropriate and agile.

So, for example, the faculty is using iKamva to offer a onestop site for postgraduate students to find a range of resources supporting, among others, applications for ethical clearance, information about deadlines and processes for submission of proposals.

Overall these strategic priorities are designed to build a faculty where teaching and learning, research and supervision are informed by and responsive to long histories as well as recent developments in scholarship, and where – as faculty members – we are engaged in a broader academic project of shaping the study and impact of the humanities from our diverse perspectives here in the global South.

2.2 FACULTY ORGANOGRAM

Dean

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Faculty Managers

Departmental Chairpersons (11)

Directors of centres

DD T&L

Faculty Office

Academic Departments

Centres

T&L Specialists

DD Research and Postgrad Studies

2.3 SCHOLARSHIP (LEARNING AND TEACHING) In 2019, our key learning and teaching priorities were identified as: • Rethinking teaching strategies with a greater emphasis on the incorporation of technology and blended learning (including redesigning the tutorial programme) (IOP 1, 2).

• Redesigning assessment strategies (IOP 2).

• Reviewing the Extended Curriculum Programme offering.

As we look to 2020 and beyond, these priorities are even more urgent in the light of the increased need to learn and teach online given the disruption of the coronavirus pandemic. In addition, our vision also needs to prioritise the importance of student retention and success in the light of a national survey and our institutional research which indicate that, on average at UWC, fewer than 25% of our three-year degree students complete within regulation time, while a total of 50% drop out (Student Retention and Success Framework). For the Arts Faculty, this means not only a focus on our approaches to teaching and learning, but also on our tutoring programme, which is currently undergoing major structural change as a result of the faculty’s shift to working within the revised Tutor Enhancement Project (TEP) guidelines.

Our future work must include at least two thrusts, namely a focus on ‘student success’ and on ‘teaching for social justice in socially just ways’. Here it is worth guarding against definitions of student success that simply restrict it to mean ‘increased pass rates’. Besides increased pass rates, student success must also mean producing graduates who display the full set of graduate attributes (as outlined in UWC’s Charter of Graduate Attributes): students who are able to work critically and creatively with knowledge (both as consumers and producers), and innovate, communicate and solve problems in environmentally sustainable ways to ‘make the world a better, more socially just place’.

Achieving this vision must also include us engaging with all stakeholders in the learning and teaching process: from the senior professor to the junior lecturer, the tutor, the student, and the administrator. The focus must be on how we create conditions for this kind of dialogue and collaboration to take place. We need to get ‘buy-in’ from all. Significantly, the realisation of this vision must also include the ongoing professionalisation of the teaching cohort of permanent and contract staff and tutors, and the impetus to leverage the important dialectic between research and teaching which drives innovation and creativity in academic practice. It should also include consultation with alumni and potential employers of our graduates about the kinds of skills, knowledge and attitudes that will make our students employable and productive once they graduate.

As we come to the end of the IOP 2016—2020, this report reflects on selected teaching and learning activities and innovations in the Arts Faculty, and gives some consideration to

what lies ahead. It includes reference to a number of curriculum innovations, staff achievements, contributions to colloquia and short courses, as well as continued work on the Mellon Suprabid grants and UCGD-funded teaching and learning projects. All these are designed to capacitate the Arts Faculty to be more effective and innovative in the ways in which graduate attributes are embedded in our courses, and our capacity to ensure student retention and success.

2.3.1 Innovations in Learning and Teaching Core to our vision for learning and teaching over the past four years has been a commitment to acknowledging and engaging critically with the ways in which history and culture continue to shape and frame what it is possible for people to teach or to learn (including taking into account ways in which positionalities structured around race, ethnicity, gender, class, sexuality, disability, etc., mediate learning.) Part of this response has also been a commitment to exploring how flexible, multimodal approaches can offer authentic learning opportunities involving real-world tasks and (digital) contexts. This is to enable students from diverse backgrounds to relate to both the academic content and learning process in different ways, to find connections with their own lived experience, and enabling them to demonstrate their learning in non-traditional and/ or digital ways. In addition, it means developing assessment opportunities which allow students multiple, diverse and flexible chances to demonstrate what they have learned, so that they can trust us enough to tell us what they have really learned, rather than what they think we wanted them to learn. In other words, it is about shifting the ‘locus of enunciation’ away from the expert lecturer, towards a view of knowledge and learning as an interaction and co-construction.

Our active commitment to the exploration of different modes of teaching and assessment, including blended learning, stretches back to 2015. While the FMF protests and campus shutdown curtailed our efforts in this regard, the fact that we were already exploring alternatives to the lecture and the traditional sitdown examination meant that we were better placed to work creatively to complete the academic year. In 2019, a number of colleagues introduced blended and flexible learning modes into their curricula. This has particularly been driven by young colleagues coming through the Professionalisation of Teaching and Learning course, and the input of both the Teaching and Learning Specialist (Marijke du Toit) and the former Deputy Dean of Teaching and Learning (Prof Lindsay Clowes).

These efforts will be taken forward during 2020, as we seek modes of teaching, learning and assessment more attuned to the learning styles and needs of our students, especially in an increasingly online and digital era. This has become a particularly urgent priority in the face of the COVID-19 pandemic. In response to the latter crisis, the Arts Faculty, in conjunction with CIECT, has embarked on a process of developing the capacity of all staff to deliver and assess courses online by the start of Term 2, 2020.

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This initiative includes strategies such as the development of an iKamva site with online learning and teaching resources to support colleagues, intensive one-on-one work by the Teaching and Learning specialist with individual lecturers who request assistance, departmental-level initiatives to ‘buddy’ more digitally adept colleagues with those who are less so, and participation in an institutional programme to ‘train the trainers’, or staff who can act as ‘online champions’ for their departments and the faculty.

Critical to the success of the 2020 academic year, and to our (now) accelerated vision for ‘new modes of learning and teaching’, is the need to radically re-think the ways in which we assess our students. Given the strong possibility that traditional ‘sit down’ examinations will not be possible in June/ July 2020, we need to give serious and creative thought to how we can assess our modules in ways which have sufficient academic integrity but do not require students to be on campus. Online assessment options include more traditional tests such as MCQ and True/ False or ‘one word answer’ tests. However, these should be complemented by other, more innovative and arguably more meaningful methods, such as the use of a final summative essay or project which tests the extent to which students have engaged with prescribed readings and critically and thoughtfully responded to a task in a well-written and coherent manner. This is what we attempt to teach them throughout the semester, something which the traditional exam often fails to assess (the traditional exam has a tendency to test students’ abilities to reproduce, under stressful conditions, what they think the examiner wants to read, not their own thoughtful engagement with texts, data and other scholars’ ideas).

However, it is important to note that Arts Faculty colleagues continue to draw attention to the challenges to learning and teaching presented by equipment and technological failures in venues on campus. Once we move off campus, the problems deepen. Most interactive platforms for learning and teaching require considerable data and bandwidth (especially when streaming or downloading large files) which is unaffordable (or unavailable) to many of our tutors and students (and even some staff). Thus, the shift to technology should not be seen as a solution to our current challenges. Rather, it brings with it the danger of deepening the divide between those students and staff who can afford the infrastructure at home and those who can’t. This is a matter which needs urgent attention if the academic project is to succeed.

Also critical to our vision for student success and the embedding of the graduate attributes into our courses is the strengthening and stabilising of our Faculty Tutorial Programme. Tutorials are fundamental to developing students’ abilities to understand and evaluate arguments, to read and think critically, and to articulate their own positions in appropriately written and coherent ways. Tutors also play a critical role in the faculty as role models to the next generation of undergraduate students,

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and enrich their departments with their ideas, energy and vision. They create an invaluable cohort of senior students and emerging scholars, whom the faculty would like to support and nurture. In the first quarter of 2019, a number of departments offered workshops (funded through the T&L UCGD budget) aimed at building the capacity of tutors to enable participative learning in their tutorials. These were scheduled to take place after the institutional tutor training workshops and were part of our efforts to ensure that the tutorial programmes provide the necessary scaffolding for the acquisition of academic literacies for undergraduate students. Here academic literacies refers not only to academic skills (synthesising sources, referencing, etc.), and critical thinking skills, but also the very basics of reading and writing (e.g. how to facilitate student reading comprehension of academic texts, paragraph and sentence construction, editing).

In addition, these departmental tutor workshops build tutors’ understanding of how to assess written tasks and provide feedback. In other words, they engage with the fundamentals of student success. Going forward, we would like to build on these established activities to further strengthen the tutor programme and its valued contributions to the academic project.

In 2019, the tutor programme in the Arts Faculty underwent major structural adjustments, which left some departments ‘reeling from the shock’ and their tutor cohorts demoralised.

It is imperative that we find ways to stabilise and sustain this resource in the faculty. To this end, the Arts Faculty has engaged with both the Learning and Teaching Institutional Office and the DVC of Teaching and Learning, and has set up a Tutor Task Team to work on a faculty implementation plan to set in place norms and systems to enable the tutorial programme to be an effective and accountable part of the faculty’s student success vision.

Another critical aspect of the student success project is the FirstYear Transition Programme, which was successfully launched in the Arts Faculty in 2019. Ably coordinated by Simone Momplé, the programme had a complement of 11 mentors who worked with a total of 71 (first semester) and 67 (second semester) active mentees (from 150 applications at the beginning of the year). The project assisted undergraduate students in the Arts Faculty with a number of different aspects, including time management, developing good academic study habits, dealing with social stress and adjusting to university life, and referred students to various services in the university relevant to their specific needs.

Overall, in 2019, we increased our efforts to improve the quality of learning and teaching, and its status in the vision and discourse of UWC. Our Deputy Deans of Teaching and Learning (former and current), our Teaching and Learning Specialist, our Faculty Teaching and Learning Committee, and the Directorate for Teaching and Learning were all significant resources in this regard.

2.3.2 SoTL projects and research activities In 2019, the faculty had several research projects supported by the Mellon-funded Supra-Institutional Bid grant (Unsettling Paradigms: The decolonial turn in the Humanities curriculum at Universities in South Africa). These projects focus on exploring innovative pedagogies and include: The Languages and Literacies project led by Professors Bock and Stroud. In August 2019, this project culminated in the publication of a special issue of Multilingual Margins (with a student editorial team) which reflects on the experiences of staff and students on a CMDR-hosted postgraduate course, ‘Re-imagining Multilingualisms’. The module used a variety of creative writing and arts-based pedagogies to engage students with exploring their understandings of multilingualism and diversity, and brought together a number of students’ visual and creative pieces, as well as academic reflections and writing on the module from a decolonial perspective.

The Socially Relevant Curricula project led by Prof Clowes in Women’s and Gender Studies (WGS) in collaboration with Dr Nik Theo (Media Studies, CPUT) and Dr Nadia Sanger (English, US).

The Supra-Institutional Programme in African Digital Humanities project led by Keith Breckenridge and Hlonipha Mokoena of WISER, Wits University. A central aim of the project is to provoke a lively national debate about the practical forms and philosophical effects of reading across the humanities. It is led at UWC by Drs Marijke du Toit and Phindi Mnyaka.

The Mellon-funded New Imaginaries, for an intersectional critical humanities project on gender and sexual justice. Led by Prof Shefer of WGS, this project aims to critically engage with contemporary currents in gender and sexual justice research, policies and practices, towards an intersectional project that is concerned with challenging the repetitive logic of patriarchal and colonial forms of pedagogy and scholarship. In collaboration with local, national and international researchers, the project aims to build on current inter and trans-disciplinary feminist work in WGS to foreground and emphasise creative, counter-hegemonic pedagogies and research.

The faculty also received a total of R243,184 for UCGD-funded T&L projects in 2019. This enabled the faculty to engage in a range of curriculum workshops, seminars and a three-day writing retreat held in January 2019 at Crystal Beach Hotel. Significantly, it funded a number of projects which explored innovative approaches to learning and assessment. These included: The Drama Improvisation programme (run by Delia Meyer with Prof Miki Flockemann of the English Department) runs as a separate programme with links to Prof Flockemann’s module on ‘Theatre Topics’ (ENG 323). The improvisation workshops are invaluable for the facilitation of creative thinking and problemsolving, as well as for building capacity to listen and work together collaboratively. The success of this effort was evident

in the powerful performance at the final showcase event at the Centre for the Performing Arts on 23 October 2019.

The Pedagogies in Critical Ethnography project of Drs Kelly Gillespie and Annachiara Forte continued to renew the method and idea of ethnography and to build their postgraduate programme through various activities, including hosting a staffstudent three-day workshop on African Ethnographies in the first semester, which included fifteen of their postgraduate students.

In the second semester, they arranged a field trip to Sutherland in October to introduce some of their third-year students to ethnographic research methods. An outcome of this was the record number of third-year students applying for Honours in Anthropology in 2020.

The Living African Feminist Theory project is hosted by the Departments of English, Anthropology/ Sociology and Women’s and Gender Studies and continued its focus on providing a weekly forum for undergraduate students to discuss the tensions emerging out of the feminist theory they encounter in their courses and in the material realities of their gendered cultures and daily lives.

The Digital Storytelling project (Dr Koni Benson and Ms Pam Sykes), located in the second-year History module on Atlantic and Indian Ocean slavery (focusing on slave rebellions in the Cape and the Caribbean), continued to use online video editing applications to create an opportunity for multimodal, active learning as part of formative assessment. In this module, students produce digital stories instead of traditional academic essays.

2.3.3 Seminars and Conferences and international visitors/ fellows hosted in this period The Symposium on Academic Literacies was held at UWC on 20 May 2019. This was another UCGD-funded initiative, led

by Dr Sharita Bharuthram and Mahmoud Patel (English for Educational Development), and was attended by 30 people. The keynote speaker was Prof Lucia Thesen, from the University of Cape Town and the theme of the Symposium was ‘Responsive pedagogies: Equipping students for success in a fast-changing world’. Other presenters included academics, tutors and a team from the University’s Support Services. There was a good spread of topics relevant to academic literacy, ranging from actual classroom interventions to mainstreaming academic literacies into the curriculum and the consideration of affective factors in teaching and learning.

The Centre for Multilingualism and Diversities Research (CMDR) once again hosted Prof Lynn Mario Menezes de Souza from the University of São Paulo, Brazil, as a visiting scholar (27—31 May 2019) as part of their Mellon-funded Suprabid project (co-hosted with the Department of Linguistics, Stellenbosch University).

Prof De Souza is a highly respected international scholar on language, literacy and decolonial thought. During his visit to UWC, he interacted with a number of students and staff on their

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research projects, presented a seminar titled ‘Interrogating and Interrupting the “natural”: Decolonial pedagogical possibilities’, and presented at a two-day workshop with 25 UWC and Stellenbosch University staff and students as part of the CMDRhosted enrichment module, ‘Re-imagining Multilingualisms’.

The Faculty of Arts and the Directorate of Teaching and Learning continue to co-host the Teaching and Learning seminar series.

In 2019, it was decided to consolidate the seminars into a colloquium on assessment practices, which was held on 22 August 2019 and at which Prof Lindsay Clowes presented her innovative approach to assessment.

The three-day CHEC short course on Slow Scholarship was held in August and September at the Volmoed Conference Centre, in collaboration with the Directorate of Teaching and Learning.

It was partly funded from the African Digital Humanities Programme (led by Dr Marijke du Toit) and it incorporated a focus on pedagogies of reading and improving academic literacies.

Arts Faculty staff participated (both as facilitators and participants) in a number of teaching and learning workshops and seminars. These included the Induction Retreat which took place on 2—4 September 2019 at Mont Fleur. Arts Faculty colleagues also participated in the delivery of the Professionalisation of Teaching and Learning course. In 2019, five Arts Faculty colleagues completed this course. They presented their T&L portfolios in November, developed under the guidance of the Teaching and Learning specialist.

The website for the Directorate of Teaching and Learning developed

by Dr Du Toit is available at http://pedagogicallyspeakinguwc. co.za/ and is linked to the University’s website.

2.3.4 Awards and significant achievements We continue to promote and recognise excellence in teaching and learning through the annual Faculty Teaching and Learning Awards. The 2019 Teaching and Learning awards in the Faculty of Arts were awarded to Dr Jessica Lerm (Philosophy) in the category ‘Excellence in Teaching and Learning for Emerging Lecturers’, and Dr Koni Benson (History) in the category ‘Excellence in Teaching and Learning for Senior Lecturers’.

In 2019, Dr Benson also won the Institutional Teaching and Learning Award from the Office of the DVC: Academic and the national CHE-HELTASA Award for Excellence in Teaching and Learning, an outstanding and commendable achievement.

University Project, and Prof Lindsay Clowes served on the CHE/ HELTASA committee for teaching excellence awards.

2.3.6 Curriculum changes/ Renewal In 2019, the Arts Faculty began engaging with the institutional process, Curriculum Transformation and Renewal, driven by the APU. The Arts Faculty document on ‘Decolonising Arts’ has been updated in consultation with departments and serves as a statement of the faculty’s vision for decolonising Arts. The current Deputy Dean of Teaching and Learning (Prof Zannie Bock), the Teaching and Learning Specialist, and a number of staff and students from the Arts Faculty attended a workshop with the DVC: Academic on 21 October, and will be designing a process to take this initiative forward in 2020.

A number of the initiatives reported on above (Mellon and UCGD-funded projects) foreground the social and cultural resources that students bring to class and enable the meaningful integration of (inter-) disciplinary knowledge, often in multimodal ways. In this sense, colleagues in the Arts Faculty have been at the cutting edge of developing pedagogies which challenge the artificial divides between theory/ practice and mind/ body that are typically associated with higher education, and that are themselves legacies of the colonial era. We hope these initiatives will continue to add substance to the efforts to transform curricula in the Arts and Humanities and to further embed the new graduate attributes into our academic programmes.

In addition to these innovations, considerable work was invested during 2019 in strengthening and rebuilding the ECP, Sociology and Anthropology departments in response to institutional reviews.

The Extended Curriculum Programme (ECP) review report was released towards the end of 2018. Good progress has been made towards reconceptualising the ECP programme

2.3.5 Engagement: community engagement and scholarly professional engagement Staff nominated onto regional/national/international professional boards or organisations. A number of Arts Faculty staff continue to contribute to national T&L initiatives. In 2019, Dr Bradley Rink served as a HELTASA committee member, Prof Bassey Antia participated in the Teaching Advancement at

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MR AIR, A MECHANICAL PUPPET BUILT BY THE UKWANDA PUPPETRY ARTS AND DESIGN COMPANY WAS ONE OF THE HIGHLIGHTS OF “THE FINAL SPRING” ANNUAL PARADE HELD IN BARRYDALE IN DECEMBER 2019.

through ongoing meetings and workshops. A number of day-long workshops and a two-day retreat were attended

by ECP staff members with Prof Lindsay Clowes, the Arts Faculty T&L Specialist and specialist colleagues from the APU. Further meetings are planned for 2020, to re-design the ECP curriculum and strengthen its implementation plan. As part of stabilising of the programme, ECP colleagues were given threeyear contracts from 2020.

After a review of the Department of Anthropology and Sociology in 2018, the review report, released in 2019, recommended that the department be dis-established, and that the two disciplines be constituted as separate departments. This has entailed a process of re-curriculation for both, particularly as they shared a first-year programme of 800+ students. Both the current and the former Deputy Deans of Learning and Teaching, together with the Teaching and Learning Specialist, invested considerable time in assisting the departments through a process of re-imagining their curricula, and developing the appropriate module descriptors for implementation in 2021.

Revised module descriptors and programme templates were served at the Arts Academic Planning meeting in March 2020.

Colleagues in both departments are commended for working extremely hard under difficult conditions to redesign their curricula and implement these changes.

The Arts Faculty made a significant contribution towards goal 3 of the IOP 2016—2020: ‘To strengthen UWC’s position as an excellent research and innovation university with local relevance, regional impact and global recognition’. The consistent contribution to research made by colleagues across the faculty was recognised at the DVC Research Awards function held in October 2019 where the faculty won the award for the top faculty. The research contribution by colleagues in Arts was celebrated with individual awards acknowledging excellence in research in a range of categories.

The Department of Religion and Theology came third in the category for academic departments and Prof Felix Banda took third place in the category for top researchers. The Creative Arts prize was jointly awarded to Professors Heidi Grunebaum and Hermann Wittenberg. Other nominees in different categories were Dr Oritsekbubemi Oyowe (best mid-career researcher) and Kim Lindeboom (best administrative support).

In recognition of their research outputs and reflecting the measure of respect that they enjoy from colleagues in their discipline, the following staff were awarded with NRF ratings: Prof Z. Bock (C2), Prof J. Klaasen (C2), Prof F. Moolla (C2) and Prof Q. Williams (C1).

2019 was the first time that Creative Work was accredited by DHET. Several works were submitted by colleagues in the CHR and the English Department. We look forward to accelerate our creative output and benefitting from the publication units.

2.3.7 Research Highlights Here follows a brief overview of the numerous research highlights in the departments, centres and research projects in the faculty.

It gives a picture of the considerable contribution that the faculty is making towards establishing UWC as one of the foremost research institutions on the continent.

The Centre for Humanities Research/ DST-NRF Flagship (CHR) made substantial progress in achieving its research goals in 2019.

The CHR aims for a renewal of the foundational concepts of the humanities, abiding by the intersection of technology, political philosophy and aesthetic theory and practice, and responsive to our South African and African present. Central to this is repositioning intellectual traditions in Africa in a global discourse on the contemporary human condition, while nurturing intellectual traditions that have given us a concept of the post-apartheid attentive to aesthetics and technology. A summary of highlights in 2019 stands separately from the CHR’s weekly reading groups, weekly seminars, and monthly artist’s forums.

In 2019, CHR staff and fellows produced 28 peer-reviewed articles and book chapters and eight works of creative and public scholarship. In its goal to extend the research of local and international humanities scholarship, and opportunities for arts education and cultural production in communities on the Cape Flats, the CHR hosted a year-long, robust public lecture programme in the Humanities in Session series and a year-long workshop programme drawing scholars from the universities of Minnesota, Toronto, York, Leeds, Addis Ababa, Ghana, Lebanon, Fort Hare and Harvard. In July, the CHR co-hosted a two-week Global Humanities Institute on the ‘Question of Translation’ with CIEFAH, Universidad de Chile, the UCI Humanities Commons at University of California Irvine, and the Oxford Research Centre in the Humanities at Oxford University.

Through the UWC Executive, the Greatmore building in Woodstock was secured to house the CHR’s arts programming, public scholarship and international partnerships. This building is being refurbished with an infrastructure grant commitment from DHET to a total value of R52 million. Securing this building was a key commitment undertaken by UWC in support of the CHR’s Flagship renewal application. These achievements were the culmination of several initiatives by the CHR director, Prof Premesh Lalu, who stepped out of the directorship in July and was seconded to the executive to attend to its priority projects in the Humanities.

CHR postgraduate fellows and next-generation scholars participated in three international workshops on decolonising curriculum and trauma and democracy at the CHR, with partners at the University of Addis Ababa and the Consortium of Humanities Centres and Institutes respectively. The CHR Supranational Project on Other Universals held an international conference in Johannesburg with partner institutions from Ethiopia, Bahamas, and the Universities of Wits, Johannesburg

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and Ghana-Legon. The CHR also held an international conference in partnership with the SARChI/ Newton Research Chair in Political Theory (Wits and Cambridge Universities) on ‘Democracy: Genealogies, Concepts and Practices’ in December 2019. In July, the CHR held its annual Winter School on the theme of ‘Dissensus’ which drew together leading international scholars and provided a formal environment in which fellows at the CHR could present their current research and receive detailed comment from other fellows and academics. The CHR co-taught a postgraduate seminar on ‘Global Apartheid’ with the University of Minnesota from September to December 2019.

The CHR’s new project on Communicating the Humanities hosted a semester-long course on documentary film and sound in film. With their partner institution, the Jackman Humanities Institute, the CHR hosted an international colloquium on ‘Kinesis: Of moving and being moved’ which brought together theatre makers, artists, scholars and writers from South African and international partner institutions.

For the History Department, 2019 was quite productive in terms of research. The strongest research drive was generated by the Remaking Societies, Remaking Persons (RSRP) project team, but all individual members contributed. Prof Rassool publishing on two subjects that have been central to his research on how the problems of land restitution in District Six were related to the ways land is treated as property and not as landscape, and a defence of non-racialism in the face of the ways it has been appropriated and gentrified. Prof Mnyaka’s most important research was within her continued participation in and support from the Mellon project Oceanic Humanities for the Global South. Dr Van Laun completed an article titled ‘Following the Image: Examining the multiple afterlives of apartheid-era prison identification photographs’ as part of a collection on African visual cultures.

Prof Rousseau defended her PhD thesis, ‘Itineraries: A return to the archives of South Africa’s Truth Commission and the limits of counter-revolutionary warfare’, awarded cum laude at VU University in Amsterdam. Dr Moosage received a joint PhD degree from UWC and Vrije Universitiet Amsterdam, for the thesis titled ‘Missing-ness, History and Apartheid-era disappearances’.

Prof Mesthrie published a chapter in collaboration with Margaret Allen of Adelaide University, for a book of world surveillance history, Making Surveillance States: Transnational Histories.

Dr Benson’s research focused on three ongoing studies in Cape Town related to her project on cultures, forms and experiences of resistance in South Africa’s past and present. She explored historical continuities and disjunctures of forced removals into the post-1994 years. Articles coming out of some of this work were published in 2019. She signed a book contract with PM Press which will publish Crossroads: I Live Where I Like by 2021.

Prof Israel co-organised an international conference on liberation struggle studies titled ‘Liberation Beyond the Nation’, with

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the support of the Journal of Southern African Studies. The conference will be published in 2020 as a special issue, which will include his double-length article on the history of the Mueda massacre. He also published two book chapters. A highlight for Prof Witz was a visit to North-West University (NWU) on 2—3 October 2019 that included visits to museums and memorial sites in North West and the presentation of a seminar paper. He was chair and presenter at the Southern African Historical Society Conference at Rhodes University, 24—26 June 2019.

The Mellon-funded project ‘Rethinking South African Literature(s)’ with Prof Duncan Brown as principal investigator (PI) was in its first year and involved consolidation of the research platform, planning for the next three years and establishing a good and diverse postgraduate cohort. The Colloquium on ‘Reimagining South African Literatures: Other Languages/ Other Arts’ was held on 2 April 2019. Duncan Brown, Kobus Moolman, Courtney Davids, Andrew van der Vlies, Nkosinathi Sithole and Antjie Krog presented papers.

Prof Brown held a seminar ‘“That Man Patton”: The Personal History of a Book’ at the Centre for Multilingualism and Diversities Research on 10 October 2019. It was published in Current Writing 31(2): 107—115. He also published Wilder Lives: Humans and Our Environments (University of KwaZulu-Natal Press).

A distinctive and growing niche in the English Department’s research and publications activity is the melding and crossing over of creative work with traditional academic scholarship.

Several colleagues and students made their mark on the national and international stage in this regard, producing diverse creative outputs. Prof Julia Martin published a critically acclaimed memoir The Blackridge House (Jonathan Ball, 2019), an account of a journey of discovery of ancestral roots, against the backdrop of South Africa’s colonial and apartheid history, into which is folded the precarious ecology of the country. Prof Moolman produced a chapbook of poetry, All and Everything (uHlanga Press), with original drawings by artist Shubnum Khan. He was also co-editor with Renee Schatteman of Five Points: Special issue: Writing from South Africa’s Creative Writing Programs (Vol.19:1, Georgia State University) that brought together student writing from both sides of the Atlantic. Prof Meg Vandermerwe published her new novel, The Woman of the Stone Sea (Umuzi/ Penguin Random House), simultaneously published in Afrikaans as Die Vrou van die Klipsee. The book was dramatised and serialised on RSG Radio as its book of August/ September 2019. Dr Susan Ntete published a youth novel titled Ain’t over till it’s ova (National Library of South Africa) aimed at the senior high school reader. The book is conceptualised to support critical life skills and support the transition of learners into higher education. Prof Hermann Wittenberg published a book of JM Coetzee’s photographs.

The book, Photographs from Boyhood (Cossee/ Protea), was simultaneously published in South Africa, the Netherlands and Italy, with Finnish and German editions forthcoming. In addition, several colleagues such as Prof Fiona Moolla, Dr Mark Espin,

Dr Roger Field and others, published academic, scholarly journal articles and chapters in edited books. Dr Lannie Birch continues to edit one of South Africa’s premier literary studies journals, English in Africa.

Mr Mahmoud Patel (EED) was appointed to the Board of the Rojava Center for Strategic Studies (NRLS). NRLS was established in 2012 in Qamishlo, North East Syria. He was a recipient of an award for distinguished service for legal, political and human rights work on confronting ISIS in July 2019 at the International Forum on ISIS in Qamishlo attended by over 250 international delegates comprising scholars, academics, researchers, politicians and activists.

The Afrikaans department published several articles in the accredited journal Tydskrif vir Nederlands en Afrikaans edited

by Dr Bonthuys. The papers were presented at a conference on ‘Afrikaans in die Noord-Kaap’ which was held in collaboration with colleagues at Sol Plaatje University in Kimberley. Dr Lawrence and Ms De Vries presented papers at the 6th Colloquium on Afrikaans held at Ghent University in October 2019. Prof Van Wyk collaborated with Dr Sonja Loots (UCT) to publish the impressive Nuwe Afrikaanse Prosaboek (Human & Rousseau).

The anthology spans 688 pages and consists of short stories by 51 writers including several previously unpublished.

The Centre for Multilingualism and Diversities Research (CMDR) hosted a three-day lecture series on Language, Gender and Sexuality Southern-Northern Dialogues in May 2019. The lectures were hosted by language and gender scholars Erez Levon, Queen Mary University of London, UK, and Tommaso Milani, University of Gothenburg, Sweden. On 11 November at the Fugard Theatre, Prof Antjie Krog launched eight important African literary texts translated into English. The books were published in the Africa Pulse series of Oxford University Press and were a collaboration among South Africa’s foremost scholars and writers in indigenous African literatures. This project was funded by the NIHSS. From 9 to 13 December, the CMDR hosted the INTPART Summer School, entitled ‘Multilingualism and Vulnerability’, at the Blaauwberg Beach Hotel. Colleagues from the Universities of Oslo, Georgetown, Wits, Stellenbosch, UCT and UWC attended the week-long event. Additionally, local featured speakers from NGOs, PANSALB and civil society agencies were also invited to present plenaries.

The CMDR continued its partnerships with the VLIR (Vlaamse Interuniversitaire Raad) Research Initiative Project (RIP) on Linguistic Citizenship and King’s College London’s networking project with the Centre for Language and Communication.

Members of the Centre were invited as keynote speakers at various events and a number of publications appeared. Among these are a special issue of Studies in Sociolinguistics, Visceral Landscapes (co-edited by Amiena Peck, Christopher Stroud and Quentin Williams) and Neva Again: Hip Hop Art, Activism

and Education in post-apartheid South Africa co-edited by Dr Williams. This edited volume has been shortlisted for the 2020 Humanities Award.

Research highlights in the Linguistics Department included Prof Felix Banda receiving funding for his research on a spatial multimodal analysis of the Khayelitsha, Langa and Mitchell’s Plain built environments under the NRF’s competitive programme for rated researchers. He edited a book on theoretical and applied aspects of African languages and culture. Prof Antia co-edited two books, and authored or co-authored three journal articles and two book chapters. Prof Zannie Bock published a second edition of the book Language, Society and Communication: An Introduction. Prof Williams was elected to the editorial board of the journals Stilet and Global Hip Hop Studies, and the book series Contact and Multilingualism (published by Language Science Press).

The Department of Foreign Languages engaged in various research projects and activities throughout 2019. This resulted in the publication of journal articles and book chapters.

Furthermore, the academic staff participated in and presented papers at international and national conferences and workshops.

Kira Schmidt led two (ongoing) translation projects, one being Heinrich Stieglitz’s autobiography (“Eine Selbstbiographie”) translated from German into English. Karin Groenewald attended the SAGV (Association for German Studies in Southern Africa) conference at the University of the Free State in April.

She presented the paper ‘Motivations for learning German in the South African context with Stellenbosch as case study’.

Subsequently, she published two papers on the topic.

Dr Hermans presented a seminar titled ‘Thucydides and Internet Research’ at UKZN. On 8 November 2019, he delivered a paper at the 33rd Biennial Conference of the Classical Association of South Africa held at the Stellenbosch Institute for Advanced Studies titled ‘Framing Reconciliation in South Africa - The Paratext of Yal Farber’s Molora’.

Dr Blanche Assam has ongoing collaborative projects on literary pedagogies for foreign languages in the current context of decolonising the curriculum. She co-authored one article with Dr Saidi, which was published in March 2020.

The Department of Religion and Theology was awarded the third prize in 2019 for the quantity of its research outputs (based on 2018 outputs for all departments at UWC). In 2019, one monograph, two edited volumes, 18 articles, eight essays and nine other contributions to edited volumes were published by members of the department.

The research focus areas in the Department of Religion and Theology have been clustered together in terms of six research frameworks. In the framework Religion, Ethics and Social Transformation, a special edition of the Svensk Teologisk Kvartalskrift was published on the legacy of Gustaf Aulén in South Africa, with contributions by Demaine Solomons, Ernst

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Conradie and Hans Engdahl. On Christian Ecotheology, the impressive T&T Clark Handbook on Christian Theology and Climate Change (713pp), co-edited by Hilda Koster and Ernst Conradie, with 86 contributions, was published in December 2019.

It includes UWC contributions by Robert Agyarko, Ernst Conradie, Yasien Mohamed and Teddy Sakupapa. Prof Conradie was awarded a Senior Research Fellow on the Ethics of the Anthropocene at the Institute for Environmental Studies, Vrije Universiteit, Amsterdam, with a project entitled ‘Whose Anthropocene? What Diagnosis?’.

The Department hosted a workshop on ‘Reconciliation in light of the Truth And Reconciliation Commission’ on 31 May 2019 and participated in a conference ‘Trading Justice for Peace?

International perspectives on the Norwegian TRC process’ at VID University in Norway, 29—30 October 2019. On Religion and Gender, Dr Jodamus and Prof Nadar published a co-authored article in the Journal for the Study of Religion. In the framework Religion and Development, Prof Swart contributed as co-editor and author to the anthology Bonding in Worship: A Ritual Lens on Social Capital in African Independent Churches in South Africa (Peeters Publishers, 2019). The book was the final outcome of the NRF-funded project, ‘The role of religious ritual in the formation of social capital for social development’. Prof Swart held the position of Kjell Nordstokke Professor of International Diaconia at VID Specialised University in Oslo, Norway from 2016—2019. He worked full-time as international visiting professor at VID from June to August 2019.

The Desmond Tutu Centre for Religion and Social Justice celebrated several highlights and achievements in 2019. The NRF/ DST/ LMS SARChI Chair in Religion and Social Justice (Tier 1) was awarded to Prof Sarojini Nadar. This is the second SARChI Chair in the Faculty of Arts. She also won the international research visiting fellowship awarded by the University of Exeter for a collaboration visit to the Exeter Centre for Practical Theology (EXCEPT). An NRF Thuthuka grant was awarded to Dr Scharnick-Udemans for a three-year project on religion and the media. She was also elected as co-editor for the Journal for the Study of Religion. The Centre formed a partnership with the Centre for Religion in Public Life, University of Leeds. Framed within the thematic focus areas of religion and gender, and religion and politics, the Centre hosted and participated in a number of events in Cape Town and Leeds to inaugurate this international partnership.

Research highlights, achievements and collaborations in the Anthropology Department included Dr Forte and Dr Gillespie hosting the African Ethnographies Workshop in May 2019.

The workshop had a number of national and international contributions and emerging scholars from different disciplines (anthropology, sociology, fine arts, history, politics, museum studies) and institutions across the country. Two internationally renowned scholars, Kaushik Sunder Rajan (University of Chicago) and Deborah Thomas (University of Pennsylvania), took part at the workshop and delivered keynote addresses.

Prof Gibson and Dr Ellis were asked to contribute to a special issue on plants for the journal Catalyst. Dr Ellis was invited by the World

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Council of Churches to present on indigenous people and nature at the Consultation on Green Theology in Switzerland in May 2019.

Dr Ellis was elected as president of the Anthropology Southern Africa association in September 2019. Prof Gibson presented a public lecture at the University of Addis Ababa on 24 May, titled ‘Engaging plants differently: a case study from South Africa’. She also participated in the Healing Hands Workshop from 12—13 September in Berlin and presented a paper.

Dr Gillespie gave a keynote lecture for a conference of the International Consortium of Critical Theory Programmes titled ‘Fascism? Populism? Democracy?’ in Brighton in January 2019.

She co-edited an edition of ‘Against the Day’ for the international journal South Atlantic Quarterly and also co-published an introduction and an article for that edition. Dr Gillespie presented on an invited panel at the Urban Studies RC21 Conference in Delhi in September 2019, as well as on an invited panel at the conference ‘Prison Abolition, Human Rights and Penal Reform’ at the University of Austin, Texas in September 2019. Prof Becker was an invited speaker at various workshops including ‘Towards an independent anthropology at African universities: possibilities, challenges and trajectories’ at the University of Cologne, Germany, 10—11 January 2019. She also delivered a paper at the international colloquium, ‘The revolutionary left in sub-Saharan Africa in the 1960s and 1970s: A history to be written’, in October 2019 in Dakar, Senegal, organised by the Rosa Luxemburg Foundation, West Africa Office and the Review of African Political Economy.

In the Sociology Department, Prof Zethu Matebeni edited the book Beyond the Mountain: gay life in Africa’s gay capital (UNISA Press) and co-authored the article titled ‘Southern African Lesbian and Bisexual Women Responses to Symptoms of Sexually Transmitted Infections’. Another co-authored article, ‘HIV and sexually transmitted infection knowledge among women who have sex with women in four Southern African countries’, appeared in Culture, Health & Sexuality. Dr Thaver published the article ‘Reimagining the “idea of the University” in Africa: foregrounding the African social and epistemic imaginary in the transformative university’ in South African Review of Sociology. Dr Spicer collaborated on a project to adapt the internationally recognised Macionis Sociology textbook for South African students. She wrote three chapters on Society, Socialisation and Collective Behaviour & Social Movements. She received the Human Animal Studies Development Project (HASIDP) Award of $12,000 to set up postgraduate and Continuing Education (CE) modules in Human Animal Studies (HAS) at UWC in 2020.

Despite the fact that the Department of Library and Information Science had only three lecturers, with normal teaching loads, supervising MLIS and PhD LIS students during 2019, they managed to graduate four PhD students and one MLIS student during 2019. These three lecturers also co-authored six articles with postgraduate students published in accredited journals as well as one international conference paper.

In the Department of Geography, Environmental Studies and Tourism, one notable achievement in 2019 is a research output from Dr Bradley Rink emerging from teaching practices in the

Department. The project grew to include collaboration with an international team of human geographers interested in the scholarship of teaching and learning and the development of teaching practices in geography. One of the first outputs was a chapter published in 2019, entitled ‘Measuring learning for the masses: Assessment strategies for large classes’ that is part of The Handbook of Teaching and Learning in Geography. Prof Tevera and Drs Rink, Boekstein and Dyssel all delivered papers at international conferences. Drs Rink and Grenfell published a number of journal articles and peer-reviewed book chapters.

In the Philosophy Department, Prof Simon Beck convened a workshop on ‘Thought Experiments in Political Theory’ at the MANCEPT Conference at the University of Manchester in September. This large conference brings together leading political theorists and philosophers from all over the world. He presented a paper on ‘Locke’s thought experiments, political and metaphysical’.

Dr Oritsegbubemi Oyowe organised a Roundtable on Democracy, Consensus and Citizenship and a book launch of Consensus as Democracy in Africa by Prof Bernard Matolino, on 17 March.

Staff presented papers at different international conferences. Prof Beck presented at the Conference of the Philosophical Society of Southern Africa in Pretoria in April 2019. The paper “Thought experiments and personal identity in Africa’ was co-written with Dr Oyowe. Dr Lerm also presented at the Conference of the Philosophical Society of Southern Africa in Pretoria in April 2019.

Her paper was titled ‘Cultural appropriation and meaning in life’.

The Department of isiXhosa has embarked on a journey to redefine itself and to drive multilingualism and/ or social cohesion through embracing multiculturalism and multilingualism. Key stakeholders were identified in the realisation of an inclusivity agenda. These include the national Department of Arts and Culture (DAC), Western Cape Department of Cultural Affairs and Sport (DCAS) and the Swahili Language Board of Southern Africa (SLBSA).

The Department partnered with DAC in hosting International Mother Language Day in Khayelitsha on 22 February 2019. In August, the Department hosted an inaugural ‘Colloquium on the role of indigenous languages in shaping the future of the African continent’. The colloquium was a great success and received positive feedback from attendees who envisage the partnership with the University of Dar es Salaam becoming an annual academic space of learning and sharing.

In September, the Department held its second annual lecture on Pioneers of Xhosa Literature focusing on Prof A.C. Jordan. The lecture was delivered by Emeritus Prof Kuse, Prof A.C. Jordan’s student. His son Pallo Jordan attended the lecture and responded to the lecture. The event was covered by major media houses and broadcast on SABC News, Channel 403.

The Women’s and Gender Studies Department had several research highlights in 2019. They hosted a number of Mellonfunded research projects, one institutional (PI: Prof Shefer) and one supra-institutional (PI: Prof Lewis) and Prof Clowes heads up a project as part of a further supra-institutional project headed by

UWC CREATES IS THE FIRST (AND ONLY) CREATIVE WRITING PROGRAMME IN SOUTH AFRICA OPERATING ACROSS THREE LANGUAGES (ENGLISH, AFRIKAANS AND ISIXHOSA).

Prof Reddy of the University of Pretoria. They hosted a number of esteemed events which include the Sex Workers Advocacy and Education Task team (SWEAT) exhibition, ‘Alikeness Embodied.

Representations of sex work’ in the Library Atrium, in October— December and the ‘Feminist Decolonial Hub (UCT): Engaging collaborative art and activism as scholarship for gender and sexual justice’, 7—8 August 2019.

WGS staff published and presented their work locally and internationally with a total of seven book chapters, seven journal articles and three online/ newspaper articles/ essays. Key achievements include Dr Ngabaza’s participation as a panellist at a public Women’s Day event on 15 August, ‘Where are the women?’ co-hosted by UWC, the Oliver and Adelaide Tambo Foundation and Absa. As a visiting professor at the AGI at UCT, Prof Lewis convened and chaired a series of seminars, ‘Dreaming Feminisms: Futures and Futilities’, at the African Gender Institute, UCT in September. Prof Shefer co-edited the Routledge International Handbook on Masculinities Studies. She also co-edited a special edition of the international journal, Feminism & Psychology, 29(2): A feminist politics of shame: Shame and its contested possibilities.

WGS participates in a number of international and collaborative projects, most notably the STINT (Swedish Foundation for International Cooperation in research and higher education) project on New Tools for Transnational Analysis in Postgraduate Intersectional Gender Research, a four-year project (2016—2019) including gender studies units at the Universities of Linköping, Bergen, Central European University, and UWC-WGS. WGS hosted the final meeting of the project which focused on generating an edited volume (in progress).

2.3.8 Special Faculty Projects The Faculty has made significant headway towards focusing on the DST/ NRF Flagship Project, a strategic initiative of the Centre for Humanities Research (CHR) and UWC, meant to convene a university-level initiative in Advanced Studies on behalf of the Vice-Chancellor’s priority project on the Humanities.

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3. COMMUNITY AND HEALTH SCIENCES FACULTY Period: January — December 2019 3.1 DEAN’S OVERVIEW The Faculty of Community and Health Sciences continues to strive to be an engaged, connected research and learning environment to transform and sustain the health and well-being of communities.

To achieve the above, the FCHS identified the following key focus areas (2018—2022): • Academic Excellence • Relevant Curricula • Inter-Professional Research and Community Engagement • Leadership/ Governance • Mentorship/ Capacity Building • Research and Innovation • International Partnerships • Transformative Community Engagement • Graduate Attributes and Core Competencies.

DEAN: PROF ANTHEA RHODA

Of particular importance for 2019 were mentorship and capacitybuilding programmes, specific curricular activities, an emphasis on transforming communities through focused community engagement and strengthening our research niche. In addition, we focused on strengthening our international partnerships.

Staff Achievements We continue to build a critical mass of staff and apply transformative measures in our appointment of staff. Our mentorship and capacity-building activities for faculty academics include internally-based programmes (the Mentoring and Coaching Academics Programme and the Capacity-Building Programme for Associate Lecturers) and institutionally-based programmes (P4APL and the Emerging Scholars programme, Depth Facilitation, Values-Based Leadership). Three staff members were promoted from associate lecturer to lecturer, six from lecturer to senior lecturer, three from senior lecturer to associate professor and one from associate professor to professor. In 2019, we were also awarded an additional nGAP lecturer position in the Department of Social Work. A total of 68% of CHS academics have PhDs.

Learning and Teaching Curriculum transformation activities included a coordinated approach to the aspect of decolonising the Health Sciences curriculum. This process included forming a task team, sharing a faculty presentation and hosting an introductory workshop.

To build capacity in the faculty in the area of decolonisation of the curriculum, two FCHS staff members completed the CHEC course on decolonisation. The curriculum transformation

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workshop facilitated by the Deputy Dean of Learning and Teaching in the faculty was attended by staff from the different faculty departments, namely Dietetics, Occupational Therapy, IPEU, Physiotherapy, Child and Family Studies, School of Nursing, and Sport Recreation and Exercise Sciences. Presenters from UWC and UCT presented on topics which included an overview of curriculum transformation at UWC, understanding coloniality and decoloniality and what it means when we talk about a decolonised curriculum in health professions education (HPE).

In the area of learning and teaching, the faculty also started a focused approach to rethinking assessment (see section 3.3.12 Special Projects below).

Research Goals In 2019, we continued to strengthen our research niche areas.

These niche areas consist of interdisciplinary research teams which are made up of staff from different departments/ centres/ units in the faculty. Research niche areas that are aligned with the University’s niche areas include ECD, high-performance sport and neuroscience. Other research-focused areas in the faculty include non-communicable and infectious diseases; health professions education; child, youth and family studies; diversity and psychological practice and health systems. A focus of the Centre for Diversity in Counselling and Psychotherapy of the Department of Psychology, coordinated by Deputy Dean (Research and Postgraduate Studies) Prof Andipatin, is promoting multiple and critical approaches to knowledge production and scholarship related to inclusive psychology and diversity.

The faculty hosted its 6th Research Symposium on 25 April 2019.

The keynote speaker, Prof Andrew Boulle, presented on ‘Using personal-level health data for improving health outcomes in the Western Cape: Emerging research opportunities’, an insightful input on how data is used to model disease patterns which could assist with healthcare provision. Other speakers focused on research teams and strengthening research niches. Prof Anthea Rhoda presented on building a research team in Interprofessional Education, while Prof Lisa Wegner presented on establishing a research niche and hub through networking and collaborating.

Establishing a presence as an academic or scholar is also important and to this end, Prof Michael Rowe shared valuable insights on dissemination protocols.

Faculty staff continue to be successful in obtaining funding through various funding instruments. This funding contributes to outputs in terms of publications and graduating postgraduate students.

Community Engagement Our Community Engagement (CE) endeavours can be unpacked within the Boyer’s Model of Scholarship. In 2019, we started planning for the implementation of a Faculty CE Committee. As a start, through a process of discovery, the Committee sought to define CE for the FCHS. It was determined that it is important that the concept of Community Engagement in the faculty is applied in an integrated and interdisciplinary manner, with teams of students and staff across disciplines contributing to the CE strategy (Integration). It is also important that CE in the FCHS is implemented with partners from the various service platforms along with other partners, as was demonstrated in the involvement of colleagues in our Mandela Day programmes and other outreach activities (Application). A research proposal received ethical clearance in 2019, and this research, together with

previous research studies, will enable us to collate data that will build the evidence base for our CE teaching activities in the faculty going forward (Teaching).

In the second semester of 2019, the FCHS celebrated one year at our Bellville campus. The modernised, state-of-art facilities, such as the simulation laboratories, facilitated a positive student learning environment. Being in the Bellville CBD improved opportunities for relevant, engaged, collaborative community engagement activities as well. During our first year in Bellville we hosted a number of international visitors and received positive feedback from attendees of the CE symposia held at this venue.

The faculty hosted its first internationalisation workshop in 2019, with the aim of developing an internationalisation strategy for the FCHS. Representatives from the different departments as well as the Director of Internationalisation attended the workshop. During this time, we identified the geographical areas where departments have international partners as well as the content of the specific partnerships. Partners are concentrated in the USA, UK and Europe with fewer partners being identified in South America.

Celebrating the life of a legend On 19 September 2019, a large memorial service attended by more than 400 people said goodbye to Emeritus Professor David Sanders, a globally recognised public health pioneer and champion of social justice who was the founding director of the School of Public Health and a founding member and co-chair of the People’s Health Movement. Prof Sanders, 74, passed away unexpectedly on 30 August 2019. Family, staff, students and colleagues paid tribute to his enormous contribution to UWC, to public health and to the principles of social justice nationally and internationally.

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3.2 FACULTY ORGANOGRAM  

Dean

Deputy Dean Research & PG

Interdisciplinary Centre for Sport Science & Development

Deputy Dean Learning and Teaching

Deputy Dean Clinical & CE

Departmental Chairpersons (6)

Teaching and Learning Specialist

Interprofessional Education Unit

Academic Departments: Social Work Physiotherapy Occupational Therapy Dietetics & Nutrition Psychology Sport Recreation and Exercise Sciences

Child and Family Studies

Directors of Schools (3)

Faculty Manager

Schools:

Faculty Office

Public Health Nursing Natural Medicine

3.3 SCHOLARSHIP

3.3.1 Innovations in Learning and Teaching In our Learning and Teaching activities we continue to ensure that our programmes are aligned with 21st-century offerings in terms of innovative and authentic approaches. These include the use of standardised patients, simulation and learning with technology, and intersecting learning and teaching with community engagement.

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Authentic Learning and Teaching Approaches In 2019, the Interprofessional World Café activity integrated standardised patients into the case study approach. This meant that interprofessional teams – consisting of students from Physiotherapy (PT), Pharmacy, School of Natural Medicine (SoNM), Social Work (SW), Nursing, Dietetics and Stellenbosch University (SU) Medicine – would together discuss the admission folder of the patient. The use of standardised patients allowed for an authentic learning opportunity as it imitated a reallife hospital situation, giving students practical exposure to collaboration and highlighting the importance of developing and enhancing the skills needed to work collaboratively.

Students in the School of Nursing also engaged in simulation activities to prepare them for clinical practice. Manikins like HAL (an adult male simulator) are able to display human vital signs such as breathing, pulse and blood pressure. Using a case-based approach, first-year Nursing students learnt the importance of recording trends in pulse readings and that, in cases where haemorrhaging is occurring in a patient, vital signs such as increases in pulse and respiratory rates need to be observed as these occur before a decrease in blood pressure. Simulation was also used by lecturers in the third year in the midwifery module. Third-year students in their midwifery placement had the opportunity to participate in a postpartum haemorrhage scenario. The case study that was used in this simulated session included a mother developing severe postpartum bleeding and showing signs of shock. Students were able to conduct the necessary assessment and treatment procedures applicable to this case.

In the Department of Dietetics, authentic learning happened through the establishment of a Dietetics food (kitchen) garden to help teach how community-based nutrition programmes can include interventions such as food gardens. Ms Elzabe Nel, the lecturer responsible for this Community Nutrition module, collaborated with UWC garden services to start a garden outside the Department’s building. Through first-hand exposure, third-year students learned the importance of stakeholder engagement and came to realise the strengths and limitations of food gardens as an intervention for pertinent issues such as household food security and micronutrient malnutrition.

Blended Learning Approaches A number of departments continue to integrate technology into learning and teaching. Being a distance-learning programme, the School of Public Health’s use of digital technologies to support learning and communication is imperative. In response to the growing PhD programme in the School of Public Health, a faceto-face and online support networking programme has been put in place, led by Prof Helen Schneider (SARChI Chair in Health Systems, Complexity and Social Change) and Woldekidan Amde.

As part of this programme, a PhD communication site was established on iKamva. Regular announcements about

academic resources, supervision meetings and training events and interesting blog posts relating to the PhD journey – along with congratulatory posts when a candidate publishes a paper – are shared on a regular basis with the group. Additionally, a number of PhD webinars were offered by the School in 2019.

These included:

Webinars Theory use - 31 Oct 2019 Knowledge translation - 2019 Mixed methods research - Jun 2019 PhD by Publication or Monograph? May 2019 Intersectionality - why it matters for public health? Apr 2019 Decolonial Conversations about our HPSR Praxis: How do we resist?

Feb 2019

An evaluation of the School of Public Health’s online activities, which was conducted using an online survey with a response rate of 58% (88/ 153), yielded that the majority of students predominantly experienced online learning as positive – with 89% rating their satisfaction with the online learning environment. We also learned that many students have become quite resourceful in dealing with the challenges/ problems that they encounter with online access and connectivity through the use of multiple devices.

The opportunities to engage online allow for partnering with international colleagues in learning and teaching. Prof Roman and Ms Sonn from Child and Family Studies (CFS), for example, coordinated an online teaching session which focused on social policy in Early Childhood Development in the format of a seminar

by CFS staff for students in the UK, Cuba and Brazil.

Prof De Jongh, Deputy Dean of Learning and Teaching, collaborated with Dr Tanya Rithman at Coventry University to facilitate a process where students from UWC and Coventry University worked together to explore issues related to ethical practice and cultural competency in Occupational Therapy.

A guest lecturer from the University of Missouri presented students who were attending the Primary Care Module on global health systems with an activity that was facilitated by the IPEU using the Zoom platform. Streamed across three venues, this lecture was offered to about 500 students simultaneously.

The Sport Recreation and Exercise Sciences Department (SRES) is part of a Caring Society (CASO) Project, which is a collaborative exercise with partners in South Africa and Europe. The CASO project developed a massive open online course (MOOC) which can be used by all its partners in student training as well as to develop an e-learning Healthy Lifestyle Through Physical Activity module and peer education of current Life Orientation educators

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and professionals who work with children aged 13—17 years. The second pilot phase of this project commenced in September 2018 and was completed in June 2019. UWC had eight students from the Education Faculty that participated in the programme.

They were in their final year of study with Life Orientation as a major and found the programme very useful.

3.3.2 Scholarship of Learning and Teaching Staff in the FCHS continued to conduct research and attend and present at conferences and workshops on Learning and Teaching.

In 2019, our focus was on academic literacies, decolonisation and ethics education.

Both the School of Public Health and the Department of Occupational Therapy are currently involved in research related to academic literacies. Staff in the School of Public Health and Dr Dison (Teaching and Learning Specialist at the Writing Centre) are conducting a research project titled ‘Academic literacies embedded within the public health curricula at the School of Public Health, UWC’.

In the Occupational Therapy Department, lecturers participated in the department’s academic literacy project and attended a writing retreat to work on publications related to this project.

Staff involved in this project also participated in the Academic Literacies Symposium that was hosted by the Arts Faculty.

Professors Phillips and Rowe and Dr Joseph have developed international research projects that are related to the development of learning and teaching in undergraduate education in health professions. One of these projects includes an undergraduate student exchange programme with the Oslo Metropolitan University in Norway.

Prof De Jongh and Prof Wegner (Occupational Therapy Department) collaborated with Dr Leah Brandt from the University of Missouri on an international research project on ethics education in Occupational Therapy, which resulted in an article in the International Journal of Health Sciences in 2019. Both Prof Wegner and Prof De Jongh presented at an International Conference on Ethics in Education in Portugal in July 2019.

In the Department of Social Work, following a workshop that was facilitated by an international expert on supported education, the department developed a research project aimed at evaluating the specific needs of students entering the department and, based on the identified needs, developing a contextualised Supported Education Framework. This project has successfully been submitted for ethical clearance. Prof Van der Westhuizen was invited as a keynote speaker at the World Conference for Supported Education in 2020, where she plans to present the findings of this research.

The Department of Psychology hosted an international conference themed ‘Towards a decolonial psychology: Theories from the global South on campus’. The conference aimed at initiating discussion about and developing decolonial theories for psychology learning,

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teaching, practice and research. A number of international and national experts were in attendance and presented keynote addresses, including staff from the Department.

Prof De Jongh, the Deputy Dean of Teaching and Learning, coordinated two successful writing retreats that focused on writing in the area of Learning and Teaching. In a three-day writing retreat held in February 2019 with 15 staff members from seven departments, participants worked on a total of 17 articles. Six articles have since been published, four articles were submitted for publication and four articles are in their final stages before submission. Writing retreats continue to assist staff in the publishing process by creating dedicated time, space and learning opportunities among colleagues.

3.3.3 Research In 2019, the FCHS focused on facilitating and expanding the engagement of academics in research with an emphasis on accessing research funds to facilitate research outputs. Staff also continued to engage collaboratively in the area of research and in terms of facilitating output and capacity building, especially among emerging researchers.

Research Projects Active engagement in research across the faculty is demonstrated by the fact that academics from all departments are involved.

Various projects are outlined below.

CHILD AND FAMILY STUDIES (CFS) The CFS PhD students have various projects linked to the South African Research Chair Initiative (SARChI) that investigate different aspects of Early Childhood Development (ECD), human capabilities and social cohesion by focusing on the family.

These feed into the broader projects of: • Parenting in the first 1000 days; • Developing human capabilities through the family; • The relational aspects between the family and social cohesion; • Global citizenship as an aspect of ECD (ECD is a developing niche area at UWC).

CFS is also involved in a research ECD Consortium (UK, SA, Cuba and Brazil) which was awarded funding through the Brazilian government. Prof Roman was in Brazil for a month as a fellow at the Federal University of Espírito Santo between May and June 2019.

DIETETICS • Nutritional capabilities of the youth (Fisantekraal), 2019.

Funder: CHEC R91,000.

• Front of pack food labelling in South Africa, 2018—2020 (PI).

Funder: Bloomberg Philanthropies through the University North Carolina Project.

• A qualitative study on perceptions of food labels in three provinces and a national RCT on food labels was completed in 2019. US $551,547.

• Researching the obesogenic food environment, its drivers and potential policy levers in South Africa and Ghana (co-PI) with Prof D. Sanders (lead PI), 2017—2019. Funders: IDRC Project #108425, R7,615,522. 2019 activities included a Western Cape regional stakeholders’ engagement and short stories (10 x 5 minute video clips) of lived experiences of participants in Khayelitsha, produced in collaboration with CoE Governance programme and the Sustainable Livelihood Foundation.

• Participated in a national dialogue in collaboration with the Sustainability Institute, WWF and City University of London.

Gave a presentation on the ROFE findings, 30 October 2019. Findings were presented at a Community of Practice event arranged by the CoE for Food Security governance programme.

INTERDISCIPLINARY CENTRE FOR SPORT SCIENCE AND DEVELOPMENT • Fieldwork, publication and dissemination of ‘The Case for Sport Research Phase 2 and 3: Socio-economic benefits of sport and recreation’ (pp 622). Commissioned Research.

ICSSD, UWC and WCG DCAS, Cape Town. Official launch with Minister Marais, August 2019, and six presentations to District Sport Councils.

• Review of African Sport Policy Mapping. Review of existing countries and coordination of additional countries in Africa.

• Research on results-based monitoring and evaluation applications to sport and the use of RBM&E by the IOC, IPC, UNESCO, the Commonwealth and government departments.

• Human capital and globalisation: Trends and tendencies in sport and recreation (in consultation with Prof Joseph Maguire, of Loughborough University in the UK).

• M&E of Umama the Movie and subsequent M&E report as well as focus group discussions/ research on applications and future possibilities.

OCCUPATIONAL THERAPY • Individuals with traumatic brain injury returning to work based on the Model of Self-Efficacy.

• UMSAEP project related to autism and work (Prof S. Soeker).

• CHEC Research Project: Implementing and evaluating a programme to promote resilience among out-of-school youth in Cape Town. Collaboration between UWC, the Cape Higher Education Consortium (CHEC) and the City of Cape Town. (Professors S. Soeker and L. Wegner).

• HealthWise out-of-school youth: Free time use.

Collaboration between UWC, Washington State University and Penn State University (Prof Wegner).

• Adapting a substance use prevention programme for dropout youth in South Africa’s Western Cape.

Collaboration between UWC and Washington University (Professors S. Soeker and L. Wegner).

• Developing a relevant intervention for out-of-school youth: A positive youth development approach. Collaboration between UWC, CHEC and the City of Cape Town (Prof L. Wegner).

• UMSAEP research project. Youth risk and leisure: A comparative study on perceptions of, and participation in, risk behaviour and leisure engagement among vulnerable youth in rural South Africa and rural Missouri, USA.

INTERPROFESSIONAL EDUCATION UNIT (IPEU) • An evaluation of interprofessional education core curriculum in a South African university (Prof Waggie, Prof Rhoda, Prof De Jongh, et al.).

• First-years’ experience of different learning environments in the same module that foster interprofessional education over a two-year period: A comparative study (Dr Filies and Ms Kock).

• Dr Firdouza Waggie (UWC) and Dr Anniza de Villiers (SAMRC). Interprofessional collaborative practice to transform school health.

• Exploring health professions curricula at UKZN regarding geriatric-related teaching and learning. Ms Keshena Naidoo (UKZN), Dr Firdouza Waggie (UWC) and Dr Jacqueline van Wyk (UKZN).

• A review of organ donation teaching in a South African medical school undergraduate curriculum. Dr David Thomson (UCT) and Dr Firdouza Waggie (UWC).

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Collaboration between UWC and the University of Missouri (Prof L. Wegener).

• UMSAEP Interprofessional Ethics Project (Prof J. de Jongh).

• Interprofessional Ethics Project. Collaboration with Coventry University, UK (Prof J. de Jongh).

• Infusing IPE into community and health sciences research education (Prof J. de Jongh).

• Student success and retention (Prof J. de Jongh).

• Integrating academic literacy into the curriculum: Improving student success (Ms L. Hess-April).

• Communities of practice: Partnerships between academics and clinicians to explore occupational justice and occupation-based practice in context (Ms L. Hess-April).

• UMSAEP project on spirituality in health education (Mr T. Mthembu).

• VID Specialised University: Existential perspectives in professional practice knowledge and awareness of occupational therapy by nurses (UWC, Mpumalanga College and Wits Nursing School).

PHYSIOTHERAPY • Adaptation and validation of the reason for change (SAR4C) instruments among physiotherapy students in the Western Cape, South Africa (Prof Phillips).

• Implementation of a rehabilitation model in a selected community health care centre in Cape Town, Western Cape province (Prof Frantz and Dr Mlenzana).

• Exploring the feasibility of the implementation of a selfmanagement programme for South African stroke survivors (Prof Rhoda and Dr Joseph).

• Learning and health systems for stroke and spinal cord injury management in Sweden and South Africa (Prof Rhoda and Dr Joseph).

• Improving health systems for persons with traumatic spinal injury in South Africa and Sweden: A novel investigation of processes and outcomes (Prof Rhoda) (PI).

• Exploring the impact of a leadership development programme in higher education (Prof Frantz).

• Strengthening of collaboration, leadership and professionalisation in research management in SADC and EU higher education institutions (Prof Frantz) (Coinvestigator).

• Exploring the experiences of early career academics in developing into research scholars through and early career programme (Prof Frantz).

PSYCHOLOGY • Developing a psycho-educational intervention for early childhood development practitioners to enhance learning during the first 1000 days (BM19/ 6/ 12).

• The awareness and understanding of the harms of tobacco smoke exposure among mothers who care for children within the first 1000 days of life (HS19/ 6/ 9).

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SCHOOL OF NATURAL MEDICINE • Acupuncture for lower limb stroke rehabilitation (Dr Ma).

SCHOOL OF PUBLIC HEALTH In 2019, the SOPH raised over R33 million in research funding, 73% of which came from international donors.

New Projects: • Respectful maternal care and the barriers to quality of care among providers across the continuum of maternal care in South Africa (SAMRC). This project seeks to understand better the context of respectful maternal care. Lucia Knight as PI and Jessica Dutton as Co-PI. • African Men for Culture & Education (AM4CE): An explorative cultural comparison of male success with traditional initiation (UMSAEP): This project seeks to explore an international partnership between the SOPH and UMSL that might promote development of male support initiatives for men of African origin. Anam Nyembezi as PI. • Human resources for health leadership and management course (WHO): A collaboration between four Human Resources for Health (HRH) Collaborating Centres of the World Health Organisation. The overall programme will aim at developing competencies needed to be effective as a leader/ manager in the field of HRH and contributors to the implementation of GSHRH. Uta Lehmann as PI. • Peer-reviewed papers for a journal supplement on leaving no woman, no child, no adolescent behind (UNICEF USA). UWC led the co-development of Paper 8 entitled ‘Structural drivers of gender inequality: What do we know, what we track and is there progress?’ and, in collaboration with colleagues at the University of Cape Town and Johns Hopkins University, will lead the co-development of Paper 13 entitled ‘Inequalities in phone access among women and the implications for Reproductive Maternal New born and Child Health (RMNCH) care-seeking behaviour’. Asha George as PI. • Supporting community health workers through interprofessional learning (VLIR UOS). This project develops a strategy to support and strengthen community health workers (CHWs) in preventing non-communicable diseases (NCDs) in South Africa through interprofessional learning.

Prof Puoane as PI, Dr Lungiswa Tsolekile as Co-PI, in collaboration with Prof Firdouza Waggie of the UWC IPEU. • Accelerating achievement for Africa’s adolescents hub (GCRF). This is one of 12 individual studies taking place as part of the new UKRI Global Research Hubs and led by the University of Oxford. This hub aims to identify what simple combinations of services are cost-effective to improve health, education, employment and safety for Africa’s adolescents, and works with a number of partners. Dr Marisa Casale as PI. • The intersectionality between mental health, teenage pregnancy and HIV: a knowledge production and systems

study (NRF). The aim of this study is to determine the prevalence of mental illness (specifically depression and anxiety), teenage pregnancy, HIV infection and the comorbidity of HIV and mental illness and associated factors among adolescents aged 14—19 years. Dr Hanani Tabana as PI. • Assessing the acceptability and feasibility of a family intervention to improve ART adherence (NRF). This study proposes to add to the existing RCT funded by VLIR and FWO a qualitatively aspect in order to assess the acceptability and feasibility of the intervention from the perspectives of those enrolled in the RCT and those delivering it. Prof Lucia Knight as PI.

SOCIAL WORK • A needs assessment to identify key aspects to include in a Support Education Framework. Ethical clearance reference number: HS19/ 10/ 25. In collaboration with Groningen University of Applied Sciences, Netherlands. M.A. van der Westhuizen (Social Work) and J Chipps (Nursing).

• Developing guidelines to use the social dimensions of music for social inclusion in social work. Ethical clearance reference number: HS19/ 10/ 5. In collaboration with the Evangelische Hochschule Rheinland-Westfalen-Lippe, Bochum. M.A. van der Westhuizen and S. Gawulayo (Social Work), H. Weber (UWC Centre for the Performing Arts) and T. Greuel (Music Pedagogy).

3.3.4 Publications Staff in the faculty continued to publish regularly and maintained a consistent high level of recognition and acknowledgment in their fields. Staff published a total of 260 articles in 2019.

Achmat, G., Leach, L. & Onagbiye, S.O. (2019). Prevalence of the risks factor for cardio-metabolic disease among fire-fighters in the Western Cape Province of South Africa. Journal of Sport Medicine and Physical Fitness, 59(9): 1577—83. https://doi. org/10.23736/S0022-4707.19.09137-0.

Adams, S., Savahl, S., Florence, M. & Jackson, K. (2019). Considering the natural environment in the creation of child-friendly cities: Implications for children’s subjective well-being. Child Indicators Research, 12, 545–567. DOI/10.1007/s12187-018-9531-x.

Adams, S., Savahl, S., Florence, M., Jackson, K., Manuel, D., Mpilo, M., & Isobell, D. (2019). Training emerging researchers in constrained contexts: Conducting quality of life research with children in South Africa. In G. Tonon (Ed.). Teaching quality of life in different domains. Dordrecht: Springer. ISBN: 978-3-03021550-7, DOI: 10.1007/978-3-030-21551-4 Adebiyi, B.O., Mukumbang, F.C. & Beytell, A.M. (2019). To what extent is Fetal Alcohol Spectrum Disorder considered in policyrelated documents in South Africa? A document review. Health Research Policy and Systems, 17. https://doi.org/10.1186/ s12961-019-0447-9

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Amde, W.K., Marchal, B., Sanders, D. & Lehmann, U. (2019).

Determinants of effective organisational capacity training: Lessons from a training programme on health workforce development with participants from three African countries.

BMC Public Health, 19(1): 1557. https://doi.org/10.1186/s12889019-7883-x

Adebiyi, B.O., Mukumbang, F.C., Cloete, L.G. & Beytell, A.M. (2019).

Policymakers’ perspectives towards developing a guideline to inform policy on fetal alcohol spectrum disorder: a qualitative study. International Journal of Environmental Research and Public Health, 16(6): 945. https://doi.org/10.3390/ ijerph16060945 Adebiyi, B.O., Mukumbang, F.C. & Erasmus, C. (2019). The distribution of available prevention and management interventions for Fetal Alcohol Spectrum Disorder (2007 to 2017): Implications for collaborative actions. International Journal of Environmental Research and Public Health, 16(12): 2244. https://doi.org/10.3390/ijerph16122244 Adom, T., De Villiers, A., Puoane, T. & Kengne, A.P. (2019).

Prevalence and correlates of overweight and obesity among school children in an urban district in Ghana. BMC Obesity, 6(1): 14. https://doi.org/10.1186/s40608-019-0234-8 Adom, T., Kengne, A.P., De Villiers, A. & Puoane, T. (2019).

Association between school-level attributes and weight status of Ghanaian primary school children. BMC Public Health, 19. https://doi.org/10.1186/s12889-019-6937-4

Assegaai, T. & Schneider, H. (2019). National guidance and district-level practices in the supervision of community health workers in South Africa: A qualitative study. Human Resources for Health, 17. https://doi.org/10.1080/16549716.2019.1609313 Assegaai, T. & Schneider, H. (2019). The supervisory relationships of community health workers in primary health care: Social network analysis of ward-based outreach teams in Ngaka Modiri Molema District, South Africa. BMJ Global Health, 4(6). http:// dx.doi.org/10.1136/bmjgh-2019-001839 Awah, D.S., Bimerew, M. & Marie Modeste, R.R. (2019).Coping strategies of mothers with preterm babies admitted in a public hospital, Cape Town. Curationis, 42(1): a1872. https://doi. org/10.4102/curationis. v42i1.1872.

Baskaran, S., Agarwal, A., Leisegang, K., Pushparaj, P.N., Panner Selvam, M.K. & Henkel, R. (2019). An in-depth bibliometric analysis and current perspective on male infertility research.

World Journal of Men’s Health. E-pub ahead of print. doi: 10.5534/wjmh.18011.

Afolayan, J. & Frantz, J. (2019). The view of key stakeholders on spirituality and spiritual care: Nigeria as a case study. Tropical Journal of Health Sciences, 26(3): 55—60.

Baskaran, S., Agarwal, A., Panner Selvam, M.K., Henkel, R., Durairajanayagam, D., Leisegang, K., Ahmad, M., Singh, D. & Khalafella K. (2019). Is there plagiarism in the most influential publications in the field of andrology? Andrologia, 51(10): e13405. doi:10.1111/and.13405.

Agarwal A.,…, Leisegang K. …. [> 90 authors]. (2019). Male Oxidative Stress Infertility (MOSI): Proposed terminology and clinical practice guidelines for management of idiopathic male infertility. World Journal of Men’s Health, 37(3): 296—312. doi: 10.5534/wjmh.190055.

Beran, D., Laing, R.O., Kaplan, W., Knox, R., Sharma, A., Wirtz, V.J., Frye, J. & Ewen, M. (2019). A perspective on global access to insulin: A descriptive study of the market, trade flows and prices.

Diabetic Medicine, 36(6): 726—733. https://doi.org/10.1111/ dme.13947

Al-Murani, F., Aweko, J., Nordin, I., Delobelle, P., Kasujja, F.X., Östenson, C.G., Peterson, S.S., Daivadanam, M. & Alvesson, H.M. (2019). Community and stakeholders’ engagement in the prevention and management of Type 2 diabetes: A qualitative study in socioeconomically disadvantaged suburbs in region Stockholm. Global Health Action, 12(1): 1609313. https://doi.org /10.1080/16549716.2019.1609313

Bimerew, M. (2019). Information systems for community mental health services in South Africa. International Journal of Africa Nursing Sciences. DOI: 10.1016/j.ijans.2019.01.001

Aluko, J., Rhoda, A. & Marie Modeste, R. R. (2019). Manpower capacity and reasons for staff shortage in primary health care maternity centres in Nigeria: A mixed-methods study.

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Andipatin, M., Naidoo, A. & Roomaney, R. (2019). The hegemonic role of biomedical discourses in the construction of pregnancy loss. Women and Birth. https://doi.org/10.1016/j. wombi.2019.03.0061871-5192/©2019

Bimray, P., Jooste., K. & Julie, H. (2019). Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa. Curationis, 42(1). DOI: https://doi. org/10.4102/curationis.v42i1.2030 Birungi, F.M., Graham, S.M., Uwimana, J., Musabimana, A. & Van Wyk, B. (2019). Adherence toisoniazid preventive therapy among child contacts in Rwanda: A mixed-methods study. PLOS One, 14(2): e0211934. https://doi.org/10.1371/journal.pone.0211934

Bodini, C., Baum, F., Labonté, R., Legge, D., Sanders, D. & Sengupta, A. (2019). Methodological challenges in researching activism in action: Civil society engagement towards health for all. Critical Public Health. https://doi.org/10.1080/09581596.20 19.1650892

Casale, M., Boyes, M., Pantelic, M., Toska, E. & Cluver, L. (2019). Suicidal thoughts and behaviour among South African adolescents living with HIV: Can social support buffer the impact of stigma? Journal of Affective Disorders, 245: 82—90. https:// doi.org/10.1016/j.jad.2018.10.102

Boggenpoel, B., Madasa, V., Jeftha, T. & Joseph, C. (2019). A systematic scoping review protocol for clinical prediction rules (CPR’s) in the management of patients with spinal cord injuries.

BMJ Open, 9(1).

Casale, M., Carlqvist, A. & Cluver, L. (2019). Recent interventions to improve retention in HIV care and adherence to antiretroviral treatment among adolescents and youth: A systematic review.

AIDS Patient Care and STDs, 33(6): 237—252. doi: 10.1089/ apc.2018.0320

Boydell, V., Schaaf, M., George, A., Brinkerhoff, D.W., Van Belle, S. & Khosla, R. (2019). Building a transformative agenda for accountability in SRHR: lessons learned from SRHR and accountability literatures. Sexual and Reproductive Health Matters, 27(2): 64—75. https://www.tandfonline.com/loi/zrhm21

Cassiem, W. & De Kock, M. (2019). The anti-proliferative effect of apricot and peach kernel extracts on human colon cancer cells in vitro. BMC Complement Altern Med, 19 :32.

Boyes, M.E., Cluver, L.D., Meinck, F., Casale, M. & Newnham, E. (2019). Mental health in South African adolescents living with HIV: Correlates of internalising and externalising symptoms.

AIDS Care, 31(1): 95—104. https://doi.org/10.1080/09540121.20 18.1524121

Catley, D., Puoane, T., Tsolekile, L., Resnicow, K., Fleming, K., Hurley, E.A., Smyth, J.M., Vitolins, M.Z., Lambert, E.V., Levitt, N. & Goggin, K. (2019). Adapting the Diabetes Prevention Programme for low and middle-income countries: Protocol for a cluster randomised trial to evaluate ‘Lifestyle Africa’. BMJ Open, 9(11). http://dx.doi.org/10.1136/bmjopen-2019-031400

Brady, L., De Vries, S., Gallow, R., George, A., Gilson, L., Louw, M., Martin, A.W., Shamis, K. & Stuart, T. (2019). Paramedics, poetry, and film: health policy and systems research at the intersection of theory, art, and practice. Human Resources for Health, 17(1): 64.

Chen, I. & De Coning, C. (2019). Perspectives on SDG indicators to assess the impact of transnational fisheries crime and anti-corruption: The case of abalone in South Africa. African Union Chapter 9 in AU Book: Anti-corruption and economic development.

Brown, A., Harries, J., Cooper, D. & Morroni, C. (2019). Perspectives on contraceptive implant use in women living with HIV in Cape Town, South Africa: A qualitative study among primary healthcare providers and stakeholders. BMC Public Health, 19(1): 1003. https://doi.org/10.1186/s12889-019-7312-1

Chen, X.Q., De Coning, C. & Pretorius, L. (2019). Results-based monitoring and evaluation and knowledge management approaches in government to government partnerships: The case of the Shandong and WCG Partnership. Journal of Reviews on Global Economics, 8: 543—554. E-ISSN: 1929-7092/19.

Brown, M.J. & Roman, N. (2019). Nutritional knowledge, parenting styles and feeding practices of a South African sample of parents. Ecology of Food and Nutrition, 58(6): 529—547. DOI: https://doi.org/10.1080/03670244.2019.1641800

Chimatiro, G.L. & Rhoda, A.J. (2019). The challenge to providing stroke care and rehabilitation in less-resourced country: Lessons learned. Journal of Global Health Reports, 3: DOI: 10.29392/ joghr.3e2019049

Cailhol, J., Gilson, L. & Lehmann, U. (2019). A decade of aid coordination in post-conflict Burundi’s health sector.

Globalization and Health, 15(1): 25. https://doi.org/10.1186/ s12992-019-0464-z

Chimatiro, G.L. & Rhoda, A. (2019). Scoping review of acute stroke care management and rehabilitation in low and middle-income countries. BMC Health Services Research, 19: 789. https://doi. org/10.1186/s12913-019-4654-4.

Carbone, N.B., Njala, J., Jackson, D.J., Eliya, M.T., Chilangwa, C., Tseka, J., Zulu, T., Chinkonde, J.R., Sherman, J., Zimba, C. & Mofolo, I.A. (2019). “I would love if there was a young woman to encourage us, to ease our anxiety which we would have if we were alone”: Adapting the Mothers2Mothers Mentor Mother Model for adolescent mothers living with HIV in Malawi. PLOS One, 14(6). https://doi.org/10.1371/journal

Chipps, J. (2019). Psychological therapies for the management of chronic and recurrent pain in children and adolescents: A Cochrane review summary. International Journal of Nursing Studies, August 16: 103393. doi: 10.1016/j.ijnurstu.2019.103393.

Carelse, S. 2019. A spirituality discourse in treating substance use disorders with marginalised persons. In E. Guerrero (Ed.).

Effective Prevention and treatment of substance use disorders for racial and ethnic minorities. Open Access Online. DOI: 10.5772/intechopen.89073.

Comins, C.A., Schwartz, S.R., Phetlhu, D.R., Guddera, V., Young, K., Farley, J.E....& Dowdy, D. (2019). Siyaphambili protocol: An evaluation of randomised, nurse led adaptive HIV treatment interventions for cisgender female sex workers living with HIV in Durban, South Africa. Research in Nursing & Health, 42(2): 107—118.

Conradsson, D., Phillips, J., Nizeyimana, E., Hillier, C. & Joseph, C (2019). Risk indicators of length of acute hospital stay after

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traumatic spinal cord injury in South Africa: A prospective, population-based study. Spinal Cord. DOI: 10.1038/s41393019-0286-0.

Cooper, D., Green, G., Tembo, D. & Christie, S. (2019). Levels of resilience and delivery of HIV care in response to urban violence and crime. Journal of Advanced Nursing, 75(8): 1723—1731. https://doi.org/10.1111/jan.14022 Coutsoudis, A., Sanders, D., Dhansay, M.A., Van Stuijvenberg, M.E. & Benn, C.S. (2019). Is it time for South Africa to end the routine high-dose vitamin A supplementation programme?

South African Medical Journal, 109(12): 907—910. http://dx.doi. org/10.7196/samj.2019.v109i12.14203 Davids, E.L., Tucker, L.A., Wambua, G.N., Fewster, D.L., Schlebusch, L., Karrim, S. …& Nalugya, J.S. (2019). Child and adolescent mental health in Africa: A qualitative analysis of the perspectives of emerging mental health clinicians and researchers using an online platform. Journal of Child & Adolescent Mental Health, 31(2): 93—107.

De Coning, C. & Keim, M. (2019). Trends and tendencies in human capital development and the Globalisation of sport and development. Routledge.

De Jong, M., Collins, A. & Plüg, S. (2019). “To be healthy to me is to be free”: How discourses of freedom are used to construct healthiness among young South African adults. International Journal of Qualitative Studies on Health and Well-being, 14(1): 1603518. https://doi.org/10.1080/17482631.2019.1603518 De Jongh, J., Brandt, L. & Wegner, L. (2019). Occupational therapy students’ perspectives of ethics in two countries. International Journal of Health Sciences, 13(4): 39—47.

Delobelle, P. (2019). Big tobacco, alcohol, and food and NCDs in LMICs: An inconvenient truth and call to action; comment on “addressing NCDs: Challenges from industry market promotion and interferences”. International Journal of Health Policy and Management, x(x): 1—5.

De Man, J., Aweko, J., Daivadanam, M., Alvesson, H.M., Delobelle, P., Mayega, R.W., …& Van Olmen, J. (2019). Diabetes selfmanagement in three different income settings: Cross-learning of barriers and opportunities. PLOS One, 14(3): .e0213530. https://doi.org/10.1371/journal.pone.0213530

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Draper, C.E., Tomaz, S.A., Bassett, S.H., Harbron, J., Kruger, H.S., Micklesfield, L.K. …& Lambert, E.V. (2019). Results from South Africa’s 2018 Report Card. SA Journal of Child Health, 13(3): 130—136.

Duong, M., Islam, S., Rangarajan, S., Leong, D., Kurmi, O., Teo, K., …& Igumbor, E.U. (2019). Mortality and cardiovascular and respiratory morbidity in individuals with impaired FEV1 (PURE): an international, community-based cohort study. The Lancet Global Health, 7(5): e613—e623. https://doi.org/10.1016/S2214109X(19)30070-1 Dykes, G. (2019). Circle of courage. In A. Van Breda & J. Sekudu (Eds). Theories for decolonial social work practice in South Africa. Cape Town: Oxford University Press.

Dykes, G. & Botha, P. (2019). Online self-coaching programme to enhance employability of social work students. Southern African Journal of Social Work and Social Development, 31(2): 1—19.

Dykes, G. & Carelse, S. (2019). Spirituality. In A. Van Breda & J. Sekudu (Eds.). Theories for decolonial social work practice in South Africa. Cape Town: Oxford University Press.

Dykes, G., Carelse, S., Beytell, A.M., Brey, F., Davids, R., Henderson, N., …& McDonald, M. (2019). Skollies in my skool: Menings wat saak maak. TGW special edition for vulnerable groups. Accepted for publication.

Dzomeku, V., Van Wyk B. & Lori, J. (2019). An integrative literature review of interventions addressing knowledge, attitudes, and skills of health team to achieve best maternal outcomes. Journal of Midwifery and Reproductive Health, 7(4): 1971—1980. http:// jmrh.mums.ac.ir/article_13477.html Ellonker, T., Rhoda, A., Arowoiya, A. & Lawal, I.U. (2019).

Factors predicting community participation in patients living with stroke, in the Western Cape, South Africa. Journal of Disability and Rehabilitation 41(22): 2640—2647. doi: 10.1080/09638288.2018.1473509.

Ennion, L. & Hess, D. (2020). Recommendations for behavioural facilitators to success in a Physiotherapy clinical practice module: Successful students’ perspective. South African Journal of Physiotherapy. Accepted for publication.

Dison, A. & Hess-April, L. (2019) Integrating academic literacies into the curriculum in Occupational Therapy: Currents of disruption and congruence in a collaborative process. In L. Quinn (Ed.). Reimagining Curriculum: Spaces for Disruption. African Sun Media: Cape Town: 106—124.

Essack, Z., Ngcobo, N., Van der Pol, N., Knight, L., Rochat, T., Mkhize, M. & Van Rooyen, H. (2019). Refining interventions through formative research: A focus on ethical considerations in a family-based home-based counselling and testing (FBCT) intervention in KwaZulu-Natal. Journal of Empirical Research on Human Research Ethics: 1556264619885214. https://doi. org/10.1177%2F1556264619885214

Doherty, T. & Kinney, M. (2019). Low birthweight: will new estimates accelerate progress? The Lancet Global Health, 7(7): e809—e810. https://www.thelancet.com/journals/langlo/ article/PIIS2214-109X (19)30041-5/fulltext#back-bib1

Fennie, T. (2019). Importance of using e-learning as a course evaluation tool with large undergraduate classes: An exploratory study. ICERI2019 Proceedings: 5930—5936. ISBN: 978-84-0914755-7, ISSN: 2340-1095, doi: 10.21125/iceri.2019.1434

Frantz, J., Rhoda, A., Murdoch-Eaton, B., Sandars, J., Marshall, M. & Bruch, V. (2019). Understanding faculty development as capacity development: A case study from South Africa.

African Journal of Health Professions Education, 11(2): 53— 56. DOI:10.7196/AJHPE.2019.v11i2.1120.

Goga, A.E., Dinh, T.H., Essajee, S., Chirinda, W., Larsen, A., Mogashoa, M…& Bhardwaj, S. (2019). What will it take for the Global Plan priority countries in Sub-Saharan Africa to eliminate mother-to-child transmission of HIV? BMC Infectious Diseases, 19(1): 783. https://doi.org/10.1186/s12879-019-4393-5

Fuhr, D.C., Weobong, B., Lazarus, A., Vanobberghen, F., Weiss, H.A., Singla, D.R., …& Patel, V. (2019). Delivering the Thinking Healthy Programme for perinatal depression through peers: an individually randomised controlled trial in India. Lancet Psychiatry, 6(2): 115—127. https://doi.org/10.1016/S22150366(18)30466-8

Goga, A., Singh, Y., Jackson, D., Mukungunugwa, S., Wafula, R., Eliya, M…& Essajee, S. (2019). How are countries in sub-Saharan African monitoring the impact of programmes to prevent vertical transmission of HIV? BMJ, 364: l660. https://doi.org/10.1136/ bmj.l660

Gamiet, S. & Rowe, M. (2019). The role of rehabilitation care workers in South African healthcare: A Q-methodological study. African Journal of Disability, 8: a537. The walk without limbs: Searching for Indigenous Health Knowledge in a Rural Context of South Africa DOI: https://doi.org/10.4102/ oasis.2019.BK98 Garcia, M.L.T., Soto, O.P., Spolander, G. & Roman, N. (2019).

Social Development or Sisyphys Myth, Argumentum. 7º Encontro Internacional de Política Social 14º Encontro Nacional de Política Social Tema: Contrarreformas ou Revolução: respostas ao capitalismo em crise Vitória (ES, Brasil), 3 a 6 de junho de 2019.

George, A.S., Amin, A., GarcÍa-Moreno, C. & Sen, G. (2019).

Gender equality and health: laying the foundations for change.

The Lancet, 393(10189): 2369—2371. https://doi.org/10.1016/ S0140-6736(19)30987-0 George, A., LeFevre, A.E., Jacobs, T., Kinney, M., Buse, K., Chopra, M… Sanders, D…& Schneider, H. (2019). Lenses and levels: The why, what and how of measuring health system drivers of women’s, children’s and adolescents’ health with a governance focus. BMJ Global Health, 4(Suppl 4): e001316. http://dx.doi.org/10.1136/bmjgh-2018-001316

Goga, A., Singh, Y., Jackson, D., Pillay, Y., Bhardwaj, S., Chirinda, W…& Idele, P. (2019). Is elimination of vertical transmission of HIV in high prevalence settings achievable? BMJ, 364:l687. https:// doi.org/10.1136/bmj.l687 Goldschmidt, T. & Pedro, A. (2019). Early childhood socioemotional development indicators: Pre-school teachers’ perceptions. Journal of Psychology in Africa, 29(5): 474—479.

Gonzalez, M., Casas, F., Ben-Arieh, A., Savahl, S. & Tiliouine, H. (2019). Children’s perspectives and evaluations of safety in diverse settings and their subjective well-being: A multi-national approach. Applied Research in Quality of Life Studies, 14: 309— 334. DOI.10.1007/s11482-018-9594-3.

Gutreuter, S., Igumbor, E., Wabiri, N., Desai, M. & Durand, L. (2019).

Improving estimates of district HIV prevalence and burden in South Africa using small area estimation techniques. PLOS One 14(2): e0212445. doi.org/10.1371/journal.pone.0212445 Hanson, K., Rasanathan, K. & George, A. (2019). The state of health policy and systems research: Reflections from the 2018 5th Global Symposium. Health Policy and Planning, 34(Supp 2): ii1—ii3. https://doi.org/10.1093/heapol/czz113 Hatupopi, S.K., Bimerew, M. & Chipps, J. (2019 In Press). Factors associated with increased neonatal deaths at a regional hospital in Namibia. Africa Journal of Nursing and Midwifery.

George, A., Olivier, J., Glandon, D., Kapilashrami, A. & Gilson, L. (2019). Health systems for all in the SDG era: key reflections based on the Liverpool statement for the fifth global symposium on health systems research. Health policy and planning, 34(Supplement_2): ii135—ii138. https://doi. org/10.1093/heapol/czz115

Hill, J., Mchiza, Z., Puoane, T. & Steyn, N.P. (2019). Food sold by street-food vendors in Cape Town and surrounding areas: A focus on food and nutrition knowledge as well as practices related to food preparation of street-food vendors. Journal of Hunger & Environmental Nutrition, 14(3): 401—415. https://doi. org/10.1080/19320248.2018.1434104

George, G., Tucker, L.A., Panday, S. & Khumalo, F. (2019).

Delivering sexuality education: A review of teaching pedagogies within South African schools. Perspectives in Education, 37(1): 75—87.

Hill, J., Mchiza, Z., Puoane, T. & Steyn, N.P. (2019). The development of an evidence-based street food vending model within a socioecological framework: A guide for African countries.

PLOS One, 14(10): e0223535. https://journals.plos.org/plosone/ article?id=10.1371/journal.pone.0223535

Glandon, D., Mondal, S., Okeyo, I., Zaidi, S., Khan, M.S., Dar, O. & Bennett, S. (2019). Methodological gaps and opportunities for studying multisectoral collaboration for health in lowand middle-income countries. Health Policy and Planning, 34(Supplement_2): ii7—ii17. https://doi.org/10.1093/heapol/ czz116

Hoosen, M. (2019). The effects of Aspalathus linearis (Rooibos Tea) on nitric oxide (NO) and cytokine activity. International Journal of Human and Health Sciences, 3(3): 150—157.

Hoosen, M. & Pool, E.J. (2019). An in vitro study to elucidate the effects of Artemisia afra, Aspalathus linearis (rooibos) and

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septilin on immune pathways. International Journal of Human and Health Sciences, 3(03): 134—145.

Hoosen, M. & Pool, E.J. (2019). The Immunomodulatory, Nitric Oxide and Cytokine activity of Septilin. Bangladesh Journal of Medical Science, 18(4): 675—688.

Horwood, C., Haskins, L., Goga, A., Doherty, T., John, V., Engebretsen, I.M…& Tylleskar, T. (2019). An educational intervention to update health workers about HIV and infant feeding. Maternal & Child Nutrition: e12922. https://doi. org/10.1111/mcn.12922 Humphries, H., Osman, F., Knight, L. & Karim, Q.A. (2019). Who is sexually active from primaryive? Using a multi-component sexual activity profile (MSAP) to explore, identify and describe sexuallyactive high-school students in rural KwaZulu-Natal, South Africa.

BMC Public Health, 19(1): 317. https://doi.org/10.1186/s12889019-6602-y Hunt, G.M., Ledwaba, J., Salimo, A., Kalimashe, M., Dinh, T.H., Jackson, D…& Morris, L. (2019). Prevalence of HIV-1 drug resistance amongst newly diagnosed HIV-infected infants age 4–8 weeks, enrolled in three nationally representative PMTCT effectiveness surveys, South Africa: 2010, 2011–12 and 2012–13.

BMC Infectious Diseases, 19(1): 787. https://doi.org/10.1186/ s12879-019-4339-y Hystad, P., Duong, M., Brauer, M., Larkin, A., Arku, R., Kurmi, O.P…& Yusuf, S. [on behalf of Prospective Urban and Rural Epidemiological (PURE) Study investigators]. (2019). Health effects of household solid fuel use: Findings from 11 Countries within the prospective urban and rural epidemiology study.

Environmental Health Perspectives, 127(5): 057003. https://doi. org/10.1289/EHP3915.

Jackson, D.J., Dinh, T.H., Lombard, C.J., Sherman, G.G. & Goga, A.E. (2019). An approach for evaluating early and long-term mother-to-child transmission of HIV (MTCT) in low and middleincome countries: A South African experience. BMC Infectious Diseases, 19(1): 1—8. https://doi.org/10.1186/s12879-019-4336-1 Jacobs-Nzuzi Khuabi, L., Swart, E. & Soeker, M.S. (2019). A service user perspective informing the role of occupational therapy in school transition practice for high school learners with TBI: An African perspective. Occupational Therapy International (Accepted).

Jarvis, M.A., Chipps, J. & Padmanabhanunni, A. (2019). “This phone saved my life”: Older persons’ experiences and appraisals of a health intervention aimed at addressing loneliness. Journal of Psychology in Africa, 29(2): 159—166.

Jarvis, M.A., Padmanabhanunni, A. & Chipps. J.A. (2019). An evaluation of a low-intensity cognitive behavioral therapy health-supported intervention to reduce loneliness in older people. International Journal of Environmental Research and Public Health, 16(7): 10.3390/ijerph16071305.

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Jarvis, M.A., Sartorius, B. & Chipps, J. (2019). Technology acceptance of older persons living in residential care. Information Development, 0266666919854164.

Jennings, L., George, A.S., Jacobs, T., Blanchet, K. & Singh, N.S. (2019). A forgotten group during humanitarian crises: A systematic review of sexual and reproductive health interventions for young people including adolescents in humanitarian settings. Conflict and Health, 13(1): 57.

Jonas, K., Crutzen, R., Krumeich, A., Roman, N., Van den Borne, B. & Reddy, P. (2019). Nurses’ perceptions of adolescents accessing and utilising sexual and reproductive healthcare services in Cape Town, South Africa: A qualitative study. International Journal of Nursing Studies, 97: 84—93. DOI: https://doi.org/10.1016/j. ijnurstu.2019.08.008 Joseph, C., Jonsson-Lecarpe, J., Wicksell, R., Svenningsson, P. & Franzen, E. (2019). Pain in persons with mild-moderate Parkinson’s disease: A cross-sectional study evaluating pain prevalence and its association with physical functioning.

International Journal of Rehabilitation Research, 42(4): 371— 376.

Joseph, C., Leavy, B., Brodin, N., Hagströmer, M., Löfgren, N. & Franzen, E. (2019). Cost-effectiveness of the HiBalance training programme for elderly with Parkinson’s disease: Analysis of data from a randomised controlled trial. Clinical Rehabilitation, 33(2): 222–232. doi: 10.1177/0269215518800832.

Kabongo, E.M., Mukumbang, F.C., Delobelle, P. & Nicol, E. (2019).

Understanding the influence of the MomConnect programme on antenatal and postnatal care service utilisation in two South African provinces: a realist evaluation protocol. BMJ Open, 9(7): e029745. doi: 10.1136/bmjopen-2019-029745 Kader, Z. & Roman, N. (2019). James House BEST Proactive Parenting Programme: Experiences of parents of adolescents displaying externalising behaviour in a resource constrained context in South Africa. Argumentum, 11(1): 213—229. DOI: http://10.18315/argumentum.v11i1.21853 Kader, Z., Roman, N. & Crutzen, R. (2019). Systematic review of interventions aimed at reducing hookah pipe use: Implications for practitioners and clinicians. South African Medical Journal, 109(6): 392—406. DOI: http://dx.doi.org/10.7196/samj.2019.v109i6.13892 Kelly, B., Vandevijvere, S., Ng, S., Adams, J., Allemandi, L., Bahena Espina, L…& Swinburn, B. (2019). Global benchmarking of children’s exposure to television advertising of unhealthy foods and beverages across 22 countries. Obesity Reviews. doi: 10.1111/obr.12840 Kengne, A.P., Adom, T., De Villiers, A. & Puoane, T. (2019).

Prevalence of overweight and obesity in African learners: A systematic review and meta-analysis. Journal of Hypertension, 37. doi: 10.1097/01.hjh.0000570864.34700.10

Khosla, R., Amin, A., Allotey, P., Barroso, C., George, A., Hardon, A. & Askew, I. (2019). “Righting the wrongs”: Addressing human rights and gender equality through research since Cairo. Sexual and Reproductive Health Matters, 27(1): 1676529. https://doi.or g/10.1080/26410397.2019.1676529 Kinney, M.V. & Rhoda, N.R. (2019). Understanding the causes of preterm birth: Solutions depend on context. The Lancet Global Health, 7(8): e1000—e1001. https://doi.org/10.1016/S2214109X(19)30281-5 Kinney, M.V., Walugembe, D.R., Wanduru, P., Waiswa, P. & George, A.S. (2019). Implementation of maternal and perinatal death reviews: A scoping review protocol. BMJ Open, 9(11). http:// dx.doi.org/10.1136/bmjopen-2019-031328 Knight, L., Schatz, E., Lewis, K.R. & Mukumbang, F.C. (2019).

‘When you take pills you must eat’: Food (in) security and ART adherence among older people living with HIV. Global Public Health: 1—14. https://doi.org/10.1080/17441692.2019.1644361 Kroll, F., Swart, E.C., Annan, R.A., Thow, A.M., Neves, D., Apprey, C...& Sanders, D. (2019). Mapping obesogenic food environments in South Africa and Ghana: Correlations and contradictions.

Sustainability, 11(14): 3924. https://www.mdpi.com/20711050/11/14/3924# Kroll, F., Swart, E.C., Annan, R.A., Thow, A.M., Neves, D., Apprey, C…& Sanders, D. (2019). Mapping obesogenic food environments in South Africa and Ghana: Correlations and contradictions.

Sustainability, 11: 3924. doi:10.3390/su11143924 Lake, L., Kroon, M., Sanders, D., Goga, A., Witten, C., Swart, R…& Doherty, T. (2019). Child health, infant formula funding and South African health professionals: Eliminating conflict of interest. South African Medical Journal. Submitted 12/8/2019; accepted 19/8/2019.

Larsen, A., Magasana, V., Dinh, T.H., Ngandu, N., Lombard, C., Cheyip, M…& Goga, A. (2019). Longitudinal adherence to maternal antiretroviral therapy and infant Nevirapine prophylaxis from 6 weeks to 18 months postpartum amongst a cohort of mothers and infants in South Africa. BMC Infectious Diseases, 19(1): 789.

Lehmann, U., Twum-Danso, N.A. & Nyoni, J. (2019). Towards universal health coverage: What are the system requirements for effective large-scale community health worker programmes?

BMJ Global Health, 4(Suppl 9): e001046. http://dx.doi. org/10.1136/bmjgh-2018-001046 Leisegang K. (2019). Life under aerobic conditions. In R. Henkel, L. Samanta & A. Agarwal (Eds.). Oxidants, Antioxidants and Impact of the Oxidative Status in Male Reproduction. London, UK: Academic Press: 3—8. ISBN: 9780128125014.

Leisegang, K. (2019). Malnutrition and obesity. In R. Henkel, L. Samanta & A. Agarwal (Eds.). Oxidants, Antioxidants and Impact of the Oxidative Status in Male Reproduction. Academic Press, London, UK: 117–134. ISBN: 9780128125014

Leisegang, K. & Dutta, S. (2019). Lifestyle management. In B. Rizk, A. Agarwal & E.S. Sabanegh (Eds.). Male Infertility in Reproductive Medicine. CRC Press Taylor and Francis Group, New York, USA: 141—152. ISBN-10: 1138599298.

Leisegang, K. & Henkel, R. (2019). Oxidative stress: Relevance, evaluation, and management. In B. Rizk, A. Agarwal & E.S. Sabanegh (Eds.). Male Infertility in Reproductive Medicine. CRC Press Taylor and Francis Group, New York, USA: 119—128. ISBN10: 1138599298.

Leisegang, K., Henkel, R. & Agarwal, A. (2019). Obesity and metabolic syndrome associated immune dysregulation and the impact of systemic inflammation on the male reproductive system. American Journal of Reproductive Immunology, 82(5): e13178. Doi: 10.1111:aji.13178.

Löfgren, N., Conradsson, D., Joseph, C., Leavy, B., Hagströmer, M. & Franzen, E. (2019). Factors associated with responsiveness to gait and balance training in people with Parkinson’s disease.

Journal of Neurologic Physical Therapy, 43(1): 42—49. doi: 10.1097/NPT.0000000000000246.

Lucas, W.C., Titus, S. & Young, M.E.M. (2019). Experiences of young South African gymnasts, parents and coaches about the health benefits of sport participation. African Journal for Physical Activity and Health Sciences (AJPHES), 25(3): 216—231.

Lucas, W., Titus, S. & Young, M. (2019). Physical, cognitive and socio-emotional benefits of sport participation in South Africa.

African Journal of Physical Health Education and Sport, 25(2): 216—231.

Lund, C., Schneider, M., Garman, E.C., Davies, T., Munodawafa, M., Honikman, S…& Tabana, H. (2019). Task-sharing of psychological treatment for antenatal depression in Khayelitsha, South Africa: Effects on antenatal and postnatal outcomes in an individual randomised controlled trial. Behaviour Research and Therapy: Article in Press. https://doi.org/10.1016/j.brat.2019.103466 Mabweazara, S.Z., Leach, L.L. & Ley, C. (2019). Development of a context-sensitive physical activity intervention for persons living with HIV and AIDS of low socioeconomic status using the behaviour change wheel. BMC Public Health, 19(1): 774. https:// doi.org/10.1186/s12889-019-7091-8 Mabweazara, S.Z., Leach, L.L., Ley, C., Smith, M., Jekauc, D., Dave, J., Levitt, N. & Lambert, V.E. (2019). Physical activity behaviours of persons living with HIV of low socioeconomic status: domain, intensity and sociodemographic correlates. AIDS care, 31(2): 255—259. https://doi.org/10.1080/09540121.2018.1493184 Mabweazara, Z.S., Leach, L.L., Smith, M., Tsolekile, L. & Puoane, T. (2019). Ellisras Longitudinal Study 2017: Patterns of physical activity in an urban and rural setting among black South African adults (ELS 23). Cardiovascular Journal of Africa, 30(4): 198—203.

Mabweazara, S.Z., Leach, L.L., Ley, C., Onagbiye, S.O., Dave, J.A., Levitt, N.S. & Lambert, E.V. (2019). Demographic and socioeconomic predictors of physical activity among people living

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with HIV of low socio-economic status. Health SA Gesondheid, 24: 1127. https://doi.org/10.4102/hsag.v24i0.1127 Maleka, E.N., Currie, P. & Schneider, H. (2019). Research collaboration on community health worker programmes in lowincome countries: an analysis of authorship teams and networks.

Global Health Action, 12(1): 1606570. https://doi.org/10.1080/16 549716.2019.1606570 Malema, M.J., Weilbach, T.J. & Watson, F.G. (2019). Leisure needs as perceived and experienced by deaf adults in the North West province, South Africa. World Leisure Journal. DOI: 10.1080/16078055.2019.1583603.

Manyaapelo, T., Sifunda, S., Ruiter, R.A., Nyembezi, A., Van den Borne, B. & Reddy, P. (2019). Feeling under pressure: Perspectives of the meaning of love and sexual relationships amongst young men in KwaZulu-Natal province, South Africa. American Journal of Men’s Health, 13(2). doi: 10.1177/1557988319836632 Mathivha, E., Olorunju, S., Jackson, D., Dinh, T.H., Du Plessis, N. & Goga, A. (2019). Uptake of care and treatment amongst a national cohort of HIV positive infants diagnosed at primary care level, South Africa. BMC Infectious Diseases, 19(1): 790. https:// bmcinfectdis.biomedcentral.com/articles/supplements/ volume-19-supplement-1 Mchiza, Z., Parker, W.A., Hossin, M.Z., Heshmati, A., Labadarios, D., Falkstedt, D. & Koupil, I. (2019). Social and psychological predictors of Body Mass Index among South Africans 15 years and older: SANHANES-1. International Journal of Environmental Research and Public Health, 16(20): 3919. https://doi. org/10.3390/ijerph16203919 McKenzie, J., Watermeyer, B., Lourens, H., Swift, O. & McKinney, E. (2018/ 9). Impairment-specific needs of learners with SPSII. In J. McKenzie, J. Kelly, & N. Shanda (Eds.). Starting where we are: Situational analysis of the educational needs of learners with severe to profound sensory or intellectual impairments in South Africa. Cape Town: Disability Innovations Africa, Disability Studies Programme, School of Health and Rehabilitation Sciences, UCT: 52—73. ISBN 978-0-9870203-7-6 McKinney, E.L. & Swartz, L. (2019). Employment integration barriers: Experiences of people with disabilities. The International Journal of Human Resource Management: 1—23.

McKinney, E.L., Lourens, H. & Swartz, L. (2018/ 9). Disability and education in South Africa: Political responses and embodied experiences. In R. Pattman, R. & Carolissen (Eds.). Transforming transformation in teaching and research in South African universities. Stellenbosch: SUN Media: 293—320. ISBN: 978-1928480-06-8 Mibei, F. & Daniels, F. (2019). Health literacy knowledge and experiences of nursing students at a South African university.

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Moomba, K. & Van Wyk, B. (2019). Social and economic barriers to adherence among patients at Livingstone General Hospital in Zambia. African Journal of Primary Health Care & Family Medicine, 11(1). https://doi.org/ 10.4102/phcfm.v11i1.1740 Mosavel, M., Winslop, J. & Ahmed, R. (2019). Participatory health research in South Africa. In M.T. Wright & K. Krystyna (Eds.).

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Switzerland: Springer (peer reviewed).

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Falling through the cracks: Young adults’ recollections of exposure to domestic violence during childhood. Social Work/ Maatskaplike Werk, 55(4).

Woods, J., Moorhouse, M. & Knight, L. (2019). A descriptive analysis of the role of a WhatsApp clinical discussion group as a forum for continuing medical education in the management of complicated HIV and TB clinical cases in a group of doctors in the Eastern Cape, South Africa. Southern African Journal of HIV Medicine, 20(1): 1—9. http://dx.doi.org/10.4102/sajhivmed. v20i1.982

Vandevijvere, S., Barquera, S., Caceres, G., Corvalan, C., Karupaiah, T., Kroker-Lobos, M.F…& Swinburn, B. (2019). An 11-country study to benchmark the implementation of recommended nutrition policies by national governments using the Healthy Food Environment Policy Index, 2015—2018. Obesity Reviews. https://doi.org/10.1111/obr.12819 Van Wyk, B.E. & Davids, L.A.C. (2019). Challenges to HIV treatment adherence amongst adolescents in a low socioeconomic setting in Cape Town. Southern African Journal of HIV Medicine, 20(1): 1—7. https://doi.org/10.4102/sajhivmed. v20i1.1002 Varela, J.J., Savahl, S., Adams, S. & Reyes, F. (2019). Examining the relationship among bullying, school climate and adolescent well-being in Chile and South Africa: A cross-cultural comparison.

Child Indicators Research. https://doi.org/10.1007/s12187-01909648-0 Ved, R., Scott, K., Gupta, G., Ummer, O., Singh, S., Srivastava, A. & George, A.S. (2019). How are gender inequalities facing India’s one million ASHAs being addressed? Policy origins and adaptations for the world’s largest all-female community health worker programme. Human Resources for Health, 17. https:// doi.org/10.1186/s12960-018-0338-0 Voges, T. & Frantz, J. (2019). Clarifying the role of clinical supervisors according to physiotherapists at a higher education institution. South African Journal of Physiotherapy, 75(1): 6.

Wahman, K., Nilsson Wikmar, L., Schlaidze, G. & Joseph, C.

Xie, H., Weybright, E.H, Caldwell, L.L, Wegner, L., & Smith, E.A. (2019). Parenting practice, leisure experience, and substance use among South African adolescents. Journal of Leisure Research. DOI: 10.1080/00222216.2019.1620144 Yarmoshuk, A.N., Cole, D.C., Guantai, A.N., Mwangu, M. & Zarowsky, C. (2019). The international partner universities of East African health professional programmes: Why do they do it and what do they value? Globalization and Health, 15(1): 37. https://doi.org/10.1186/s12992-019-0477-7 Yassin, Z., Erasmus, C. & Frantz, J. (2019). Qualitative exploration of HIV-related stigma and the psychosocial wellbeing of children orphaned by AIDS. Global Social Welfare, 1—12. doi:10.1007/s40609-019-00147-2.

Yu, T.W. & Ennion, L. (2019). Participation restrictions and vocational rehabilitation needs experienced by persons with a unilateral lower limb amputation in the Western Cape, South Africa. African Journal of Disability, 8: 1—7. (Online) Zulu, J.M., Kinsman, J., Hurtig, A., Michelo, C., George, A. & Schneider, H. (2019). Integrating community health assistantdriven sexual and reproductive health services in the community health system in Nyimba district in Zambia: Mapping key actors, points of integration, and conditions shaping the process.

Reproductive Health, 16: 122. 10.1186/s12978-019-0788-4.

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3.3.5 Achievements (centres, institutes and funded or commissioned research) A significant achievement for the FCHS was the renewal of the UWC/ MRC Health Services to Systems Research Unit, which SOPH Director Prof Helen Schneider has directed since inception in 2015. This research unit informs and advises projects such as the universal health coverage plan for South Africa and develops health and social policy to strengthen health systems.

Prof Schneider is also the SARChI Chair in Health Systems Governance.

The ICSSD research project titled ‘The case for sport in the Western Cape: Socio-economic benefits and impacts of sport and recreation’ resulted in the following research reports authored by ICSSD colleagues: De Coning, C. & Keim, M. (2019). Case study of the coaching development and Olympic Value Education Course. In C. de Coning. (2019). The Case for Sport: Phase 2. Socio-economic Benefits of Sport and Recreation. Commissioned Research Report. ICSSD, UWC and WCG DCAS. Case 20.

De Coning, C. & Keim, M. (2019). The Annual Cape Town Sport & Peace Conference. In C. de Coning. (2019). The Case for Sport: Phase 2. Socio-economic Benefits of Sport and Recreation.

Commissioned Research Report. ICSSD, UWC and WCG DCAS. Case 21.

De Coning, C. (2019). The Case for Sport: Phase 2. Socioeconomic Benefits of Sport and Recreation. Commissioned Research Report. ICSSD, UWC and WCG DCAS. Cape Town: 622.

De Coning, C. (2019). Socio-economic benefits of sport and the case of racing pigeons in the Western Cape Province. In C. de Coning. (2019). The Case for Sport: Phase 2. Socio-economic Benefits of Sport and Recreation. Commissioned Research Report. ICSSD, UWC and WCG DCAS. Case 12.

Keim , M. & Gagayi, M. (2019). Case study on the role of sport at the University of the Western Cape. In C. de Coning. (2019). The Case for Sport: Phase 2. Socio-economic Benefits of Sport and Recreation. Commissioned Research Report. ICSSD, UWC and WCG DCAS. Case 23.

Keim, M. (2019). Case Study on the Kicking for Peace Project. In C. de Coning. (2019). The Case for Sport: Phase 2. Socio-economic Benefits of Sport and Recreation. Commissioned Research Report. ICSSD, UWC and WCG DCAS. Case 18.

Another achievement is the work conducted by Prof Swart, Prof Puoane and colleagues on the Global Food Research Project.

The main projects related to this research include: • SMART2D: A People-Centred Approach through SelfManagement and Reciprocal Learning for the Prevention and Management of Type-2-Diabetes. Prof Puoane as PI. • Sivile Senza: Adapting the Diabetes Prevention Programme for a Developing World Context. Prof Puoane as PI.

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• ROFE: Researching the Obesogenic Food Environment, Its Drivers and Potential Policy Levers in South Africa and Ghana. Prof Sanders and Prof Swart as PIs.

3.3.6 Seminars and conferences and international visitors/ fellows hosted Seminars presented/ facilitated Related to the ECD niche, Prof Roman coordinated a workshop on ECD in South Africa in Brazil in June 2019.

Professors De Coning and Keim from ICSSD conducted M&E training of representatives of the Nigerian government involved in the implementation and M&E of the National Youth Employment Policy in Abuja, 28—30 January; a short course for the WCG Department of Community Safety in March 2019 (Prof De Coning); and a workshop on sport, leadership and mentorship with ‘Peace and Sport’ in Monaco in December 2019 (Prof Keim). This included research, projects, publications and achievements (including centres, institutes and funded commissioned research).

Dr McKinney, also from ICSSD, offered a South African Sign Language short course through UWC Staff Development. She was also involved in Teacher Education for Disability Inclusion (TEDI) as well as a collaborative project between the University of Cape Town and the Christoffel Blinden Mission (CBM), an EU-funded Teacher Education Development Programme for learners with severe to profound sensory or intellectual impairments.

The School of Natural Medicine (SoNM) hosted a UWC Chinese Medicine and Acupuncture CPD-accredited seminar on 20 May 2019 at the Bellville campus.

On 4 July, Advocate Adila Hassan gave the annual David Sanders Lecture for Health and Social Justice, entitled ‘Decanting a Life Esidimeni: Valuing Life and Human Dignity in South Africa’. She spoke about the events that led to the Life Healthcare Esidimeni scandal and the inability of those involved to take responsibility for their actions.

Prof Jo-Celene de Jongh (DD L&T/ OT) was a guest speaker at a Western Cape Mental Health Symposium. The title of her presentation was ‘Professionalism as a Duty to Care in Pursuit of Health’.

Prof Michael Rowe (Physiotherapy) ran a seminar at the University of Cape Town Centre for Higher Education (CHED) on the implications of artificial intelligence for higher education.

Several faculty staff members attended a SAAHE workshop on student selection and admissions, run by Prof Jennifer Cleland from the University of Edinburgh.

Prof De Jongh and Dr Gerard Filies facilitated a very successful interprofessional ‘Ethics World Café’ for students from various departments in the faculty.

Prof Rhoda facilitated a well-attended Internationalisation Workshop on 18 October 2019. The workshop explored a FCHS strategy for internationalisation.

Prof De Jongh (DD L&T) facilitated a ‘Doing Assessment Differently’ workshop on 7 August 2019 and a ‘Curriculum Transformation/ Decoloniality’ workshop on 12 August 2019, as part of the faculty’s learning and teaching engagements.

Dr Gerard Filies was a guest speaker at the Nelson Mandela University Interprofessional Education (IPE) programme on 7 October 2019 and will be assisting Prof Esmeralda Ricks to develop their IPE curriculum.

The Department hosted a Sport Science Colloquium on 25 July 2019 with the visiting Department of Sport, Rehabilitation & Exercise Science of the University of Essex. The symposium was most successful and well attended by staff and students.

Collaborative discussions stemmed from the symposium around PhD supervision and High-Performance Sport. Dr Andrews will visit the University of Essex in 2020 to explore collaboration between the two High-Performance Sport Units.

The Department had a PhD student visitor from the University of Northern Iowa, Glynis Worthington. Ms Worthington focused on promoting sport participation for people over 50 years and presented her study to SRES PhD candidates, who also presented their work. Fruitful discussions took place among the candidates.

This was a good learning experience for our students. Ms Worthington also visited the Drakenstein Association for Persons with Disabilities, Play Sport4Life (PS4L) and the Community Centre in Fisantekraal. She donated pickleball equipment to the Department and we hope to start this new sport as a recreation activity in the foreseeable future.

The CASO Consortium hosted a symposium on 17 April in celebration of the end of the project and to showcase the work done on the project. SRES and the FCHS had several staff members and students participating in the symposium. Prof Hester Julie, Deputy Dean of Community Engagement, attended the symposium and represented UWC in a discussion panel on the value of international and interprofessional collaborative projects.

The Young People’s Book on Leisure (YPBOL) is an international collaboration endorsed by the World Leisure Organisation, in which youth from all over the world identify a topic of interest and write a book on matters relating to their leisure. The current project started in 2018 as part of the 15th World Leisure Congress in São Paulo, Brazil, where around 18 youth from different countries and continents decided to embark on a topic: Leisure and Safety. This is an ongoing project and thus far three camps have been called (São Paulo 2018, Hungary 2019 and Thailand 2020). Each candidate is responsible for a section of the book.

Mr Makhaya Malema has been allocated the role of Chapter coordinator: Environmental Safety and Leisure.

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The Cochrane Systematic Review workshop was conducted by the Cochrane Centre from the SA Medical Research Council on Evidence-Based Health Care on 11 September 2020. The workshop was held at the SOPH and was open to staff and postgraduate FCHS students. The workshop was attended by 36 participants and the training proved beneficial in informing students about the resources available at the Cochrane Centre, as well as the steps to follow in conducting a systematic review.

One of the outputs was a working group established to conduct a Cochrane Review through the FCHS. Prof Tomas Peterson from the University of Malmo, Sweden, visited UWC from 1—6 March 2019 as part of the SASUF collaboration. Prof Peterson met with postgraduate students and staff to set up the research collaboration on sport schools between the two institutions. At least one Master’s student and one doctoral student (also a staff member) were successfully recruited into the project and will conduct their research as part of the international collaboration. The intention is to recruit additional Master’s and doctoral students over the next five years to support the longitudinal research design of the project.

Prof Haiyan Cai, a statistician from the University of MissouriSt Louis, visited the SRES department as part of the UMSAEP Collaboration. The purpose was to explore the possibility of providing statistical support for one of the doctoral students who is conducting her research on sport analytics, using large sport datasets for her study.

There is a longstanding relationship with the US-based Christian organisation called Athletes in Action (AIA), and a small delegation visited the SRES department from 4—8 March 2019.

The group engaged with our academic programme by conducting a Sport Safety presentation to the third-years on 4 March 2020, and a Physical Fitness presentation to the third-years on 5 March 2020. The visit was concluded with a social meeting with the third-years on 8 March 2020. Furthermore, one of the AIA students, Naomi Rust, decided to spend her professional sport internship in Cape Town in the second semester of 2019.

Ms Labeeqah Jaffer-Wingrove (IPEU) attended Module 3 of the South African Technology Network (SATN) Staff PhD Programme in Johannesburg, 16—20 September 2019. SRES staff attended workshops on various topics: Prof S. Bassett attended a workshop titled ‘Exercise is Medicine’; Mr G. Smithdorf, Mr G. Achmat and Prof L. Leach attended the Cochrane workshop on Systematic Reviews; Mr G. Achmat, a candidate on the ADAPPT Programme, also attended a workshop on conducting a Systematic Review as part of this programme.

Dr Mujeeb Hoosen visited the Muslim Aligarh University in India and conducted a seminar for the Faculty of Unani Medicine on the topic of ‘The Scope of Unani Medicine in South Africa’.

The Dean of the faculty provided a letter of support for future collaboration between Aligarh University and UWC.

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3.3.7 Conferences Staff from CHS shared the outcomes of their research on both local and international platforms as listed below per Department/ School/ Centre.

CHILD AND FAMILY STUDIES International The CFS team participated in the 7º Encontro Internacional de Política Social 14º Encontro Nacional de Política Social Tema: Contrarreformas ou Revolução: respostas ao capitalismo em crise Vitória (ES, Brasil), 3 a 6 de junho de 2019 (7th international meeting and the 14th national meeting on social policy themed ‘Counter-reforms orrevolution: Responses to capitalism in crisis’, Vitória (ES, Brazil), 2—6 June 2019).

SARChI Team member: oral presentation at a SALGA Conference in March 2019; oral presentation at the IRSPM Conference in New Zealand in April 2019; and oral presentation at the SAAPAM Conference in May 2019.

Prof Savahl conducted seven oral presentations at the International Society for Child Indicators Conference hosted by the University of Tartu in Estonia.

Prof Savahl delivered the keynote address titled ‘The inevitability of childhood and its discontents in oppressed contexts’, at the Multinational Qualitative Study on Children’s Understandings of Well-being – Global and Local Contexts (CUWB), 11—15 December, Centre for Children’s Rights, Sion, Switzerland.

Members of CFS conducted an international visit and collaborative networking event with the University of Missouri and developed a proposal on human trafficking, ‘Exploring substance use, ideal interventions, and legal needs of human trafficking survivors in Cape Town’. Collaborators: Prof E. Koegler from the University of Missouri-St Louis (UMSL), and Dr E. Rich from UWC. Prof Roman participated in an international research week at Frankfurt University in Germany in early May 2019. Prof Roman was in Brazil for a month as a fellow at the Federal University of Espírito Santo between May and June 2019.

Local Ten postgraduate students linked to the SARChI attended and participated in a local international conference at Stellenbosch University focusing on social justice.

Body Mapping presentation at SADC Gender-Based Violence Conference in Malmesbury on 1—2 November 2019 – SARChI team member attended.

SARChI hosted a ‘Joint Seminar on Education in the Age of the 21st Century’ in June 2019 with the Kagiso Trust and the Thabo Mbeki Foundation.

Dr Rich presented at the MeCAHT’s 6th International Human

Trafficking Conference (in partnership with the Set Free Foundation and Liberty Church and supported by the National Freedom Network): ‘Unveiling the complexities of the human trafficking conundrum and exploring a multi-sectoral response’.

The first day of a four-day colloquium on the First Thousand Days was implemented in November 2019.

The SARChI team hosted in-house seminars with the students to develop capacity in presentations and scientific engagement.

Prof Roman hosted Dr Nicolas Brando, a postdoctoral fellow in Leuven, Belgium and a specialist in Capability Theory. He conducted workshops with the team focusing on planning and capability theory. Prof Roman supervised two RAND-hosted Maastricht University students.

INTERDISCIPLINARY CENTRE FOR SPORT SCIENCE AND DEVELOPMENT International Professors De Coning and Keim delivered guest lectures at the German Sport University and the University of Leuven on 2 December 2019.

Prof Keim attended the Research Grant Committee meetings at the International Olympic Committee in Lausanne, 29 April—3 May. Meeting with the Director of the European Institute for Sport

and the Director: International Relations (Prof Mittag) at the German Sports University in Cologne, 15—20 June.

Local 18 September: Joint International Sport Research Symposium with IPRA, ICSSD and SUN celebrating ICSSD’s 10th anniversary with local and international researchers at the Robben Island Gateway.

14 April 2019: Professors Keim and De Coning represented ICSSD at the Cape Town Gymnastics Awards where Prof Keim was one of the two keynote speakers.

The Case for Sport launch coincided with ICSSD’s 10th anniversary.

Along with Professors De Coning and Keim, the HOD of DCAS, Mr Brent Walters, and Minister Anroux Marais, presented the research to the press on 4 July 2019. The formal launch took place at the DCAS offices in Cape Town on 5 July and on 25 July, the Case for Sport was launched at UWC with the sport federations. The Rector, Prof Pretorius, was one of the speakers.

Several stakeholder presentations of the report were held at which Prof De Coning represented ICSSD: on 18 July in the Cape Winelands, 22 July in Saldanha on the West Coast, 29 July in Caledon (with Prof Keim) and on 26 September at Eden Sports Federation in George.

The ten-year celebration was enjoyed with a number of visitors, including VLIR partners from Belgium, Prof Art van Reusel and Prof Jeroen Scheerder, and UK visitor Prof Joseph Maguire.

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INTERPROFESSIONAL EDUCATION UNIT (IPEU) International Titus, S. & Roman, N.V. Predictors of student agency: The relationship between student agency, learning support and learning experiences in an interprofessional health science faculty. Africa Interprofessional Education Network (AfrIPEN), Nairobi, Kenya, 30 July—2 August 2019.

Waggie, F. (2019). Key dimensions of interprofessional teamwork.

Africa Interprofessional Education Network (AfrIPEN), Nairobi, Kenya, 30 July—2 August 2019.

Local Jansen, M. & Waggie, F. Facilitators and barriers to implementing an interprofessional education point of care simulation activity for health care workers in a tertiary hospital. Poster presented at SAAHE 2019, Bloemfontein, 26 June 2019.

Kock, L., Mlenzana, N. & Frantz, J. Towards successful implementation of healthcare plan 2030: Facilitators and barriers. Presented at the National Rehabilitation Conference 2019, Observatory, 22—23 August 2019.

Johannes, C., Titus, S. & Young, M.E.M. The perceived benefits of structured and unstructured physical education: Perspectives from selected high schools in Cape Town. Joint BRICSCESS/ SASMA Conference, Century City Conference Centre, Cape Town, 10—13 October 2019.

Young, M.E.M., Titus, S. & Voke, T. The development of a “Health and Lifestyle through Physical Activity” program: Embedding the principles of the Fourth Industrial Revolution. International Education Association of South Africa (IEASA) Conference, Cape Town, 21—23 August 2019.

OCCUPATIONAL THERAPY International Several colleagues attended congresses and seminars during 2019.

Local Bell, T. Lessons learned from integrating academic literacies into an occupational therapy curriculum. Oral presentation. HELTASA Conference, Grahamstown, 27—29 November 2019.

Jaffer, F. The road to being a mindful undergraduate occupational therapy student. Oral presentation. HELTASA Conference, Grahamstown, 27—29 November 2019.

Bell, T. & Firfirey, F. Integrating academic literacies into Occupational Therapy curriculum. Academic Literacies Symposium, UWC, 20 May 2019.

Hess-April, L. Integrating academic literacies into the Occupational Therapy curriculum: Currents of congruence and disruption in a collaborative process. Academic Literacies Symposium, UWC, 20 May 2019.

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The Department of Occupational Therapy hosted its annual undergraduate research day in October 2019. The research day was well attended by clinicians and postgraduate researchers.

Missouri University partner Prof Wilson Majee was hosted by Prof Wegner and colleagues at the Department of Occupational Therapy in May 2019.

PHYSIOTHERAPY International Prof Nondwe Mlenzana visited Sweden between 27 February—6 March 2019 for collaboration. Prof Mlenzana also visited the University of Missouri between 7—17 March 2019 for collaboration.

Frantz, J. & Sokupa, T. Evaluation of a holistic strategy to develop the research scholar at a research constrained institution.

EARMA, Bologna, Italy, 28 March 2019.

Rowe, M. An introduction to machine learning in healthcare: Implications for clinicians. World Confederation for Physical Therapy Congress, Geneva, 10—13 May 2019. Poster presentation.

Ellis, B. & Rowe, M. Continuing professional development: Do we really need more conferences? World Confederation for Physical Therapy Congress, Geneva, 10—13 May 2019. Poster presentation.

Kappapa, M. & Steyl, T. Health promotion for non-communicable diseases: Perceptions of physiotherapy and general practitioners in the Southern Province of Zambia. World Confederation for Physical Therapy Congress, 10—13 May 2019, Geneva, Switzerland.

Nizeyamana, E. & Phillips, J. Relationship between self-efficacy and community reintegration among persons with traumatic spinal cord injury in the Cape Metropolitan area, South Africa.

World Confederation for Physical Therapy Congress, 10—13 May 2019, Geneva, Switzerland.

Joseph, C., Boggenpoel, B., Phillips, J. & Madasa, M. Mortality rate and risk indicators for death of persons with spinal cord injury in South Africa. World Confederation for Physical Therapy Congress, 10—13 May 2019, Geneva, Switzerland.

Frantz, J. & Fillies, G. Student readiness for interprofessional learning. World Confederation for Physical Therapy Congress, Geneva, 10—13 May 2019.

Frantz, J., Brenna, S., Haugland, M., Ryland, N. & Rhoda, A. Sustainable development through collaboration in education between the North and the South. SANORD, Botswana, 11—13 September 2019.

Dr Tania Steyl was awarded the UCDG Mid-Career Researcher Programme: Staff exchange for Networking and Research Project Development in 2019. She visited Prof Dirk Vissers at the Department of Physiotherapy and Rehabilitation Sciences at the University of Antwerp in August 2019.

Dr Farhana Karachi presented at the World Congress of Intensive Care Medicine in October 2019.

Dr Farhana Karachi was awarded the UCDG Emerging Researcher Funding for Networking and Scientific Visit or Collaboration. She visited the Physiotherapy Department at the Melbourne University in Melbourne, Australia.

Prof Michael Rowe coordinated a two-day unconference at Haute École de Santé Vaud in Lausanne, Switzerland, in collaboration with colleagues from HESAV and Oxford Brookes University in the UK. Prof Michael Rowe and Shamila Gamiet spent two weeks in Oslo, Norway, as part of a funded, two-year project being conducted in collaboration with colleagues from Oslo Metropolitan University in Norway.

Local Dr Conran Joseph hosted international visitors Prof David Conradsson and Dr Tobias Holmlund from the Karolinska Institute, Sweden, in April 2019.

Dr Farhana Karachi presented at the 12th SAAHE Conference: Challenge to change healthcare for 2030, Bloemfontein, June 2019.

Frantz, J. Developing and supporting women researchers in Africa: Strategies for research managers, Cape Town, 3—6 September 2019.

Dr Liezel Ennion hosted a course on prosthetic rehabilitation for 33 rehabilitation care workers at BMC on 26 November 2019.

Hess, D., Rowe, M. & Frantz, J. Clinical reasoning in the undergraduate physiotherapy student. Platform presentation.

HELTASA conference, Grahamstown, 27—29 November 2019.

PSYCHOLOGY International Adams, S., Savahl, S., Manuel, D. & Mpilo, M. Negotiating spaces and places: Considerations for children’s relational well-being.

Presented at the multinational qualitative study Children’s Understandings of Well-being - Global and Local contexts (CUWB), 11—15 December 2019, Centre for Children’s Rights, Sion, Switzerland.

Anthony, M. & Andipatin, M. A PhotoVoice study: Exploring the maternal embodied experience of women experiencing a highrisk pregnancy. 33rd Annual Conference of the European Health Psychology Society. Oral presentation at the European Health Psychology Society Congress, 3—7 September 2019, Dubrovnik, Croatia.

Andipatin, M. & Anthony, M. My body failed me, my body betrayed me: South African women’s body experiences during their high-risk pregnancies. Oral presentation at the 8th International Association of Women’s Mental Health, 5—8 March 2019, Paris, France.

Benninger, E., Savahl, S. & Adams, S. The Children’s Delphi: considerations for developing a programme for promoting children’s self-concept and well-being. Paper presented at the 7th International Society of Child Indicators Conference, Tallinn, Estonia.

Fennie, T. Importance of using e-Learning as a course evaluation tool with large undergraduate classes: An exploratory study. 12th Annual International Conference of Education, Research and Innovation (ICERI2019), Seville, Spain, 11—13 November 2019.

Poster presentation.

Isaacs, F. & Smith, M.R. The relationship between demographic variables, perceived discrimination and perceived stress in an African international student population at the University of the Western Cape, South Africa. Paper presented at the Migration Conference, Bari, Italy, 18—20 June 2019.

McConnell, P., Atherton, L. & Winkle, M. Improving canine communication and best practices in AAI – Center for Human Animal Interventions (CHAI) at Oakland University, Michigan, USA, 1—2 February 2019.

Mpilo, M., Manuel, D., Savahl, S. & Adams, S. The relation between children’s participation in daily activities and their subjective well-being. Paper presented at the 7th International Society of Child Indicators Conference, Tallinn, Estonia.

Orth, Z. & Andipatin, M. “These women are making a statement against rape and yet the only thing y’all can focus on is ‘eww’ they’re naked”: Exploring rape culture in social media posts related to the #Endrapeculture campaign in South Africa. Oral presentation at the International Conference on Gender Studies in Bangkok, Thailand, 4—5 October 2019. Paper won the best presentation award.

Padmanabhanunni, A. The role of fortitude in the association between personal trauma exposure and professional quality of life among non-professional trauma counsellors in South Africa.

6th International Conference on Education, Social Sciences and Humanities, Istanbul, Turkey, 25 June 2019.

Pienaar, M., Padmanabhanunni, A. & Smith, M.R. Psychological and socio-demographic factors associated with university academic performance in a developing country. Oral presentation, 12th Annual International Conference of Education, Research and Innovation, Seville, Spain, November 2019. Full paper published in conference proceedings, ISBN: 978-84-09-14755-7.

Pretorius, J. & Pedro, A.S. An exploration of a sample of South African caregivers’ experience of Apartheid. 6th Southern African Students’ Psychology preconference programme. Poster presentation.

Rae, N. & Smith, M.R. Psychology Master’s students experiences of conducting supervised research in their non-mother tongue.

Paper presented at the 25th PsysSA Conference, Johannesburg, South Africa.

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Savahl, S., Adams, S., Manuel, D. & Mpilo, M. The relation between bullying victimisation and subjective well-being in South Africa: A comparison between children attending schools in low and middle socioeconomic status communities. Paper presented at the 7th International Society of Child Indicators Conference, Tallinn, Estonia.

Savahl, S. & Adams, S. Children’s perceptions of safety and bullying victimisation: Comparative results with 10-year olds across 12 countries (Wave 3). Presented at The Children’s World Seminar, 19—20 June 2019, University of Nantes, Nantes, France.

Local A colloquium titled ‘Towards a decolonial psychology: Theories from the Global South’, was hosted by the Department of Psychology at UWC along with the University of Kansas, University of Pretoria, UNISA, South African Medical Research Council, the University of Witwatersrand, and Society for the Psychological Study of Social Issues, a division of the American Psychological Association. on 21—22 February 2019.

Fennie, T. Blended teaching and learning practices for first-year Psychology students. 12th Annual e-Learning Colloquium. Centre for Innovative Education and Communication Technologies (CIECT), 6 November 2019, School of Public Health (SOPH) Building, UWC. Oral presentation.

Fennie, T., Mayman, Y., Van Louw, C., Kombora, M. & Useh, R. The impact of psychosocial factors on the academic performance of undergraduate students in a university setting: A scoping review.

South African Education Research Association Conference, 23—25 October 2019, Elangeni-Maharani Hotel, Durban, South Africa. Oral presentation.

Florence, M. How well does science travel? Reframing and refiguring a Psychology from the South. Towards a Decolonial Psychology: Theories from the Global South conference, Cape Town, 21—22 February 2019.

Manguvhewa, M., Florence, M., Yu, M., Koch, S., & Kamaloodien, K. Exploring factors associated with substance use among pregnant women in a Cape Town community. The 2019 South African Community Epidemiological Network on Drug Use Symposium, 23 April 2019, Cape Town.

Meyburg, C., Munnik, E. & Smith, M.R. Fathers’ perspectives of school readiness. Abstract accepted for presentation at the 25th Annual South African Psychology Congress, Emperor’s Palace, Johannesburg, 3—6 September 2019.

Mthimunye, B.S., Pedro, A.S. & Roman, N.V. A scoping review to explore the policies and procedures addressing the implementation of inclusive education in BRICS countries.

International Conference on Education, Psychology, Society and Tourism (ICEPST 2019), 4—5 November 2019. Oral presentation.

Munnik, E., Wagener, E. & Smith, M.R. Validation of the emotional social screening tool for school readiness (E3SR). Abstract

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accepted for poster presentation at the 25th Annual South African Psychology Congress, Emperor’s Palace, Johannesburg, 3—6 September 2019.

Pedro, A.S. & Goldschmidt, T. Preschool teachers’ classroom experiences of socio-emotional development in early childhood.

The 21st International Conference on State-Dependent Learning and Internal State (ICSDLIS 2019), Cape Town. Oral presentation.

Pedro, A.S., Bradfield, L., Dare, M., Bantwana, Z. & Nayman, A. First 1000 Days of Life: Mothers’ economic hardship of caring for their babies. International Conference on Education, Psychology, Society and Tourism (ICEPST 2019), 4—5 November 2019, Cape Town. Oral presentation.

Savahl, S. & Adams, S. Children’s subjective well-being in South Africa: Findings from two multinational studies. Presented at the Positive Psychology in South Africa: Transcending Boundaries (SAPPA Founding Symposium), 21 November, North-West University, North West.

Savahl, S. & Adams, S. Researching children’s subjective wellbeing: Considerations for theory, method, and social policy.

Presented at the Nothing about children without children: Elucidating children’s voices about the violence crisis, Seminar, 25 September, Medical Research Council, Cape Town.

Sobotker, G. & Smith, M.R. Psychology Master’s students’ perceptions of developing identities as researchers. Paper presented at the 25th PsysSA Conference, Johannesburg, South Africa.

Smith, M. The research footprint in health sciences. Opening address presented at the 6th Research Symposium, Faculty of Community and Health Sciences, UWC, Bellville.

Tucker, L. Rescue Rehab SA Annual Animal Rescuer Conference, 30—31 August 2019.

Tucker, L. Cape Town Animal Conference, 14—15 September 2019.

Tucker, L. The Adolescent and Youth Health Policy Short Course, July 2019.

SCHOOL OF NATURAL MEDICINE International Dr Mujeeb Hoosen presented a paper at the International Conference on ‘Fundamentals of Unani Medicine: The basis for complete health’, 3—4 December 2019, Muslim Aligarh University, Aligarh, India, hosted by the Government of India agency – AYUSH. Leisegang, K., Almaghrawi, W. & Henkel, R. Metformin and Nigella sativa seed oil extract improves male reproductive parameters and histology following diet-induced obesity in Wistar rats. 52nd Conference of the Society for the Study of Reproduction, San Jose, USA, 21—23 July 2019. Poster presentation.

Leisegang, K., Ilfergane, A., Antunes, E. & Henkel, R. Identification and in vivo evaluation of bioactive flavonoids isolated from Typha capensis rhizome extract on Leydig and prostate cancer cells. 52nd Conference of the Society for the Study of Reproduction, San Jose, USA, 21—23 July 2019. Poster presentation.

Agarwal, A., Baskaran, S., Panner Selvam, M.K., Henkel, R., Durairajanayagam, D., Ahmad, M., Leisegang, K. & Singh, D. A pilot study to identify the level of plagiarism in the most cited andrology-related articles. 35th Annual Meeting of the European Society for Reproductive Medicine, Vienna, Austria, 23—26 June 2019. Poster presentation.

Leisegang K. Cannabis and Obesity Associated Inflammation.

Medical Cannabiz World Summit [invited VIP Speaker].

Intercontinental Hotel, St Joseph, Malta. 2 November 2019.

Oral presentation.

Local Dr W. Cassiem. Breast Cancer from a TCM perspective. SoNM Chinese medicine and Acupuncture CPD Seminar, Cape Town, 20 May 2019. Oral presentation.

Dr X. Ma. Traditional Chinese medicine modernisation and traditional African medicine Innovation. Bio Africa convention, Durban, 24 —25 August 2019. Oral presentation.

K. Leisegang. The importance of appropriate and advanced assessment in male factor infertility. South African Association of Herbal Practitioners [CPD meeting, invited speaker], Cape Town, 12 June 2019. Oral presentation.

research symposium, ‘Nurses: A voice to lead - Health for all’, Groote Schuur Hospital, 23 August 2019. Oral presentation.

SOCIAL WORK Local Van der Westhuizen, M. Social work and the arts: A transdisciplinary approach towards the development of intercultural awareness.

Association of South African Social Work Education Institutions (ASASWEI) Social Work & Social Development Conference, Cape Town, 27—29 September 2019.

Dykes, G. Youth in gangs: Parents talk but who listens?

Association of South African Social Work Education Institutions (ASASWEI) Social Work & Social Development Conference, Cape Town, 27—29 September 2019.

Safodien, M. Social Work education and training in the Fourth Industrial Revolution: A South African response. Association of South African Social Work Education Institutions (ASASWEI) Social Work & Social Development Conference, Cape Town, 27— 29 September 2019.

Dykes. G., Van Breda, A., Schenck, R., Lombard, A., Mbedzi, P. & Rasool S. Decolonial social work practice panel discussion.

Association of South African Social Work Education Institutions (ASASWEI) Social Work & Social Development Conference, Cape Town, 27—29 September 2019.

Carelse, S. “Ek is ook mens” Recognising and respecting the humanity of tik users. Association of South African Social Work Education Institutions (ASASWEI) Social Work & Social Development Conference, Cape Town, 27—29 September 2019.

SCHOOL OF NURSING SPORTS RECREATION AND EXERCISE SCIENCES

International Chipps, J. & Jarvis, M. Developing and evaluating a WhatsApp intervention to address maladaptive cognition in loneliness for older residents (Oral presentation) and Crossing chasm older people can learn new technology (Poster presentation).

19th Successes and Failures in TeleHealth Conference, 21—23 October, Surfers Paradise, Australia.

Chipps, J. & Jarvis, M. Developing a WhatsApp intervention to address loneliness in the elderly (MLINCC). 19th World Psychiatric Association World Congress of Psychiatry (WCP 2019), Lisbon, Portugal, 21—24 August 2019. (Poster presentation).

Local Chipps, J. & Brysiewicz, P. Workshop on evidence-based care.

7th Emergency Medicine Society of South Africa (EMSSA) International Conference ‘Beyond the Wall’, 5—7 November 2019, Century City Conference Centre, Cape Town.

Noncungu, T. & Chipps, J. Health education needs of pregnant women on their first antenatal visit at primary health care facilities in Khayelitsha. Road to nursing research, annual nursing

International Young, M.E.M., Bassett, S., Andrews, B., Smithdorf, G., Malema, M., Onagbiye, S.O., Johannes, C., Faro, D., Woodruff, R., Lambert, E.V. & Marais, F. Qualitative evaluation of the WoW! health promotion initiative: Gaining insights into “what works”, for whom, and why, to address retention and inform scale-up and sustainability. Symposium on ‘Western Cape on Wellness (WoW!): Implementation, Evaluation and Adaptation of Champions for Health in South Africa’, International Society of Behavioral Nutrition and Physical Activity (ISBNPA), Prague, Czech Republic, 4—7 June 2019.

Young, M.E.M. Leisure time physical activity for health promotion in resource poor communities. 4th World Leisure Expo: 2019 World Leisure Development Summit, Hangzhou, China, 18—19 October 2019.

Valadao, J., Bassett, S. & Andrews, B.S. Neuromuscular electrical stimulation and the hamstring conundrum. World Congress of Science and Medicine in Cricket, Loughborough, UK, 8—10 July 2019.

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Local Young, C.T., Young, M.E.M., Smith, N., Klaasen, S. & Jansen van Rensburg, N. (2019). Service for the Disability in South Africa: A case of association for persons with disabilities. 15th Annual International Conference on Tourism, Athens, Greece, 10—13 June 2019.

Young, M.E.M., Titus, S. & Voke, T. (2019). The development of a “Health and Lifestyle through Physical Activity” program: Imbedding the principles of the Fourth Industrial Revolution.

International Education Association of South Africa (IEASA) Conference, Cape Town, 21–23 August 2019.

Johnson, D., Bassett, S.H. & Andrews, B. The effect of a motor skills exercise programme on quality of life and motor skills development in hard of hearing children in grade R to grade 2. BRICSCESS/ SASMA Joint International Conference, Century City Conference Centre, Cape Town, 10—13 October 2019. Poster presentation.

Valadao, J., Bassett, S.H. & Andrews, B. Effect of Neuromuscular electrical stimulation on hamstring prehabilitation. BRICSCESS/ SASMA Joint International Conference, Century City Conference Centre, Cape Town, 10—13 October 2019. Poster presentation.

Reagon, L., Achmat, G. & Andrews, B. Performance of three start techniques off the OSB11 starting block over 15m. BRICSCESS/ SASMA Joint International Conference, Century City Conference Centre, Cape Town, 10—13 October 2019. Poster presentation.

Van Wyk, H., Steyn, S. & Bassett, S.H. Prevalence and type of injuries in South African trail runners. BRICSCESS/ SASMA Joint International Conference, Century City Conference Centre, Cape Town, 10—13 October 2019. Paper presentation.

Burrows, R., De Wet, G. & Bassett, S.H. The effect of sports massage on lactic acid clearance during recovery from anaerobic exercise. BRICSCESS/ SASMA Joint International Conference, Century City Conference Centre, Cape Town, 10—13 October 2019.

Poster presentation.

Johannes, C., Titus, S. & Young, M. The perceived benefits of structured and unstructured physical education lessons: perspectives from selected high schools in Cape Town.

BRICSCESS/ SASMA Joint International Conference, Century City Conference Centre, Cape Town, 10—13 October 2019.

Lucas, W.C., Titus, S. & Young, M.E.M. (2019). The experienced health benefits of sport participation among young people: A South African case study of gymnastics. BRICSCESS/ SASMA Joint International Conference, Century City Conference Centre, Cape Town, 10—13 October 2019.

Malema, M., Young, M.E.M. & Wegner, L. (2019). Youth leadership development using leisure education for youth with disabilities in South Africa. BRICSCESS/ SASMA Joint International Conference, Century City Conference Centre, Cape Town, 10—13 October 2019.

Young, M.E.M., Bassett, S., Andrews, B., Smithdorf, G., Malema, M., Onagbiye, S.O., Johannes, C., Faro, D., Woodruff, R., Lambert, E.V. & Marais, F. Qualitative evaluation of the WoW! health promotion

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initiative: gaining insights into “what works”, for whom, and why, to address retention and inform scale-up and sustainability. Part of a symposium “The WoW systems approach to activate and scale healthy lifestyles” (Convenor: Prof Estelle Lambert). BRICSCESS/ SASMA Joint International Conference, Century City Conference Centre, Cape Town, 10—13 October 2019.

Mabweazara, S., Tsolikeli, L., Leach, L., Puoane, T., Goggin, K., Renicow, K., Fleming, K. & Catley, D. Abstract: Physical inactivity and social support in elderly participants: does the source of social support matter in physical activity? Annual Conference of the Public Health Association of South Africa, College of Cape Town, 16—18 September.

Smithdorf, G. Effect of tumble turns on swimming performance in Level 3 Swimmers. International Coaches Congress for Sports Performance (#ICCSP), University of Pretoria, 24 August 2019.

Leach, L. Effect of iron supplementation on maximal oxygen consumption in boys aged 9-11 years with iron deficiency anaemia.

Third Annual International Conference of the Ellisras Longitudinal Study and other Non-Communicable Diseases, University of Limpopo, 3—5 December 2019.

Simamkele, N., Tshegofatso, M. & Makhaya, M. (2019). Perceptions of physical activity participation among University students living on and off campus in the Western Cape. BRICSCESS/ SASMA Joint International Conference.

Mabweazara, S., Onagbiye, S.O. Leach, L., Tsolekile, L. & Puoane, T. (2019). Physical activity and selected sociodemographic variables as predictors of nutritional knowledge amongst an adult South African sample of low socioeconomic status. BRICSCESS Abstracts - BRICSCESS/ SASMA Joint International Conference, Century City, Cape Town, 10—13 October. South African Journal of Sport Medicine, 31(1), Conference proceedings section. https:// journals.assaf.org.za/index.php/sajsm/article/view/7472.

Phatlane, P., Bassett, S. & Onagbiye, S.O. (2019). Effect of a 12week aerobic exercise programme on percentage body fat, fasting blood glucose and dyspnea in insulin resistant, obese female university employees in the Western Cape. BRICSCESS Abstracts - BRICSCESS/ SASMA Joint International Conference, Century City, Cape Town, 10—13 October. South African Journal of Sport Medicine, 31(1), Conference proceedings section. https://journals. assaf.org.za/index.php/sajsm/article/view/7472

Onagbiye, S.O., Moss, S.J. & Cameron, M. Relationship between selected anthropometric variables and health-related quality of life in Setswana-speaking adults. 1st World Conference of Future Leader Volunteers (WCFLV), Century City, Cape Town, 10—13 October 2019.

Onagbiye, S.O., Tsolekile, L. & Puoane, T. Association between selected food purchase practices, physical activity and sociodemographic factors among people living in a low socioeconomic peri-urban and rural area of South Africa. Annual PHASA Conference, College of Cape Town, Cape Town, 16—18 September 2019.

Onagbiye S.O., Moss S.J. & Cameron, M. Validity and reliability of the Setswana translation of the Short Form-8 health-related quality of life health survey in adults. Trusted evidence for better health decision in Africa. 3rd African Cochrane Indaba, Cape Town, 25—26 March 2019. https://southafrica.cochrane.org/ sites/southafrica.cochrane.org/files/public/uploads/abstract_ book_22_march_2019.pdf Lloyd Leach and Ghaleel Achmat presented a paper on the prevalence of CAD risk factors in firefighters in the City of Cape Town Fire and Rescue Service. Provincial Health Research Day, Education Centre, Valkenberg Hospital, Maitland, 24 October 2019

INTERNATIONAL VISITORS HOSTED • The SoNM hosted a delegation from the Tianjin Tashly Chinese Medicine pharmaceutical company and the Ministry of Commerce of Tianjin Province on 8 October 2019.

• Missouri University partner Prof Wilson Majee was hosted

by Prof Wegner and colleagues in the Department of Occupational Therapy in May 2019.

• Prof Leach from SRES hosted Prof Tomas Peterson from Malmo University in Sweden and brought a delegation that attended the South Africa – Sweden Research and Innovation Week hosted at the University of Stellenbosch.

• On 19 February, the SOPH hosted Prof Richard Laing, an Extraordinary Professor at UWC and Professor of Global Health at Boston University, in a special seminar where he presented an update on the evaluation of an access initiative for NCD medicines in Kenya by Novartis.

• The Dean hosted the Presidents of Asahi University in Japan and the University of Missouri at the Bellville campus. Colleagues from FCHS presented on the various collaborative projects between UWC and UM. • Prof R. Swart (Dietetics) hosted researchers from NorthWest University for collaborative work on obesogenic food environments.

• The SoNM hosted the second annual research day in November 2019, showcasing student and staff research projects.

• The SoNM hosted a UWC Chinese Medicine and Acupuncture Seminar (for CPD) on 20 May 2019 at the Bellville campus.

INTERNATIONAL COLLABORATIONS • Dr T. Steyl (Physiotherapy) spent two weeks at the University of Antwerp in Belgium to further develop an ongoing MOU with the institution.

• Prof F. Waggie (IPEU) spent a few days at universities in Belgium and the Netherlands (VIVES) for a research project and to build collaborations towards developing an exchange programme.

• Dr G. Filies (IPEU) has begun collaborating with Virginia Commonwealth University as they have expressed an interest in the IPE curriculum at UWC. • Mr M. Malema (SRES) visited Hungary in August 2019 as part of the Young Ambassadors programme of the World Leisure Organisation to attend an editors’ camp, where he was assigned the role of chapter coordinator.

• Prof M. Young (SRES) visited the World Leisure Expo in Hangzhou, China, and participated in panel discussions on the creation of Leisure Cities. Prof M. Young also supervised a project on leisure experiences with 12 international students.

The group completed a narrative report that was presented to the Hangzhou House of Commerce. During this visit, Prof Young also attended the International Leisure and Sport Forum at Zhejiang University, in Hangzhou, China.

• Mr G. Achmat (SRES) visited the University of Missouri on the UWC/ UM exchange programme. While there he engaged with Dr Jill Kanaley, his PhD co-supervisor and HOD of the Exercise and Nutrition Department at UM.

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3.3.8 Awards and significant achievements Prof Esther Munalula-Nkandu was sworn in as the Zambian Ambassador Designate to Belgium, Netherlands and Luxembourg. Prof Munalula-Nkandu is a postgraduate alumna of the Department of Physiotherapy at UWC. Several staff members received awards during 2019. These included awards external to the University and internal awards: • Dr Farhana Karachi and Dr Thuli Mthembu graduated from the SAFRi Fellowship. Prof Waggie and Prof Van Wyk completed the P4APL. • We are proud to announce that six staff members received NRF ratings, effective from 2019: Y-rating (Drs L. Ennion and H. Tabana), C3-rating (Prof Z. Mchiza), a C2-rating (Prof J. Frantz), a B2-rating (Prof H. Schneider and Prof A. George), and a B1-rating (Prof D. Sanders).

• Staff were recognised for Excellence in Learning and Teaching and Research. Dr Lucia Hess-April (Department of Occupational Therapy) and Ms Lindy van der Berg (School of Nursing) received faculty awards for excellence in Learning and Teaching at the DVC Academic’s Academic Achievers Awards event.

• At the Registrars Recognition awards, Ms Anita Fredericks received the institutional award for the most Outstanding PA/ Secretary, while Ms Sandy-Lee van Eden and Ms Shameegah Couert received the faculty awards for Outstanding Academic Administrator and Service Excellence, respectively.

• Dr Portia Bimray received an award for Excellence in Nursing Practice on 23 July 2019 from the Venus International Foundation, India.

• Dr T. Mthembu was successful in his application related to the First Rand Scholarships for Black African Academics. He received R190,000 in teaching relief for the year 2019. Dr S. Titus has received this award for 2020.

The following staff received awards at the FCHS Research Day: Emerging researchers: • Outstanding poster presentation: Ms Teneil Bell, Department of Occupational Therapy.

• Outstanding conference presentation: Dr Verona Matthews, School of Public Health.

• Outstanding publication: Ms Ronel Davids, Department of Social Work.

Established researchers: • Outstanding poster presentation: Dr Liezel Ennion, Department of Physiotherapy.

• Outstanding conference presentation: Prof Felicity Daniels and Prof Jennifer Chipps, School of Nursing.

• Outstanding publication: Dr Tania Steyl, Department of Physiotherapy Academic support staff.

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• Outstanding administration in support of postgraduate research: Mr Denver Ernest, Examinations and Graduations Office.

• Outstanding administration at faculty level in support of postgraduate research: Ms Noxolo Memani, Faculty Officer: Undergraduate Studies, Faculty of Community and Health Sciences.

University Capacity Development Research Grants were awarded to staff in various categories as listed below: • Developing the Research Scholar: S. Ellis, B. Faroa, T. Yu, C. Pereira, M. Malema, L. le Roux.

• Emerging Researchers Research Project funding: G. Filies.

• Emerging Researchers PhD Relief: L. van der Berg, J. Hoffman.

• Mid-Career: T. Steyl, L. Tucker, S. Carelse, J. Willemse, P. Bimray, M. Young.

3.3.9 Engagement Community engagement In the FCHS, we strive to shape our community engagement (CE) initiatives to support the development of civic-mindedness and social responsiveness. To achieve this goal, staff and student encourage the development of attributes that include advocacy and critical citizenship from a social justice and equity perspective. The FCHS students and staff collaboratively engage in community engagement, outreach and activities in four geographical locations (Bellville CBD, Mitchell’s Plain, Fisantekraal, Genadendal). There are other areas and institutions where individual departments, schools, units or centres conduct CE activities.

Bellville CBD In the Bellville CBD, the Mandela Day event included health education activities and health screening at the Middestad Mall. Entertainment during these activities was provided by the Brigade of Belhar. The Department of Health also partnered with departments of the faculty during this event. Students from Physiotherapy ran an Exercise Day event at the Bellville campus, facilitating physical activity among staff and students. This event was initiated and run by the Physiotherapy student council in the department.

Mitchell’s Plain In Mitchell’s Plain, Occupational Therapy students were involved in the 1000-day project as well as the 100 Homes Project in Beacon Valley, Mitchell’s Plain, and the Beitul Ansaar orphanage.

The Department of Dietetics and Nutrition formed a working relationship with the Mitchell’s Plain Early Childhood Development Forum, which represents registered and unregistered ECD centres.

The forum identifies ECD centres for nutrition intervention.

Supervised students are placed at the identified centres

where they conduct nutrition situation assessments, analyse causes of nutrition challenges and then implement actions to address these issues. At the UWC Mitchell’s Plain Project, the Physiotherapy and Occupational Therapy students collaborated on a mental health awareness project, which is an ongoing initiative where family members of people with mental illnesses are provided with support and education. There was also a mental health awareness walk and talk that was held in the Mitchell’s Plain Town Centre. This event involved both disciplines and the community at large as well as staff from the Western Cape Government, including the rehabilitation care workers.

The physiotherapy students placed at the UWC Mitchell’s Plain Project started the initiative called ‘Humans of the Cape’. They identified a need for the people of Mitchell’s Plain’s stories to be told. They developed a website, Instagram and Facebook page. These platforms were created to have a space to share the stories of the people living and working in Mitchell’s Plain. The project included partners from Beacon Hill Senior Secondary School, the Western Cape Government and the UWC project.

It is hoped that the inclusion of partners will facilitate the sustainability of these projects when students’ clinical rotations come to an end.

Fisantekraal In Fisantekraal and surrounding areas, students from various departments conduct different CE activities. As part of the Mandela Day activities, the School of Natural Medicine

staff and students, for example, conducted programmes related to wellness, health promotion awareness as well as a #ActionAgainstPoverty campaign.

During October, which is Mental Health Month, the fourth-year Nursing students created awareness around mental health and mental illness. As part of their outreach programme, the class was divided into groups to carry out projects on mental health awareness in various locations. The groups and projects included a substance abuse campaign at Esangweni Secondary School and in the Klipheuwel community, and an awareness campaign at Fisantekraal High School on depression and anxiety among adolescents.

Third-year Nursing students also took part in an outreach programme in October to Klipheuwel where they conducted health screenings in the community.

As part of the service learning component of the module on gender-based violence, Nursing students engaged in a campaign to educate and raise awareness against violence against women and children on and off campus.

Genadendal, Greyton and Berea As part of the faculty’s plan for collaborative outreach activities, two community outreach activities were held in 2019, spurred by a request from the Genadendal community.

Ten staff and 45 students were involved in the first outreach activity to Genadendal. These included students from the Schools

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of Nursing and Natural Medicine, and Departments of Dietetics and Physiotherapy. A total of 147 patients were assessed and treated at the outreach programme. All patients were screened

by Nursing and referred to the appropriate services. Supervised by the staff, students provided primary healthcare services to the patients, which included health and wellness screening for chronic diseases and exercise classes. Students found this outreach activity valuable because it provided them with opportunities to engage with communities while being immersed in working in interprofessional teams from across the University.

The second outreach activity included 17 staff and 49 students from the Schools of Natural Medicine (17) and Nursing (17) and the Departments of Physiotherapy (11), Social Work (6) and Dietetics (4). During this outreach, services were provided to a total of 114 individuals. Partners from the DOH and a dentist located in the Caledon community, Dr Poole, participated in the outreach.

Patients were examined, had teeth extracted and were referred to services not covered by the outreach teams. Depending on the main reason which patients presented, they were treated by one of the four modalities from Natural Medicine. Medication and/ or herbs were dispensed, while students from the Department of Physiotherapy provided manual and exercise therapy.

The Social Work students assisted community members with social problems, such as family conflict and substance abuse.

The students also worked under the direction of social workers from the Genadendal Child Welfare Society to present life-skills group sessions at two primary schools located in Genadendal and a nearby farming community. The students presented topics on child abuse, bullying and body safety to 40 Grade 5—7 learners.

CHS clinics There are a number of clinics and services provided across campus by various departments. The Department of Dietetics and Nutrition offers services through a Diet Clinic on campus.

The Department of Psychology manages a UWC Psychology

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Clinic, which coordinates with primary health care service providers, NPOs and other community agents to promote access to psychological services for disadvantaged communities.

The student psychologists saw a total of 52 patients for between three and 15 sessions. Biokinetics students provide services at a campus-based Biokinetics Clinic as well as the HighPerformance Sport Clinic and at a Transnet Clinic. Physiotherapy students also provide clinical services to students and staff at the main campus clinic. Staff from the different School of Natural Medicine modalities – namely Unani Tibb, Chinese Medicine, Homeopathy and Phytotherapy – provide clinical services to staff and students at the Bellville campus.

With a focus on addressing the challenges caused by genderbased violence, the Department of Psychology gave a guest lecture on ‘Women Abuse in the Lavender Hill Community’, while the Department of Social Work presented on ‘Breaking the Chains: On Women Abuse Within the Church’ at the Word Impact Ministries in Kraaifontein.

The ICSSD provided leadership courses for coaches, research and an exhibition at the Mayibuye Centre, and collaborated with the Arts Faculty on the Umama Project. Prof Keim also acted as a training advisor for Women for Peace in the Western Cape.

Prof Eastern and Prof L. Wegner and colleagues from Occupational Therapy extended scholarly engagement activities to the Eastern Cape in areas such as Hankey, Patensie, Loerie, Sea Vista, Humansdorp, Jeffreys Bay and Thornhill, with a focus on youth and resilience.

Psychology’s Dr Tucker’s continued to be involved as the ViceChairperson of the NPO, Pets as Therapy (PAT). PAT arranges for volunteers and their animal companions to visit sites such as frail care facilities and schools to provide therapeutic support and comfort to the residents. PAT also visited UWC for the Mental Health Awareness Day event, hosted by the Centre for Student Support Services on 10 October 2019, to provide support for

students. The animal-assisted interaction was well received and it is hoped this initiative will continue in the future.

diary throughout both courses and this culminated in a short photo story documenting their journey and insights.

The SRES Department continues to be involved in the WoW! (Western Cape on Wellness) Project and in 2019, students engaged in an event at Stikland Hospital that resulted in an internship site for the third-year Sport and Recreation management students.

Similar opportunities are available at the Wines to Whales (W2W) and the Ultra Trail CT events where SRES students assist with registration and packaging of race packs and develop an understanding of the logistics behind large sporting events. Dr Barry Andrews, SRES High Performance Project Leader, has been involved in the event for many years as a logistics manager.

The SRES students and staff participated in the Absa Cape Epic event, which serves as a platform for students to engage in event management activities as well as research activities. A total of 56 current and former students volunteered to work at the event.

The students work in numerous roles but get to actively engage with leaders in sport, giving them invaluable experience and networking opportunities.

In the Department of Psychology, the Psy839 module, a Master’s course, is designed to introduce students to theoretical and applied models as well as research methodologies within the context of community psychology. The Department of Psychology has an established relationship with the Lambert’s Bay community, which has developed over the years through different community and research engagements. In 2019, a group of 10 students went to Lambert’s Bay to do bullying workshops with school children and self-care workshops with a group of recovering substance abusers. The students also conducted interviews to evaluate the recovery programme. This allowed students to put their theories into practice and develop further insights into what community engagement means for research psychologists.

Psy708 is an Honours community psychology module which introduces students to mainstream and critical theories within the field of community psychology. This module also introduces students to different forms of interventions, especially workshops.

It takes students through the nuances and reality of community engagement by having them participate in a three-day placement in which they conduct workshops on different topics and engage with members of an NGO. Students are asked to keep a reflective

The Social Work Department’s staff and students have been actively involved in a number of CE activities. Ms Shernaaz Carelse, in association with Childline, coordinated a children’s outreach programme in Kuils River, Cape Town, focusing on child safety during the September school holidays. Mr Uwarren September, the newly appointed nGap lecturer in the Department of Social Work, engaged in a community outreach programme in Wellington during October 2019 focused on inappropriate sexual behaviour among primary school children.

The students from the Department of Social Work collaborated with an NPO, GAEEEIN, in rendering psychosocial services for a macro project to at-risk Grade 1 to Grade 5 learners. Approximately 70 learners and parents were involved in the intervention.

Social Work students were also involved with the South African Police Services and a social worker from the Western Cape Department of Education in the roll-out of a project dealing with the trauma caused by the rife gang violence in the Manenberg community in Cape Town. Eight third-year student social workers participated in outreach programmes located at two primary schools in Manenberg.

Scholarly professional engagement Scholarly professional engagement activities that staff were involved in or participated in during 2019 included serving as reviewers for journals and research funding institutions, presenting as part of discussion panels and engaging as advisors.

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Staff in the Department of Psychology participated in a symposium held at the University of Stellenbosch which focused on re-thinking race and power in research. Prof M. Andipatin served as a reviewer for the journal Forum: Qualitative Social Research, Social Justice (Special Interest Group) for the European Health Psychology Society and Dr M. Florence, the current HOD of Psychology, is an editorial board member for the African Journal of Psychological Assessment.

Staff in the Department of Dietetics and Nutrition engaged in a number of scholarly professional activities. Ms C. Pereira acted as national spokesperson for the Association of Dietetics in South Africa, as well as providing technical support to the Executive Committee on an ad hoc basis. Prof E. Kunneke acted as NRF protocol evaluator and NRF rating applications evaluator. Prof R. Swart chaired the evaluation panel of one HEI, participated as an advisor in the UNICEF School Nutrition project and served on the Food Labelling Working group. In addition, Prof R. Swart held collaborative meetings with the Department of Food Control and Department of Nutrition at the National Department of Health to advise on food labelling and related regulations. Ms J. Wilkenson serves as a member on the Infant & Young Child Feeding Working Group at the Department of Health, Nutrition Directorate, Western Cape, which provides guidance on IYCF. Ms C. Pereira participated in a focus group discussion for the Improving Early Nutrition and Health in South Africa through capacity building (ImpENSA) research project as well as in related policy and programme development and implementation, and conducted radio interviews as the ADSA spokesperson for World Breastfeeding Week. Staff in this department also served as reviewers and sub-editors for discipline specific journals.

Prof Daniels and Dr Martin from the School of Nursing acted as consultants to the National Department of Health on the new R.171 Nursing Curriculum.

Ms Yassin, the nGAP lecturer in Child and Family Studies, participated as a member of the Shadow Advisory Consortium of an Erasmus Plus project focusing on research management and administration. She also contributed towards the dissemination of the findings of the project and the evaluation of the current project.

Prof Keim from ICSSD served as an external Moderator for UCT’s School of Management Studies Sport Management Modules and the Postgraduate Diploma in Management as well as Convenor and Research Advisor of the Commission for Sport and Peace of the International Peace Research Association, coordinator for the newly founded Sport, Peace and Youth Commission, and as an expert and examiner for the Research Grant Commission of the International Olympic Committee’s research and study grants for PhD students and postdoctoral fellows. Prof Keim was also an external reviewer for the Departmental Review of the Sport Sciences Department at Stellenbosch University and a reviewer for the International Journal for Sport and Development.

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3.3.10 Staff nominated onto regional, national or international professional boards or organisations A number of FCHS staff served on professional boards and organisations/ task teams aligned to their professions: • Dr Faeeza Abdullatief: Council Member (Unani Tibb) on the AHPCSA; the Provincial Chairperson (Western Cape) of the South African Tibb Association (SATA); co-rapporteur to the World Health Organisation (WHO) Expert Working Group for Benchmarking the Medical terminology of Unani Medicine.

• Prof S. Bassett: Practice Evaluator HPCSA/ BASA. • Dr S. Carelse: Task team for the development of the content of the Child and Youth Care degree.

• Dr W. Cassiem: South African Health Products Regulatory Authority as a Clinical Evaluator for Complementary and Alternative Medicine; World Federation of Chinese Medicine Societies (WFCMS) Specialty Committee of Diabetes; represents Chinese Medicine and Acupuncture on the Allied Health Professions Council of South Africa (AHPCSA) Professional Board for Ayuverda, Chinese Medicine and Unani Tibb (PBACMU); AHPCSA Education Sub-Committee.

• Prof J. Chipps: ICN Telenursing working group.

• Prof F. Daniels: Regional Coordinator for Africa for STTI; Nursing representative on Education on Provincial Health Committee.

• Prof J. de Jongh: Chairperson of the Ethics Committee (Occupational Therapy Association of South Africa); (Member) Editorial Board (Occupational Therapy Association of South Africa).

• Ms Ekole: CHI OMICRON Communications.

• Dr L. Ennion: South African Association of Health Educationalists (SAAHE) regional committee.

• Dr Wendy Ericksen-Pereira: Professional Board for Homoeopathy, Naturopathy and Phytotherapy of the AHPCSA. • Mr J. Hoffman: CHI OMICRON Faculty Counsellor.

• Prof Keim: convenor and research advisor of the Commission for Sport and Peace of the International Peace Research Association; coordinator for the newly founded Sport, Peace and Youth Commission on the International Peace Research Association; expert and examiner for the Research Grant Commission of the International Olympic Committee’s research and study grants for PhD students and postdoctoral fellows; member for the IOC Olympic Education Commission; sport policy expert on the Commonwealth Research Debates on Sport and the Sustainable Development Goals feeding into MINEPS and UNESCO; Eminent Persons Group member for the Sport Minister of South Africa; member of the Olympic Education and Training Commission of the South African Sports Confederation and Olympic Committee; advisor on evaluation of the QPE Report of UNESCO (April, May 2020).

• Prof L. Leach: Programme reviewer HPCSA/ BASA, CHE academic programme reviewer.

• Dr Martin: CHI OMICRON treasurer.

• Dr X Ma: Council member on the World Federation of Chinese medicine and Acupuncture society.

• Mr M. Malema: WL Youth Ambassadors Committee; YPBOL Chapter Supervisor.

• Dr E. McKinney: South Africa Parkrun Core Volunteer (Rondebosch Common Parkrun); Global Parkrun Research Board member (South Africa representative); South Africa Parkrun Specialist Ambassador (Disability & Medical Emergency response).

• Dr Mujeeb Hoosen: Co-rapporteur to the World Health Organisation (WHO) Expert Working Group for Benchmarking the Practice of Unani Medicine; co-rapporteur to the World Health Organisation (WHO) Expert Working Group for Benchmarking the Training of Unani Medicine.

• Dr E. Munnik: invigilator at the tri-annual Health Professions Council, Psychology Board Exam.

• Prof A. Rhoda: Chairperson of the South African Committee of Health Sciences Deans; sub-editor African Journal of Health Professions Education; Chairperson Review UCT Physiotherapy Division; reviewer Ireland Health Research Board, NRF, Welcome Trust.

• Mr M. Safodien: task team for the development of the content of the Child and Youth Care degree.

• Prof S. Savahl: Board of the International Society for Child Indicators.

• Dr N. Solomons: Western Cape Nutrition Society committee.

• Prof R. Swart: HPCSA Professional Board for Dietetics and Nutrition.

• Prof M. Soeker: Chairperson Research Committee (Occupational Therapy Association of South Africa); Education Committee (Occupational Therapy Association of South Africa); Provincial Health Research Committee; editorial board of WORK, Journal of Assessment and Rehabilitation.

• Dr T. Mthembu: Occupational Science Committee (Occupational Therapy Association of South Africa).

• Prof A. Travill: CHE academic programme reviewer.

• Prof L. Wegner: Chairperson and Secretary Crouch Bursary Fund for promoting research in psychiatric occupational therapy; reviewer UK Medical Research Council and the National Research Foundation (South Africa).

• Ms Jill Wilkenson: HPCSA’s Dietetics and Nutrition Board Task Team mandated to conclude the New Nutrition Professional curriculum application at the Council on Higher Education (CHE), Department of Higher Education and Training (DHET) and South African Qualification Authority (SAQA) and NDOH and the 10 applicable training institutions.

• Dr M. Young: Board of Directors, World Leisure Organisation, 2018—2020.

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3.3.11 Curriculum changes/ Renewal Prof Keim coordinated the Master’s Sport for Development programme, which was offered for the first time in 2019. A total of 19 students registered for this programme in 2019.

This Master’s programme was designed with colleagues from Katholike Universiteit Leuven in Belgium. Colleagues from other departments (SRES and Physiotherapy) in the faculty and the University contributed to the design of the programme.

In 2019 we obtained accreditation for the new Nursing Undergraduate programme (R1.74). Unlike many other Nursing programmes in the country we received full accreditation, although for a reduced intake number, and were able to register students into the programme in 2020. The ECP programme in Nursing was also accredited. The postgraduate offering in the School of Nursing will change from structured Master’s programmes to postgraduate diploma programmes. The accreditation for PG Dip programmes is still in process nationally.

The Department of Dietetics and Nutrition was also successfully reviewed by the HPCSA and received accreditation for five years.

The Department of Physiotherapy underwent a curriculum review exercise where all the undergraduate physiotherapy module descriptors were reviewed, updated and submitted for implementation in 2021. This is the first phase, led by Dr Liezel Ennion, of a more comprehensive review of the curriculum that will continue for the next two to three years. The BSc Dietetics programme was evaluated during 2019 by the HPCSA and received full accreditation for 2019—2023.

3.3.12 Student achievements Undergraduate students Meryl Davids, the School of Nursing BN Council Chairperson in 2019, was selected as the SANSA representative and attended the Honor Society of Nursing, Sigma Theta Tau International (STTI) Conference in November 2019 in Washington.

Four undergraduate Physiotherapy students spent two weeks in Oslo as part of a two-year funded project with colleagues from Oslo Metropolitan University on the influence of culture on students’ perceptions of rehabilitation.

In 2019, the Occupational Therapy students formed the Occupational Therapy Association of South Africa Student body (OTASAS). This particular group will represent the student’s voices in the professional body called the Occupational Therapy Association of South Africa (OTASA). Some of them have been involved in several projects, including obtaining resources for various schools and crèches on the Cape Flats during the Mandela Day celebrations.

Postgraduate students The annual Jakes Gerwel Award for a School of Public Health alumnus, which is funded by the Mauerberger Foundation, went to Mr Siraaj Adams, who graduated with his M.PH in 2016. He

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received the award for his work in transforming public health using digital health, particularly in medicine supply chains.

The Department of Occupational Therapy had its first PhD student graduate in 2019. Mr Mandla Gagayi (UWC Director of Sports Administration) graduated cum laude with a PG Dip in Sport For Development and Peace. Mpai Tshidisegang Tshwaro Rampou graduated with her Master’s degree cum laude in SRES and was also selected to participate in the Young Leaders Mentoring Programme. The programme is designed to inspire the next generation of sports leaders and role models to embrace their values and ‘Live Like You Play’. She was mentored by Charmaine Crooks, five-time Canadian Olympian and Olympics silver medallist, skilling herself to empower communities and particularly youth, through sport.

Ms Mignon Shiltz, an Honours Sport Science graduate was invited by the Sport and Recreation programme at the Health and Sport Science Faculty at Szechenyi University in Györ, Hungary, and the World Leisure Organisation Youth to participate in a threemonth internship under the supervision of Dr Miklos Banhidi.

Ms Gabi-Lee van der Westhuizen, current Master’s student in SRES and WP Women’s Cricket Team Manager, was invited to speak at the Western Province Cricket Association Annual Coaches conference. She designed a programme for cricketers to assist them in planning, reflecting and allowing them to overcome their fear of failure. Dr Smart Mabweazara (PhD SRES) graduated together with his sister, Dr Rangarirai Mabweazara, in December 2018. He published six research papers from his PhD and was recognised with the best Doctoral Student Award at the FCHS Research Day and the Best Doctoral Student Award at the University in 2019.

3.3.13 Special Faculty Projects In 2019, we implemented our Mentoring and Coaching for Academics Programme (MACAP). Mentors who received their first training in 2018 were paired with mentees who were mainly Associate Lecturers. A total of 14 mentor-mentee pairs were identified. A mentoring guide and specific coaching questions were used to leverage mentoring in this programme.

The Capacity Building for Associate Lecturers Programme continued and in 2019, Associate Lecturers had the opportunity to attend writing retreats, which assisted some to complete their Master’s work or conceptualise proposals for PhDs and others to submit articles for publication. The Associate Lecturers also attended a faculty-facilitated CPD-accredited workshop on Clinical Supervision in 2019.

The Deputy Dean of Teaching and Learning championed a project which is reviewing assessment practices in the faculty.

In 2019, this process started with a workshop which focused on ‘Doing assessment my way; Doing assessment the student way and Doing assessment differently’ with a practical illustration.

The workshop was attended by staff from SON, SONM, IPEU, SW, SRES, OT and PT and facilitated by Dr Samuel Lundie, the Teaching and Learning Specialist from the Faculty of Dentistry.

A number of staff in the faculty are involved in a Health Professions Education (HPE) Research Project exploring the development and application of a responsive curriculum framework for healthcare professionals in South Africa. This is a national project, which is a collaboration between a number of universities and is under the leadership of Prof Michael Rowe at the Physiotherapy Department at UWC. The study seeks to respond to the imperatives of exploring a more responsive curriculum framework for healthcare professionals across the Higher Education sector, and calls for HPE curricula to be more responsive and relevant to the social contexts in which they are located. This study is framed by Global Health Equity concerns and locates itself in the context of South Africa where the realities of health inequity, the burden of disease and service in resourceconstrained environments dominate. Outcomes from the study will be relevant to the majority of programmes in the faculty.

The FCHS has a Parenting Research Project to develop guidelines for parenting coordinated by the SARChI Chair, Prof Roman. Prof Bassett and Drs Young, Andrews and Onagbiye from SRES are involved with the development of guidelines regarding physical activity for children. Staff are currently undergoing a systematic review of parental involvement in the physical activity of their children, and a PhD candidate in SRES supervised by Profs Bassett and Roman is collecting data for her research entitled ‘Development of guidelines for adolescents and parents to increase adolescent participation in physical activity’. Two

honours students conducted a study on the project in 2018, which will feed into the data of the bigger project for publication in 2020. This project contributes to the Child, Youth and Families studies niche in the faculty.

The High-Performance Sport Project is one of the University’s HDI funded projects and is a collaborative project between the FCHS and Sports Administration. This project has a number of sub-projects, which include development of a Higher Certificate in Sport, an interprofessional clinic, a mentorship programme for high-performing student athletes, and development of coaches, the high-performance gym and research. A staff member from SRES, Dr Barry Andrews, was seconded to manage the project.

Support staff were appointed and include two biokineticists (exstudents from the Department of SRES), a physiotherapist and a conditioning coach.

A student clinical tracking system is used in the faculty to assist with the management of data related to clinical practice. The system, which is currently mainly used by the School of Nursing, is being extended to the Department of Occupational Therapy.

On 19 February 2019, the SOPH opened the University’s first breastfeeding room to support breastfeeding in the workplace in line with national and international good practice guidelines.

The opening was attended by the Rector, Prof Tyrone Pretorius, as well as the Executive Director of Human Resources, Mr Meko Magida. The room is available for staff, students and visitors and is designed to acknowledge and encourage the significant role that breastfeeding plays in an infant’s development, for mothers and for society as a whole.

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4. DENTISTRY FACULTY Period: January — December 2019 4.1 DEAN’S OVERVIEW At the undergraduate level, 2019 was a very successful year for the faculty with a 100% pass rate in the final-year Oral Hygiene and 99% pass rate in the Dental classes. Of greater significance was the throughput rate of 87% for the Dental graduates and 90% for the Oral Hygiene graduates completing the course in the minimum time. All the dentists have been successfully placed in Community Service posts throughout South Africa and the military services serving the country.

At the postgraduate level, two MChD (Orthodontics) students graduated cum laude and all three registrars passed the FCD (SA) Ortho Part II examinations and were awarded fellowships by the College of Medicine of South Africa.

2018 saw the collaborative effort from the WCG and UWC to roll out Phase One of the Picture Archiving and Communication System (PACS). In March 2019, the faculty went live with the first phase of PACS at the Tygerberg OHC. This has been planned for over 10 years and we finally see the possibility of converting one of our platforms to a complete digital imaging service and removing analogue imaging. Phase One entailed the installation of 32 monitors around the clinical area on the three floors to display radiographic images taken in the Radiology Department.

Later in the year, Phase Two extended this system to every chair in the Paediatric Dentistry clinic. The faculty hopes to extend this in two more phases at the Mitchell’s Plain OHC and the remaining areas of Tygerberg OHC in 2020. The evolution of a paperless service sees the department stepping closer to international standards in diagnostic imaging.

Upon the retirement of the Dean of Dentistry, Prof Yusuf Osman in 2020, the University and the WCG have agreed to separate the positions of Academic Dean and that of Clinical Dentistry Services Manager. Prof Neil Myburgh will act as the Dean of Dentistry until the process of advertising and appointing candidates to these two positions is completed.

Management The Executive Management of the Faculty of Dentistry’s academic programmes is carried out by Dean Prof Osman, three Deputy Deans (in the period 2017—2019, Prof Vivienne Wilson, Academic affairs, including Teaching and Learning; Prof G.A.V.M. Geerts, Research and Postgraduate Studies; and Dr E. Prince, Clinical Affairs) and the Faculty Manager, Ms J.T. Savill. This executive met monthly.

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DEAN: PROF YUSUF OSMAN

The faculty has nine departments grouped administratively into six clusters. This grouping was a compromise structure developed during the merger in 2004 to accommodate staff from both institutions (UWC and US).

The faculty will review this structure in 2020 to see how best to arrange the departments for optimal efficiency in delivering the programme. A complicating factor is the requirement of the regulatory body (HPCSA) that all Specialist Programmes must be headed by a Clinical Specialist in the discipline. This was one of the challenges the faculty faced during the postgraduate accreditation visit which resulted in conditional accreditation for one of the Specialist Programmes. This has been rectified with the appointment of a specialist and now both the undergraduate and postgraduate programmes in Dentistry and the programme in Oral Hygiene are accredited for the full five years.

4.2 FACULTY ORGANOGRAM

Dean Prof YI Osman

Deputy Dean: Academic including Teaching & Learning Prof VJ Wilson

Teaching & Learning Specialist

Deputy Dean: Research & Postgraduate Studies Prof GAVM Geerts

Deputy Dean: Clinical Dr E Prince

Dental and Research Laboratory

Faculty Manager Ms JT Savill

Faculty Office

Departmental Chairpersons/ Cluster Heads (6)

Community Oral Health

Diagnostics Sciences

Maxillofacial & Oral Surgery and Anaesthesiology & Sedation

Oral Hygiene

Orthodontics and Paediatric Dentistry

Restorative Dentistry

One challenge for the faculty in this five-year period, also highlighted in the five-year plan, was the retirement of several senior staff during the period 2016—2020 and another three taking early retirement in 2017. As these are all Joint Appointment positions with the WCG the process to fill these posts will take time and have a significant impact on the faculty.

Staff establishment The staff establishment is stable at Senior Lecturer/ Dentist/ Oral Hygienist level and below. The recruitment and selection process, which is totally university driven, is efficient.

In 2017, the faculty applied for three additional posts, one Lecturer/ Dentist post in Radiology and two Dental Technician posts in Dental Prosthetics. Two posts were allocated to the faculty. There was a re-application for the outstanding technician post in 2018 and this post was subsequently filled. Approval was also granted

for an additional Lecturer/ Dentist post in Restorative Dentistry which was filled in 2019.

Posts at the level of Specialist/ Head Clinical Unit/ Associate Professor on the Joint Staff require tabling the vacancies at the Joint Standing Advisory Committee (JSAC) which only meets four times a year, followed by referral to the HR department of the Province for approval by the Head of Health. This process is time consuming and frustrating.

The ad personam promotions saw two staff members promoted from Senior Lecturer to Associate Professor.

Addressing the other critical issues identified in the faculty’s five-year plan is a work in progress. The biggest challenge is still the completion of a bilateral agreement between UWC and the WCG Department of Health. This will guide funding, access to the clinical platform and the rendering of clinical services by joint appointment staff.

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4.3 SCHOLARSHIP 4.3.1 Teaching and learning Enhance and promote the status of Teaching and Learning Dr S. Lundie developed a framework for a Professional Teaching Portfolio for lecturers in the Faculty of Dentistry. The Teaching Portfolio is a documented statement of the lecturer’s teaching responsibilities, philosophy, goals and accomplishments as teacher.

Journal Club Presentations During 2019, the faculty hosted a number of Teaching and Learning journal club meetings. The journal clubs take the form of academic discussions on topics relevant to the teaching and learning of students. All the journal club activities in the faculty are accredited for CPD points with the HPCSA. The following topics were presented:

Discourse on the affective in the teaching and learning environment

Mr Mervyn Coetzee (APU)

New classification of periodontal disease

Dr Anthea Jeftha

Lecturers’ teaching perspectives and practices

Dr Samuel Lundie

Feedback: Collaboration and visit to UiO

Prof Greta Geerts, Dr Sadika Khan

Internationalisation at home

Dr Razia Adam

Feedback from international conference on Future of Education (Florence, Italy)

Prof Vivienne Wilson

Gaming

Prof S. Bharuthram (Arts Faculty)

Teaching strategies

Dr Y. Solomons, SADA

How to render effective clinical teaching

Dr Samuel Lundie

Towards professionalisation of Teaching and Learning (TPoTL) course The purpose of this course is to provide a follow-up to the introduction to teaching and learning in higher education for new lecturers, in the specific context of UWC. This course is designed to assist academic staff to develop and consolidate their portfolio. In doing so, academic staff reflect on their role as teachers in higher education on their journey towards professional development. The major focus of the course is to assist academic staff develop their teaching portfolio, for the purpose of critical reflection, probation or promotion.

The following staff members are enrolled for this course: • • • • • • • • • • •

Dr Carmen Gordon Dr Johan Opperman Dr Tina Roberts Dr Tineke van Zyl Dr Fadi Titinchi Dr Warren Farao Mr Ernest Maboza Laboratory Dr Farzana Karjiker Prof Manogari Chetty Dr Lezaan Scholtz Dr Siphesihle Mpungose

Orthodontics Oral Pathology Oral Pathology Diagnostics and Radiology Maxillofacial and Oral Surgery Conservative Dentistry Oral and Dental Research Conservative Dentistry Oral Biology Oral Medicine and Periodontology Oral Medicine and Periodontology

The following colleagues successfully completed their teaching portfolios: • • • • • •

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Dr Carmen Gordon Dr Johan Opperman Dr Tineke van Zyl Dr Warren Farao Dr Farzana Karjiker Dr Lezaan Scholtz

Other Presentations Dr Samuel Lundie: DVC Academic Week, 2 September: From module guides to interactive learning guides.

Dr Colleen Cloete: CIECT Colloquium, 6 November: Taking the final-year dental students’ clinical case portfolio from hard copy to soft copy.

Design and development of an e-portfolio (liaison between Dr Colleen Cloete, CLD512 module coordinator, and CIECT) Final-year dental students complete a multi-disciplinary module called Clinical Dentistry V (CLD512). This develops students’ competency in integrated practice by drawing on the knowledge and insight gained in all modules presented in the dental curriculum. It is designed to help the students develop a holistic approach to patient management through encouraging and promoting comprehensive patient management and care.

Students collect clinical data for a case (paediatric or adult) and document everything (including radiographs, photographs, videos, treatment progress, challenges and successes). Students then reflect on treatment options, treatment provided and critically evaluate the outcomes. They prepare their diagnostic portfolio in an e-portfolio format.

The training was concluded over two sessions and the outcomes were, firstly, to use Google Drive, apply settings to the browser, create and structure folders, upload selected files, discuss the value of the e-tools and create an e-portfolio site. Secondly, the learner had to design an e-portfolio site, structure the portfolio according to criteria, apply appropriate layout, insert content, embed relevant resources, share the e-portfolio, and provide visibility options (private and public) and comment within the e-portfolio.

Development of the Diagnostic e-portfolio allows the Dentistry Faculty to have more of a transformative effect on its undergraduate educational efforts, ensuring that it is not left behind and does not pass up opportunities to influence the future of our students. With the emergence of the 4IR, the value of being able to amalgamate physical and digital technologies should not be underestimated.

Developing a mobile/ electronic clinical assessment instrument (rubric) • Dr Bashier Ahmed-Kathree is coordinating the revision of clinical assessment.

• CIECT demonstrated an electronic assessment instrument to participants at the curriculum workshop to assess students’ clinical competence.

• Departments are currently revising clinical assessment criteria aligned with the clinical assessment instrument.

• Departments also decided to standardise the grading of students’ performance to a four-level performance scale.

• The review of clinical assessment criteria as well as the standardisation of expected levels of performance will

strengthen the consistency of the assessment as well as its validity and reliability.

• Representatives (champions) of various departments are currently scheduling consultation meetings with CIECT (Mr Khan) for the design of a clinical assessment tool within the clinical context of the department.

Human Biology ‘Boot camp/ Winter school’ for first-year students The Faculty of Dentistry, together with the staff involved in the teaching of the HUB105 module, presented a HUB105 ‘Boot camp’ from 15—19 July 2019. This boot camp was specifically designed for all students who were registered for the HUB105 module in the second semester of 2019. The week’s activities aimed to prepare students for a demanding module and equip them with the skills which they require to progress. This oneweek intensive/ interactive programme provided students with an opportunity to learn more from the lecturers, tutors and other students. Academic staff from the Departments of Maxillofacial and Oral Surgery, Oral Pathology, Oral Biology and Oral Medicine and Periodontology presented and facilitated sessions focusing on the alignment between human biology and dentistry. The support of staff and students from the faculty was excellent and the following staff members were involved: Prof Osman, Dr Mahlangu (Oral Medicine and Periodontology), Prof Chetty (Oral Biology), Dr Roberts (Oral Pathology), Dr Van Zyl (Diagnostics and Radiology), Drs Behardien, Cupido and Titinchi (Maxillofacial and Oral Surgery), Sr Jonas and Ms A. October (Maxillofacial and Oral Surgery), Ms Pretorius (BDS II), Ms Beeka (BDS II), Ms Shabangu (BDS IV) and Mr Paulse (BDS V).

CSSS The Centre for Student Support Services provided the faculty with a dedicated psychologist at the Tygerberg and Mitchell’s Plain Oral Health Centres on a Thursday and Monday respectively from August 2019. This ‘working alliance’ is the result of discussions between the faculty, CSSS and the DVC: SDS.

Structured Student Learning Development and Support Sessions • Structured Student Learning Development and Support sessions were held on a continuous basis until the semester exams. These sessions continued for students identified as at-risk students during the second semester.

• Sessions focused on the learning needs of a student in a particular module. For example, preparation for the lecturers, note-taking during and reflection after lectures, interpretation and discussion of core concepts and most appropriate learning strategies.

• The progress results of the students at risk who attended the first semester sessions showed an improvement and indicated that these students benefitted from the sessions.

• Year coordinators, module coordinators and lecturers were reminded to identify the students’ learning needs and communicate this to Dr Samuel Lundie.

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4.3.2 Research The Office of the Deputy Dean: Research and Postgraduate Programmes was successful in its application for an NRF Intern. The intern is employed in the Oral and Dental Research Laboratory (ODRL) from 1 April 2019 to 31 March 2021. The aim of the incumbent is to develop skills and gain experience in a functional lab to improve success in future job applications. For the faculty, the intern will support staff of the ODRL with daily research and administrative duties as well as assist postgraduate students with work in the ODRL. The Faculty Research Office also secured the appointment of a mentor for the faculty. This position was supported by the University Capacity Development Programme and was filled by Prof Amosun from April to December 2019. The main goals for the post were to support the completion of postgraduate studies (M.Sc, PhD, postdoctoral) and to help increase the faculty publication output.

Prof Amosun had direct interactions with over 20 academic staff members and one non-academic staff member (excluding three postgraduate students). He addressed issues related to conceptualisation of research related to PhD studies, potential publications and responding to journal editors’ comments.

He also provided assistance in preparation of an abstract for consideration to invite a colleague to contribute to a book chapter. His mentorship role included advising on CV preparation for promotion, application for capacity development programmes (e.g. Call for applications 2020—2021 Future Professors Programme) and applications for NRF funding. Prof Amosun also motivated staff to participate in the UWC Research Week (October 2019). Prof Amosun registered a research project with the title ‘Perceptions of academic staff within a Faculty of Dentistry at a public university in South Africa’ (BM19 /9/ 15).

Systematic Review Workshop During 2018, a systematic review training programme was developed for Dentistry staff. The original programme consisted of four contact sessions of 2—3 days each. Two of these contact sessions were held in 2019 and a third was scheduled for early 2020. The fourth contact session will consist of a series of writing days facilitated by the programme convenors. The facilitators and lecturers were Prof G. Geerts, Dr S. Khan and Dr F. Kimmie. Guest lecturers were Mr F. Davids, Dr A. Musekiwa and Prof B. Yan.

Dentistry Research Day 2019 The Faculty of Dentistry’s Research Day took place on Wednesday, 15 May 2019 in the Main Hall, UWC. Prof Osman, Dean of Dentistry, welcomed staff and students, explaining the importance of clinicians practicing evidence-based dentistry and the satisfaction of contributing to new knowledge as researchers. Prof B. Fielding, Director: Research Development, delivered the opening address and referred to UWC’s successful journey from an institution focused on training to a research-led

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institution. The guest speaker, Dr M. Jantjies, is an Information Systems academic focusing on the development in technology in the fields of education, electronic health as well as electronic governance and gave an inspiring lecture titled ‘Dentistry in the 4th Industrial Revolution’.

The programme consisted of seven research presentations, three by undergraduate students, three by postgraduate students and one by a staff member. The winners of the competitions were: • Undergraduate: J. Brand, M. Coetzee, A. Cuperus, J. Jacobs, L. Marx, & T. Malherbe: The usage of prescription stimulants in third, fourth and fifth-year dentistry students at UWC. • Postgraduate: Dr G. Maronga: Retreatability of root canals sealed using gutta percha and a bioceramic sealer.

University of Missouri - UWC International Summer Research Internship The Office of the Research Dean at the University of Missouri (MU) School of Medicine coordinated a summer research programme with the objective of recruiting students from UWC. Dentistry had two successful applications: Dr S. Indermun (M.Sc Radiology) and Dr O. Ahmed (PhD Restorative Dentistry). They were the only students from UWC and the whole of the African continent.

The programme ran for nine weeks (29 May—26 July 2019).

The students were given full boarding as summer interns and were also provided with funds to cover one hour of academic/ research credit, travel to and from Columbia, and a stipend of $1,500. Students participated in a series of evening workshops, career preparation, scientific ethics, reading and writing, and working on their own research projects under the guidance of an MU School of Medicine faculty mentor and presented their results at a poster forum at the end of the summer (25 July 2019).

Currently Registered Research Projects Applicant

Title

Department

Dr F. Titinchi

An audit of oral and maxillofacial surgery procedures under general Maxillofacial & Oral Surgery anaesthesia at Tygerberg Oral Health Centre

Dr S. Khan

Overview of systematic reviews critiqued by prosthodontic clinical assistants-in-training

Dr D. Smit

Professional and informal denture manufacturing: Perceptions and Community Oral Health experiences of denture weavers in Cape Town

Prof N. Myburgh

The prevalence of sharp injuries among dental students at the University of the Western Cape

Community Oral Health

Dr D. Smit

The effectiveness of an infection prevention and control checklist for dental students

Community Oral Health

Prof A. Harris, Dr S. Lundie

Fourth and fifth-year dental students’ reflections on the clinical assessment procedure used in the Department of Oral Medicine and Periodontics

Orthodontics

Dr M. Naidoo

Knowledge and perceptions of dental radiation of undergraduate dental and oral hygiene students at the University of the Western Cape

Oral Hygiene

Dr M. Naidoo

Health promoting schools in the Western Cape, an investigative enquiry

Oral Hygiene

Prof R. Barrie

Infection control practices in radiology at UWC Oral Health Centres Community Oral Health

Dr P. Brijlal

The impact of plaque disclosing agents when used as an adjunct to self-care practices in improving the oral health status of students receiving plaque control education

Oral Hygiene

Mrs R. Cader

The potential effects of toothpaste on colour and surface texture of the enamel

Oral Hygiene

Prof G. Geerts

The use and cost implications of non-sterile gloves in an academic Restorative Dentistry clinical environment: a pilot study

Dr H. Holmes

Pattern of third molar extractions at Oral and Maxillofacial Department, UWC Oral Health Centre, Tygerberg

Oral Medicine Periodontology

Dr S. Khan

Assessing the competence and confidence in final-year and graduate dental students

Restorative Dentistry

Mrs C. Rayner

The dental students’ view regarding the oral hygiene scope of practice at the University of the Western Cape

Oral Hygiene

Dr K. Simpson

Knowledge, practice and attitude of infection control measures among senior dental students

Community Oral Health

Dr D. Smit

Investigating patients’ perceptions on Botox administration by dentists and medical doctors

Community Oral Health

Mrs K. Viljoen

Compliance, knowledge and attitude of oral hygienists, infection control practices

Community Oral Health

Dr A. Jeftha

The perception of UWC dental graduates about the effectiveness of the practice management course in preparing them to establish and manage a private practice

Oral Medicine and Periodontology

Ms N. Gordon

The effect of oral-related lifestyle on the oral health of athletes at UWC

Oral Hygiene

Ms N. Gordon

An evaluation of an oral health promotion programme at two community health centres in the Western Cape

Oral Hygiene

Ms N. Gordon

An evaluation of an early childhood development (ECD) oral health Oral Hygiene promotion programme at a community-based organisation in the Western Cape

Restorative Dentistry

Dr D. Smit Dr S. Harnekar

The role of social media in seeking dental treatment

Community Oral Health

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Prof N. Myburgh

Assessment of caries status in preschool children and evaluation of highest attainable standard of health (AAAQ) in townships, Cape Town, South Africa

Community Oral Health

Prof N. Myburgh

Assessment of caries status and availability, accessibility, acceptability and quality (AAAQ) of preschool children in townships, Cape Town, South Africa

Community Oral Health

Dr S. Mpungose

An evaluation of waiting times at 3 key disciplines in Tygerberg Oral Health Centre

Restorative Dentistry

Dr R. Mulder

In-vitro study with a 940nm diode laser to assess the photo Paediatric Dentistry biomodulation of Enterococcus faecalis

Dr A. Hudson

Is lecture attendance necessary amongst dental students for academic success?

Orthodontics

Dr P. Brijlal

The impact of plaque disclosing agents when used as an adjunct to self-care practices in improving the oral health status of students receiving plaque control education

Oral Hygiene

Dr M. Naidoo

Evaluation of the Sparkle Brush program

Oral Hygiene

Prof A. Amosun Prof G. Geerts

Perceptions of academic staff within a faculty of dentistry at a public university in South African about mentoring

Dean’s Office

Dr T.F. Mukoera

In-vitro antibacterial activity of four root canal sealers against Restorative Dentistry Enterococcus faecalis

Dr K. Simpson

Caries status and treatment needs of 6 and 12-year-old Western Cape learners in the public sector

Community Oral Health

Dr Y. Fakir

Comparing the buccal curvature of the maxillary premolar with three orthodontic bracket brands

Paediatric Dentistry

Dr A. Khairi

The feasibility of 3D printing full dentures

Community Oral Health

Dr R. Maart

Development of a framework to align the undergraduate dental curriculum at UWC to the AfriMEDS competency framework

Restorative Dentistry

Dr W. Klein

Antifungal and mechanical properties of a polymethylmethacrylate Restorative Dentistry material incorporated with biosynthesised silver nanoparticles

Dr M. Aborass

Level of inflammatory mediators associated with periodontitis in pre-eclampsia

Oral Medicine and Periodontology

Dr K. Beshtawi

Recommendations for the development of a framework for radiological imaging studies during implant therapy in SA

Maxillofacial Radiology

Dr S. Ali

The use of immunophenotypic markers and next generation sequencing as diagnostic and prognostic indicators of high-grade B-cell lymphoma in Sudan

Oral Medicine and Periodontology

Dr A. Abdellatif

Sexual dimorphism in permanent maxillary and mandibular width in a sample of Sudanese population

Forensic Dentistry

Dr M. Dashti

Non-epithelial bone cysts of the jaws

Maxillofacial and Oral Surgery

Dr M. Abdalla

An assessment of the factors affecting the efficacy of periodontal treatment carried out by postgraduate periodontology students

Oral Medicine and Periodontology

Dr J. Walters

Diagnostic accuracy of maxillary periapical pathology perforating the sinus floor: A comparison of pantomograph and CBCT images

Maxillofacial Radiology

Dr S. Elsayed

The incidence of dental anomalies in a Qatari population sample

Maxillofacial & Oral Pathology Forensic Dentistry

Dr L. Singh

An oral health-related quality of life assessment of cleft patients at Orthodontics the Wentworth Foundation Clinic (KwaZulu-Natal)

Dr M. Douglas-Jones

An explorative study of the factors possibly contributing to the burden of maxillofacial infection presenting at the Tygerberg Oral Health Centre

Maxillofacial and Oral Surgery

Dr C. Gordon

The impact of fixed orthodontic treatment on oral health-related quality of life in adolescents

Orthodontics

Dr K. Pedro-Beech

The efficacy of platelet-rich fibrin (PRF) on healing following surgical removal of third molar teeth

Maxillofacial and Oral Surgery

Dr R. Haffejee

Comparison of retentive properties on four attachment systems in mandibular overdentures at varying angles – an in-vitro study

Restorative Dentistry

Dr L. Joubert

Factors influencing the implementation of interceptive orthodontic Orthodontics treatment at the level of the general dentist: 24 case studies of the metropolitan area of Tshwane, South Africa

Dr J. Ziegler

An in-vitro study of fatigue resistance and structural integrity of different aesthetic posts

Dr M. Aburejeila

The impact of orthodontic treatment on oral health-related quality Orthodontics of life in a Saudi adolescent

Restorative Dentistry

Dr F. Kimmie-Dhansay Maternal and infant risk factors associated with the development of early childhood caries

Community Oral Health

Mr B. Etta

Risk factors and knowledge of dental fluorosis in three communities in the far North region of Cameroon

Community Oral Health

Dr M. Zayed

Effects of different resin cements on shear bond strength of CAD-CAM crowns fabricated from hybrid materials

Restorative Dentistry

Dr H. Ali

Knowledge, attitudes and beliefs of school teachers in the Tygerberg area regarding the management of traumatic dental injuries

Paediatric Dentistry

Dr L. Barnardo

Enterococcus faecalis biofilm removal by passive and active Paediatric Dentistry sodium hypochlorite irrigation

Dr M. Mustafa

Demarcated hypo mineralisation lesions: prevalence, defect Paediatric Dentistry characteristics and OHRQol among a subpopulation of Sudanese schoolchildren

Dr R. Omer Saeed

Oral health practices and challenges facing parents of autistic children in the Western Cape

Paediatric Dentistry

Dr H. Aburgeba

Prevalence and location of secondary mesiobuccal canal in maxillary first and second molars using CBCT on a Libyan population

Maxillofacial Radiology

Dr D. Smit

Oral health-related quality of life, dental status and treatment needs of people with substance use disorder

Community Oral Health

Dr R. Parker

Oral health-related quality of life amongst cleft lip and/ or palate patients at three Cape Town hospitals

Orthodontics

Dr D. Avelino

Frequency of third molar agenesis in a sample of the Western Cape Maxillofacial and Oral Pathology & population Forensic Dentistry

Dr Y. Ibrahim

The effect of different types of smoking on teeth and nanocomposites

Restorative Dentistry

Dr L. Scholtz-Evans

A comparison of the periodontal health status in diabetic type 1: children using different insulin delivery methods/ treatment

Oral Medicine and Periodontology

Dr K. Palakurthy

Fracture resistance of endodontically treated tooth restored with polyether ether ketone dental post polymer material – An in-vitro study

Restorative Dentistry

Dr M. Abdalla

Ability of fifth-year students to detect early interproximal caries

Restorative Dentistry

Dr M. Elsheikh

Oral health-related quality of life (OHRQoL) of squamous cell carcinoma (OSCC) patients

Community Oral Health

Dr W. Mirza

Salivary amylase as a potential biomarker for screening of glycaemic status of patients with type 2 diabetes

Oral Medicine and Periodontology

Dr S. Indermun

Cephalometric landmark detection: Artificial intelligence vs human Maxillofacial Radiology examination

Dr N. Nkomo

The description of diagnosed cases of oral epithelial dysplasia at the Tygerberg Oral Health Centre

Oral Medicine and Periodontology

Dr A. Naidoo

The effect of different firing temperatures on the fracture strength of CAD/ CAM milling blocks

Restorative Dentistry

Dr P. Jonsson

Quality of life assessment after fibula free flap reconstruction for mandibular defects post benign tumour ablative surgery

Maxillofacial and Oral Surgery

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Dr N. Layloo

Salivary carriage of Candida species in children and their mothers in a Western Cape population

Restorative Dentistry

Dr A. Saleem

Comparison of salivary carriage of candida glabrata in controlled and uncontrolled type 2 diabetic patients

Oral Medicine and Periodontology

Dr M. Ahmed

Candida albicans in periodontal diseases in type 2 diabetes mellitus in Tygerberg Dental Hospital

Oral Medicine and Periodontology

Ms N. Gordon

Re-conceptualising primary oral health within a substructure in the Community Oral Health Cape Metro Health District

Dr L. Abdelrahman

The association between baby bottle feeding habits and early childhood caries in young children in Bahrain

Community Oral Health

Dr N. Behardien

Superior performance in exodontia – restructure of an exodontia block course using deliberate practice as a teaching strategy

Maxillofacial and Oral Surgery

4.3.3 Faculty Publications 2019 Abrahams, G., Peck, M.T., Stephen, L.X.G. & Opperman, J. (2019). An intra-oral solitary Schwannoma of the lower lip, a rare diagnosis. SADJ, 74(8): 323—324.

Cader, R. & Naidoo, S. (2019). The oral health section of the Road to Health Chart (RtHC). SADJ, 74(10): 556—560.

Opondo, F., Shaik, S., Opperman, J. & Nortje, C.J. (2019).

Glandular Odontogenic cyst: Case series and summary of the literature. SADJ, 74(9): 451—453.

Ostrofsky, M., Morkel, J.A. & Titinchi, F. (2019). Osteoma of the mandibular condyle: A rare case report and review of the literature. J Stomatol Oral Maxillofac Surg, 120: 584—587.

Wolkow, N., Jakobiec, F.A., Afrogheh, A.H., Eagle, R.C., Pai, S.I. & Faquin, W.C. (2019). Programmed Cell Death 1 Ligand 1 and Programmed Cell Death 1 Ligand 2 are expressed in Conjunctival Invasive Squamous Cell Carcinoma: Therapeutic implications.

Am J Opthalmol, April: 200—226. doi: 10.1016/j.ajo.2018.12.020.

Epub 2019 Jan 8

Titinchi, F. & Behardien, N. (2019). Dental development in a sample of South African HIV-positive children. Special Care in Dentistry, 39(2): 135—139.

Uys, H.K., Pelser, A., Attwood, A., Adam, S., Afrogheh, A., Hille, J. & Loock, J.W. (2019). Diagnosis and staging of laryngopharyngeal tumours with flexible endoscopy: A prospective study. SAJO, 3(0): a56.

Adeola, H.A., Afrogheh, A.H. & Hille, J.J. (2019). The burden of head and neck cancer in Africa: the status quo and research prospects. SADJ, 73(8): 477—488.

Gale, N., Hille, J.J., Jordan, R.C., Nadal, A. & Williams, M.D. (2019).

Letter to Editor: Regarding Laryngeal Precursor Lesions: Interrater and Inter-rater reliability of histopathological assessment.

Laryngoscope, 129(3): E91—E92.

Temilola, D., Bezuidenhout, K., Erasmus, R., Stephen, L., Davids, M. & Holmes. H. (2019). Salivary creatinine as a diagnostic tool for evaluating patients with chronic kidney disease. BMC Nephrology. DOI: 10.1186/s12880-019-1546-0 Mohamed, N., Mathiba, O.P. & Mulder, R. (2019). Oral status of HIV-infected children aged 12 years or younger who attended a Paediatric Infectious Diseases Clinic in Cape Town. Clin Ex Dent Res, 6(1): 75—81.

Mulder, R., Noordien, N., Rossouw, S. & Van Zyl, L. (2019). In Vitro Analysis of Techniques that alter the surface hardness of a glass ionomer restorative material. J Contemp Dent Prac, 20(12): 1362—1366.

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Chamoko, J. & Khan, S. (2019). Outcomes of mandibular Kennedy Class I and II prosthetic rehabilitation. SADJ, 74(10): 549—55.

Gopal, I., Morkel, J. & Titinchi, F. (2019). Comparison of a Piezoelectric and a standard surgical handpiece in third molar surgery. Oral Surgery, 12(1): 30—34.

Behardien, N., Titinchi, F. & Hein, G. (2019). Cervico-facial infection of odontogenic origin: A 3-month review. J Dent Res., 99 (Spec Iss A): 2083. Available from http://iadr.abstractarchives. com/abstact/19iags-3180030/cervico-facial-infection-ofodontogenic-origin-in-a-3-month-review Cupido, M., Behardien, N., Titinchi, F. & Hein, G. (2019). Culture of micro-organisms associated with odontogenic infections.

J Dent Res., 99(Spec Iss A): 3798. Available from: https://iadr. abstractarchives.com/abstract/19iags-3181421/culture-ofmicro-organisms-associated-with-odontogenic-infections Chetty, M., Roberts, T., Shaik, S. & Beighton, P. (2019).

Dentinogenesis imperfecta in osteogenesis imperfecta type XI in South Africa: A Genotype- Phenotype Correlation. BDJ Open, 5(4).

Nortjé, C.J. (2019). Maxillofacial Radiology 167. SADJ, 74(1): 43.

Nortjé, C.J. (2019). Maxillofacial Radiology 168. SADJ, 74(2): 98.

Nortjé, C.J. (2019). Maxillofacial Radiology 169. SADJ, 74(3): 138.

Nortjé, C.J. (2019). Maxillofacial Radiology 170. SADJ, 74(4): 207.

Nortjé, C.J. (2019). Maxillofacial Radiology 171. SADJ, 74(5): 259.

Nortjé, C.J. (2019). Maxillofacial Radiology 172. SADJ, 74(6): 335.

Nortjé, C.J. (2019). Maxillofacial Radiology 173. SADJ, 74(7): 401.

Nortjé, C.J. (2019). Maxillofacial Radiology 174. SADJ, 74(8): 464.

Nortjé, C.J. (2019). Maxillofacial Radiology 175. SADJ, 74(9): 508.

Nyakale, M.D., Sethusa, M.P.S. & Seedat, A.K. (2019). Relationship between cranial base flexure and sagittal jaw relationships. SADJ, 74(9): 479—484.

Mbaimoun, N.Y., Agbor, A.M., Kwetche, P.R.F., Lysette, K., Ntungwen, F.C., Ngogang, J. & Naidoo, S. (2019). Oral flora and routine antibiotics sensitivity of HIV infected and immune competent patients attending Yaoundé Central Hospital. Ann Med Health Sci Res, 536—541.

Mulder, R. & Mohamed, N. (2019). Variation of powder/ liquid ratios of capsulated glass ionomers. NZ Dental Journal, 115: 47—56.

Agbor, A.M. & Naidoo, S. (2019). Plants used by African traditional healers in the management of oral diseases: A review.

International Journal of Research, 7(8): 273—286.

Mulder, R. & Anderson-Small, C. (2019). Ion release of chitosan and nanodiamond modified glass ionomer restorative cements.

Clinical, Cosmetic and Investigational Dentistry. DOI: 10.2147/ ccide.s220089

Pather, S. & Wilson, V. (2019). Tutors use of semantic waves as a teaching strategy to guide student learning: a case study.

International Conference The Future of Education 9th Edition. https://conference.pixel-online.net/FOE/files/ed0009/ FP/5986-SET4108-FP-FOE9.pdf

Nortjé, C.J. (2019). Maxillofacial Radiology 176. SADJ, 74(10): 586.

Van Lierop, J., Moodley, D. & Mulder, R. (2019). Influence of ceramic thickness and cavity design optimisation on fracture resistance of partial coverage restorations. NZ Dental Journal, 115.

Phillips, V.M. (2019). Age estimation of the skeletal remains of a child. SADJ, 74(6): 323—234.

Bissessur, S. & Naidoo, S. (2019). Teledentistry screening in South Africa. SADJ, 74(1): 19—23.

Phillips, V.M. (2019). Forensic dental identification of a burnt murder victim. SADJ, 74(9): 451-453.

Vorster, L. & Naidoo, S. (2019). Labelling of toothpastes available in South Africa. SADJ, 74(2): 74—81.

Phillips, V.M. & Avelino, D. (2019). Bite mark analysis in a case of child abuse. SADJ, 74(8): 451-453.

Agbor, A.M., Sugim, C.F.M., Tedong, L. & Naidoo, S. (2019). Oral health status in children with autism spectrum disorder presenting in Yaoundé, Cameroon. Scholarly Journal of Otolaryngology. http: //dx.doi.org/10.32474/SJO.2019.01.000123 Okagbare, T.E. & Naidoo, S. (2019). Parental participation in the mitigation of adolescents unhealthy behaviour of excessive consumption of free sugars: a qualitative study. SADJ, 74(4): 165—170.

4.3.4 Staff Development The Faculty of Dentistry continues to engage positively with leadership development programmes through HR. In 2019, Drs Adam, Mpungose and Khan enrolled in the Programme for Academic and Professional Leaders (P4APL).

Professionalisation of both academic and administrative staff remains a priority in the faculty.

Current enrolment/ completion of Staff in Postgraduate Studies Dr Q. Isaacs

Oral Medicine and Periodontology

M.Sc in Oral Medicine Completed 2019

Dr F. Karjiker

Restorative Dentistry

M.Sc Dent Completed 2019

Dr N. Noordien

Paediatric Dentistry

M.Sc Dent Completed 2019

Dr C. Cloete

Restorative Dentistry

M.Phil Health Professions Education (US)

Dr S. Bredenkamp

Restorative Dentistry

M.Sc Medical Bioscience

Dr J. Ziegler

Restorative Dentistry

M.Sc Dent

Dr A. Dyason

Restorative Dentistry

M.Sc Dent

Dr M. Persens

Maxillofacial and Oral Surgery

M.Sc Dent

Dr C. Gordon

Orthodontics

M.Sc Dent

Dr T. Roberts

Oral Pathology

PhD (UCT) Completed 2019

Ms M. Naidoo

Oral Hygiene

PhD (UKZN) Completed 2019

Dr R. Mulder

Paediatric Dentistry

PhD Completed 2019

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Dr M.T. Peck

Oral Medicine & Periodontology

PhD Completed 2019

Ms K. Viljoen

Oral Hygiene

PhD Educational Psychology (UNISA)

Dr N. Behardien

Maxillofacial and Oral Surgery

PhD

Dr R. Maart

Prosthetic Dentistry

PhD

Ms N. Gordon

Oral Hygiene

PhD

Dr D. Smit

Community Oral Health

PhD

Ms R. Cader

Oral Hygiene

PhD

4.3.5 Seminars and Conferences and international visitors/ fellows hosted in this period Overseas Conferences Dr A. Afrogheh

World Congress on Thyroid Cancer, Parco Dei Principo, Rome, Italy, 20—22 June

Prof J. Hille

3rd African Head & Neck Oncology Society Congress, Harare, Zimbabwe, 24—27 May

Prof J. Hille

7th World Congress of the International Academy of Oral Oncology, Rome, Italy, 31 August—3 September

Prof J. Hille

31st European Congress of Pathology, Nice, France, 7—11 September

Prof J. Hille

Postgraduate course: Diagnostic Pathology of Salivary Glands, Linza, Austria, 18—20 September

Dr S. Khan

ICP, Amsterdam, Netherlands, September 2019

Dr S. Mpungose

Neodent International Conference and Implantology course, Rio de Janeiro

Dr P. Brijlal

International Symposium on Dental Hygiene (ISDH), Brisbane, Australia, 15—17 August

Ms R. Cader

International Symposium on Dental Hygiene (ISDH), Brisbane, Australia, 15—17 August

Ms N. Gordon

International Symposium on Dental Hygiene (ISDH), Brisbane, Australia, 15—17 August

Ms C. Rayner

International Symposium on Dental Hygiene (ISDH), Brisbane, Australia, 15—17 August

Dr M. Naidoo

International Symposium on Dental Hygiene (ISDH), Brisbane, Australia, 15—17 August

Dr N. Behardien

IADR, Vancouver, British Columbia, Canada, 19—22 June

Dr M. Cupido

IADR, Vancouver, British Columbia, Canada, 19—22 June

Dr F. Titinchi

International Conference on Dentistry and Oral Health, London, 13—16 September

Dr G. Hein

2019 ICOMS, Rio de Janeiro, 24 May

Prof M. Chetty

Saliva Symposium, India

Dr S. Shaik

22nd International IADMFR Congress, Philadelphia, USA, 22—25 August

Dr T. van Zyl

22nd International IADMFR Congress, Philadelphia, USA, 22—25 August

Prof V. Wilson

International Conference on the Future of Education, Florence, Italy, 27—28 June

Local Conferences

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Dr J. Opperman

Pathology Day of the 3rd meeting of the African Division of the International Association of Oral Pathology, Cape Town, 24 October

Dr A. Afrogheh

Pathology Day of the 3rd meeting of the African Division of the International Association of Oral Pathology, Cape Town, 24 October

Dr A. Afrogheh

PathRed Conference, Cape Town, 18—21 July

Dr A. Afrogheh

BD Cyto-Rich, Non-gynae LBC Morphology workshop, Cape Town, 4 July

Prof J. Hille

BD Cyto-Rich, Non-gynae LBC Morphology workshop, Cape Town, 4 July

Prof J. Hille

3rd meeting of the African Division of the International Association of Oral Pathology in Cape Town, in conjunction with the South African Society of Maxillofacial and Oral Surgery Congress, Cape Town, 24—26 October

Prof J. Hille

South African Head & Neck Oncology/ ENT Congress, Umhlanga Rocks, 2 November

Ms E. Dhaya

OHASA Seminar, Cape Town, 6 April and 7 September

Dr H. Holmes

SADA Congress, September

Dr A. Jeftha

SADA Congress, September

Dr W. Farao

ITI Conference, Cape Town, 25—27 July

Dr J. Ziegler

SADA Congress, 30 August—1 September

Dr L. Brown

Nomads Congress, 7—8 November

Dr L. Brown

ITI Congress, 26—27 July

Dr Mzobe

ITI Congress, 26—27 July

Dr S. Mpungose

ITI Congress, 26—27 July

Dr R. Maart

ITI Congress, 26—27 July

Dr W. Asia-Michaels

ITI Congress, 26—27 July

Dr W. Asia-Michaels

Nomads Congress, 7—8 November

Dr S. Khan

IADR, University of Pretoria, August

Dr R. Maart

SAAHE Conference, Bloemfontein, June

Dr R. Maart

HPCSA Conference, August

Dr F. Titinchi

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr G. Hein

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr A.J. van der Westhuijzen

SASMFOS Annual Congress, Cape Town, 24—26 October

Prof J. Morkel

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr S. Ranchod

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr N. Barnard

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr Z. Dangor

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr G. Mahlanga

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr M. Douglas-Jones

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr K. Pedro-Beech

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr M. Dashti

SASMFOS Annual Congress, Cape Town, 24—26 October

Dr P. Jonsson

SASMFOS Annual Congress, Cape Town, 24—26 October

Prof M. Chetty

IADR, University of Pretoria, August

Prof M. Chetty

South African Society of Human Genetics, July

Prof M.E. Parker

Ethics for all – Medical and Dental Protection Society, Cape Town, 17 October

Prof M.E. Parker

IMASA – 39th Annual Convention, Cape Town, 14—16 June

Dr D. Joubert

SASO Congress, Durban, 5—7 September

Dr Alenazi

SASO Congress, Durban, 5—7 September

Dr L. Walton

SASO Congress, Durban, 5—7 September

Dr E. du Raan

SASO Congress, Durban, 5—7 September

Dr R. Carim

SASO Congress, Durban, 5—7 September

Dr Gomba

SASO Congress, Durban, 5—7 September

Dr Galani

SASO Congress, Durban, 5—7 September

Dr Daki

SASO Congress, Durban, 5—7 September

Prof N. Mohamed

Regional SADA event and AGM, 16 February

Dr C. Peck

Regional SADA event and AGM, 16 February

Prof N. Mohamed

Paedodontic Society of South Africa regional conference, 22 March

Dr N. Noordien

Paedodontic Society of South Africa regional conference, 22 March

Prof N. Mohamed

SADA Conference, Durban, 30 August

Dr R. Mulder

SADA Conference, Durban, 30 August

Dr F. Peerbhay

Total Health Conference, 4 October

Prof N. Mohamed

SADA regional meeting, Kimberley, 19 October

Visiting academics Dr Rodney Vergotine from the University of Michigan acted as external examiner for the M.Sc (Paediatric Dentistry) programme.

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4.3.6 Awards and significant achievements

Hangberg

• Dr Tina Roberts was awarded ad personam promotion from Senior Lecturer to Associate Professor.

• Dr Sadika Khan was awarded ad personam promotion from Senior Lecturer to Associate Professor.

• Dr Maggie Naidoo was the recipient of the Faculty Emerging Lecturer Award at the DVC’s Teaching and Learning Awards.

• Dr Maggie Naidoo – Prize for best project in the special needs category at the International Symposium on Dental Hygiene (ISDH) in Australia.

• Prof Rob Barrie – Institutional Engagement Award (DVC’s Academic Achievers’ Awards).

• Dr Amir Afrogheh – Best early career researcher award.

• Dr Amir Afrogheh – Nominee, Oettlé Memorial Award, Cancer Association of South Africa (CANSA) 2019.

• Dr Razia Adam – Granted Black Academic Acceleration grant from the NRF for 2020—2021.

• Dr Riaan Mulder was awarded the DDFT bursary from the South African Dental Association.

• Dr Riaan Mulder – Senate Research Grant from UWC. • Dr Riaan Mulder – UWC DVC Emerging researcher award for 2019 in Dentistry.

• Dr Rugshana Ahmed – UCDG Developing the scholar programme.

• Dr Sandile Mpungose – Fellow ITI & appointed ITI study club director.

• Dr A. Naidoo – Winner of Poster competition, ITI Southern African Congress (July 2019).

• Dr A. Naidoo – Top 10 Battle of Speaker, SAAAD.

The Faculty of Dentistry held the first outreach of 2019 on Saturday, 6 April in Hangberg, Hout Bay. A team of eight fifthyear, four fourth-year and one third-year dental students, together with four lecturers, took part. Four students from the University of Oslo who were visiting UWC also participated.

4.3.7 Community Engagement

The Mobile Clinic had been repaired and we were able to use it, plus our five portable chairs and one fully equipped dental surgery in the clinic. The Hamlet clinic is only one year old and is very well designed and suited us perfectly.

During the year, the faculty provided outreach services (mainly after hours) to over 2000 patients from marginalised communities where other public dental services are lacking.

THE HANGBERG OUTREACH TEAM.

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The Mobile Clinic had again broken down and was unusable.

This limited the outreach to using only five portable chairs. The equipment was set up in two classrooms at Sentinel Primary School, and another classroom was transformed into a central sterilising department.

This visit was arranged at the request of SHAWCO from the University of Cape Town, which runs a paediatric clinic in Hangberg, after they noticed that most of the children who attend the clinic also have untreated dental disease. We were there at the same time, so the UCT medical students could observe what dental students could do for their patients.

We saw 135 patients, extracted 167 teeth, filled four teeth, scaled and polished three patients’ teeth and applied fluoride varnish to 20 patients. Unfortunately, we were not able to see all the patients who arrived on the day.

Prince Alfred Hamlet The Faculty of Dentistry held its second outreach of 2019 on the weekend of 4—5 May 2019 in Prince Alfred Hamlet which is 10 kilometres north of Ceres. A team of eight fifth-year and seven fourth-year dental students, four lecturers and two dental assistants took part.

We saw 302 patients, extracted 679 teeth, filled 31 teeth, scaled and polished 18 patients and applied fluoride varnish to 35 patients. Unfortunately, we were not able to see all the patients who arrived on both days.

Fisantekraal The Faculty of Dentistry held another outreach on 24 August 2019 in Fisantekraal. A team of ten fifth-year and three thirdyear dental students, together with four lecturers, took part, ably assisted by the Durbanville Rotary Club.

We saw 141 patients, extracted 245 teeth, filled 18 teeth, scaled and polished 11 patients, and referred nine patients to Tygerberg for procedures that we were unable to perform at the clinic.

Phelophepha In addition, as part of the final-year curriculum, all BDS V students spent a two-week rotation on the Phelophepa Health Train providing basic dental services. Between them, the two trains see about 200 patients per day, which means that about 9000 patients received treatment from our students while on the train.

Kraaifontein night clinic Furthermore, BDS IV and V students provided services at the Kraaifontein Community Health Centre evening clinics on Tuesday and Wednesday evenings from 18:00 to 21:00. Each evening session is attended by three students (one BDS V student and two BDS IV students). Each participating student spends approximately 12 hours on this activity. This activity is voluntary for BDS IV and V students. This provides an excellent opportunity for peer learning in the context of a community setting.

International student community work Prof Myburgh (Community Dentistry Department) hosted 12 international dental and oral hygiene students in July/ August.

Four hygienists from the University of Gothenburg in Sweden worked on a dental survey and oral health promotion activity in Broadlands and Nomzamo (near Strand). The project was registered with the faculty and BMREC and Prof Myburgh cosupervised them with their home supervisor, Ted Lundgren.

Two dental students from the same Swedish programme did similar work in Mitchell’s Plain, working with the hygienists at Lentegeur Dental Clinic. This collaborative programme is in its 11th year.

Six UK dental students from Kings (KGT) Dental School acted as interns with the Dental Wellness Trust. This research and community oral health programme has been running for approximately six years. They worked with the DWT brushing programme Mamas, ran a training workshop and did three clinical sessions with the faculty at Kraaifontein and one morning with Dr Behardien and the MFOS team at Mitchell’s Plain.

Oral surgery activities Dr N. Behardien and Dr M. Cupido participated in the IKamva

Labantu Wellness Day Oral Health programme on 12 July 2019.

The Wellness Day was organised by the Department of Oral Hygiene, UWC. Staff in Maxillofacial and Oral Surgery and Anaesthesiology celebrated Mandela Day by hosting a surgical marathon. The event took place on 18 July 2019.

Paedodontic activities Prof N. Mohamed and Dr R. Mulder are involved in collaboration with the Haemophilia and Genetics clinics. All special needs hospital patients under the age of 12 are referred to the Paediatric Dentistry department for treatment. All fifth-year students are required to treat at least one special needs paediatric patient and liaise with the medical staff where needed.

Prof N. Mohamed has made her educational booklet available to various clinics and acts in an advisory capacity to nursing and medical staff. This booklet has now been translated into Afrikaans and isiXhosa. Together with Sr Mandy Potter, parents are educated on preventive matters.

Prof Mohamed also wrote an oral health-related article for Babies and Beyond magazine. Copies were widely distributed to medical practices and hospitals.

Oral Medicine and Perio activities Ms Simons, Ms Dhaya and Dr Isaacs: Periodontal screening, Oral Hygiene instruction and education for the diabetic patients at Tygerberg Hospital.

Dr L. Scholtz: Periodontal screening at the paediatric diabetic clinic at Tygerberg Hospital.

Dr A. Jeftha: Coordinated the periodontal screening of diabetic adults and children out-patients at Tygerberg Hospital.

Prosthetic Dentistry activities Dr S. Khan: Community-Based Project (School invitations), UWC Open screening.

Dr B. Ahmed-Kathree: • Non-profit feeding scheme, Ghaws-O-Khwajah Society of Cape Town, a subsidiary of Ghaws-O-Khwajah Society International. They prepare food and feed over 1000 people in Cape Town monthly and during Ramadan they provide food to over 5000 people.

• VMS project providing dentures to residents of Beitul-Aman Old Age Home.

All staff in department: Mandela Day Denture Project.

Dr R. Muller: Heart 104.9 FM 16 days for youth: provided dental care for children and youth.

Dr R. Maart: Du Noon Denture project.

Dr R. Ahmed: Participates in community activities/ outreach in Goodwood area affiliated with Goodwood mosque.

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Genetics activity Prof M. Chetty was involved with the following: • Board member of the Brittle Bone Society since 2018.

Duties include fundraising initiatives and talks to raise public awareness of these disorders and provide a support system for parents.

• Developed dental genetics website.

• Radio interview regarding dental genetics.

• Published journal articles regarding dental genetics.

• Published article for ‘The Conversation’.

Conservative Dentistry activities Dr C. Cloete: • Screening at the UWC Wellness Day (28 March).

• Mandela Day Outreach Programme – Ikamva Labantu Khayelitsha.

Dr F. Karjiker: Involved with soup/ boeber night feeding the poor during the month of Ramadan.

• CPD-accredited event for dentists and general practitioners, Ruslamere Hotel, Durbanville. Oral presentation: ‘An inexpensive and minimally invasive tool for oral and oropharyngeal cancer detection in practice’. 2 October 2019.

• CPD-accredited event for dentists and general practitioners.

Oral presentation: ‘An inexpensive & minimally invasive tool for oral and oropharyngeal cancer detection in practice’. Palmyra venue, Kelvin Grove. 9 October 2019.

Department of Oral Hygiene Community Engagement Staff in the Oral Hygiene Department are engaged in a number of community/ school/ hospital-based projects aimed at oral health promotion and prevention. These projects are based on areas of expertise and interest of staff members and may be service learning projects that are embedded in modules in the BOH curriculum or projects that staff initiate and present with student volunteers (BOH and BDS). The entire department as well as staff from other clusters/ departments and students get involved in some aspects of these projects. Projects are presented in the June/ July vacation, or are presented throughout the year. Projects during the June/ July vacation are dedicated to the UWC Mandela Day initiatives.

Dr J. Ziegler: • Dental students liaison for SADA at the University.

• Dental educator on Radio Tygerberg, Voice of the Cape and Cape Talk.

Dr C. Saayman: • Arranged the annual representatives day on 11 June where representatives from seven different countries presented their endodontic equipment and materials to staff and postgraduate students.

• Gives endodontic opinions and advice to past students and colleagues via email and telephone to assist practitioners with complicated cases.

Oral Pathology activities Dr T. Roberts: Kraaifontein outreach clinic, Red Cross Dental Genetics Unit, various weekend outreach dental clinics with students.

Dr A. Afrogheh: • CPD-accredited event for dentists and general practitioners, Ruslamere Hotel, Durbanville. Oral Presentation: ‘HPV: Not only a woman’s disease’. 2 October 2019.

• CPD-accredited event for dentists and general practitioners.

Oral presentation: ‘HPV: Not only a woman’s disease’.

Palmyra venue, Kelvin Grove. 9 October 2019.

Prof J. Hille: • Global Dental Ambassadors outreach to the Dental Faculty in Ndola and Dental Training Institute in Lusaka, Zambia, 15—19 July 2019. Oral presentations: ‘Oral cancer detection and diagnosis’ and ‘Oral Mucosal white lesions’.

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Project 1: Ikamva Labantu (Coordinator: Ms N. Gordon) Ikamva Labantu is a non-profit organisation (NPO) in Khayelitsha that trains teachers and principals of early childhood development (ECD) centres. The organisation also provides a wellness programme where participants access a range of health screenings. The OH Cluster (Ms Gordon, Mrs Rayner, Dr Brijlal, Ms Ndwandwe, Mrs Abdullah) and staff from other clusters (Cons, Pros, Oral Surgery) feed into this programme by providing the oral health input through: 1) Interactive workshops for teachers and principals (10 and 17 July 2019). The aim was to enable participants with the knowledge and skills to take care of their own oral health and also impart these to the learners at their ECD centres. Colgate

partners with this project through its Bright Smiles project which provides ECD centres with a dental kit containing educational material, toothbrushes and toothpaste for every child at the ECD centres. In 2019, 30 ECD centres and approximately 3500 children were reached in this project.

2) Wellness day screenings and treatments for teachers and principals (12 and 19 July). Staff from the OH Cluster, Cons and Maxillofacial Departments (Drs Ziegler, Cloete, Cupido and Behardien), staff on the Metro buses arranged by Dr Harnekar (Carstens, Hattas, Cupido and Dano), BDS and BOH students participated in this project. The dental staff at the two clinics in Khayelitsha were invited to the project. Staff did 96 screenings and the following treatments were given: scaling (17), polish (8), desensitising treatments (23), extractions (24). Participants were referred to the clinics in Khayelitsha and Oral Health Centres for follow-up treatment.

It was the first time that many of these participants were exposed to preventive dental care. As the interactive workshops for each group (principals and teachers) was done before the wellness programme, it was noted that they were well informed about maintaining their oral health and also the dental treatment possibilities.

3) Elder care. Ikamva Labantu also works with elders in the different communities. An elder club of the organisation Laphumilanga in Du Noon was visited (15 July 2019). The Comdent mobile clinic was used. OH staff, Prosthetics (Dr Maart), the laboratory staff at TBOHC, BOH and BDS students participated. Dental staff from the Du Noon dental clinic was invited to attend. Individual advice to elders, screenings (32) and impressions for dentures (7) were done. Treatment was followed up at the Du Noon clinic for general treatment. Dr Maart completed seven dentures for elders at this club.

Project 2: The Sparkle Brush programme (Coordinator: Dr Naidoo) This project is directed at special needs schools. Three Western Cape schools were involved: GlenBridges Special School, Diep River; Autism Connect, Mitchell’s Plain; and Alpha Special School, Woodstock.

The following was done at each school: • A CPD-accredited oral health training workshop to special needs nurses, teachers and teaching assistants on concepts in oral and general health, handwashing policies, infection control, dispensing of fluoride toothpaste and ethical aspects of school oral health programs, adapting oral care instructions and tools for special needs, and procedures for toothbrush storage and care.

• A hand wash and toothbrush programme. A booklet illustrated and designed as a part of the programme was also used.

• A topical fluoride application to all the special needs learners. A referral system was established with the local

health services. A partnership with key stakeholders (Colgate, Johnson & Johnson, Wright Millners, UWC and UKZN) was established.

The programme involved 470 learners (brush programme and topical fluoride application), 85 educators, 46 teaching assistants, 25 nurses and six therapists.

The programme was coordinated by the programme coordinator (Dr Magandhree Naidoo), and also attended by staff from UKZN (Prof Singh, Dr I. Moodley and Mrs L. Reddy) as they are partners in the broader programme, and OH staff (Dr Naidoo, Mrs Cader, Ms Ndwandwe, Mrs Ajam), BDS and BOH students. The programme was also supported by the Colgate staff providing toothbrushes, toothpaste and the use of the Colgate mobile unit. Topical fluoride was provided by Wright Millners and the mouthwash and disposable cups were provided by Johnson & Johnson. A routine monthly follow-up and a detailed six-monthly evaluation followed and supplies are renewed accordingly in each school.

Project 3: Special needs schools (Coordinator: Mrs Viljoen) Two special needs schools – Paarl and Alta du Toit schools for children with special needs – are involved in an ongoing oral health programme. This is a service learning initiative involving BOH2 students who visit two schools on an annual basis and is located in the Special Needs module. Oral health education and supervised toothbrushing are done with all learners.

Project 4: School-based oral health promotion programme (Coordinator: Ms Gordon) One school in Mitchell’s Plain is involved in an ongoing oral health programme (200 Grade R and 1 learners). This is a service learning initiative involving BOH2 students and is located in the Oral Health Promotion 1 module. Students implement and evaluate an oral health promotion programme in this school.

In 2019, a student group presented the project at the Faculty Research Day.

4.3.8 Scholarly professional engagement Dr A. Jeftha is collaborating with Prof V. Christiaens from Ghent University on the departmental clinical structure.

Prof G. Geerts and Dr S. Khan visited the Universities of Oslo and Ghent (February 2019).

Drs S. Mpungose and N. Behardien visited the University of Oslo as part of the Oslo-UWC exchange programme.

Five staff members from the Oral Hygiene Department visited the School of Health & Social Sciences, Nanyang Polytechnic, Singapore. The school offers a three-year Diploma in Oral Health Therapy incorporating oral hygiene and dental therapy components.

Prof N. Myburgh collaborated with the University of Gothenburg, Sweden.

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Dr S. Mpungose: presented an introduction into digital operative dentistry – SAACD (George & Newlands); case presentation for ITI Durbanville study club; presented merging analogue and digital operative dentistry (SAACD, Newlands).

Dr S. Shaik – Research intern and lecturer, visited University of Asahi, Japan.

The Orthodontics Department is involved with the multidisciplinary clinics at Red Cross War Memorial Children’s Hospital and Tygerberg Hospital.

Prof A. Harris and Dr M. Nyakale – Clinical observation periods for OH III students: hosted in state clinics run by Dr Nyakale (Free State) and Prof Harris (Bellville), June 2019.

The Departments of Paediatric Dentistry and Maxillofacial and Oral Surgery presented a one-day field dentistry programme to emergency medicine registrars at UCT. A hands-on session was conducted to train registrars on how to manage dental trauma, place temporary restorations and splint teeth.

Dr R. Mulder was involved in research collaboration with RWTH Aachen University Hospital, Germany.

University of Oslo and UWC: Formal exchange programme concerning specialist as well as undergraduate training, including MFOS. The MFOS cluster co-hosted undergraduate students from the University of Oslo, Faculty of Dentistry, in March—May 2019.

The MFOS cluster hosted two postgraduate MFOS students from the University of Oslo from June to August 2019.

UCT and MFOS (UWC) – the Groote Schuur MFOS unit is run by UWC staff. There are multiple professional and clinical collaborations between the unit and UCT units/ departments/

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staff members. MFOS assisted with hospital training through Dr G. Hein of nursing staff in MFOS surgical equipment and MF-implant use.

UCT and MFOS (UWC) – Red Cross War Memorial Children’s Hospital.

ENT (UCT) and MFOS (UWC) – collaboration with Prof J. Fagan in training registrars from African countries doing a Head-andNeck fellowship. Collaboration with project involving endoorbital surgery.

US and MFOS (UWC) – clinical collaboration exists between the universities at unit, departmental and faculty levels. Registrars from the department of Plastic and Reconstructive Surgery do clinical rotations in the department of MFOS during their training.

Private MFOS specialists and MFOS at UWC use private specialists on a part-time basis with students training and patient care. Some of the private specialists provide their expertise on a pro bono basis.

UP and MFOS (UWC) – collaboration with clinical specialist assessment.

CMSA and MFOS (UWC) – collaboration with convening, assessing MFOS specialist examinations for UP, Medunsa, Wits and UWC graduates.

Kuwait University and Kuwait Ministry and UWC – specialist training in MOFS, Orthodontics, Oral Medicine and Periodontology for Kuwaiti dentists at UWC. A trainee, Dr M. Dashti, entered the specialist MFOS training programme at UWC in July 2015.

Prof M. Chetty - Dental consultant: UWC/ UCT Combined Dental Genetics Clinic at the Red Cross War Memorial Children’s Hospital.

Prof M. Chetty – Dental Consultant: Dental Genetics Clinic (Faculty of Dentistry, UWC).

Prof M. Chetty – Dental Consultant: Department of Human Genetics – Dental Genetics Clinic (US) and outreach clinics.

Prof N. Mohamed is trying to get Paediatric Dentistry recognised as a specialty in this country. Input has been obtained from representatives from each school in South Africa. Prof Mohamed is spearheading the process together with Drs Lundie and Peck.

The documentation has not been forwarded to Academic Planning for approval.

Dr T. Roberts – collaborative clinics and research activities with the Division of Human Genetics, Faculty of Health Sciences (UCT), Department of Paediatric Rheumatology at Red Cross War Memorial Children’s Hospital and the Division of Molecular Biology and Human Genetics, Faculty of Medicine (US).

Prof N. Myburgh is involved in running ethics workshops and facilitation for all categories of health professionals, mostly from the public sector/ WCG. For 2019, this will amount to approximately 17—18 workshops.

Prof N. Myburgh has been assisting WCRC to form a hospital ethics committee to advise on complex clinical and ethical cases.

Prof N. Myburgh is involved in a dental varnish project initiated alongside an ongoing brushing programme in Mfuleni.

Dr S. Lundie presented an ICT integration course for WCED school managers.

4.3.9 Staff on regional/ national/ international professional boards or organisations External Commitments • Dr A. Afrogheh – Examiner: College of Medicine of South Africa (CMSA), Subject: Oral and Maxillofacial Pathology, Intermediate, Fellowship of the College of Oral and Maxillofacial Surgeons, January 2019.

• Dr A. Afrogheh – Examiner: Sefako Makgatho University, November—December 2019. Subject: MChD, Oral and Maxillofacial Pathology for postgraduate MChD dental specialists.

• Dr A. Afrogheh – Thesis examiner, M.Sc (Oral Pathology), University of the Witwatersrand: Clinicopathological evaluation of focal reactive lesions of the gingiva.

• Prof J. Hille – Convenor of the 3rd meeting of the African Division of the International Association of Oral Pathology in Cape Town, in conjunction with the South African Society of Maxillofacial and Oral Surgery Congress, Cape Town, 24—26 October 2019.

• Prof J. Hille – Examiner: College of Medicine of South Africa (CMSA), Subject: Oral and Maxillofacial Pathology Part II (Final examination), July—October 2019.

• Dr A. Jeftha – External examiner, mini-thesis MDS: Oral Medicine and Periodontology (UP), September 2019.

• Dr H. Holmes – Examiner: College of Medicine of South Africa (CMSA).

• Dr R. Adam – External examiner, University of Namibia.

• Dr C. Saayman – External examiner, University of Pretoria: PDD Odontology Endodontics.

• Dr R. Adam - Executive Member of the WHO Collaborative Centre.

• Dr S. Khan – External examiner: B Tech III, IV at CPUT. • Dr R. Ahmed – External moderator for the Chair-side Assistant clinical module at CPUT. • Dr R – National local conference organising committee member (2020 national conference).

• Dr R. Maart – Member of the Association for Medication Education.

• Dr R. Maart – Oliver Tambo Programme fellow and alumni.

• Dr R. Ahmed – External moderator for the Chairside Assistant clinical module at CPUT. • Dr R. Maart – Faculty member on SAFRI, Chair: SAFRI Annual Research Day, March 2019, Cape Town and SAFRI bi-annual newsletter coordinator.

• Dr R. Maart – Judge: UCT Health Professions Education Research Day. • Dr R. Maart – Higher Education Leadership and Management (HELM) heads of schools and academic departments: foundations of leadership programme (November 2019).

• Dr S. Khan - IADR President-Elect.

• Dr W. Asia – Michaels – International Young Maxillofacial Prosthetic Educator.

• Dr S. Mpungose – CMSA academic panel.

• Dr R. Mulder – IAPD 2023 international congress (local organising committee and the deputy scientific convenor).

• Dr N. Behardien – attended the HELM programme Part 2 (2—4 October ).

• Dr N. Behardien – External examiner for Dental Therapy degree, University of KwaZulu-Natal.

• Dr N. Behardien – Internal assessor, ad personam promotions, University of KwaZulu-Natal, School of Health Sciences.

• Prof M. Chetty – attended the Higher Education Learning and Management programme (HELM II ) October 2019.

• Dr S. Shaik – Regional Director for Africa wing of IADMFR. • Dr S. Shaik – IADMFR: Imaging Modalities and Standards Committee member.

• Prof A. Harris – External examiner for MDent (Ortho) examination at SMU. • Prof M. Chetty – Judge for the undergraduate and postgraduate presentations at the IADR Congress.

• Prof M. Chetty – Keynote speaker at the Saliva Symposium in India.

• Prof M.E. Parker – External examiner at the University of the Witwatersrand, University of Pretoria, University of Malaysia and the University of Nairobi, Kenya.

• Dr R. Mulder – Co-wrote the Department of Health contract for equipment.

• Dr R. Mulder – Dental Suites Committee (responsible for writing the dental contract for the Department of Health).

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• Prof N. Mohamed – External examiner: University of Pretoria’s PDD in Paediatric Dentistry.

• Prof N. Mohamed – Local organising committee: IAPD World Congress 2023.

• Prof S. Naidoo – Member of the Ethics Committee, Academic Session Committee, International Dental Ethics and Law Society (IDEALS).

• Prof S. Naidoo – Executive Member of the WHO Collaborative Centre.

• Prof R. Barrie – External examiner for MBA thesis, UCT. • Prof Y.I. Osman – Chair of the Committee of Dental Deans.

• Dr D. Smit – Faculty representative on the Dental Services Committee of the Phelophepa train (Primary Health Care).

• Dr D. Smit – National Council member of SADA. • Dr A.J. van der Westhuijzen – Examiner, CMFOS, CMSA. • Dr A.J. van der Westhuijzen – Examiner, International Board for the Certification of Specialists in Oral and Maxillofacial Surgery (IBCSOMS).

• Prof J. Morkel – Examiner, CMFOS, CMSA. • Prof J. Morkel – Member of the executive Committee of SASMFOS. • Prof J. Morkel – Member, CAH-MFOS-SA. • Dr G. Hein – Examiner, FCMFOS.

Membership of Professional Boards • Dr A. Afrogheh – Member of the HPCSA accreditation panel for postgraduate studies: Sefako Makgatho University, 29 September 2019.

• Prof J. Hille – Secretary-Treasurer of the South African Head & Neck Oncology Society.

• Dr S. Mpungose – HPCSA accreditation panel.

• Dr S. Khan – HPCSA case review.

• Dr A.J. van der Westhuijzen – President, CMFOS. • Prof J. Morkel – Secretary, CMSA (MFOS).

• Prof M.E. Parker – Served as chair on the Accreditors Forum of the CPD sub-committee of the Health Professions Council of South Africa.

• Prof M.E. Parker – Member of the Task team on Maintenance of Licence – HPCSA. • Dr P. Brijlal - University South Africa representative on the HPCSA Board for Dental Assisting, Dental Therapy and Oral Hygiene and chairs the Education Committee of this board.

• Dr P. Brijlal – serves as a member on the HPCSA Council Committee, Education, Training and Quality Assurance (ETQA). Current project is an engagement with CHE on drafting an MOU on the accreditation processes and responsibilities pertaining to the CHE and HPCSA respectively.

• Dr P. Brijlal – serves on the accreditation panel of the HPCSA for the accreditation of UP, UKZN and TUT (Oral Hygiene, Dental Therapy and Dental Assisting programmes).

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• Ms N. Gordon - served on the Accreditation panel of the HPCSA for the accreditation of the Oral Hygiene Programme at the University of Pretoria.

• Prof A. Harris – College of Medicine of South Africa (CMSA) involvement: o President and Senator of the College of Dentistry, CMSA. o Convenor FCD (SA) Part I for Orthodontics, Oral Medicine and Periodontics, Prosthodontics. o Convenor FCD(SA) Part II for Orthodontics. o Member of the CMSA Finance and General Purposes Committee. o CMSA Senate Meetings.

• Dr A. Jeftha – Executive Committee Member: Immediate Past President of the SA Society of Periodontology, Implantology and Oral Medicine (SASPIO).

• Dr H. Holmes – Executive Committee Member of the SA Society of Periodontology, Implantology and Oral Medicine (SASPIO).

Membership of Editorial Boards • Prof N. Mohamed – South African Dental Journal (subeditor).

• Prof N. Mohamed – Section editor Health SA Gesondheid.

• Prof N. Mohamed – Edorium Journal of Dentistry.

• Prof N. Mohamed – Dentistry and Medical Research.

• Prof N. Mohamed – Archives of Clinical Community Medicine and Public Health.

• Prof N. Mohamed – Journal of Dental Problems and Solutions.

• Prof N. Mohamed – Journal of Paediatric Care.

• Prof N. Mohamed – Journal of Dentistry and Oral Hygiene.

• Prof N. Mohamed – Journal of Oral Health and Dental Studies.

• Prof N. Mohamed – ST Journal of Dentistry.

• Prof N. Mohamed – The Open Dentistry Journal.

• Dr C. Peck – Archives of Dentistry and Oral Health Journal.

• Prof M.E. Parker – Dentomaxillofacial Radiology Journal.

• Prof M.E. Parker – World Journal of Dentistry • Ms R. Cader – OHASA Journal (Editor).

• Dr P Brijlal – South African Dental Journal.

• Prof M. Chetty – Endocrinology, Metabolism, and Genetics.

• Prof M. Chetty – Current Updates in Dentistry.

• Prof M. Chetty – Austin Dental Sciences.

• Prof M. Chetty – The Open Dentistry Journal.

• Prof M. Chetty – SM Orthopaedics and Muscular Systems.

• Prof M. Chetty – SM Bone and Joint Diseases.

• Prof M. Chetty – Annals of Dentistry and Oral Diseases.

• Prof M. Chetty – Annals of Genetics and Molecular Biology.

• Prof J. Morkel – South African Dental Journal.

4.3.10 Curriculum changes/ Renewal Curriculum Development Workshops A series of workshops were set up and coordinated by Dr Samuel Lundie and Prof Vivienne Wilson.

• • • • • • • • • • •

Faculty Curriculum workshop – January 2019.

Faculty Curriculum workshop – 7 June 2019.

BOH Curriculum workshop – 13 September 2019.

Conservative Dentistry Department Curriculum workshop – 26 September 2019.

Clinical Dentistry (interdepartmental workshop) – 7 October 2019.

Departments of Oral Medicine and Periodontics and Community Dentistry – 10 October 2019.

Departments of Orthodontics and Paediatric Dentistry workshop – 22 October 2019.

Departments of Radiology and Prosthetic Dentistry workshop – 31 October 2019.

Department of Maxillofacial and Oral Surgery – November 2019.

Cariology interdepartmental workshop – 3 December 2019.

Departments of Oral Pathology and Oral Biology workshop – 6 December 2019.

Curriculum Review The Faculty of Dentistry is continuing with its curriculum review process as well as addressing the recommendations from the HPCSA Accreditation report. The BOH programme had its fiveyear HPCSA accreditation process in October 2019 and the programme has received full accreditation for the next five years.

The feedback from the HPCSA was positive and the faculty and Oral Hygiene Department were commended for the quality of the programme and the organisation of the accreditation process.

The Oral Hygiene Department is in the process of registering a Postgraduate Diploma. This qualification will provide a formal qualification for oral hygienists to develop in the field and also provide a trajectory for further study in the discipline.

The faculty is also continuing its engagement with the service level modules although this is a slow process as it is often challenging to find common meeting times.

Curriculum changes for 2021 will be submitted to the SAP in March/ April 2020.

Currently the faculty is in the process of developing interactive study guides (to be implemented in 2020) as well as discussing a standardised assessment tool for the faculty. Student representatives from each class/ year group took part in the January 2019 workshop. The faculty is striving to make learning more student-centred.

Departments are evaluating their outcomes and content according to the (programme) exit level outcomes, developing interactive study guides, reviewing assessment strategies and developing standardised assessment tools.

Designing interactive study guides for students The development of Interactive Study Guides forms part of the second phase of the faculty curriculum revision process.

The faculty curriculum revision process is integral to the faculty curriculum transformation and renewal process. Teaching champions were nominated by the various departments and meetings were scheduled. The Interactive Study Guides are divided into two sections.

• Section 1 explains to the student how the module is designed, organised and managed – the due date for the completion of section 1 was 30 July 2019.

• Section 2 describes the learning units, learning outcomes, assessment criteria, teaching activities, learning activities and assessment activities.

(Re) Application for programme accreditation – Postgraduate Diploma in Endodontics Dr Saayman is completing the application for the re-registration of the PG Dip Endodontics.

(Re) Application for programme accreditation: Postgraduate Diploma in Digital Dentistry Dr Mpungose is completing the development and application of a new PG Dip Digital Operative Dentistry.

Application for the Master of Dental Surgery in Paediatric Dentistry The purpose of this qualification is to prepare dentists as specialists in the field of Paediatric Dentistry. Prof Mohamed and Dr Peck, with the assistance of Dr Lundie, are busy with the development, registration and accreditation of the programme.

Currently, all disciplines are in the process of developing interactive module guides and some have completed these for their modules. The faculty is engaging with CIECT in the development of an assessment tool.

The Faculty of Dentistry is currently reviewing its entire curriculum.

During the review process, the faculty is addressing content and duplication of content, alignment of content and modules, module outcomes, learning outcomes, exit level outcomes and assessment. The faculty also had its five-year accreditation for the BDS and BOH programmes in 2017 and 2019 respectively and recommendations made in these reports are also addressed.

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4.3.11 Student Achievements Undergraduate students

Undergraduate Student Pass Rate: Class

Pass Rate

Percentage

Comments

BOHI

31 out of 33

94%

2 failed (excluded)

BOHII

24 out of 29

83%

5 failed

BOH III

21 out of 21

100%

BDS I

79 out of 85

93%

5 failed 1 de-registered

BDS II

84 out of 89

94%

4 failed 1 de-registered

BDS III

82 out of 90

91%

8 failed

BDS IV

86 out of 89

97%

3 failed

BDS V

76 out of 77

99%

1 de-registered

• 67 BDS students completed the BDS programme in the minimum period of five years – 87%.

• 19 BOH students completed the BOH programme in the minimum period of three years – 90%.

• 1 BDS student completed cum laude.

• 3 BOH students completed summa cum laude.

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Student Achievers Awards The faculty celebrated the top student achievers by awarding certificates to the top three students in each class at the Faculty Research Day on 8 May 2019. Students who achieved an aggregate of over 70% for the 2018 academic year also received certificates at the Faculty Research Day.

UWC/ UiO agreement Three fourth-year (BDS) students, Janke Matthysen, Makhosazana Shabangu and Naadirah Omar, spent two months at the University of Oslo as part of the exchange agreement between the UWC and UiO. This was the first time that Dentistry students from UWC took part in this exchange programme.

DVC: Academic Excellence Programme (AEP) The AEP programme was established to acknowledge the topperforming first-year students in each faculty and to engage them in extracurricular activities. The modules presented were on leadership, entrepreneurship, presentation skills (including public speaking, interviewing and CV development) and community engagement. Two students accepted the invitation and took part in the year-long DVC Academic Excellence Programme: Ms S. Rodriques and Ms A. Qongqo (BOH).

10th SDS Annual Student Achievement Awards Janke Matthysen, Naadira Omar and Makhosazana Shabangu were finalists in the Brand Ambassador Award at the DVC Annual Student Achievements Awards on 18 October 2019.

Food Security Dental students took part in the Rise against Hunger food packing event on 1 August 2019. The faculty has established its own Food Security programme and meals were provided twice a month to about 80 students at both the Mitchell’s Plain and Tygerberg campuses. Toiletries were also provided to students.

Staff and alumni contributed financially to ensure that meals and toiletries could be provided.

Postgraduate students Four PDD students graduated cum laude from the PG Dip programmes. Three students graduated cum laude from the MChD programme.

Postgraduate student completions Programme

Number of students

PG Dip

71

M.Sc Dent

14

MChD

6

PhD

3

The MChD degree is a specialist degree enabling the holder to register as a Dental Specialist/ Consultant with the HPCSA. The minimum time to completion is four years for all Dental Specialists, excluding Maxillofacial and Oral Surgery, where it is five years. Students registered for the degree are linked to a Clinical Assistant/ Registrar’s post on the establishment of the WCG. Dr Godfrey Moranga won the International Association of Dental Research Award for Best Postgraduate Research.

4.3.12 Special Faculty Projects Oral Health Centre – Clinical Platform activities The major part of the faculty’s community engagement is done through service rendering which takes place on the combined service platform of the Western Cape Health Department. This combined platform consists of Groote Schuur and Tygerberg Academic Hospitals, Red Cross War Memorial Children’s Hospital, Gugulethu and Mitchell’s Plain Day Hospitals and the two dental sites, namely the Tygerberg and Mitchell’s Plain Oral Health Centres. The service rendering involves primary, secondary, tertiary and quaternary patient care which ranges from basic dentistry to the holistic, multidisciplinary management of severe facial and dental deformities.

With the huge burden of disease, especially in children six years old and younger, private practitioners and practitioners in all the surrounding state clinics are reluctant to treat these children in their practices and refer them to the faculty for treatment under general anaesthetic. This clogs up the GA list with patients waiting up to six months for an appointment. To relieve some of the pressure on our theatres at the Tygerberg Oral Health Centre, the faculty is engaged in a public-private relationship with Melomed Private Hospital in Mitchell’s Plain to provide a muchneeded service especially to the children of Mitchell’s Plain and Khayelitsha.

The statistics for all clinical services rendered on this clinical platform are available in the WCG Department of Health annual reports. Our contribution is substantial. For example, our students provided patients with 700 sets of dentures in 2019, and 205 metal-based partials. The Western Cape has the highest rate of edentulousness in the country but this makes a valuable contribution and our students have a tremendous opportunity for training while providing a much-needed service. Without the faculty, large numbers of people in our community would go without any dental care or experience very limited care.

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5. EDUCATION FACULTY Period: January — December 2019 5.1 DEAN’S OVERVIEW This reflective report draws on the faculty’s achievements and challenges with regard to learning and teaching, research, community engagement and other areas of academic priority for 2019. Guided by the faculty’s strategic vision, this report highlights opportunities to enhance the faculty’s academic activities and priorities.

The Faculty of Education is committed to contributing to the national imperatives on teacher education, as well as in other significant education areas that contribute to social and economic development in our country such as curriculum studies, language and literacy studies, science and mathematics, educational leadership and management, educational psychology and inclusive education, and technical and vocational education and training (TVET). These critical areas are housed in three academic departments, along with the Science Learning Centre for Africa (SLCA), in the School of Science and Mathematics Education (SSME) and in the Institute for Post-School Studies (IPSS).

With this academic structure, the faculty is well positioned to provide quality education and to produce well-grounded teachers, practitioners and scholars who contribute significantly to the education sector. Through its research-led, inclusive and critical pedagogies, the faculty is able to contribute to transformation, redress and equity in our country and beyond.

The three academic departments, namely Educational Studies, Educational Psychology and the Language Education Department (LED), and the School of Science and Mathematics Education (SSME), are actively involved in initial teacher education (ITE) programmes, namely the Postgraduate Certificate in Education (PGCE) and the Bachelor of Education (B.Ed), with specialisation in the Foundation Phase (Grades R—3), Senior Phase (Grades 7—9), and Further Education and Training (FET) (Grades 10—12).

All the departments offer postgraduate programmes at Honours (except IPSS), Master’s and doctoral levels to advance education research across disciplines. Our programmes are underpinned by social justice and sociocultural, constructivist and equity principles that embrace diversity to produce critical scholars, reflective practitioners and agents of change in education.

The broad mandate of the IPSS is to conduct research, teaching and engagement in the post-school sector within South Africa and elsewhere, in ways that ensure that the faculty and the entire institution become a centre of excellence for post-school studies. For example, the Science Learning Centre for Africa provides continuous professional development programmes to science teachers. The faculty structure positions it as a vibrant intellectual space that fosters critically engaged professional

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DEAN: PROF VUYOKAZI NOMLOMO

education practitioners and scholars for the 21st century. The faculty is committed to the development of a critical mass of quality professionals in critical education fields who will contribute significantly towards the socio-economic development of South Africa.

In the past four years, the faculty’s top priority has been to support the implementation of two new programmes, the B.Ed (Foundation Phase) in 2016 and the Postgraduate Diploma (PG Dip) in TVET in 2017. We are proud that the two programmes have been successfully implemented. The first graduates of the PG Dip TVET graduated at the August 2019 ceremony, one cum laude. Six of these students are currently registered for Master’s focused on TVET, supported by NRF bursaries under the SARChI Chair TVET.

The first cohort of the B.Ed (Foundation Phase) completed at the end of 2019, and graduated virtually on 3 April 2020. A concern, however, is the low number of Afrikaans and isiXhosa-speaking students registered in this programme, given that the learners’ home languages are used as the medium of instruction in the Foundation Phase. Increasing the number of students in these languages is one of our top priorities for 2020.

In 2019, the faculty enrolled 2695 students from diverse cultural and language backgrounds. Of the 2695 students, 77% enrolled for undergraduate studies. We haven’t reached the targeted 70:30 ratio between undergraduate and postgraduate students but hope to increase the postgraduate ratio to at least 25% in the next two years by enrolling more Master’s and doctoral students. However, supervision capacity is challenged due to the retirement of senior academics in the past three years. While about 70% of staff members have doctoral degrees, many of them do not have supervision experience, especially of doctoral students. Currently, the faculty uses, with remuneration, retired and extraordinary professors to supervise doctoral students, but this is not sustainable in the long term. The faculty thus initiated a supervision mentorship programme for young academics funded by the DVC (Research and Innovation) in 2018 and 2019, that will continue in 2020. Some of the young academics participate in the DVC (Research and Innovation) Developing a Scholar programme where they are mentored in various academic research activities, including supervision. Experienced supervisors work with the young academics as co-supervisors to grow them into independent supervisors in the next two years.

The faculty welcomed nine new staff members in 2019: • Faculty Manager, Ms Villeen Beerwinkel.

• Prof A.E. Kitching in the Educational Psychology Department.

• Dr V. Babane in the Educational Psychology Department.

• Dr Benita Nel in the School of Science and Mathematics Education (SSME).

• Mrs Xoliswa Mbelani in SSME. • Dr Marius Simons in SSME. Dr Simons is appointed on a three-year contract through the HDI grant which aims at strengthening learning and teaching in the B.Ed Foundation Phase. We hope that the faculty will be able to retain him at the end of the HDI grant.

• Mr Zanoxolo Sibam as an nGAP lecturer in the SLCA. • Dr Nosisi Dlamini in the Language Education Department.

• Mr Darryl David in the Language Education Department.

The faculty staff complement is diverse in terms of race and gender. Currently the faculty has a total of 82 permanent staff members of which 56 are academics, including senior management. The faculty has two SARChI Chairs, in Mathematics

Education and in TVET. There are 17 permanent professional academic support staff. While there is growth in staff numbers, our enrolment targets continue to grow. As a result, the faculty depends heavily on contract staff to carry the teaching load in our undergraduate programmes.

While the faculty has made great achievements with regard to some of the programmes mentioned above, it also experienced a challenge with regard to the Advanced Diploma in Education (ADE) in Science Education that was offered prematurely, i.e. without accreditation by the Council of Higher Education (CHE) and with no SAQA registration. This programme was offered as a continuous professional development (CPD) programme to 100 students in the Eastern Cape who were funded by the Eastern Cape Department of Education. Through the intervention and support of UWC Senior Management, this challenge was resolved by transferring the students to Stellenbosch University around July/ August 2019. Stellenbosch University has the same ADE programme with an accredited status. I am pleased to report that the students completed the programme at Stellenbosch University and many of them graduated in April 2020. The ADE programme was subsequently accredited by CHE in September 2019, and we are now awaiting its SAQA registration. The faculty will admit new students to this programme in 2021.

Despite the strain suffered by the faculty, many good lessons were learnt in the ADE crisis, especially with regard to accountability and oversight on our programmes that are offered as part of in-service training. The faculty has since conducted an audit of all the programmes in the faculty, including short courses, to determine content, relevance and their accreditation and registration status with SAQA. The Education Faculty’s top five strategic priorities for 2020 are: 1. Student experience and success 2. Learning and teaching 3. Research and innovation 4. People plan 5. Administration and governance.

The five priorities are informed by our strategic goals of providing quality education to our students while we strengthen the faculty’s intellectual identity. It is important that we support our students and explore innovative strategies to ensure that they are able to participate effectively in the rapidly changing world of technology. Guided by our reflections on the current activities and needs of the faculty, our succession and employment equity plans must receive attention as the faculty expects five retirements in the next five years. The faculty also needs strong governance for its efficiency and effectiveness in various operational areas.

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5.2 FACULTY ORGANOGRAM Dean: Prof V. Nomlomo

Deputy Dean: Teaching & Learning Prof R. Govender

Faculty Manager Ms V. Beerwinkel

Deputy Dean: Research Prof R. Maarman

DEPARTMENTS/ INSTITUTES/ SCHOOL/ CENTRE

Educational Studies Dr N. Ravjee

Language Education Prof M. Mbelani

Educational Psychology Prof T. Moodley

School of Science & Mathematics Education Prof B. Khuzwayo

Institute of Post-School Studies Prof J. Papier

Science Learning Centre for Africa Prof M. Mbekwa (Acting)

The Faculty Management Team consists of the Dean, two Deputy Deans (for Learning and Teaching and Research and Postgraduate Studies), three Heads of Departments (Educational Psychology, Educational Studies and Language Education) and three Directors (School of Science and Mathematics Education – SSME, Institute for Post-School Studies – IPSS and the Science Learning Centre for Africa – SLCA).

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5.3 LEARNING AND TEACHING In 2019, the Faculty of Education pursued a range of Learning and Teaching activities to enhance and support learning and teaching, including research-led teaching across our programmes. The range of activities include seminars, workshops, visits to other higher education institutions, learning and teaching academic writing retreats, colloquia, retreats and conference attendance.

All these activities helped to keep our academics abreast of new developments in learning, teaching and research, and also to share new ideas, particularly with our new and young academics.

These innovative activities have helped to develop and promote the scholarship of teaching and learning within the Faculty of Education.

The Faculty of Education is committed to good quality teaching and assessment. Emphasis is placed on the connections between graduate attributes, learning outcomes and assessment aligned to the NQF level descriptors and cognitive demand levels.

5.3.1 Learning and Teaching Innovations The faculty has been engaging in innovative teaching in the form of blended learning and online platforms which involve joint teaching with international institutions. The Master’s in Adult and Global Change programme is offered in collaboration with three international universities; Linköping University (Sweden), Monash University (Australia) and the University of British Columbia (Canada). This programme has been offered for twenty years and has received awards as a major success in online learning.

The Postgraduate Diploma in TVET offered by the Institute for Post-School Studies (IPSS) since 2017 follows a blended mode of delivery to accommodate students from different provinces.

The newly accredited ADE in Educational Leadership and Management that will be offered in 2021 will be offered through blended learning.

All the departments enthusiastically embrace the use of Information and Communication Technologies in exciting ways, ranging from various e-Learning innovations and e-Admin. The focus on the innovative use of technology in blended learning environments is evident in the research publications and teaching methods in the B.Ed. modules taught at undergraduate and Honours levels. Current teaching and research projects straddle the growing fields of Educational Technologies, e-Learning and e-pedagogies, popularly viewed as game changers in the 21stcentury education landscape – across all education sectors from early childhood education to higher education. Some staff members have investigated questions around: (a) access to infrastructure, connectivity, connectivity speed, data, memory, E-portals with digital resources and online courses, etc., and

(b) the value of face-to-face interactions in blended learning/ teaching approaches and multimodal pedagogies that rely equally on online teaching environments to facilitate learning.

There are other innovative initiatives taken by staff members to promote online learning. Currently, there are 85 online modules on the iKamva platform, and this number should increase in 2020 as many academics have become more aware of online teaching and learning. Lecturers make use of various eTools, such as the Content Creation, Communication, Assessment and Turnitin to enhance the teaching, learning and assessment practices. In addition, more Personal Learning Environments (PLEs) such as Digital Photostories and ePortfolios are being used as practical tools for teaching and assessment purposes.

Lecturers create structured online environments to provide students with relevant interactive learning materials such as videos, PowerPoint presentations, articles and documents. The Lessons eTool is used to present content in an interactive manner by embedding presentations, videos and other learning material.

The impact of these innovative practices needs to be monitored and evaluated. The faculty has commenced with measures to keep track of the innovations and share good practices in various spaces such as seminars and conferences.

Teaching Practice (TP) remains the core component of our Teacher Education programmes (B.Ed and PGCE), not only as a means of exposing students to diverse and real classroom environments, but also as part of their learning and growth in the profession as novice teachers. However, the faculty recognises the challenges and limitations of the current TP model in terms of costs and student safety. Innovative measures are being explored to mitigate these challenges, e.g. benchmarking with other universities (national and international). The faculty is revising the current TP model to accommodate new technologies that will hopefully reduce the costs of regular face-face interaction. We hope that the new Education precinct will be equipped with the state-of-the-art resources that will support our student teachers in preparation for the 21st-century classroom.

The shortage of supervisors and limited staff capacity make student placements for TP a great challenge. There is resistance from some schools to accommodate our students for Teaching Practice, especially the ex-Model C schools. Safety of students during Teaching Practice is a concern, even though necessary precautions are taken to ensure that our students are placed in safe environments.

Another learning and teaching challenge is the allocation of appropriate teaching venues. An increase in student numbers in our programmes continues to challenge teaching staff and space. Venues are overcrowded and ill-equipped with teaching and learning resources. There are insufficient ICT facilities in the prefab buildings to promote and enhance sustainable flexible teaching and learning.

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Student Support (Undergraduate and Postgraduate)

CARNEGIE (Prof Langa)

The faculty has made good progress in student support, retention and success at undergraduate and postgraduate levels. Undergraduate students get support through our tutorial programme which is well managed. Extra support is given to students through consultation with their lecturers and tutors.

Staff members identify students-at-risk early so that proper intervention strategies can be implemented. The academic staff works cooperatively with the tutorial coordinator and students, under the leadership of the Deputy Dean (Teaching and Learning). Different teaching and assessment strategies are explored to accommodate different learning styles. As a result, the pass rate is over 80% across the different programmes.

Seven x PhD students (full-time) at about R220,000 per student per year (includes living expenses, medical, research costs). In addition, funding for local and international conferences at about R100,000 per student over three years, as well as return flights home at about R40,000 per student.

Three x postdoctoral students at R370,000 per student per year, plus return flights home at about R40,000 per student.

Many undergraduate students are funded through NSFAS and a small percentage of our B.Ed and PGCE students receive the Fundza Lushaka bursary from DHET. In 2019, there were 246 B.Ed students who re-applied for Fundza Lushaka bursaries and 50 new applicants. The competition is very tight and the number of students to be funded is controlled by DHET criteria.

DHET (Prof Groener)

The faculty continues to support postgraduate students in their studies. Student support entails student funding for various purposes and organising writing workshops. With regard to student funding, staff members with research projects often fund their students. However, there are few staff members with funding projects, and many of our students struggle to register at the beginning of the year although the DVC (R and I) and the Director of Postgraduate Studies always make registration funds available at the beginning of the year.

IPSS has PhD funded programmes to strengthen research and postgraduate studies in the post-school studies sector, namely Adult Education, Higher Education and TVET. The following is a list of research projects and the students who receive funding.

This initiative for capacity building in IPSS is led by the Director, Prof Papier, and the project leaders, Prof Langa and Prof Groener.

IPSS’s Funded Postgraduate Students

merSETA PG Dip TVET (part-time over two years): 40 students x R50,000 per student (R25,000 x two years, 2018—2019).

New PG Dip intake: 25 students x R30,000 per student over two years (2020 and 2021).

PhDs (Prof Papier) Five x part-time students at a total cost of programme of R2 million (includes research costs, travel and accommodation for contact weeks at UWC, tuition).

NRF (Prof Papier) Three x PhDs (one full-time at R100,000 per year and two parttime at R50,000 per year).

One postdoctoral student at R220,000 per year.

Six x Master’s (R35,000 in Year 1 and registration costs thereafter).

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nGAP-funded PhD One x part-time student (Nigel Prinsloo) who is supervised by Prof Papier.

DHET Development Post (ACET staff) 1 x PhD (supervisor Prof Z. Groener).

Budget for partial bursaries for currently registered students and new recruits (about R320,000 for 2020 and 2021).

4 PhDs (ongoing students).

11 Master’s (ongoing students).

Through this bursary, 10 more students could be recruited on partial bursaries in 2020.

Apart from financial support, students receive support in the development of their research proposals until they complete their theses. In 2019, the Deputy Dean of Research and Postgraduate Studies, Prof Maarman, engaged the DPGS for support sessions on the postgraduate cycle, covering various sections of the research project and thesis development. Sessions were offered during the school holidays of March, June and September 2019.

Student feedback during all these sessions was very positive and the uptake from students improved dramatically from 2018. All sessions were attended by approximately 20 to 40 students.

This will be repeated in 2020.

Departments also hold monthly and quarterly sessions for postgraduate students where they present their work to their peers. This is a conducive space for learning among postgraduate students as they learn from each other. The LED organised formal proposal presentations where the students presented their work to an academic audience. The LED staff attended and provided constructive feedback, which in turn strengthened the quality of postgraduate supervision at LED as shown below.

The various forms of student support yield positive results with regard to students’ completion rate. We have seen a change in the time taken by students to complete their degrees in the past three years. The following table illustrates the improvement with regard to time to degree in our Master’s and doctoral programmes.

Degree

2016

2017

2018

Master’s

4,85

3,87

3,04

Doctoral

6,25

5

5

Total students

215

251

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Another form of support to our postgraduate students is the Education Students Regional Research Conference (ESRCC) in which students from the four university faculties of education (CPUT, SU, UCT and UWC) present their research in the form of papers and posters. Our students attended the ESRCC on 11 and 12 October 2019 at the Mowbray campus of CPUT. Prof Rajendra Chetty and Prof Jean Baxen were the keynote speakers of the conference under the theme of ‘What has education research to do with anything?’ The participants addressed five sub-themes: (i) Advocacy, (ii) Improvement of practice, (iii) Interface between theory and practice, (iv) Reflective practice and (v) Profiling subjects. Our faculty had a total of nine students who presented their research work at this conference.

relationship with the National Planning Commission and the way forward in this collaboration. The Deputy Dean presented the various faculty responses to the National Development Plan and the Sustainable Development Goals. Various staff members presented their research work in this session, including the faculty’s 2018 participants in the Developing the Scholar programme (Ms Ronel Koch, Ms Ada James-Almano and Ms Z. Allie). The student award winners (Dr S. Motala and Mr E. Dames) and the Chair of Mathematics Education (Prof C. Julie) also presented their work over the three days of the research week.

This was an intellectually stimulating space that exposed young researchers to other modes of research across the different faculties.

The faculty participated in the annual UWC Research Week which took place from 22—24 October 2019. The theme of the research week was ‘Actioning heritage for local relevance, regional impact and global recognition’. The faculty was well represented with the Nexus Team of Professors Brian O’Connell, Rouaan Maarman, Juliana Smith, Bhekumusa Khuzwayo and Dr Liz Archer as the opening panel on inter-institutional engagement with the National Planning Commission. The panel shared with the audience their first and second research reports, the working

Postgraduate Throughput Rates Despite its small size, the faculty graduated a good number of Master’s and doctoral students. In 2019, the faculty enrolled 137 M.Ed students and 96 PhD students (new and returning students). The M.Ed and PhD programmes are research-based and students choose their specialisations in Adult Education, Curriculum Studies, Language and Literacy Studies, Science and Mathematics education, Educational Psychology and Inclusive Education, Higher Education Studies and TVET.

In 2019, we graduated 17 M.Ed students and six PhD students: PROGRAMME STUDENT

SUPERVISOR

DEPARTMENT

M.Ed

Mark Brown

Dr Collett & Prof Maarman

Educational Studies

Mariotte Hans

Prof Moodley

Educational Psychology

Jade David

Prof Mbekwa

SSME

Nwabisa Mbeki

Prof Mbekwa & Prof Julie

SSME

Ntsikelelo Ndzala

Prof Hartley

SSME

Lizo Ntlanganiso

Prof Hartley

SSME

Maxhoba Ngwane

Prof Hartley

SSME

Antoniette Stols

Prof Groener

IPSS

Olubukola Babalola

Prof Groener

IPSS

Pamella Ndlebe

Ms Omar

IPSS

Molepetsane Naketsane

Prof Nomlomo

Language Education

Ayanda Siyothula

Prof Nomlomo

Language Education

Ruben Daniels

Dr Du Plooy

Educational Studies

Bernita Isaacs

Dr Ravjee

Educational Studies

Nombulelo Dlova

Prof Hartley

SSME

Grace Adams-Gardner

Prof Groener

IPSS

Caroline Butler

Dr Probyn

Language Education

Hafeni Hamakali

Prof Sivasubramaniam

Language Education

Lizza Hamman

Prof Groener

IPSS

Laurent Beya Kelala

Prof Sivasubramaniam

Language Education

Nita Lawton-Misra

Prof Visser

Educational Psychology

Ndemuponduka Haimbodi

Prof Sivasubramaniam

Language Education

Folakemi Fatoba

Prof Mbekwa

SSME

PhD

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As mentioned earlier, the faculty depends on external supervisors (Extraordinary and Emeritus Professors) who receive remuneration, and this impacts on the faculty’s operational budget. In order to address supervision capacity, the faculty has a supervision mentorship programme for young academics with doctorates that is supported through the UCDG grant. Some of the staff members in this group participate in the DVC’s Emerging Scholars’ programme. We hope to see a change in a year’s time with regard to postgraduate supervision capacity in the faculty.

Learning and Teaching Seminars The faculty hosted a series of seminars and workshops by leading scholars in curriculum renewal and decolonisation to stimulate intellectual debates on contemporary teaching and learning issues. Seminars have been a conducive space for intellectual debate and discussions. Some departments have commenced with plans to translate the theory into practice by revisiting their curricula in the wake of decolonisation and the 4IR in education.

In total, 28 learning and teaching seminars were hosted by the faculty in 2019. Seminar 1 was presented by presented by Dr Bridget Rennie-Salonen from the Department of Music at UCT on 18 February 2019. Dr Rennie-Salonen discussed her research into the interdisciplinary and educational nature (music education/ occupational health/ sports science) of an occupation health course (curriculum) on a selected group of music students.

Seminar 2 was presented by Dr Marietha Terblanche, Senior Educational Specialist in the Western Cape Education Department, on 26 February 2019. Dr Terblanche spoke about her research and the role and importance of a School Management Team. The title of her presentation was: Die vestiging en bevordering van ‘n volhoubare onderrigleerklimaat deur skoolbestuurspanne/ The establishment and promotion of a sustainable climate of teaching and learning by school management teams.

Seminar 3 was presented on 4 March 2019 by Prof Roy Moodley, an associate professor in Clinical and Counselling Psychology in the Department of Applied Psychology and Human Development at the University of Toronto. His research and publication topics include race, culture and psychotherapy; culture and psychoanalysis; global south psychologies and traditional healing and mental health. The presentation explored the possibilities and potentialities of research and pedagogic engagement within the (post) human space. In other words, sensing the emerging transforming spaces and places outside the traditions of post-enlightenment discourses of coloniality and critically interrogating the binaries of decolonialism, multiculturalism and other post-structuralist discourses.

Seminar 4 was presented on 11 March 2019 by Hanna Ragnarsdóttir (hannar@hi.is), professor in the School of Education at the University of Iceland, and Greta Gudmundsdottir (gretag@ils. uio.no), an associate professor at the Faculty of Educational Sciences, Department of Teacher Education and School Research

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at the University of Oslo. The seminar explored perspectives on equity and social justice in education in four Nordic countries and ICT & Professional Digital Competence (PDC) in Teacher Education at the University of Oslo. Prof Ragnarsdóttir spoke about how societies have become increasingly diverse in terms of their cultures, languages and religions. Educational institutions face the challenge of providing high-quality education for all children, who bring a myriad experiences and knowledge to their educational settings. In her lecture, she addressed three main issues: Firstly, the fundamental values in education in the Nordic countries, such as equity, democracy, social justice and inclusion and examples of how these are addressed in educational policy documents. Secondly, the inequity and marginalisation of immigrant students in many schools in the Nordic countries which continue to exist in spite of increased knowledge deriving from research on diversity and school reform. Thirdly, she introduced the NordForsk-funded project, Learning Spaces for Inclusion and Social Justice.

Seminar 5 was presented by Dr Baz Dreisinger on 12 March 2019. Dr Dreisinger discussed the work of the Prison-to-College Pipeline movement in the US and internationally, and the Incarceration Nations Network, a global network and think tank that supports, instigates and popularises innovative prison reform efforts around the world.

Seminar 6 was presented on 12 March 2019 by Prof Renee Schatteman, an associate professor of English at Georgia State University where she teaches postcolonial literature and assists with the teacher education program. The seminar shared current research on South African writer Sindiwe Magona, with the purpose of advancing a monograph entitled ‘Sindiwe Magona and

the Power of Paradox’. This seminar was valuable to staff who are involved in the preparation of secondary English teachers since Magona’s texts are prescribed in schools, especially her novel Mother to Mother which was selected as a setwork for Grade 10 students in 2018. The texts that underpinned the seminar were published in ‘Voices of the Continent: A Curriculum Guide to Select African Literature’ (published by Africa World Press).

Seminar 7 was presented by Ashleigh Harris (Uppsala University) and Lucille Meyer (UWC) on 14 March 2019. This presentation put forward some of the key results emerging out of the ‘African Street Literature and the Future of Literary Form’ project, based at Uppsala University, Sweden. African Street Literature describes emergent African literary forms circulating outside of the formal and commercial publishing industry. These forms dominate literary production on the continent, yet remain underdiscussed in literary scholarship. The literary forms researched in the project include spoken word poetry, storytelling, digital literatures (twitterature, WhatsApp fiction, flash fiction, Facebook serialisation), self-published books, zines and comics.

Seminar 8 was presented by Dr Moira Bladergroen on 19 March 2019 on the PGCE Programme (New and Online) for 2020: Implementation – Discussions and Planning. These are the points that were discussed: 1. Unpacking the course outline.

2. Each module outline must reflect on (a) How the content would be taught (teaching strategies); (b) What are the assessment methods to be used: strategies, techniques, tools and instruments?

3. How the continuous assessment is going to be compiled (assessment instruments).

4. The exact weightings for each assessment strategy.

5. Update reading list.

6. Prepare online readers to be handed in in August 2019 Seminar 9 was presented by Prof Rajendra Chetty on 9 April 2019. Prof Chetty facilitated a conversation about publishing in journals and gave some feedback on current thinking.

Seminar 10 was presented by the Department of Educational Psychology on 16 April 2019. Dr Andrew Lewis chaired the discussion. The aim was to initiate a conversation on understanding research and the research modules of these initial postgraduate programmes within the faculty in general, and specifically within the individual Departments.

Seminar 11 was presented by Mr Salmaan Chafekar, Key Accounts Manager, Pearson South Africa, on 23 April 2019. Mr Chafekar sampled all major Education titles and others upon request and expanded on their digital blended learning solutions.

Seminar 12 was presented by Dr Moira Bladergroen on 24 April 2019. Dr Bladergroen invited Dr Naseema Shaik (CPUT), Dr Nicci Rousseau (CPUT) and Dr Linda Rutgers (SUN) to share their

theoretical knowledge and practical advice on the structuring of a B.Ed Honours (Foundation Phase) programme.

Seminar 13 was presented by Fr Benny Thomas and Dr Anil Pinto from Christ University, in Bengaluru, India, on 25 April 2019. Fr Thomas spoke about holistic education and Dr Pinto discussed university traditions and the histories of universities.

Seminar 14 was presented by the Department of Educational Psychology on 2 May 2019. Prof Tomas Peterson and Prof Lloyd Leach discussed different aspects of Physical Education.

Seminar 15 was presented by Emeritus Professor Ian Scott, Centre for Higher Education Development, UCT, on 7 May 2019. Professor Scott addressed the initial aim of the extended degree program, reflected on existing successes and proposed a possible way forward. There was also a Question and Answer session.

Seminar 16 was presented by Prof Wandrag (and team) on 14 May 2019. They provided information about the current ethics policy and operations of the Ethics Committee to assist supervisors and students to submit the best possible Ethics applications.

Seminar 17 was presented by Mr Ian Schroeder on 21 May 2019 and explored how Computational Thinking frameworks can be understood and utilised in STEM subject areas given the educational challenges we face in South Africa and at UWC. Seminar 18 was a panel discussion led Dr Andrew Lewis on 4 June 2019. The aim of the panel discussion was to initiate a conversation on understanding research and the research modules of initial postgraduate programmes within the faculty in general, and specifically within the individual departments.

Given the requirements of the current and future revised MRTEQ policy document, this panel discussion was aimed at assessing where we are currently and where we will be heading, as a faculty and department, in relation to research at Honours and PGCE level.

Seminar 19 was presented by Monique Heystek (Technology Transfer Office) and Alfred Nqotole (UWC Library Services) on 11 June 2019 on various aspects of copyright use and procedures around accessing and protecting at UWC. Seminar 20 was presented by Dr Liz Chesworth (Lecturer) and Dr Sabine Little (Languages Education lecturer), both of the University of Sheffield, on 20 June 2019. Dr Chesworth discussed her research, which found that children’s everyday lives at home, including their engagement in digital worlds, are rich sources of knowledge and skills. The research findings highlight the importance of, and the challenges to, developing an inclusive curriculum that connects young children’s experiences at home and at (pre)school. Dr Little discussed her work within formal and informal education contexts, including libraries and heritage language schools, to help educators and policy-makers understand underlying complexities of identity and belonging in today’s ‘super-diverse’ society.

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Seminar 21 was presented by Prof R. Govender on 23 July 2019 who presented the report on the Review of the ECP Programme.

Prof Thaver acted as interim Chairperson and continued the discussion.

Seminar 22 was presented by Adjunct Professor Renato Tomei of the University of Perugia on 29 July 2019. The presentation addressed the global dimension of translanguaging practices, in terms of language contact and language change with regard to African youth language. By looking at the influences of Jamaican speech forms on youth language in Africa, the focus was on transatlantic ties that link Africa and its diaspora.

Selected song examples were discussed from a sociolinguistic perspective that took the respective language practices as a base and looked at the contexts and motivations for the use of Jamaican speech forms.

Seminar 23 was presented by Stefan Kucharczyk, founder of ARTiculate Education on 20 August 2019, who discussed the findings of his research about how working in a performative culture eroded the values that had called him to teach, and how leaving teaching enabled him to deepen his understanding of his professional identity and what it now means for him to be a teacher. He also discussed how his encounters with performativity redefined his approach to teaching and learning in the classroom, especially in the area of creativity and children’s writing.

Seminar 24 was presented by Dr Lizette de Jager (TAU Fellow), Faculty of Education, University of Pretoria on 29 August 2019.

Dr De Jager spoke about the learning of a second language and our understanding of how technology integration can blur the traditional institutional, spatial and temporal boundaries of education, and how to shift the balance of agency, how to connect our own thinking into the social mind of distributed cognition and collective intelligence, and to build collaborative knowledge cultures.

Seminar 25 was presented on 3 September 2019 by Prof Rajendra Chetty and his students from UWC and Prof Chris Knaus and his students from the University of Washington.

Three UWC graduate students were joined by three US-based doctoral students in this interactive seminar. Each participant framed their professional experiences and personal perspectives as students and educators. The panellists led the conversation around collective strategies to foster hope working within educational institutions designed to oppress.

Seminar 26 on 8 October 2019 consisted of a panel discussion (panellists: Amina Brey, Karen Collett, Trevor Moodley, Peter Plüddemann, Neetha Ravjee, Toni Sylvester) moderated by Dr Moira Bladergroen. The panel discussed large classes as a consequence of the social justice imperative of providing university access to increasing numbers of students in a society still marked by extreme inequality. Teaching, learning and particularly assessment in large undergraduate classes has its own pitfalls and challenges. What remains key is ensuring valid,

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reliable, fair and high-quality assessment of and for learning in an increasingly digital environment. The panellists shared ideas on formative and summative assessment in large classes, the marking dilemma, feedback literacy, multilingualism and inclusion. It is hoped that the deliberations will feed into the current process of revising UWC’s assessment policy.

Seminar 27 was presented on 22 October 2019 by Ms Shehaamah Mohamed, Senior Librarian: Learning and Teaching, at UWC. Ms Mohamed’s PhD research focuses on developing expert information practices in students through a process of decoding disciplinary challenges in student learning. More specifically, her work examines the mental operations or processes of expert practitioners in this regard.

Seminar 28, presented by Dr Moira Bladergroen on 10 December 2019, focused on the development of e-portfolios. The last and final session was for the individuals to receive individual feedback on their e-portfolios and then to finalise them for final submission during the day-long workshop.

Learning and Teaching Workshops In 2019, six learning and teaching workshops were held.

Workshop 1 was presented by Dr M. Bladergroen on 8 April 2019.

The workshop dealt with the outcomes of the programme, Teaching and Learning, Assessment and Work Integrated Learning.

Workshop 2 was presented by Dr Karen Collett and Dr Arona Dison on 30 April 2019. In the first part of the workshop, they briefly introduced the academic literacies approach (Lea & Street, 1998). The second part of the workshop provided an opportunity for participants to reflect in groups on their own modules, identify areas where they can strengthen the integration of academic literacies development and, consider strategies for doing this.

They also consider how the faculty can align the embedding of academic literacies into programmes, both across year levels and in the progression throughout the programme. The workshop dealt with the outcomes of the programme, Teaching and Learning, Assessment and Work Integrated Learning.

Workshop 3 was presented by Zainoenisa Allie on 13 June 2019.

The aim of the workshop was to: 1. Unpack the new Module Outline (MO) document.

2. Allow all PGCE committee members to complete the new MO document for their specific modules by 17 June 2019.

The MO document for their specific module will serve as a guide for the other PGCE modules within their respective departments.

Workshop 4 was presented by Dr Carole Bloch from the Project for the Study of Alternative Education in South Africa (PRAESA) on 16 September. The workshop focused on the ‘Magic Carpet’ an approach that models literate behaviour, while creating a space of imagination, laughter and enjoyment for the children. It allows for social dynamics among individuals and groups to be ‘played’ out in a manner that the teacher can observe, reflect upon and learn from. The approach is developed from Vivian Gussin Paley’s storytelling and story acting curriculum, underpinned by strong roots in early language and literacy theory and research. In a natural way, this approach grows and strengthens reading and writing concepts and skills as the children explore and experience the power of print. During the preschool years the ‘Magic Carpet’ lays the foundations of reading and writing.

Workshop 5 was presented by Ms U. Saindon, in conjunction with the Language Education Department on 27 November 2019 in Room 84, Education Building. Ms Saindon began by reminding us of the literacy crisis in our schools, before outlining the origins and features of the Reading to Learn (RtL) approach. Reading to Learn is a staged classroom pedagogy designed to integrate reading and writing across the curriculum. It arises from genre theory and is a mix of Halliday’s stratified model of language, Bernstein’s insights into the social reproduction of schooling, and Vygotsky’s sociocultural constructivism. The six stages of the RtL methodology comprise preparing for reading, detailed reading, preparing before writing, joint reconstruction, individual reconstruction, and independent writing. Using practical examples and interactive strategies, Ms Saindon demonstrated how effective this low-tech methodology can be. While genre theory has underpinned the Method courses in LED for the past decade, the specifics of RtL methodology encountered in the workshop were new to most participants, and were warmly welcomed.

Workshop 6 was presented by HEPSA on 2 December 2019. The purpose of the workshop was to focus on the development of the PGCE Online Programme for accreditation purposes.

Learning and Teaching Colloquia Dr Peter Plüddemann and Dr Karen Collett presented the first Colloquium on 29 May 2019 in Seminar Rooms 1A and B, Life Sciences Building. The Colloquium was to discuss integrated assessments, large class assessments and the way forward.

Prof R. Govender coordinated the second Colloquium on 25 and 26 August 2019 in the Council Chambers, Chemical Sciences

Building. The Colloquium provided the opportunity to reflect on assessment as a collective (i.e. faculty, departmentally and individually). Our faculty interconnectedness was supported in reviewing and building the faculty approach and assumptions.

We don’t often have the opportunity as a Department to reflect and discuss as a team and the Colloquium allowed for learning in a safe space about the various taxonomies, how to improve assessments and the various types of assessment.

The information about governance issues, university policy on assessment, administrative processes, and interrogation of taxonomies and their applications, development of rubrics, moderation processes, compliance, managing large classes and quality assurance was most useful as were the opportunity to building faculty interconnectedness, develop a faculty position, and make a distinction between expert disciplinary knowledge in departments and institutional compliance.

Prof Rajendran Govender and Dr Moira Bladergroen presented the third Colloquium on 19 and 20 November 2019 in Seminar Rooms 1A and B, Life Sciences Building. The intention was to discuss Teaching Practice and Work Integrated Learning with hands-on sessions embedded over the two days. Academics were also encouraged to bring along their Module descriptors and their course outlines to ensure that the final product would be completed at the end of the second day.

Prof Beverley Thaver presented the fourth Colloquium on 6 December 2019 in Room 27, Education Building. The Global South and North are witness to social crises. The increasingly complex nature of the conflict/ conflict legacies (for example, the interconnectedness of political, military, socio-cultural, economic and environmental dimensions) and the particular challenges of the current political moment (inequalities, political polarisation, shrinking civic space) impact negatively on social development.

Given that new forms of knowledge and practices are required, universities are important sites of pedagogical innovation, knowledge co-creation, shared learning, public dialogue and policy engagement. To respond to this call, a global inter-disciplinary network has been established comprising institutions and partners from the United Kingdom (York and the Institute of Development Studies), Thailand (Chiang Mai), Uganda (Makerere), Rwanda, South Sudan, Bosnia, Colombia (Los Andes) and South Africa (UWC). Led by Prof Gready from the University of York, the Network Plus model will seek to enhance the capacity of universities in the Global South and North to respond to different forms of conflict, through an innovative research strategy that includes the formation of university hubs. The research group (from four African countries) is engaging with various social partners to share the aims of the Network Plus model.

The learning and teaching seminars, workshops and colloquia addressed critical issues of pedagogies, academic and digital literacies, teaching large classes, curriculum development and assessments. They were a good support to staff to support learning in their own classrooms.

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5.3.2 Research In this section, the focus is on research matters and activities that were carried out in 2019 to strengthen the scholarship of learning and teaching. This section also reports on student support, especially at postgraduate level.

Research Focus and Emerging Research Areas The current faculty research niche areas are: • Languages, literacies and identities in multilingual education contexts.

• Science and Mathematics Education, with a focus on school interventions.

• Systems support for schools.

• Post-school studies (intersections between vocational education, higher education and adult education).

These niche areas reflect research foci of the academic departments, including IPSS. There are experienced researchers in each area who mentor postgraduate students. Mathematics Education is the most established area of research with a First Rand Foundation Chair, Prof Julie, who provides intellectual leadership in this area. Prof Julie leads the Local Evidence-Driven Improvement of Mathematics Teaching and Learning Initiative (LEDIMTALI) research project that supports mathematics teaching and learning in schools. The project has produced many publications over the past five years but the risk of its sustainability after Prof Julie’s retirement has to be addressed to ensure that the good work that Prof Julie has done through the LEDIMTALI project continues and is sustainable. The faculty has begun seriously looking into a succession plan.

Over the past three years there has been growth in three new or emerging areas of research, namely, Early Childhood Literacy, especially in African Languages (specifically isiXhosa); Higher Education; and Technical and Vocational Education Training (TVET).

Early Literacy Development is a national priority due to the national literacy crisis in basic education. The teaching and learning of literacy in African languages is also receiving national attention due to the dearth of research. The faculty’s research in Early Childhood Literacy is growing through postgraduate studies and collaboration with other institutions and NGOs. Through this emerging research area, the faculty has hosted two Early Childhood Literacy Development (ECLD) conferences in collaboration with the British Council in 2017 and 2018. The Dean, Prof Nomlomo is the leader of this conference through her research project on ECD in African Languages (ELDAL). The third conference was scheduled for September 2019 but was postponed to 26—28 March 2020 to accommodate school teachers and other interested parties and then cancelled due to the spread of the COVID-19 global pandemic. Two peer-reviewed book publications edited by Professors Nomlomo, Desai and September have been published as outputs of the two ECLD conferences held.

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Research in Higher Education Studies has been strengthened through a doctoral programme funded by Carnegie since 2017 housed in IPSS, and coordinated by Prof Patricio Langa, an expert in Higher Education Studies. Seven PhD students are attached to and funded by the Carnegie project, and they are working towards completion of their studies at the end of 2020.

The other growing area of research is Technical and Vocational Education and Training (TVET), led by Prof Joy Papier who holds a SARChI Chair position in TVET. Currently, TVET is the national priority and our faculty is leading in this area through teaching and research. The Journal of Vocational and Adult Education and Training (JOVACET) hosted by IPSS is a key TVET research outputs. The JOVACET (edited by Prof Papier), published Vol 2, Issue 1 (a Special Issue on Adult Education) and Issue 2 (a TVETfocused issue) in 2019. The special issues followed the Adult Education conference run by Prof Groener, who was also a guest editor for the special issue with Emerita Professor Shirley Walters.

This journal is supported by the DHET. Prof Papier applied for its accreditation in 2020 and we hope for the DHET’s full support in this.

The faculty is conceptualising research teams to enhance a multidisciplinary and collaborative approach to research. Two faculty-wide sessions have already been held to facilitate this process which we hoped to finalise by June 2020. This initiative is informed by current staff research and the areas of growth that the faculty prioritises for this decade.

In light of the above, the faculty has focused research areas that contribute towards strengthening teaching and learning in the Basic and Higher Education sectors, including post-school studies. There are great research and funding opportunities linked to the emerging research areas, e.g. early literacy, mathematics and science education and TVET. There is also a vibrant research culture, and many emerging scholars are mentored through the Dean’s mentorship programme and the DVC (Research and Innovation) Emerging Scholar programme. As a result, the faculty has experienced an improvement in its research publication outputs over the past three years.

Research Funding and Ratings There is growing interest in applying for external funding for research projects. Staff members are encouraged to attend proposal writing workshops to secure funding for their research and postgraduate students. In 2019, some staff members applied for funding with international partners. For example, the faculty has been successful in its funding application for the International Flanders (FWO) - NRF project with Ghent University, Belgium. The research project focuses on teacher educators’ competences from a South African and Flemish perspective to deal with diversity and will involve PhD students from UWC and Ghent. This grant is a mobility grant allowing students to move between the two institutions for research purposes. This project is an outcome of the Dean’s visit to Ghent University in February 2019 for the purpose of collaboration and internationalisation which was supported by the DVC (Research and Innovation).

Apart from research funding allocated to the two SARChI Chairs based in the faculty and to rated researchers, some staff members receive funding from different institutions, such as the two staff members in the Language Education Department with research projects funded by the NRF, in the established researchers’ category (Prof Chetty) and in the Thuthuka category (Ms Shandu-Omukunyi).

IPSS was awarded a R35 million grant for a five-year TVET Research Programme by the National Skills Fund and the DHET. There are nine partners in the project in which IPSS is a lead partner. Formal MoUs between IPSS, DHET and the NSF, and between UWC and the other partners, were drafted.

The faculty congratulates Prof Papier and the entire IPSS team for receiving a grant of R27,447 million from INSETA to work on an articulation project in the financial industry with Technical and Vocational Education and Training (TVET) colleges, UWC and another university. IPSS will work with the EMS Faculty at UWC. The project will run until 2023 and will be managed by IPSS. Emeritus Professor Ogunniyi leads a collaborative project involving members from the School of Science and Mathematics Education and Language Education that focuses on the intersection and history of Mathematics, Science and Language (MSL). This project is funded by the NRF and produced more than five publications in 2019.

The Department of Educational Psychology received R150,000 from the Department of Higher Education and Training (DHET) in collaboration with the British Council, for the Teaching for All Project in Inclusive Education.

Prof Thaver and Dr Cutalele participated in a Sweden-South Africa University Forum on Decoloniality and Teacher Education involving Malmo, Karlstad, University West and Gothenburg universities in Sweden and four universities in South Africa: UWC, NMU, UKZN and Sol Plaatje. Prof Thaver is the UWC coordinator.

The UWC team received R1,000,000 and has been granted a second round of funding for this collaborative project.

The faculty was involved in a collaborative research project on Teacher Well-being and Diversity (TWBD) with four institutions from Ireland, Norway and Denmark from December 2016— December 2019 (Mary Immaculate College and the University of Limerick, Oslo Metropolitan University, University College Copenhagen). UWC received more than 50,000 Euros to participate in this project. The project coordinator was Dr Karen Collett and the co-researchers were Prof Nomlomo and Ms Someka Ngece. This project had a community engagement component whereby the researchers worked closely with Lourier Primary School teachers to create awareness and enhance TWB and multilingual practices at this school. The outputs of this project include a book that will be published by Springer before the end of 2020, a research article that is under review and a Teacher Handbook that was produced with the teachers to support TWB and multilingual pedagogies. The Teacher Handbook is used by all the institutions that participated in the project, and it is available online as a means of disseminating the project’s outputs, at: https://sites.google.com/view/ teacherwellbeingdiversity/home.

Other staff members have benefitted from research funding from the DVC (Research and Innovation) at the University. In 2019, several staff members received R30,000 research grants from the UWC Research Office to support their individual research projects.

With regard to ratings, the faculty hosts three more NRF-rated researchers: two in Language Education (Prof Chetty and Prof Nomlomo) and one in TVET (Prof Papier). In 2016, there were only three rated researchers, one of whom had already retired and held the position of Emeritus Professor (Prof Ogunniyi).

The second rated researcher was Prof Julie, the First Rand Foundation Chair in Mathematics Education and the third (Prof Sivasubramaniam) retired at the end of 2017 and was appointed as an Extraordinary Professor in 2018. This brings the number of rated researchers to six. However, the faculty needs to improve in this area to strengthen its research capacity and the visibility of its research. Although staff members are encouraged to apply for rating, only a few attended the NRF rating workshops in 2019, and none applied. We hope that these individuals will apply for rating in 2020.

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Staff Research Support Various activities and workshops were held to support staff research in areas such as research projects, writing for publications, conference attendance, postgraduate supervision and PhD completion. The following staff members were funded through the UCDG grant in 2019: • PhD completion: Ms S. Ngece, N. Nondalana, Ms A. JamesAlmano and Mr F. Sylvester.

• Emerging researcher: Dr L. du Plooy.

• Developing the new scholar: Ms X. Mbelani.

• Conference support: Prof R. Chetty and Dr K. Collett.

Staff members were also informed of the latest processes with regard to ethical clearance of research projects, including postgraduate students’ research. The chairperson of the Human and Social Sciences Research Ethics Committee (HSSREC) visited the faculty on 14 May 2019 to address staff members.

This conversation contributed to strengthening faculty practices for all research applications.

A writing retreat was held at Crystal Beach Hotel on 20—23 May 2019 attended by 13 members (11 academics and two students) who worked diligently to complete articles. The academics included Professors Maarman, Kitching, Moodley and Khuzwayo, Drs Du Plooy, Simons and Ndinga-Koumba-Binza and Ms Nondalana. The two students who had just completed their M.Ed degrees were Ms Naketsane and Mr Daniels.

The space was very conducive to share experiences of writing, discuss possible journals, share views on research career

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development and to focus on writing. Prof Maarman, the Deputy Dean (Research and Postgraduate Studies), negotiated with the DVC (Research and Innovation), Prof Frantz, to assist the staff members with language editing of their articles. All 13 articles are still under review and we hope to receive positive reviews.

Some staff members attended research development workshops that were hosted by the DVC (R & I) office. Ms Z. Allie participated in ATLAS.ti training which was facilitated by Dr Thuli Mthembu under the Developing the Scholar programme led by the DVC (Research and Innovation). She also attended a workshop on preparations for promotion that was facilitated by Prof Frantz.

Through research support, the faculty seeks to build strong research capacity among emerging scholars. We believe that this will be a good investment for the faculty with regard to improving research publication outputs.

5.3.3 Research Publications Many staff members who join faculties of education nationally start their professional careers as school teachers. This implies that many of them join academia late in their lives, with very good teaching experience and limited research experience.

Many of them have to learn how to become researchers. This is worth mentioning to understand that it takes a while for some of the colleagues to get attuned to the research culture. Despite this limitation, the faculty has established researchers who are nationally and internationally renowned. The faculty’s research culture is gradually changing and we have seen growth with regard to staff research publications in the past three years as shown in the table below.

2016

2017

2018

2019

12,74

14,7

23,18

Not available yet

We hope to maintain staff motivation by providing research support in the faculty and from other institutional sources, including the DVC (Academic and Research and Innovation) offices. The DVC’s Emerging Scholar programme and the Dean’s mentorship programme promise good results with regard to emerging researchers’ outputs, as shown in the list of 2019 peer reviewed and accredited publications, including articles that have been submitted for publication in 2019. We are very proud of the improvement in our 2018 research publication units, and we hope to maintain this strength and see even better results in future.

Journal Articles Chetty, R. (2019). ‘Women warriors’ and the prison diaries of Fatima Meer and Nawal Al Saadawi. Imbiso International Journal of African Literary and Comparative Studies, 10(2).

Chetty, R. (2019). A country with a broken psyche: Violence against children in South Africa. Commonwealth Journal of Youth Development, 16(2).

Chetty, R. (2019). Literacy teaching in disadvantaged South African schools. Literacy, 52(4): 243—253.

Chetty, R. (2019). A country with a broken psyche: Violence against children in South Africa. Child Abuse Research in South Africa, 20(1): 1—10.

Chetty, R. (2019). Social inequality in post-apartheid South Africa: Towards a revolutionary humanism. Alternation, 26(1): 194—213.

Collett, K. & Dison, A. (2019). Decentering and re-centering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies. Stellenbosch Papers in Linguistics Plus (Special Edition), 57.

Kitching, A.E. & Van Rooyen, B. (2019). Key aspects for the sustainable coordination of a process to facilitate holistic wellbeing in South African schools. Health Promotion International.

Online Oxford Journals link Health Promotion International, daz060. https://doi.org/10.1093/heapro/daz060 Koch, R., Yates, H. & Kitching, A.E. (2019). Adolescent girls’ voices on their need for sexuality education: A cry for mutual sexual emancipation. HTS Teologiese Studies/ Theological Studies.

ISSN: 0259-9422, E-ISSN: 2072-8050 Lewis, A. (2019). Pseudo-scientific intellectual theories of the African child during the 20th century. Perspectives in Education, 36(2).

Mbelani, M. (2019). Exploring the impact of discourses in visual literacy: A case of interpreting advertisements. English Academy Review, 36(1): 46—57.

Meyer, L. & Chetty, R. (2019). Youth voice and narrative inquiry: rendering the invisible visible. Commonwealth Journal of Youth Development, 16(2).

Ndibuuza, F. & Langa, P. (2019). The tale of academic practice in a rising knowledge society: Focus on a university in South Africa. Tertiary Education and Management, 26. https://link. springer.com/article/10.1007%2Fs11233-019-09036-x (Springer Netherlands). Print ISSN1358-3883.

Needham, S. & Papier, J. (2019). Professional qualifications for the insurance industry: dilemmas for articulation and progression.

Journal for Vocational, Adult and Continuing Education and Training, Issue 1.

Papier, J. (2019). Book review: Teachers and teaching in vocational and professional education. International Journal for Research in Vocational Education and Training, 6(1): 97—101. https://doi. org/10.13152/IJRVET.6.1.5 Verster, B. Collett, K. & Van den Berg, C. (2019). Creative meaningmaking through a multimodal, interdisciplinary exploration: Lessons for higher education curriculum enhancement.

Alternation, 27.

Book Chapters Collett, K.S. (2019). In what ways can we support teacher wellbeing in a culturally diverse context? In S. Hammond & M. Sangster (Eds.). Perspectives on Educational Practice Around the World (1st ed., p. 256). London: Bloomsbury Academic (electronic version out in 2018 and hard copy out in 2019).

Jacobs, P. (2019). Development of occupational competence in Technical and Vocational Education and Training (TVET) college students: Role of assessment feedback. In S. McGrath, M. Mulder, J. Papier & R. Suart (Eds.). Handbook of Vocational Education and Training: Developments in the Changing World of Work. Dordrecht: Springer.

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Kitching A.E. (2019). The development of an integrated, multilevel process to facilitate the promotion of holistic well-being in school communities. In I. Eloff, (Ed.). Handbook of Quality of Life in African Societies. Cham: Springer.

Kitching A.E., Van Rooyen, B. & McDonald, Z. (2019). Interactive relational dynamics as experienced by learners involved in bullying incidents in three South African secondary schools. In C. Zulu, I. Oosthuizen & C. Wolhuter (Eds.). A Scholarly Inquiry into Disciplinary Practices in Educational Institutions. NWU Education and Human Rights in Diversity Series, Volume 2.

Cape Town: AOSIS. Koopman, K.J. (2019). My becoming in a world of virtual learning communities. In M. van Wyk (Ed.). Student support toward self-directed learning in open and distributed environments.

Hershey, PA: IGI Global. doi:10.4018/978-1-5225-9316-4.ch010.

Mbelani, M. (2019). Teachers’ development of visual literacy and agency in teaching advertisements in Grades 4-7. In M. Hendricks, & G. Harrison (Eds.). Lessons from the Kalahari: Tracking teachers’ professional development. Newcastle upon Tyne: Cambridge Scholarly Publishing.

Needham, S. (2019). Student support structures for transitioning from vocational to university education: A South African case study. In S. McGrath, M. Mulder, J. Papier & R. Suart (Eds.).

Handbook of Vocational Education and Training: Developments in the Changing World of Work. Dordrecht: Springer.

Nel, B. (2019). To build a new church together? Exploring interdisciplinary dialogue with a Christian woman’s ministry: Addressing patriarchy in URCSA. Studia Historiae Ecclesiasticae, 45(3).

Nomlomo, V. (2019). Democracy and multilingualism in South African primary education: Implications for early literacy development. In V. Margraine & A. Löfdahl Hultman (Eds.).

Challenging Democracy in Early Childhood Education. Cham: Springer.

Nomlomo, V. & Luckay, M. (2019). How do theory and practice relate to each other in the social reality of the classroom? In S. Hammond & M. Sangster (Eds.). Perspectives on educational practice around the world. London: Bloomsbury.

Papier, J. & McBride, T. (2019). Systematising student support services in TVET colleges – progressing from policy. In S. McGrath, M. Mulder, J. Papier & R. Suart (Eds.). Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer: Dordrecht.

Schmidt, K., Moletsane, M. & Azzi-Lessing, L. (2019). Responding to young children with behavioural, emotional, and learning challenges. In A. Moodley, N. Sotuku, K. Schmidt & N. Phatudi (Eds.). Early Childhood Care and Education (0-4): A transdisciplinary approach. Cape Town: Oxford University Press.

Strydom, I., Lewis, A. & Sylvester, F. (2019). Addressing life

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skills challenges. In E. Landsberg, D. Krüger & E. Swart (Eds.).

Addressing barriers to learning: A South African perspective.

4th Edition. Pretoria: Van Schaik.

Swanzy, P., Langa, P. & Ansah, F. (2019). Ensuring equity and inclusion in higher education provision: Ghana’s approach. In J. Hoffman, P. Blessinger & M. Makhanya, (Eds.). Strategies for facilitating inclusive campuses in higher education: International perspectives on equity and inclusion (Innovations in Higher Education Teaching and Learning, Vol. 17). Melbourne: Emerald Publishing.

Zavale, N.C. & Langa, P.V. (2019). The relevance of student engagement in African higher education: The Mozambican case. In M. Tanaka (Ed.). Student engagement and quality assurance in higher education international collaborations for the enhancement of learning. London: Routledge. https://doi. org/10.4324/9780429025648

Conference Proceedings (DHET accredited) Iwuanyanwu, P.N. & Ogunniyi, M.B. (2019). Challenges facing pre-service teachers in developing conceptual resources needed to solve science problems. In N. Govender, R. Mudaly, T. Mthethwa & A. Singh-Pillay (Eds.). Proceedings of the 27th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, (pp. 492—495). Durban, South Africa: SAARMSTE. Iwuanyanwu, P.N. (2019). Western Cape Teachers’ Experiences of Mathematics, Science and Language Education during and after apartheid era and their views on curricula decolonisation.

In P.N. Iwuanyanwu & V.O. Netshandama (Eds.). Proceedings of the 5th Annual Conference of African Association for the Study of Indigenous Knowledge Systems, (pp. 103—13). Thohoyandou, Limpopo. ISBN: 978-0-86808-767-2.

Iwuanyanwu, P.N. & Ogunniyi, M.B. (2019). Teaching science to culturally diverse learners: The teacher’s role. In P.N. Iwuanyanwu & V.O. Netshandama (Eds.). Proceedings of the 5th Annual Conference of African Association for the Study of Indigenous Knowledge Systems, (pp. 151—159). Thohoyandou, Limpopo.

ISBN: 978-0-86808-767-2.

Iwuanyanwu, P.N & Netshandama, V.O. (2019). IKS as an agent of decolonisation and transformation for socio-economic development in Africa. In P.N. Iwuanyanwu & V.O. Netshandama (Eds.). Proceedings of the 5th Annual Conference of African Association for the Study of Indigenous Knowledge Systems, (pp. 151—159). Thohoyandou, Limpopo. ISBN: 978-0-86808767-2.

Nomlomo, V. & Khuzwayo, B. (2019). Exploring teachers’ experiences of Mathematics, Science and Language (MSL) Education during and after apartheid: A case of the Eastern Cape and KwaZulu-Natal provinces. In P.N. Iwuanyanwu & V.O. Netshandama (Eds.). Proceedings of the 5th Annual Conference of African Association for the Study of Indigenous

Knowledge Systems. Thohoyandou, Limpopo. ISBN: 978-086808-767-2.

May, B. & Julie, C. (2019). Mathematical text comprehension: The case of a cohort of pre-service mathematics teachers.

In J. Pettigrew, L. Rylands, D. Shearman & A. Teung (Eds.).

Proceedings of the 12th Delta conference on the teaching and learning of undergraduate mathematics and statistics (pp 71—84). Fremantle, Australia.

Langenhoven, K.R. & Khuzwayo, B. (2019). Teachers’ sense of sociocultural identity as influenced by teaching and learning of Mathematics, Science and Language during and after apartheid.

In P.N. Iwuanyanwu & V.O. Netshandama (Eds.). Proceedings of the 5th Annual Conference of African Association for the Study of Indigenous Knowledge Systems. Thohoyandou, Limpopo: ISBN: 978-0-86808-767-2.

Articles accepted for publication Collett, K.S., Nomlomo, V., Ngece, S., Jansen, D. & Mackier, E. (2019 in press). Strengthening capacity for teacher well-being and translanguaging: A case study of promoting teacher wellbeing and social justice in a South African primary school. P. MacNamara & T. Murphy (Eds.). International perspectives on teacher well-being: Insights from diverse classroom teaching contexts. UK: Springer.

Du Plooy, L. (accepted for publication in 2019). A quasiethnographical exploration of how children establish their learning practices in constrained and volatile living spaces”. Sociologia: Revista da Faculdade de Letras da Universidade do Porto.

Kemende, Q. & Nomlomo, V. (2019). Crossing linguistic boundaries: Francophone immigrant children’s experiences as language brokers in South Africa. International Journal of African Renaissance.

Maduekwe, C. & Thaver, B. (provisionally accepted 2019) A Foucaldian analysis of a higher education reform in Tanzania.

African Sociological Review. Codesria (Accredited) Nel, B. (2019). What are the implications of the NBTP Quantitative Literacy test results for teachers? South African Journal of Education.

Ravjee, N. (2019). The question of knowledge in the terrain of curriculum construction. South African Review of Sociology Articles under review Behari-Leak, K. & Chetty, R. Drawing a line in the sand: Social mapping of responses to calls to ‘decolonise the university’.

Critical African Studies.

Chetty, R. A decolonial reading of Ronnie Govender’s ‘Over my dead body’. Journal of Literary Studies.

Chetty, R. Writing the self: Indian women writers from South Africa. The Routledge Handbook of Minority Discourses in African Literature.

Cutalele, P. An investigation into literature teaching of isiXhosa at Home Language Grade 10-12 level in an educational district in the Western Cape. South African Journal of African Languages.

Dlamini, N.P. & Kosi, T. Learners as meaning makers: rethinking reading for meaning in Early Childhood Education. South African Journal of Education.

Dlamini, N.P. Preparing pre-service teachers to teach reading for meaning in Early Childhood Education: A case of a university in South Africa.

Dlamini, N.P. Student agency at an English-medium university in Swaziland: problems and constraints.

Fakudze, C. The influence of local worldview presuppositions on learners’ conceptions of selected Mechanics topics. South African Journal of Education.

Koopman, O. & Koopman, K.J. (2018). A curriculum of inclusivity: Towards a “lived body” and “lived experience” curriculum in South Africa. The Indo-Pacific Journal of Phenomenology, 18(2). [Date is Nov 2018 because of a delay in the publication of this issue] Meyer, L. & Chetty, R. A holistic approach to personal transformation in the youth sector. In B. Ngcaweni (Ed.). 21stcentury youth: problems, prospects and transformation towards nation building in South Africa.

Nondalana, N.T. Reading and writing: Effective literacy intervention. South African Journal of Childhood Education (SAJCE).

Nondalana, N.T. Exploring teachers’ perspectives on effective guidelines for a grade isiXhosa literacy intervention programme.

Early Childhood Literacy Development book series.

Plüddemann, P. Literacy, inequality and language transformation in a Western Cape school district. Reading & Writing.

Other Publications Maarman, R., Smith, J. & Archer, E. (2019). The Power of a Nexus in South Africa (National Development plan survey).

Research report.

5.3.4 Conference Attendance and Presentations Many staff members have presented papers at national and international conferences. Conference attendance is a means of enhancing knowledge sharing and dissemination in different research disciplines and fields. The following is a list of conferences that staff members attended in 2019.

Babane, V. Paper presented via Skype at the British Educational Research Association (BERA) conference that was held at Worcester University, 20 June 2019.

Chetty, R. Decolonisation of teaching, learning and assessment.

Keynote address at the Department of Basic Education’s

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Teacher Development and Curriculum Management Lekgotla, 21 August 2019.

Chetty, R. Conviviality, precarity and democracy: A decolonial humanities and the lived experience of the subaltern in South Africa. Keynote presentation at the conference in Malmo, Sweden, September 2019.

Chetty, R. Decolonising the teacher education curriculum.

Keynote address at the annual Education Students’ Regional Research Conference, CPUT, 12—13 October 2019.

Chetty, R. Literacy teaching in disadvantaged schools: A social justice perspective. Paper presented at the XVII World Congress of Comparative Education Societies, Mexico, May 2019.

Chetty, R. Whiteness, oppression and the decolonisation of schooling. Paper presented at the XVII World Congress of Comparative Education Societies, Mexico, May 2019.

Collett, K., Bayat, A., Cupido, X. & Levine, S. Tentacular teaching in higher education. TAU conference, Durban, 8—10 July 2019.

Collett, K. & Ngece, S. You’re thrown in the deep end: Possibilities and constraints in supporting novice teacher well-being in a low-income multilingual school community: Lessons for school leaders. Paper co-presented at the Managing Language and Social Diversity in the Classroom Conference, Oslo, Norway, 14 July 2019.

Collett, K. & Ngece, S. & Mackier, E. Critical imperatives in promoting teacher well-being and multilingualism: What does it take to establish social justice in our school communities?

Keynote address delivered at the Managing Language and Social Diversity in the Classroom Conference. In Oslo, Norway, 14 July 2019.

Collett, K. & Smith, J. Enabling teacher well-being and professionalism in implementing the Curriculum and Assessment Policy Statement (CAPS) in selected South African primary schools: Challenges within a neo-liberal context. SACHES Conference held in Windhoek, Namibia, 29–31 October 2019.

Collett, K., Van den Berg, C. & Verster, B. Sympoiesis “becoming with and through each other”: Exploring collaborative writing as emergent academics. Presentation at the 10th Annual New Materialist Conference held at UWC, Cape Town, 2—4 December 2019.

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Cutalele, P. & Kwatsha, L. Evaluating standards of African language examinations at tertiary institutions. 21st Biennial ALASA International Conference, University of the Free State, 9 July 2019.

Gerber, B., Nakhooda, M., Bayat, A., Antia, B., Nell, I., Carter, F., Dippenaar, A., Cupido, X., Levine, S., Yeats, J. & Collett, K. Teaching Advancement at University (TAU): Communities of enquiry in higher education. Poster presentation at the Stellenbosch Scholarship of teaching and learning conference, 28—29 October.

Govender, R. Presented a keynote address at the AMESA conference, Durban, 1—5 July 2019.

Khuzwayo, B., Govender R., Julie, C. & Simons, M. (2019).

Presented at the AMESA congress which took place in Durban from 1—5 July 2019.

Kitching, A. Training teachers to preserve our humanity in the Fourth Industrial Revolution and beyond. Paper presented at the Education Deans Forum at the University of Johannesburg, 3 September 2019.

Koch, R. Theological and ethical reflection on human sexuality.

Paper presented at Stellenbosch University, Faculty of Theology, 6 May 2019.

Langa, P. & Schoelen, L. We are all strangers to knowing Africa: African diaspora scholars and the usefulness of intellectual remittances. Paper presented at the 63rd Annual Conference of the Comparative & International Education Society (CIES) – Education for Sustainability, in San Francisco, California, from 14—18 April 2019. Available online: http://nurturing-care.org/ resources/cies-2019-print-program.pdf Langenhoven, K. Teachers’ sense of sociocultural identity as influenced by teaching and learning of Mathematics, Science and Language during and after apartheid. Paper presented at the AASIKS Conference, University of Venda, 23—25 October 2019.

Luckay, M.B. The technological literacy of first-year university students at two HEI’s in the Western Cape province and the influences of SES. Paper presented at the South African Association of Research in Science and Technology Education (SAARMSTE), University of KwaZulu-Natal, Durban, South Africa, 15—17 January 2019.

Collett, K.S. Enhancing student writing & assessment through technology assisted feedback and reflection loops: Initial findings of a design-based research intervention. Presentation at the TAU Conference, Durban, 9 July 2019.

Luckay, M.B. The technological literacy of pre-service teachers and the influence of technology integration on classroom practice at a higher education institute in South Africa. Paper presented at the National Association of Research in Science and Technology (NARST), 30 March—3 April 2019, Baltimore, Maryland, USA.

Collett, K.S. & Dison A. Facilitating students’ academic literacies development through online and face-to-face feedback in a higher education honours course. Presentation at HELTASA Conference held in Makhanda (Grahamstown), South Africa, 27— 29 November 2019.

May, B. & Julie, C. Mathematical text comprehension: The case of a cohort of pre-service mathematics teachers. Paper presented at the 12th Southern Hemisphere Delta Conference on the teaching and learning of undergraduate mathematics, Fremantle, Australia, 24—29 November 2019.

Moletsane, M. Guest speakers at the 4th International Conference on Counselling, Psychotherapy and Wellness at Christ University, Bengaluru, India, 3—6 January 2019.

Moodley, T. Huddles in the afternoon: Beginner teachers’ tales of struggle, strife, support and survival. Paper presented at the SAERA conference, 23—25 October 2019.

Nomlomo, V. Democracy and multilingualism in South African primary education. Paper presented as part of a panel at the International Seminar Going Global, Chaoyang University, Taiwan, 25 March 2019.

Nomlomo, V. Masifunde ditale: Literacy and language in a multilingual world. Opening Address, Literacy Association of South Africa (LITASA) 14th Conference, University of Cape Town, 12 July 2019.

Nomlomo, V. & Khuzwayo, B. Exploring teachers’ experiences of Mathematics, Science and Language (MSL) education during and after apartheid: A case of the Eastern Cape and KwazuluNatal provinces. Paper presented at the AASIKS Conference, University of Venda, 23—25 October 2019.

Papier, J. Curriculum change in uncertain times: Dilemmas of an evolving TVET landscape in South Africa. Conference of the Swiss Federal Institute on VET, Berne, Switzerland, 4—6 March 2019.

Papier, J. Digital connectivity and the 4IR implications for TVET and higher education. Participation in a WebEx virtual conference of the World Bank Advisory group on TVET on 24 July 2019.

Papier, J. Presented a paper at the bi-annual Journal of Vocational Education and Training (JVET) conference held at Oxford University, UK, 27—30 June 2019.

Plüddemann, P. Learning from Home Learning Centres in rural Uganda. Paper co-presented with Stellah Tumwebaze at the LITASA annual conference, Cape Town, 12—14 July 2019.

Shandu-Omukunyi, N. Early Childhood Education digital millennial pre-service teachers’ experience on the teaching of English First Additional Language using multimedia. Paper presented at the Canada International Conference on Education, University of Toronto Mississauga, Canada, 24—27 June 2019.

Stofile, S. Guest speaker at the 4th International Conference on Counselling, Psychotherapy and Wellness at Christ University, Bengaluru, India, 3—6 January 2019.

Sylvester, F. Understanding diversity. Paper presented at the Conference on Inappropriate Sexual Behaviours in Children, Cape Town, 7 March 2019.

Sylvester, F. Conference presentation at the 6th international Conference on Psychiatry, Bengaluru, India, 7—9 January 2019.

Sylvester, F. Keynote speaker at the 4th International Conference on Counselling, Psychotherapy and Wellness, Bengaluru, India, 3—6 January 2019.

International visitors hosted In 2019 the faculty hosted some international visitors who participated in learning and teaching, and the research activities of the different departments. During the first week of April 2019, the School of Science and Mathematics Education (SSME) hosted three visitors from the Universidade Pedagogica (UP), Mozambique, with the aim of exploring a collaborative research programme on Science and Mathematics Education between the two institutions. The Mozambican delegation included the Dean of the faculty, Prof Antoni Armindo Monjane.

The Education Faculty, in collaboration with the Department of Sports Science in the Faculty of Community and Health Sciences, hosted University of Malmo guests on 2—3 May 2019. The visit culminated in joint seminars on Sports Science and Physical Education and presentation at the South AfricaSweden University Forum (SASUF) conference that was hosted

by Stellenbosch University from 6—10 May 2019.

The Language Education Department hosted Prof Chris Knaus and his students from the University of Washington who presented a seminar with Prof Chetty on 3 September 2019.

This seminar focused on decolonisation and key challenges with education today.

Prof Liza Lee of Chaoyang University (Taiwan), who is an early childhood music and drama expert, spent a week in the faculty.

She presented a seminar to staff on the integration of drama and music to support literacy and mathematics teaching in the early years of schooling. She also presented very interesting literacy lectures to our B.Ed (Foundation Phase). She conducted a workshop with the UWC CampusKids staff on the use of drama/ movement to teach literacy and mathematics/ numeracy. We were very pleased by her visit as early childhood education is an area of teaching and research growth in the faculty.

We also hosted Prof Olanike Adeyemo from Ibadan University (Nigeria) in April 2019. The University of Ibadan has a strong Teacher Education programme, including Early Childhood Education. The aim of her visit was to forge a relationship with our faculty to advance learning and teaching and research in Teacher Education. Prof Babalola, who spent three months in the Educational Studies Department in 2018, accompanied Prof Adeyemo on her visit. He spent a week in the faculty.

5.3.5 Awards and significant achievements Some staff members and postgraduate students were nominated for research awards in different categories. The staff members listed below received research awards in 2019.

• • • •

Mid-career: Dr B. Nel. Faculty Book Prize: Prof R. Chetty.

PhD Student: Siddique Motala.

Master’s: E. Dames.

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Prof Langa’s postdoctoral and three doctoral students (IPSS) were awarded the following grants: Dr Nelson Nkhoma

Meaning Making Research Initiative (MRI) CODESRIA

Fadzayi M. Maruza

The Ryoichi Sasakawa Young Leaders Fellowship Fund CIES Travel Grant for New Scholars

Addisalem T. Yallew

CIES Travel Grant for New Scholars

Paul O. Dipitso

European Educational Research Association

Four staff members were promoted via the ad personam route in 2019: • From Lecturer to Senior Lecturer: Dr L. du Plooy, Dr A. Lewis and Dr Ndinga-Koumba-Binza.

• From Senior Lecturer to Associate Professor: Dr T. Moodley.

In 2019, Dr Collett completed the PG Dip in Higher Education Teaching and Learning and her fellowship on the TAU programme.

Dr Melanie Luckay was elected as the Secretary of the Southern African Education Research Association (SAERA) that holds annual conferences.

The faculty congratulates the students and staff on their achievements.

5.3.6 Engagement Staff members continue to reach out and engage with communities in different ways. Some participate in professional bodies as a means of sharing their experience in areas that align with their academic and professional competence and expertise. Many departments integrate their community engagement activities to transform the teaching profession.

They make attempts to build vibrant schools (and re-imagining schools as centres of community building and transformation) through strong university-school-community relationships, and by educating our students to be critical scholars/ teachers/ reflective practitioners of change in post-apartheid education and society. For example, the theory and practical modules offered by the Department of Educational Studies address a number of social and critical issues experienced by communities and, through Teaching Practice, students get to engage practically with these issues.

Community Engagement The Educational Psychology Department engages with communities to support teacher well-being. For example, Prof Kitching is involved in six schools in Franschhoek where she developed a holistic school well-being process while conducting research. She acts as a mentor to the Well-being Coordinating Committee that currently steers the process.

The Science Learning Centre for Africa (SLCA) continues to support schools in promoting the teaching and learning of science, especially in disadvantaged communities. This occurs through in-service training workshops with teachers. The centre also provides tutorial support in science for high school (Senior Phase) learners.

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In August 2019, the SLCA held an annual Women in Mathematics Convention (WIM) attended by learners from 49 high schools.

The WIM aims to motivate female learners to study Mathematics at school and post-school. They were addressed by prominent and successful women scientists about their professions, the challenges of their professions and how they overcame adversity to succeed. This event coincided with the annual Women’s Month promoted by the South African government in August.

In collaboration with the Garden Cities Archway Foundation and the WCED, the SLCA launched five science learning centres in the Western Cape in 2019. This brings the total number of science centres established at schools through this partnership to 84 since the establishment of the SLCA by Prof Shaheed Hartley in 2009. All completed laboratories are followed by the training of teachers by School of Mathematics and Science Education (SSME) staff on laboratory use and its linkage to the technology of the interactive white board.

The centre also hosted the science club competition that was held in Worcester on 18 September 2019 to promote the teaching and learning of science in schools.

Professional Engagement Some academics lead projects and consortia and they contribute immensely towards knowledge generation in specific fields.

For example, our faculty participates in the Primary Teacher Education (PrimTED) Project which is a national project that focuses on the teaching and learning of Mathematics and Literacy in Teacher Education. Prof Govender leads the mathematics strand of PrimTED and many members of the SSME participate in the PrimTED project.

The Language Education Department (LED) also participates in the PrimTED project, and work on literacy. Ms Ngece and Ms Kosi attended many literacy workshops hosted by the Department of Higher Education and Training (DHET) in 2019. Other members of the LED took part in a variety of professional activities in the language and literacy studies. Prof Chetty participated in the following activities: • Panel discussion on language policy, University of Glasgow and Chancellor College, Malawi, May 2019.

• Seminar on decolonisation, UNISA, January 2019.

• Academy of Science of South Africa, ASSAf Committee on Scholarly Publishing in South Africa (CSPiSA).

• Served on a discipline-group peer review panel to evaluate the DHET-accredited journals in Language Education. The Research Report was submitted in May 2019.

Other LED members took part in many language-related activities. Dr Nosisi Dlamini attended the Seminar on Higher Education Management for English-speaking countries hosted

by Zhejiang Normal University from 14—23 October 2019. The trip entailed visiting other universities in China to learn about their achievements in education, society and economic domains, and to explore further cooperation and exchange.

Dr N. Dlamini and Ms T. Kosi attended a theory and research approaches on language and communication in a multilingual mathematics classrooms colloquium at the University of Cape Town, 14 July 2019. They also attended the NVivo 12 Training for Windows Users, University of Cape Town, 4 June 2019.

Prof M. Mbelani, Mr D. David, Ms M. Shandu-Omukunyi, Dr P. Plüddemann and Ms E. Fortuin attended the 4th annual Reading to Learn conference, Strand, 27—28 September, which provided an ideal opportunity for networking with literacy and language teachers, departmental officials and academics.

IPSS staff attended a number of seminars and workshops that involved international guests and PhD students who are funded

by Carnegie and MerSETA. The aim of these workshops is to support students and expose them to international debates in their research areas as shown below: • Prof Papier attended the first meeting as a participant in the World Bank Advisory Group on TVET in Africa in Kigali, Rwanda, 20—23 May 2019.

• Prof Langa held an international writing retreat for Carnegie

•

•

•

•

•

•

•

•

•

•

•

doctoral candidates with writing coaches from Sweden, Germany, France, South Africa and Mozambique, March 2019.

Prof Zelda Groener and Dr Colette February participated at the ALGC-ICM Management Committee meeting on 24—26 September 2019 held at Linköping, Sweden. Participants from the other partner universities also attended: Dr Garnet Grosjean, University of British Columbia, Canada, and Dr Song-Ee Ahn, Linköping University, Sweden. The threeday meeting addressed many matters pertaining to the collaboration inclusive of programme planning and strategic development.

IPSS held a journal writing workshop in February 2019 which was facilitated by an experienced journal editor and scholar, Prof Jaswinder Dhillon from the University of Worcester, UK. A Postgraduate Studies in TVET Conference was hosted by the TVET Chair on 20—22 November 2019. Master’s and PhD students from around the country engaged in studies in TVET were invited to participate in this initiative to build a community of practice for TVET researchers. Prof Simon McGrath presented a seminar to these emerging researchers and other visiting academics on 22 November, on writing for publication.

Prof Langa attended the Higher Education SIG roundtable 1 Refereed Roundtable Session: African Diaspora and its multiple academic affiliations: Curtailing brain drain in African Higher Education through translocal academic engagement. Attended by representatives from Germany, France, China and the USA. Prof Langa convened and moderated a panel on higher education as an emerging field of scientific inquiry in Africa at the fourth Science Forum South Africa in Pretoria, 12—14 December 2018.

Prof Papier participated via Skype, in the launch of the twovolume Springer Handbook on VET and Work, which she co-edited, which was held at Nottingham University in the UK on 30 October 2019.

Prof Thaver hosted a joint faculty seminar (with Community and Health Sciences): Tertiary music students’ experiences of an occupational health course incorporating the Body Mapping approach, 18 February 2019.

Prof Thaver participated in a forum for the Global Treaty Watch on Food Security, a policy research think tank in Tokyo, Japan, 5­—15 April 2019.

Dr P. Jacobs convened a contact week for the PhD TVET students involved in COMET studies attended by Dr Ursel Hauschildt from Bremen University in Germany, to give guidance and input into COMET students’ proposals and envisaged field work, 18—21 June 2019.

Mr Prinsloo continued to serve on the Technical Advisory Forum for the Artisan RPL project under the WCG Department of Economic Development and Tourism.

Mr McBride served on the Quality Standards Committee of Umalusi.

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(PTEDC), which created a task team in 2017 called the Teaching Practice Steering Committee. Members include the Teaching Practice coordinators from the four provincial universities (UWC, CPUT, Stellenbosch University and UCT), representatives from two teacher unions (SADTU, NAPTOSA) and the WCED (Eddie Kirsten, Heinie Brand). This committee meets to investigate issues related to Teaching Practice (e.g. placement processes, mentoring, teaching strategies), and reports on these to the PTEDC. Staff members of the Educational Psychology Department continue to provide services to schools that need psychological interventions. In 2019, Prof Kitching engaged with Belhar Secondary School that requested her support in starting a holistic well-being initiative. The circuit manager of the Cape Winelands Education District invited her to present a short work session on the holistic well-being process with the aim of motivating five schools in the circuit to also start a holistic wellbeing initiative at their schools. She was also invited by the chairperson of the ILST/ SBST at Hugo Rust Primary School in Wellington to do a presentation to introduce the holistic school well-being process to the principal and staff members.

• Prof Papier served on the QCTO Quality Assurance Committee and on the African Union Commission expert group on TVET. • Ms Aploon-Zokufa presented a proposal writing workshop at a (free) Canon Collins Trust Writing Workshop for students at universities in the Western Cape. She is also acting as a mentor to a Master’s student who attended the workshop.

• Prof Papier was invited to serve as an advisor to the new SABEN entity formed under TENET, which aims to bring all TVET colleges into a national network in the way that universities have operated within that environment.

The Education Studies Department members participated in the activities of national and international professional organisations (SAERA, EASA, SACHES, WERA, AERA, SAARMSTE), in various teaching and research collaborations in the Western Cape, and with national and international universities. Several staff members also initiated Teaching Practice collaborations with universities outside the Western Cape: K. Koopman (UNISA), K. Collett, S. Govender and G. Gamiet (Oslo Metropolitan University, Norway).

Other teaching-related professional collaborations include the development by K. Collett and J. Smith of an e-commerce website for short courses linked to the faculty website and a short course on Teacher Well-being (K. Collett). M. Luckay is a member of the Provincial Teacher Education Departmental Committee

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Mr F. Sylvester was a guest speaker at the launch of a Youth Café in Crossroads on 13 April 2019 where his Life Orientation students rendered live music. He was invited by the WCG Department of Social Development to discuss possible collaborative projects regarding the Youth Cafés. Mr Sylvester also presented a workshop at the Faculty of Dentistry Student Hub on Anxiety and student well-being on 18 July 2019. He also participated in international workshops on sexuality education in Antwerp, Belgium, in December 2019.

Ms Koch participated at the five-day workshop hosted by Rutgers University-Newark Graduate School, from 9—15 June 2019. This was part of the UWC University Staff Doctoral Programme (USDP) mentorship programme.

Dr Collett supported Dr Bladergroen in mentoring colleagues on the professionalisation of teaching and learning course in the development of their teaching and learning portfolios.

Prof Bheki Khuzwayo (SSME) participated as a Board member in two NGOs; the Centre for the Advancement of Science & Mathematics Education (CASME) and COUNT. The Nexus Project group (Professors O’Connell, Maarman, Khuzwayo and Smith and Dr Archer) met with representatives of the National Planning Commission in Parliament on 10 September to present the mapping of the National Development Plan (NDP) in the Curriculum and Assessment Policy Statement (CAPS). The mapping exercise was built on the premise that the goals and objectives of the NDP resonate with many CAPS themes in the Intermediate, Senior and Further Education and Training (FET) phases of schooling. The purpose of the mapping is to foreground the NDP discourse in schools to promote national citizenship and agency among the South African youth.

Staff participation in community and professional engagement activities enables the faculty to build strong relationships with communities, and enhance the faculty’s visibility in the communities we serve.

Staff nominated onto regional/ national professional bodies

•

•

Staff members from the academic departments and IPSS were nominated to serve on professional organisations as shown below.

• IPSS staff: • Prof Papier was appointed to the World Bank Advisory Group on TVET in Africa in February 2019.

Language Education Department: • Prof Chetty is a member of a research team for the project: The effect of English-only instruction on skill formation and labour market readiness of young Malawians. Project leader: Kristinn Hermannsson (University of Glasgow). Funder: Global Challenges Research Fund, via the Scottish Funding Council.

• Prof Chetty is a member of a research team for the project: Precarity and Conviviality: Towards a Politics of Rejuvenating Democracy. Project leader: Oscar Hemer (Malmo University).

• • •

•

Funder: South Africa-Sweden University Forum.

Prof Chetty is a member of a research team for the project: Longitudinal study of CAPS (English curriculum). Purpose: Mapping inferred entry-level requirements and exit-level outcomes across all schooling phases from ECD to FET. Funder: Umalusi.

Prof Chetty is the English subject expert for the Department of Higher Education and Training’s National Senior Certificate for Adults. Curriculum and materials development.

Prof Nomlomo and Ms S. Ngece are members of the research team for the project: Teacher Well-being and Diversities.

Coordinator: K. Collett (UWC). Funder: European Union.

Prof Nomlomo, Ms S. Ngece and T. Kosi are members of the PrimTED Literacy Group. Funders: DHET and European Union.

Prof Nomlomo continues to be the Deputy Chair of the Western Cape Education Council.

Prof Nomlomo was nominated onto the NRF Rating Evaluation panel (2019—2021) on Language, Linguistics and Literacy.

Dr Plüddemann is a member of a tri-national research team (Sweden, Mozambique, South Africa) for the proposed project: Engagement with learning in primary schools in multilingual settings. Project leader: Åsa Wedin (Dalarna University).

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5.3.7 Special faculty projects The faculty has projects that are coordinated in different departments as shown below: Educational Studies Department: Teaching Practice Project The Educational Studies Department continued to lead faculty discussions in 2019 around Teaching Practice as a special faculty project involving all departments. Key dimensions of the new Teaching Practice model include: a) placing the Methods modules at the centre of the Teaching Practice model; b) opening up faculty discussions of the teacher as change agent – the critical teacher/ scholar and reflective/ reflexive practitioner – whose education must necessarily include a broad contextual and historical understanding of South African education and an awareness of the dominant discourses shaping educational change post-1994; and c) building closer and long-lasting relationships based on existing UWC research, teaching and/ or other projects with schools.

This new TP model is viewed as a faculty-wide interdepartmental work-in-progress. The November 2019 faculty-wide colloquium on the theme of Curriculum Transformation and Renewal: work-integrated learning focused on the overall organisation, administration, financing, institutionalisation and relational dynamics of Teaching Practice in the faculty. A key outcome of the November discussions was to establish a Teaching Practice Task Team chaired by Dr Luckay as the Faculty Teaching Practice coordinator. Members include the Programme Coordinators of the three Teacher Education programmes, the Faculty Teaching and Learning Specialist, the Tutorial Coordinator and other coopted members.

Other projects led by staff members in the Educational Studies Department include the following: Dr Karen Collett • Teacher Well-Being & Diversity (with V. Nomlomo, S. Ngece, J. Smith and international partnership). Funded by Erasmus Plus.

• E-commerce website for short courses on teacher wellbeing. Funded by a Norwegian donor.

• Using Tii and Google Drive for formative assessments.

HELTASA Award grant.

• Homework and Study Club project (with Educational Psychology Department). Funded by Dorothea Steenbuch Foundation.

Dr M. Luckay • Technology and Education (with Colleagues at UCT). NRF Thuthuka Funding 2019—2021.

Prof R. Maarman • Poverty and Education (with NMU colleagues). UCDG grant.

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Extraordinary Prof Smith • Book Project on the ‘Beginner Teacher’ (with R. Babalola, R. Maarman, K. Collett, M. Luckay, L. Du Plooy and D. Esau).

Norwegian funders.

Educational Psychology Department Prof Ansie Kitching is involved in an NRF-funded project aimed at the development of a short learning programme for community-based research.

Language Education Department • Ms Shandu-Omukunyi is a project leader of the project ‘Is Digital Storytelling a 21st-Century Approach for Early Literacy Development? Investigating the Use of Tablets in Two Township Primary Schools’. Funder: National Research Foundation Thuthuka.

• Ms Shandu-Omukunyi collaborates with the UWC Centre for Innovative Education and Communication Technologies (CIECT) team to implement a digital storytelling project for Foundation Phase Teaching undergraduate students.

• Prof Chetty – NRF funded project and the collaborative project with Ghent University.

IPSS Projects • IPSS was awarded a R35 million grant for a five-year TVET Research Programme by the National Skills Fund. There are nine partners in the project in which IPSS is a lead partner.

Formal MoUs between IPSS, DHET and the NSF, and between UWC and the other partners, were drafted.

• IPSS was awarded a R27,4 million grant to undertake an articulation project between TVET Colleges, UWC’s School of Business and Finance and the University of the Free State for 160 students to enter a professional qualifications pathway in financial planning qualifications over a six-year period. Unfortunately, the EMS faculty could not offer the intended qualification due to accreditation difficulties and the project agreement had to be cancelled.

• IPSS was awarded a DG Murray Trust grant to assess the impact of an NGO, MOT, on students’ academic success as a result of participating in MOT’s student motivation interventions.

• IPSS participated with Rhodes University in an EU-funded research project through AECOM and GTAC to conduct a longitudinal study of TVET College graduates into employment and capacity building of DHET staff.

• IPSS submitted a draft report on Lecturer Survey results and a data visualisation map with guide to DHET. • IPSS held its inaugural research partners meeting with the DHET and the National Skills Fund on 29 May 2019 in Johannesburg for the five-year TVET Research Programme.

• Seamus Needham attended a seminar convened by the WCED, where the Life Orientation App was launched in June 2019. The development of this LO app was funded

by Ford Foundation and is freely available to 500 000

secondary school learners and all Life Orientation teachers in the Western Cape. The app combines geospatial applications of the post-school education and training sector and provides learners with a unique interface to make post-school career and learning pathways.

• A Master’s contact week was held on 27—29 November to kick off the new TVET Master’s studies group and prepare them for proposal writing.

(MRTEQ). A teach-out plan has been submitted to the SAP and no new students were enrolled in this programme in 2020.

The faculty made progress in designing curricula for the following programmes: • Online PGCE: All the module descriptors have been drafted and submitted to the project coordinator.

• Higher Certificate in Early Childhood Education and Care.

5.3.8 Curriculum changes/ Renewal

The faculty has been granted funding by the DHET to design a Higher Certificate in Early Childhood Education and Care (from birth to four years) in collaboration with Cape Town College. The faculty’s aim is to design this certificate to articulate with our B.Ed (Foundation Phase) to provide access to early childhood practitioners to register for a Bachelor’s qualification.

The Extended Curriculum Programme (ECP - B.Ed SP) was reviewed in 2017. In 2018 and 2019, the faculty worked on the ECP review comments that served at the SAP. In 2019, the faculty spent time to revise the entire ECP curriculum in order to align it with the new B.Ed (SP/ FET) that has been re-aligned with the Minimum Requirements for Teacher Education Qualifications

B.Ed Honours (Foundation Phase) Given the dearth of expertise and scholarship in early childhood education in the country, the faculty has designed an Honours degree with specialisation in the Foundation Phase. This programme will serve through the university structures early in 2020, with the hope that the programme will be offered in 2022.

Some staff members have submitted funding applications to the NRF and international donors. We hope to have more funded projects in 2021.

5.3.9 Student Achievements Pass rate per module - 2019 Module

Description

Module Year Level

Tot Enrol

Passed

%

BED756

CHILD ADOL. ADULT PSYCHOPATHOLOGY

PG

21

19

90,5%

FAL101

ACADEMIC LITERACY 101

UG

154

146

94,8%

FCD111

CHILD DEVELOPMENT 111

UG

159

141

88,7%

FCD211

CHILD DEVELOPMENT 211

UG

113

95

84,1%

ESP241

COMMUNITY PSYCH IN EDUCATION 241

UG

201

179

89,1%

BED709

COUNSELLING PRACTICE (B. ED)

PG

18

17

94,4%

BED710

COUNSELLING THEORY (B. ED)

PG

19

17

89,5%

ELM801

EDUC LEADERSHIP & MAN (1ST EN) 801

PG

3

0

0,0%

ELM802

EDUC LEADERSHIP & MAN (2ND ENR) 802

PG

4

0

0,0%

ELM901

EDUC LEADERSHIP & MANDOC (1STENR)901

PG

1

0

0,0%

EDP802

EDUC PSYCH MAG THES (2ND ENR) 802

PG

12

0

0,0%

BED715

EDUCAT PSYCH RESEARCH PROJECT

PG

11

8

72,7%

EDC313

EDUCATION 313

UG

281

267

95,0%

EDP901

EDUCATIONAL PSYCH DOC (1ST ENR) 901

PG

1

0

0,0%

EDP902

EDUCATIONAL PSYCH DOC (2ND ENR) 902

PG

9

1

11,1%

EDP801

EDUCATIONAL PSYCH THES (1ST EN) 801

PG

6

0

0,0%

EDS802

EDUCATIONAL STUDIES (2ND ENR) 802

PG

21

2

9,5%

EDS901

EDUCATIONAL STUDIES DOC (1ST ENR)901

PG

17

0

0,0%

EDS902

EDUCATIONAL STUDIES DOC (2ND ENR)902

PG

27

0

0,0%

EDS801

EDUCATIONAL STUDIES (1ST EN) 801

PG

15

0

0,0%

HPS212

HEALTH PROMOTING SCHOOLS 212

UG

210

182

86,7%

HIV200

HIV COUNSELLING 200

UG

221

207

93,7%

BED753

ICT’S IN LANGUAGE EDUCATION

PG

7

5

71,4%

FIE301

INCLUSIVE EDUCATION 311

UG

93

91

97,8%

DEPUTY VICE-CHANCELLOR: ACADEMIC DEPUTY VICE-CHANCELLOR: ACADEMIC | REFLECTIVE REPORT 2019

121

122

Module

Description

Module Year Level

Tot Enrol

Passed

%

BED747

INTRO TO EDUCATIONAL RESEARCH

PG

65

57

87,7%

ESP142

INTRO TO INCLUSIVE EDUCATION 142

UG

292

197

67,5%

ESP141

INTRO TO PSYCH IN EDUCATION 141

UG

292

226

77,4%

LAL801

LANG & LITERACY (1ST EN) 801

PG

11

0

0,0%

LAL802

LANG & LITERACY (2ND ENR) 802

PG

18

2

11,1%

LAL901

LANG & LITERACY DOC (1ST ENR) 901

PG

5

0

0,0%

LAL902

LANG & LITERACY DOC (2ND ENR) 902

PG

21

0

0,0%

FLS111

LIFE SKILLS 111

UG

152

147

96,7%

FLS211

LIFE SKILLS 211

UG

117

113

96,6%

EDC121

LIFESKILLS

UG

522

431

82,6%

MTH417

METHOD OF LIFE ORIENTATION

UG

109

107

98,2%

TML301

METHOD OF LIFE ORIENTATION 301

UG

168

158

94,0%

TML302

METHOD OF LIFE ORIENTATION 302

UG

158

144

91,1%

TML401

METHOD OF LIFE ORIENTATION 401

UG

215

213

99,1%

ESP242

PSYCH INTERVENTIONS IN EDUC 242

UG

209

188

90,0%

HDE413

PSYCH OF TEACHING & LEARNING 413

UG

221

210

95,0%

EDC131

SOCIAL PSYCHOLOGY FOR EDUCATORS

UG

277

221

79,8%

BED737

SPECIAL NEEDS & SUPPORT SERV (2ND)

PG

2

2

100,0%

TVT705

ASSESSMENT & RPL IN POST-SCHOOL 705

PG

14

12

85,7%

HES712

ASSESSMENT 712

PG

1

1

100,0%

HDE414

AUTHORITY & DISIPLINE IDENTITIES 414

UG

216

211

97,7%

COE802

COMP EDUC (MPHIL) THES (2ND & FURTH)

PG

1

0

0,0%

COE801

COMPARATIVE EDUC MAG THES (1ST ENR)

PG

2

0

0,0%

BED711

CURRICULUM & PEDAGOGY A

PG

79

64

81,0%

TVT709

CURRICULUM DEV IN TVET 709

PG

14

13

92,9%

DID802

DIDACTICS MAGISTER THES (2ND ENR)802

PG

1

0

0,0%

BED716

EDUCAT MANAGEMENT & LEADERSHIP

PG

24

21

87,5%

EDC323

EDUCATION 323

UG

282

268

95,0%

EDC413

EDUCATION 413

UG

352

351

99,7%

EDC423

EDUCATION 423

UG

352

350

99,4%

BED748

EDUCATION CHANGE MANAGEMENT

PG

7

4

57,1%

HDE401

EDUCATION PRAC 401

UG

214

210

98,1%

EDC101

EDUCATION PRACTICE 101

UG

503

430

85,5%

EDC201

EDUCATION PRACTICE 201

UG

338

317

93,8%

EDC301

EDUCATION PRACTICE 301

UG

267

259

97,0%

EDC401

EDUCATION PRACTICE 401

UG

354

354

100,0%

FES111

EDUCATIONAL STUDIES 111

UG

154

146

94,8%

FES211

EDUCATIONAL STUDIES 211

UG

115

110

95,7%

HES713

ICT’S: TEACHING & LEARNING 713

PG

2

2

100,0%

FER401

INTRO TO EDUCATIONAL RESEARCH 401

UG

89

88

98,9%

BED755

KEY ISSUES IN LEADERSHIP 755

PG

24

17

70,8%

TVT707

LANGUAGE EDUC IN TVT 707

PG

5

4

80,0%

HDE415

LEARNER ACHIEVEMENT LEVELS 415

UG

215

213

99,1%

TVT706

MATHS EDUC IN TVET 706

PG

9

8

88,9%

BED700

METATHEORY A 700

PG

48

40

83,3%

MTH408

METHOD OF ACCOUNTING

UG

8

8

100,0%

MTH401

METHOD OF BUSINESS ECONOMICS

UG

8

8

100,0%

Module

Description

Module Year Level

Tot Enrol

Passed

%

MTH403

METHOD OF ECONOMICS

UG

7

7

100,0%

MGE411

METHOD OF GEOGRAPHY 411

UG

33

33

100,0%

MGE421

METHOD OF GEOGRAPHY 421

UG

33

33

100,0%

MTH405

METHOD OF HISTORY

UG

60

57

95,0%

SSM301

METHOD OF SOCIAL SCIENCES 301

UG

34

34

100,0%

BED720

ORIENT. IN TEACH & LEARN OF LANGUAGE

PG

29

24

82,8%

HES719

POSTGRADUATE SUPERVISION 719

PG

4

4

100,0%

FPL101

PRACTICAL LEARNING 101

UG

152

142

93,4%

FPL201

PRACTICAL LEARNING 201

UG

118

114

96,6%

FPL301

PRACTICAL LEARNING 301

UG

91

89

97,8%

FPL401

PRACTICAL LEARNING 401

UG

89

88

98,9%

HES716

RESEARCH FOR ENHANCING T&L 716

PG

6

6

100,0%

BED742

RESEARCH PROJECT B

PG

55

43

78,2%

BED740

SOUTH AFRICAN EDUCATION 722

PG

46

39

84,8%

TVT708

STUD SUPPORT & COUNSELLING TVET 708

PG

14

11

78,6%

TVT703

T&L: POST-SCHOOL CONTEXT 703

PG

11

11

100,0%

TVT704

TRADITIONS: REFLECTIVE PRACTICE 704

PG

12

8

66,7%

AET901

ADULT & CONT EDUC DOC (1ST ENROLM)

PG

3

0

0,0%

AET902

ADULT & CONT EDUC DOC (2ND ENROLM)

PG

9

0

0,0%

ETD111

ASSESSMENT PRACTICES A

UG

1

1

100,0%

ACG814

CAPITA SELECTA (AL) 814

PG

22

1

4,5%

ACG816

CAPITAL SELECTA (AL) 816

PG

22

1

4,5%

ACG812

CONTEXT AND PERSPECTIVES (AL) 812

PG

12

0

0,0%

HTD111

COURSE DESIGN AND FACILITATION 111

UG

22

19

86,4%

HTD112

COURSE DESIGN AND FACILITATION 112

UG

22

18

81,8%

ADA613

EVALUATION RESEARCH ADULT LEARNING

UG

16

16

100,0%

ACG815

GLOBAL AND LOCAL LEARNING (AL) 815

PG

11

0

0,0%

ACG811

GLOBAL LEARNING (AL) 811

PG

11

0

0,0%

ADA616

ORGANISATION MANANGEMNT & DEV

UG

16

15

93,8%

ACG813

PROFESSIONAL PRACTICE (AL) 813)

PG

11

1

9,1%

ETD128

RESEARCH METH FOR ADULT EDUCATORS A

UG

19

16

84,2%

ETD129

RESEARCH METH FOR ADULT EDUCATORS B

UG

19

16

84,2%

ADA612

SOCIAL TRANSFORMATION ADULT EDUC

UG

33

32

97,0%

HCA135

TEACHING LITERACY A

UG

18

14

77,8%

HCA136

TEACHING LITERACY B

UG

18

15

83,3%

CAL111

THE CONTEXT OF ADULT LEARNING 111

UG

22

21

95,5%

CAL112

THE CONTEXT OF ADULT LEARNING 112

UG

22

21

95,5%

ADA611

THEORIES & PRACTICES ADULT LEARNING

UG

33

33

100,0%

ACG822

UNDERSTANDING RESEARCH (AL) 822

PG

10

0

0,0%

ACG821

WORK AND LEARNING (AL) 821

PG

9

9

100,0%

SAL101

2ND ADDITIONAL LANG (AFRIKAANS) 101

UG

31

27

87,1%

SXL101

2ND ADDITIONAL LANG (ISIXHOSA) 101

UG

123

114

92,7%

BED752

ADOLESCENT LITERATURE

PG

12

10

83,3%

AFL211

AFR 1ST ADD LANG LIT TEACHING 211

UG

63

58

92,1%

AFL311

AFR 1ST ADD LANG LIT TEACHING 311

UG

55

54

98,2%

ALT111

AFR HOME LANG LITERACY TEACHING 111

UG

45

42

93,3%

ALT211

AFR HOME LANG LITERACY TEACHING 211

UG

24

22

91,7%

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124

Module

Description

Module Year Level

Tot Enrol

Passed

%

ALT311

AFR HOME LANG LITERACY TEACHING 311

UG

21

21

100,0%

ALT411

AFR HOME LANG LITERACY TEACHING 411

UG

10

10

100,0%

HDE430

AFRICAN LANG COMMUNICATION

UG

67

67

100,0%

HDE431

AFRIKAANS COMMUNICATION

UG

146

146

100,0%

ELD111

EDUCATIONAL LINGUISTICS 111

UG

412

301

73,1%

ELD121

EDUCATIONAL LINGUISTICS 121

UG

407

349

85,7%

ELD211

EDUCATIONAL LINGUISTICS 211

UG

303

271

89,4%

ELD212

EDUCATIONAL LINGUISTICS 212

UG

316

284

89,9%

EFL211

ENG 1ST ADD LANG LIT TEACHING 211

UG

45

42

93,3%

EFL311

ENG 1ST ADD LANG LIT TEACHING 311

UG

39

38

97,4%

ELT111

ENG HOME LANG LITERACY TEACHING 111

UG

82

79

96,3%

ELT211

ENG HOME LANG LITERACY TEACHING 211

UG

68

67

98,5%

ELT311

ENG HOME LANG LITERACY TEACHING 311

UG

53

52

98,1%

ELT411

ENG HOME LANG LITERACY TEACHING 411

UG

69

67

97,1%

HDE432

ENGLISH COMMUNICATION

UG

214

214

100,0%

BED751

FORMAL LANGUAGE STUDY

PG

23

17

73,9%

LAN151

LANGUAGE STUDY (SF)

UG

118

108

91,5%

EDC111

LITERACY AND NUMERACY

UG

489

441

90,2%

MTH410

METHOD OF AFRICAN LANGUAGE

UG

20

20

100,0%

MTH411

METHOD OF AFRIKAANS

UG

48

47

97,9%

TMA301

METHOD OF AFRIKAANS 301

UG

56

53

94,6%

TMA302

METHOD OF AFRIKAANS 302

UG

55

52

94,5%

TMA401

METHOD OF AFRIKAANS 401

UG

63

63

100,0%

MTH412

METHOD OF ENGLISH

UG

73

70

95,9%

TME301

METHOD OF ENGLISH 301

UG

144

143

99,3%

TME302

METHOD OF ENGLISH 302

UG

146

125

85,6%

TME401

METHOD OF ENGLISH 401

UG

220

218

99,1%

GSM401

METHOD OF GENERAL SCIENCES 401

UG

61

58

95,1%

TMM401

METHOD OF MATHEMATICS 401

UG

105

102

97,1%

SSM401

METHOD OF SOCIAL SCIENCES 401

UG

36

36

100,0%

TMX301

METHOD OF XHOSA 301

UG

27

27

100,0%

TMX302

METHOD OF XHOSA 302

UG

27

24

88,9%

TMX401

METHOD OF XHOSA 401

UG

5

5

100,0%

EDC122

SECOND ADDITIONAL LANGUAGE

UG

497

429

86,3%

XFL211

XHO 1ST ADD LANG LIT TEACHING 211

UG

6

5

83,3%

XFL311

XHO 1ST ADD LANG LIT TEACHING 311

UG

3

3

100,0%

XLT111

XHO HOME LANG LITERACY TEACHING 111

UG

27

25

92,6%

XLT211

XHO HOME LANG LITERACY TEACHING 211

UG

23

23

100,0%

XLT311

XHO HOME LANG LITERACY TEACHING 311

UG

18

17

94,4%

XLT411

XHO HOME LANG LITERACY TEACHING 411

UG

10

10

100,0%

HDE427

COMPUTERS IN EDUCATION (HDE)

UG

53

53

100,0%

BED707

COMPUTERS IN EDUCATION A (B.ED)

PG

28

27

96,4%

BED708

COMPUTERS IN EDUCATION B (B.ED)

PG

10

10

100,0%

FPM111

FOUNDATION PHASE MATHEMATICS 111

UG

155

149

96,1%

FPM211

FOUNDATION PHASE MATHEMATICS 211

UG

118

114

96,6%

FPM311

FOUNDATION PHASE MATHEMATICS 311

UG

88

88

100,0%

FPM411

FOUNDATION PHASE MATHEMATICS 411

UG

88

87

98,9%

Module

Description

Module Year Level

Tot Enrol

Passed

%

MAE111

MATHEMATICS (B.ED) 111

UG

167

144

86,2%

MAE121

MATHEMATICS (B.ED) 121

UG

170

140

82,4%

MAE211

MATHEMATICS (B.ED) 211

UG

110

82

74,5%

MAE221

MATHEMATICS (B.ED) 221

UG

110

80

72,7%

MAE311

MATHEMATICS (B.ED) 311

UG

93

90

96,8%

MAE321

MATHEMATICS (B.ED) 321

UG

83

80

96,4%

MEE801

MATHEMATICS EDUC (1ST EN) 801

PG

7

0

0,0%

MEE802

MATHEMATICS EDUC (2ND ENR) 802

PG

16

0

0,0%

MEE901

MATHEMATICS EDUC DOC (1ST ENR) 901

PG

3

0

0,0%

MEE902

MATHEMATICS EDUC DOC (2ND ENR) 902

PG

6

1

16,7%

BED718

MATHEMATICS EDUCATION A

PG

12

10

83,3%

BED719

MATHEMATICS EDUCATION B

PG

11

8

72,7%

MTH404

METHOD OF GENERAL SCIENCE

UG

27

27

100,0%

GSM301

METHOD OF GENERAL SCIENCE 301

UG

54

50

92,6%

GSM302

METHOD OF GENERAL SCIENCE 302

UG

55

53

96,4%

MTH402

METHOD OF LIFE SCIENCE

UG

26

26

100,0%

MTH416

METHOD OF MATHEMATICS

UG

7

6

85,7%

TMM301

METHOD OF MATHEMATICS 301

UG

84

81

96,4%

TMM302

METHOD OF MATHEMATICS 302

UG

82

76

92,7%

MTH406

METHOD OF PHYSICAL SCIENCE

UG

9

8

88,9%

SCE801

SCIENCE EDUC (1ST EN) 801

PG

2

0

0,0%

SCE802

SCIENCE EDUC (2ND ENR) 802

PG

18

4

22,2%

SCE901

SCIENCE EDUC DOC (1ST ENR) 901

PG

1

0

0,0%

SCE902

SCIENCE EDUC DOC (2ND ENR) 902

PG

14

1

7,1%

BED724

SCIENCE EDUCATION A

PG

3

2

66,7%

BED725

SCIENCE EDUCATION B

PG

3

3

100,0%

BED731

SCIENCE EDUCATION C

PG

3

3

100,0%

BED732

SCIENCE EDUCATION D

PG

3

3

100,0%

Conclusion The Faculty of Education is proud of its achievements in 2019 with regard to innovations in Learning and Teaching, research and students’ throughput rates. The faculty recognises its challenges and limitations and efforts are being made to strengthen areas of concern and to explore innovative learning and teaching strategies, in response to the COVID-19 pandemic. As the faculty grows, we want to ensure that its growth is reflected in all the key academic

areas, namely learning and teaching, research, community engagement, governance and leadership and management to realise its strategic vision. We are very excited that there is a Faculty Manager who works very hard to support the faculty vision and provides leadership in administrative and governance matters. We are very optimistic that the Faculty of Education will continue to grow in its innovation and vision to provide quality education that is relevant for the 21st-century classroom.

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6. ECONOMIC AND MANAGEMENT SCIENCES FACULTY Period: January — December 2019 6.1 DEAN’S OVERVIEW The faculty was a hive of activity in the 2019 academic year.

After an intensive strategic planning process in 2018, the faculty embarked on implementation of its plan. The priority areas for 2019 revolved around the strategic drivers of Excellence and Student Success, Research and Innovation, Collaborations, Partnership and Engagement, and the People Framework.

In terms of the focus on Excellence and Student Success, the faculty initiated an intervention for first-year at-risk students in the second semester of 2019. The faculty hosted a Research Indaba in an effort to refine three of the sub-thematic research niche areas that included Citizenship and Democracy, Entrepreneurship, and Land. Collaborations, Partnership and Engagement were at the heart of most of the initiatives that were introduced in 2019. The faculty hosted the third annual lecture of the Archbishop Thabo Makgoba Development Trust Public Lecture Series that promotes critical dialogue on integrity and leadership in South Africa. PLAAS continued shaping the national debate about land reform through, for example, the national conference on Resolving the Land Question hosted in February 2019, the national conference on the Future of Farm Workers (hosted by CoE in Food Security and PLAAS), and Prof Ruth Hall’s participation in the Presidential Advisory Panel on Land Reform and Agriculture. A very successful Women’s Month was hosted in August. Events and activities resonated with three major themes, namely ICTs, Entrepreneurship, and Labour & the Working Poor. In addition to the scholarly focus on entrepreneurship, the faculty supported small business owners by hosting its first-ever Food Market. Owners of food trucks were invited to sell their goods to the University community. It was a wonderful event that brought the University community together as we shared food and enjoyed the sunshine in the heart of winter. The academic year ended with the Chancellor’s Roundtable for Economic Development. This event was hosted in collaboration with the CoLab and focused on Human Capital and the Digital Economy, a much-spoken-about topic, especially within the context of the perceived negative effect of digitisation on jobs. The people framework underpinned the implementation of our strategic goals and objectives. Departments, schools and institutes within the faculty developed capacity development plans to facilitate a culture of training and development.

Colleagues presented papers at conferences and workshops, attended continuous professional development seminars, and pursued undergraduate and postgraduate studies across the

126

DEAN: PROF MICHELLE ESAU

occupations of academia and administrative and professional staff. In addition, two major units/ programmes were the subject of review in the spirit of improving what we do, why we do it and how we do it.

6.2 FACULTY ORGANOGRAM

School of School of Business and Government Accounting Finance Chairperson Heads Prof.

Acting Prof. W Geach R Shambare Director Prof.

G Davids & Prof. Z Nyandoro Professor Prof L Loxton Prof J Bakkes Prof W Geach Associate Professor Prof Mr J Jansen Vacant Senior Lecturer Ms E Hamel Mr P Hamel Mr A Saayman Mr J Siebrits Vacant Vacant Vacant Lecturer Mr G Adams Mr R Arendse Ms A Jacobs Mr S Klein Mrs M Otto Mr E Pullen Mr I Mohamed Ms S Fourie Vacant Mr S Gwadiso Mr B Smith Ms B Raymond Vacant Administration Ms H Gxashe Mr E Felaar Mrs C Jacobs Vacant Mrs G Rudolph Contract Lecturers Mr C Basson Mr A Latief

DEAN Prof. Michelle Esau

Administrator Dean: Mrs Shanaaz van der Schyff Administrative Assistant Mrs Melissa Kleynhans

Senior Professor Prof P Hirschsohn Professor Vacant (x3) Associate Professor Prof Z Nyandoro Vacant (x4) Senior Lecturer Dr W Brown Dr A Bayat Vacant (x2) Dr C Steyn Dr R Albertus Lecturer Vacant Mr G Caseley Mr P Saungweme Ms L Svenson Mr R Grosch Administration Mrs D Arendse Mrs M Orrie Mrs N Zumani Mrs M Paulsen Ms F Petersen Contract Staff Administration Ms P Nohaji

Professor Prof I Thompson Prof G Ruiters Prof P Bond Vacant Prof I Ile Associate Professor Prof L Pretorius

Economics Chairperson Prof. D Yu

Professor Prof M Ocran Prof D Yu Associate Professor Prof E Kouassi Senior Lecturer Vacant Dr J Shefeeni Dr C Senior Swanepoel Lecturer Dr G Davids Lecturer Dr M Makiva Ms M Moses Mr C Adams Lecturer Mrs C Mr M Christian Okbandrias Mr V Ms F Miso Matsebula Researcher Mrs R Beukes Mrs P Mr F Tsolekile de Nackerdien Wet (Ngap) AdminisAdministration tration Ms L Fester Mrs C Arnold Ms L Eyssen Mrs C Dilgee Ms B Maart Mrs N Contract Staff Mhlongo Administration Ms B du Plessis Ms L Petersen Ms V Haywood Ms F Hendricks Mrs N Seymour Ms S Dibela Ms F Valentine Finance Manager Mr A Roman Manager Mr E Hamza Head: Fair Share Mr T Khaile

Deputy Dean: Teaching & Learning Prof G Ruiters

Industrial Psychology Chairperson Prof B Mahembe

Academic Information Development Systems Chairperson Chairperson Prof V Prof S Pather McGhie

Senior Professor Prof F Abrahams Associate Professor Prof C Allen-Ile Prof M du Plessis Prof J Becker Senior Lecturer Ms R Jano Vacant Lecturer Ms D HammanFisher Mr R Oliver Mrs M Naidoo Mrs S Solomon Administration Ms L Thomas L van Graan L Naude

Associate Professor Prof V McGhie Administrator Mrs R May Lecturer Mrs L Ndesi Ms P Paleker Foundation Programme Lecturer Mr R George Mrs L Lorente Qesada Mr N Matanga Mrs K Mobarak Ms P Moodley Mr E Muriro Ms H Naidoo Mr Q Paulsen Mr E van der Ross Vacant Administrator Mrs R Kriel

6.3 SCHOLARSHIP (LEARNING AND TEACHING, RESEARCH AND ENGAGEMENT) 6.3.1 Innovations in Learning and Teaching During 2019, three staff members from the Department of Economics embarked on an innovative study to investigate the reasons for lecture absenteeism at first-year level in large classes.

The authors monitored attendance over three weeks using card readers to track students. The research found that 37% of students did not attend at all whereas a mere 13% only attend one lecture out of nine possible lectures. A further 11% only attended two lectures.

Professor Prof S Pather Associate Professor Prof O Jokonya Prof M Jantjies Prof J Chigada Senior Lecturer Dr J Njenga Dr J Breytenbach Dr CL van den Berg Vacant Lecturer Mr G Hearn Ms F Petersen Mrs L Kimani Mrs N Davids-Latief Mr CJ Viljoen Mr M Mayedwa Mr M Garbutt Mr A Naki (nGAP) Administration Mrs J Voigt Mrs A Halindintwali Mrs L Wildschut

Deputy Dean: Academic Planning Prof M Ocran

Deputy Dean: Research Prof B Mngomezulu

ISD Acting Director Dr Razak Kariem

PLAAS Director Prof. A du Toit

Political Studies Chairperson Prof C Africa

Faculty Manager Mr W Rinquest

Teaching & Learning Specialist Dr K Dos Reis

Professor Prof J May Secondment) Associate Professor Vacant Prof M Dinbabo Senior Lecturer Dr A Karriem Dr A Bayat Senior Officer Mr L Scheepers Admin Officer Ms P Kippie Contract staff Lecturer Ms L TavenerSmith

Professor Prof A Du Toit Prof R Hall Prof Hara Prof M Isaacs Contract Staff Manager Ms U Arends Finance Manager Mr T Reddy Finance Officer Mr D Delpaul Communications Off. Ms E Beerwinkel Senior Researcher Ms B Tapela Vacant Dr P Zamchiya Dr F Mtero Researcher Mr C Hakizimana Ms R Joala Mr N Gumede Mr E Sulle Ms K Ramantsima Vacant Ms K Ramantsima Senior Admin Ms C Henry Administrator Ms J van Dieman Miss B Malama

Professor Prof L Piper Prof BR Mngomezulu Associate Professor Prof J Pretorius Prof C Africa Prof F Anciano Senior Lecturer Dr N Matshanda Lecturer Mr J Hoskins Administrator Mrs N Jansen Admin Assistant Mr A Rooks

Senior Faculty Officer Ms M Delport Faculty Officers Ms M Engel Mrs A Samodien Mrs NLP Skade Ms A Felix Administration Mrs H Thomas Ms E Bostander Ms A Ndabeni Mrs E Arries Ms M Kleynhans Mrs H Griffiths Mr N Bembe

Co-ordinator Ms D Schippers Contract Staff Administration Ms S September Ms M Davids

This means that almost two-thirds of students missed seven of the nine lectures. The study further highlighted that afternoon and Friday lectures drew the most dismal attendance. When asked to provide reasons for not attending lectures most cited the need to juggle other priority activities, notably completing assignments and studying for tests (58%) and 28% said that lectures were not useful or stimulating. About 20% reported that compulsory tutorials are more useful. While the research needs to be conducted over a wider range of courses and faculties, the initial findings confirm a disturbing trend about students’ poor time management, how we schedule tests and assignments and, if we are overcrowding

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127

the timetable, whether small group teaching with compulsory attendance might be required. The results of the research forced us to rethink the role of the current model of teaching. More generally, we need to rethink the traditional model, which is seemingly not working to ensure student success. The research study will be concluded in mid-2020.

Mrs Hilary Naidoo has created an interactive blended module for the first-year students engaged in the Introduction to the Economy and Business (IEB134) module. This module was created within the institutional Learning Management System iKamva. She made use of various eTools to assist with the design, structure and sharing of learning material.

The Block Teaching Pilot within the DD: L & T portfolio has also been a ‘game-changing’ activity since planning commenced in October 2019. The B.Admin degree is the pilot programme with about 110 students. The DD: L & T portfolio, the Registrar, CIECT and several departments have teamed up. We have a steering committee led by the DD: L & T and Ms Fundiswa Khaile (SOG). Three groups of about 40 students each have been taught in Block Teaching since February 2020. Initial indications show a 100% lecture attendance and much higher levels of responsiveness by students. An end-of-module evaluation is being conducted as the ALC module ends in early March. A handbook was developed, and several coordination meetings were held with the Registrar’s office.

Staff in the Department of Information Systems continue to innovate in the classroom, using technology as a cornerstone to improve the T & L project. In 2019, examples of innovation included the following: (i) For 2019, with the excellent assistance of ICS, IFS242 students were provided with a dedicated remote server on the UWC intranet through which to conduct their learning and software development activities for the first semester. This allowed

students for the first time to actually experience the realities of remote computing and development, particularly in the process of developing remote database-driven business applications.

The success of the project in the first semester resulted in the server being held over and dedicated for use by Honours students in the IFS742 module, for similar learning and development activities. It is planned to make this a permanent feature of the IFS242 module activities. (ii) The IS Strategy formulation course (IFS 361) implemented more practical aspects and a focus on entrepreneurship.

Students are working on developing their own strategies to create alternative employment opportunities, in light of the economic recession and rising graduate unemployment levels. The course has implemented embedded videos, discussion forums, chat rooms and WhatsApp tutor consultation so that learning can still continue during class disruptions. (iii) The Module for IS Strategy (IFS 740) adopted a more varied approach to teaching and assessments that allowed for collaboration, reflection, feedback, authenticity, experimentation, integration, sustainability and the use of technology. Students collaborated with female entrepreneurs in a start-up to develop digital innovations in their business.

The EMS First-Year Academic Boot camp was held from 31 October—2 November 2019. Students were required to complete a Google form to register for the Boot camp. An invitation was extended to 732 first-year students. The purpose of the Boot camp was to provide further academic support to identified students before the final exams. During the three-day Boot camp, eight first-year modules were offered. The camp took place in the shadow of protests around the South Point issues.

In the end around 60 students attended.

The EMS Language Support Project translated eight tutorial assignments and used translators for 2019.

THE PRESIDENTIAL ADVISORY PANEL ON LAND REFORM MEETING AT PLAAS TO DISCUSS EXPROPRIATION WITHOUT COMPENSATION. FROM LEFT TO RIGHT: WANDILE SIHLOBO (AGRIBUSINESS CHAMBER); BULELWA MABASA (WERKSMANS ATTORNEYS); TSAKANI NGOMANE (DEPARTMENT OF ENVIRONMENTAL AFFAIRS); RUTH HALL (PLAAS, UWC); VUYO MAHLATI (AFRICAN FARMERS ASSOCIATION OF SA); ELMIEN DU PLESSIS (NORTH-WEST UNIVERSITY); THATO MOAGI (INDEPENDENT FARMER); DAN KRIEK (PRESIDENT OF AGRISA).

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Selected academic papers delivered by UWC staff at HELTASA: • Implementing community engagement in a large, undergraduate Information Systems class (Ms Fazlyn Petersen).

• A struggle faced by undergraduate students in academic writing at the University of the Western Cape (Timalizge Zgambo and Fred Bidandi).

• Exploring the influence of students’ Grade 12 Accounting knowledge on the successful completion of a B.Com Accounting degree (Ms Badrunessa Williams and Dr Karen dos Reis).

• Moving away from traditional teaching and assessing of business ethics at universities (Mr Ismail Mohamed).

• Job shadowing as a gateway for future employment opportunities: A case study of B.Com undergraduates (Dr Karen dos Reis and Ms Deidre Schippers).

Prof Anciano piloted a new postgraduate Work-Integrated Learning module. She did this in conjunction with University West (UW) in Sweden, where she was a visiting lecturer during September and October 2019. 17 students (five from UWC and 12 from UW) completed the module and were paired with numerous community-based organisations, ranging from social movements in Cape Town to refugee rights organisations in Sweden. The students attended traditional university-based seminars where they covered theoretical concepts. They then worked with their community organisations, reflecting on theory in practice. At the end of the module, the students had to co-produce an output with their community organisation and finally present to faculty and peers in a ‘community in the classroom’ day.

6.3.2 Research, projects, publications, achievements (including centres, institutes and funded commissioned research) The EMS Faculty, led by the Department of Political Studies, entered into an MOU to engage in a partnership with GovChat South Africa. GovChat is South Africa’s largest online civic engagement platform. It is accessible on any mobile handset and feature phones. GovChat enables Government to speak to citizens directly at no cost, while receiving service delivery-related messaging in return. It exists through partnerships with the South African Local Government Association (SALGA), Department of Cooperative Governance and Traditional Affairs (COGTA) and the Government Communication and Information System (GCIS).

The EMS Faculty will be working with GovChat as a university partner which will include collaboration on data analysis, research and student engagement through work-integrated learning. UWC joined GovChat at the launch in October, which was attended by various stakeholders that included the government, the nongovernment sector and business. Postgraduate students from the Department of Political Studies will assist with the data

analysis and, together with academics, collaborate with various local government municipalities in making sense of the data and plotting solutions for future good practice.

SoTL projects and research activities Three lecturing staff from the Department of Economics (Ms Rochelle Beukes, Dr Christie Swanepoel and Prof Derek Yu) are conducting a research study on the causes of low lecture attendance in first-year Microeconomics. The preliminary findings showed that the main causes given are “busy studying for tests”, “busy completing assignments”, “online learning resources are sufficient” and “tutorials are great and can replace lectures”. The research will be completed in the first half of 2020.

Prof Piper presented on the topic ‘Work-Integrated Learning as a model for future postgraduate studies? Reflections from an international, collaborative, applied Political Studies programme’ at the South Africa-Sweden University Forum, 2nd Research & Innovation Week held at Stellenbosch, 6—10 May 2019.

Prof Anciano presented on ‘Trauma and Work-integrated learning reflections from an international, collaborative, applied Political Studies programme’ at the South Africa-Sweden University Forum, 2nd Research & Innovation Week held at Stellenbosch, 6—10 May 2019.

Grants Anciano, F. 2017—2019: Sole applicant: NRF Thuthuka Rating Track grant. R364,000. Led to publication of two sole-authored articles and contributing to a book publication. Several students were funded over a three-year period.

Anciano, F. 2018—2019: Co-applicant: University of York, UK, Pump Prime Funding Grant (theme leader on informality and urban governance). R400,000. Funded international workshop.

Funded research work of a PhD student.

Dinbabo, M.F. 2019: UNHCR R196,000: A research study on refugees and asylum seeking (Principal Investigator - PI).

May, J. 2019: Co-Awardee (R2,3 million). LEAP-AGRI Exploring food system transformations in rapidly changing African cities: A case study of Worcester, South Africa.

Piper, L. 2018—2020: STINT/ NRF grant of R690,000 for a collaborative Master’s project called An International Education & Research Programme in Work-Integrated Political Studies between the International Programme in Politics and Economics (IPPE) at University West, Sweden, and the Department of Political Studies, UWC. Tavener-Smith, L. 2019—2020: Bill and Melinda Gates Foundation Grant for ICT for informal settlement water, sanitation, hygiene and health intervention in Soweto, in partnership with the University of the Witwatersrand and the Human Sciences Research Council.

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6.3.3 Publications Books Anciano, F. & Piper, L. (2019). Democracy disconnected: Participation and governance in a city of the South. United Kingdom: Routledge.

Devereux, S., Jonah, C. & May, J. (2019). How many malnourished children are there in South Africa? What can be done? In K. Roelen, R. Morgan & Y. Tafere (Eds.). Putting children first: New frontiers in the fight against child poverty in Africa. Stuttgart: Ibidem Press.

Ile, I.U., Eresia-Eke. C.E & Allen-Ile, C.O.K. (2019). Monitoring and evaluation of policies, programmes and projects (Second edition). Van Schaik Publishers.

Ocran, M. (2019). Economic development in the 21st century: Lessons for Africa throughout history. London: Palgrave.

Piper, L. (Ed). (2019). Decolonisation after democracy: Rethinking the research and teaching of political science in South Africa.

London: Routledge. ISBN: 978-1-138-35086-1 Van den Berg, C. (2019). Education for innovation and entrepreneurship to enhance digital innovations in SMMEs. In D. Remenyi (Ed.). 5th Teaching Innovation and Entrepreneurship Excellence Awards. Reading: ACPI: 149—160.

Journal Articles Adeniyi, D.A. & Dinbabo, M.F. (2019). Factors influencing household food security among irrigation smallholders in North West Nigeria. Journal of Reviews on Global Economics, 8(1): 291—304.

Africa, C. (2019). Do election campaigns matter in South Africa? An examination of fluctuations in support for the ANC, DA, IFP and NNP 1994–2019. Politikon, 46(4): 371—389. DOI: 10.1080/02589346.2019.1684647.

Alatinga, K. & Williams, J. (2019). Mixed methods research for health policy development in Africa: The case of identifying very poor households for health insurance premium exemptions in Ghana. Journal of Mixed Methods Research, 13(1): 69—84. https://journals.sagepub.com/doi/full/10.1177/1558689816665 056?casa_token=o-Huqe3hP0YAAAAA%3AtwcRF8i3YWLz3Db uo4wvrQhxWs4fZ58S46JCfTnUbYaedss2AHqfRGh8JrKbFsZH4 iCPtzBpZgvz Beyene, N.L. & Dinbabo, M.F. (2019). An empirical evaluation of the link between women participation in Village Savings and Loans Association (VSLA) and poverty reduction in Ethiopia.

Journal of Reviews on Global Economic, 8(1): 566—580.

Boadu, E.S. & Ile, I. (2019). Between power and perception: Understanding youth perspectives in participatory monitoring and evaluation (PM&E) in Ghana. Evaluation and programme planning, 77: 101683.

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Christian, C., Burger, B., Claassens, C., Bond, V. & Burger, R. (2019).

Patient predictors of health-seeking behaviour for persons coughing for more than two weeks in high-burden tuberculosis communities: The case of the Western Cape, South Africa. BMC Health Services Research, 19: 160.

Cilliers, J., Fourie, J. & Swanepoel, C. (2019). Unobtrusively into the ranks of colonial society: intergenerational wealth mobility in the Cape Colony over the eighteenth century. Economic History of Developing Regions, 34(1): 48—71.

Cousins, B. (2019). Land reform, accumulation and social reproduction: South African experience in global and historical perspective. Inkanyiso: The Journal of Humanities and Social Sciences, 11(1): 1—22.

Davids, G. & Blacky, N. (2019). Governance and management challenges in establishing Robben Island as a national museum and a World Heritage Institution in post-apartheid South Africa.

Journal of Historical and Human Sciences for Southern Africa, 82: 1—16.

Devereux, S. (2019). Violations of farm workers’ labour rights in post-apartheid South Africa. Development Southern Africa. doi: 10.1080/0376835X.2019.1609909.

Devereux, S., Roelen, K., Sabates, R., Sabates-Wheeler, R., Stoelinga, D. & Dyevre, A. (2019). Graduating from food insecurity: evidence from graduation projects in Burundi and Rwanda. Food Security, 11(1): 219—232.

Devereux, S. & Tavener-Smith, L. (2019). Seasonal food insecurity among farm workers in the Northern Cape, South Africa.

Nutrients, 11(7): 1535. https://doi.org/10.3390/nu11071535.

Dinbabo, M.F., Belebema, M.N. & Mensah, C. (2019). South African adults at risk of overweight and obesity: An assessment of the association of food choices and BMI in Khayelitsha and Mitchell’s Plain. Ghana Journal of Development Studies, 16(3): 51—67.

Dos Reis, K., Venter, A. & McGhie, V. (2019). Are high school teachers and university academics on the same page? An investigation into the university readiness of Business Education learners. Journal of Education, 76: 166—184. DOI: https://doi. org/10.17159/2520-9868/i76a09.

Du Toit, A. (2019). The vampire squid: Value, crisis and the power of finance. Development and Change, 50(4): 1109—20.

Fransman, T. & Yu, D. (2019). Multidimensional poverty in South Africa, 2011-16. Development Southern Africa, 36(1): 50—79.

Heyns, M., Du Plessis, M., Terblanche, N. & Pekelharing, R. (2019).

The impact of leaders’ utilisation of coaching strategies on sales professionals’ work engagement. In S.P. van der Merwe (Ed.).

International Business Conference proceedings. Potchefstroom: North-West University. Retrieved from http://ibc-conference. com/2019-ibc/proceedings/

Hornby, D. & Cousins, B. (2019). Reproducing the social: contradictory interconnections between land, cattle production and household relations in the Bester’s Land Reform Project, South Africa. Anthropology Southern Africa, 42(3): 202—216. https://doi.org/10.1080/23323256.2019.1653206.

Isaacs, M. & Witbooi, E. (2019). Fisheries crime, human rights and small-scale fisheries in South Africa: a case of bigger fish to fry.

Marine Policy. https://doi.org/10.1016/j.marpol.2018.12.023.

Jonah, C. & May, J. (2019). Evidence of the existence of socioeconomic-related inequality South African diets: A quantitative analysis of the 2017 General Household Survey. World Nutrition, 10(4). https://doi.org/10.26596/ wn.201910427-42.

Jonah, C. & May, J. (2019). Challenges to eliminating health sector inequities under a decentralised system: A qualitative inquiry of Ghana’s situation. Journal of Public Administration, 54(1): 86—105.

Kim, S. (2019). The misadventure of ‘Korea Aid’: Developmental soft power and the troubling motives of an emerging donor.

Third World Quarterly. DOI:10.1080/01436597.2019.1622410.

Kroll, F., Swart, E., Annan, R., Thow, A., Neves, D., Apprey, C., Aduku, L., Afgyapong, N., Moubarac, J., Du Toit, A. & Sanders, D. (2019). Mapping obesogenic food environments in South Africa and Ghana: Correlations and contradictions. Sustainability, 11(14): 3924.

Kyakulumbye, S., Pather, S. & Jantjies, M. (2019). Towards design of citizen centric e-government projects in developing contexts The design reality gap among marginalized citizens. International Journal of Information Systems and Project Management. https://ijispm.sciencesphere.org/index.php?p=5001.

Kyakulumbye, S., Pather, S. & Jantjies, M. (2019). Knowledge creation in a participatory design context. The use of empathetic participatory design. Electronic Journal of Knowledge Management, 17 (1). http://www.ejkm.com/issue/current.html.

Majee, W., Dinbabo, M.F., Ile, I. & Belebema, M.N. (2019). African immigrant and refugee families’ perceptions on informational support and health status: A comparison of African immigrants living in South Africa and the United States. African Human Mobility Review, 5(3): 1696—1716.

Makiva, M., Ile, I. & Fagbadebo, O.M. (2019). Evaluating transformation progress of historically disadvantaged South Africans: Programme perspective on the downstream petroleum industry, African Evaluation Journal, 7(1): a373. https://doi. org/10.4102/aej.v7i1.373doi.org/10.4102/aej.v7i1.373 Mobarak, K. (2019). Reflections of employed graduates on the suitability of their skills and knowledge for workplace-readiness.

South African Journal of Higher Education, 33(4): 186—202, doi. org/10.20853/33-4-3337.

Momberg, D.J., Ngandu, B.C., Voth-Gaedderta, L.W., May, J.D., Cardoso-Ribiero, K., Norris, S.A. & Said-Mohamed, R. (2019). Water, sanitation and hygiene (WASH) in sub-Saharan Africa and associations with undernutrition and governance in children under five years of age: A systematic review. Journal of Developmental Origins of Health and Disease. https://doi. org/10.1017/S2040174419000898.

Mngomezulu, B.R. (2019). Assessing the suitability of the Proportional Representation electoral system for Southern Africa. Journal of African Foreign Affairs, 6(2): 157—171.

Mngomezulu, B.R. & Dube, M. (2019). Lost in translation: A critical analysis of xenophobia in Africa. Journal of African Union Studies, 8(2): 67—81.

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Mngomezulu, B.R. (2019). Revisiting the notion of ‘African solutions to African problems’: Successes and challenges.

Journal of African Union Studies, 8(2): 9—23.

Mngomezulu, B.R. & Fayayo, R. (2019). The role of the international community in sustaining conflicts in Africa. Journal of African Foreign Affairs, 6(3): 5—21.

Mngomezulu, B.R. (2019). Power dynamics in International Relations (IR) thinking and practice: An African perspective.

Journal of African Foreign Affairs, 6(1): 181—193.

Mpofana, M. & Ruiters, G. (2019). New public management, quick fixes and policy churn in South Africa: A case study of Eastern Cape hospitals. Administratio Publica, 27(4).

Muchadenyika, D. & Williams, J.J. (2019). Politics, centralisation and service delivery in urban Zimbabwe. Journal of Southern African Studies, 44(5).

Mungai, K. & Bayat, A. (2019). An overview of trends in depressive symptoms in South Africa. South African Journal of Psychology, 49(4): 518—535.

Mwaniki, J. & Dinbabo, M.F. (2019). The impact of social enterprise on labour market structure: A case study of social enterprises in Nairobi, Kenya. Journal of Social Development in Africa, 34(2): 139—172.

Nackerdien, F. & Yu, D. (2019). A panel data analysis of the formal-informal sector labour market linkages in South Africa.

Development Southern Africa, 36(3): 329—350.

Ndalamba, K. & Esau, M. (2019). An exploratory study into the understandings and awareness of leadership ethos and its inherent critical success factors by public sector officials in the Department of Trade and Industry (DTI) and the Ministry of the National Economy (ECONAT). International Journal of Public Administration. 10.1080/01900692.2019.1627553.

Olckers, C., Du Plessis, M. & Casaleggio, R. (2019). Authentic leadership, organisational citizenship behaviours and intention to quit: the indirect effect of psychological ownership.

South African Journal of Psychology, 50(3). https://doi. org/10.1177/0081246319891658.

South African case study of a rural development programme.

Politikon. Published online 5 December 2019. https://doi. org/10.1080/02589346.201 9.1697533 Sabates, R., Bhutoria, A., Sabates-Wheeler, R. & Devereux, S. (2019). Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda. International Journal of Educational Research, 93: 177—187.

Satardien, M., Jano, R. & Mahembe, B. (2019). The relationship between perceived organisational support, organisational commitment and turnover intention among employees in a selected organisation in the aviation industry. SA Journal of Human Resource Management. ISSN: (Online) 2071-078X, (Print) 1683-7584: 1-8.

Sha, N., Du Plessis, M. & Abrahams, F. (2019). The role of psychological empowerment in the relationship between change-oriented leadership and change-oriented organisational citizenship behaviour. In S.P. van der Merwe (Ed.). International Business Conference proceedings. Potchefstroom: North-West University: 941—954. Retrieved from http://ibc-conference. com/2019-ibc/proceedings/

Pather, S. & Remenyi, D. (2019). Reflections on being a successful academic researcher. The Electronic Journal of Business Research Methods, 17(2): 55—66.

Uys, C. & Pather, S. (2019). A benefits framework for public access ICT4D Programmes. Electronic Journal of Information Systems in Developing Countries, e12119. https://doi.org/10.1002/ isd2.12119 0.5.

Petersen, F., Brown, A., Pather, S. & Tucker, W.D. (2019). Challenges for the adoption of ICT for diabetes self-management in South Africa. Electronic Journal of Information Systems in Developing Countries (EJISDC).

Van den Berg, C. (2019). Teaching innovation to strengthen knowledge creation in a digital world. The Electronic Journal of Knowledge Management, 17(2): 144—157. Available online at www.ejkm.com.

Roelen, K. & Devereux, S. (2019). Money and the message: The role of training and coaching in graduation programming. Journal of Development Studies, 55(6): 1121—1139.

Roman, A. & Ruiters, G. (2019). Changing people, changing lives through public participation and social transformation: A

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SEATTLE COFFEE WAS ONE OF THE VENDORS AT THE 2019 INAUGURAL FOOD MARKET HOSTED BY THE EMS FACULTY.

Van der Mark, E.J., Conradie, I., Dedding, C.W.M. & Broerse, J.E.W. (2019). Exploring adaptation and agency of mothers caring for disabled children in an urban settlement in South Africa: A qualitative study. Women Studies International Forum, 76 (Sept—Oct): 102271. https://doi.org/10.1016/j.wsif.2019.102271

Verster, B., Collett, K. & Van den Berg, C. (2019). Creative meaningmaking through a multimodal, interdisciplinary exploration: Lessons for higher education curriculum enhancement.

Alternation (in print).

A. Slapac & C.A. Coppersmith (Eds.). Beyond language learning instruction: Transformative supports for emergent bilinguals and educators. IGI Global. DOI: 10.4018/978-1-7998-1962-2. ch007

Waidler, J. & Devereux, S. (2019). Social grants, remittances, and food security: does the source of income matter? Food Security, 11(3): 679—702.

Osei, S. & Karriem, A. (2019). Social capital and climate change adaptation among smallholder farmers in the Central Region of Ghana. In J. Kuwornu (Ed.). Climate change and Sub-Saharan Africa: The vulnerability and adaptation of food supply chain actors. Delaware, USA: Vernon Press.

Book chapters Africa, C. (2019). The smaller parties: Who’s in and who’s out?

In C. Schulz-Herzenberg and R. Southall (Eds.). Election 2019: Change and stability in South Africa’s democracy. Auckland Park: Jacana Media.

Devereux, S., Jonah, C. & May, J. (2019). How many malnourished children are there in South Africa? What can be done? In K. Roelen, R. Morgan & Y. Tafere (Eds.). Putting children first: New frontiers in the fight against child poverty in Africa. Stuttgart: Ibidem Press.

Du Plessis, M. (2019). Positive self-leadership: A framework for leadership development in group settings. In L.E. van Zyl & S. Rothmann (Eds.). Theoretical approaches to multi-cultural positive psychological interventions. Cham: Springer. https:// doi.org/10.1007/978-3-030-20583-6_20 Du Toit, A. (2019). Agriculture, value chains and the rural non-farm economy in Malawi, South Africa and Zimbabwe. In S. Scholvin, A. Black, J.R. Diez and I. Turok (Eds.). Value chains in Sub-Saharan Africa: Challenges of integration into the global economy, advances in African economic, social and political development.

Cham: Springer.

Jantjies, M. (2019). The role of educational institutions in closing STEM education gaps. In A. Sey & N. Hafkin (Eds.). Taking stock: Data and evidence on gender equality in digital access, skills, and leadership. Macau: United Nations University Institute on Computing and Society/ International Telecommunications Union.

Mussman, D. & McGhie, V.F. (2019). Increasing retention of linguistically-disadvantaged college students in South Africa. In

Conference Presentations Africa, C. & Matika, S. The 2019 election campaign: Have South African political parties embraced digital forms of campaigning?

Presentation made at a 2019 Election Conference held at the Stellenbosch Institute for Advanced Study, 28 June 2019.

Africa, C. Trends and dynamics in the Western Cape. Presentation made at a conference hosted jointly by the Dullah Omar Institute and the Department of Political Studies, University of the Western Cape. National and Provincial Elections, 8 May 2019: Key questions: populism, provincialism, women, and election credibility. Held at the University of the Western Cape, 25 April 2019.

Balogun, T.V., Mahembe, B. & Allen-Ille, C. A confirmatory factor analytic study of an authentic leadership measure on a Nigerian sample. Paper presented at the 16th European Congress of Psychology, Moscow, Russia, 2—5 July 2019.

Balogun, T.V., Mahembe, B. & Allen-Ille, C. An integrated model of the role of authentic leadership, psychological capital, psychological climate and intention to quit on employee work engagement. Paper presented at the 16th European Congress of Psychology, Moscow, Russia, 2—5 July 2019.

Becker, J.R. The impact of emotional intelligence on the relationship between transformational leadership and team performance: The mediating role of leader member exchange and job characteristics.

Paper presented at the 16th European Congress of Psychology, Moscow, Russia, 2—5 July 2019.

NATIONAL PHD CONFERENCE IN DEVELOPMENT STUDIES.

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Cousins, B. Land reform – socio-economic dimensions. Invited plenary address, second colloquium on land reform policy organised by the Advisory Panel on Land Reform and Agriculture, Centurion, 22 February 2019.

Girma Tefera, T. & Devereux, S. Drivers of food insecurity among farm workers in South Africa. Conference paper: The future of farm workers in South Africa, School of Public Health, University of the Western Cape, 16—18 October 2019.

Cousins, B. Successful land reform in South Africa and smallholder subtropical fruit producers. Invited plenary address, Annual Marketing Seminar, Subtropical Fruit Growers Association, White River, 6 November 2019.

Jantjies, M. & Dalasile, V. Digital literacy amongst first-year university students from under-resourced schools. 17th International Conference on e-Society, Utrecht University, Netherlands, 2019.

Devereux, S. Whose social policy? External actors and social protection in Africa. Plenary presentation: Social Policy in Africa Conference, Sierra Burgers Park Hotel, Tshwane, 25—27 November 2019.

Kapingidza, S. & Devereux, S. External actors and the rise of social protection in Africa: A case study of Zimbabwe. Panel presentation at the Development Studies Association Annual Conference, Open University, Milton Keynes, UK, 19—21 June 2019.

Devereux, S. A brief history of social protection’s brief history in Africa. Keynote address: 11th International NordWel Summer School Conference: State, Society and Citizen, Haus der Wissenschaft, Bremen, 19—23 August 2019.

Katunga, N., Njenga, J., Craffert, L., Van Audenhove, L. & Marien, I. Using social media to support community development: A case study of e-inclusion intermediaries in underprivileged communities of South Africa. Proceedings of the IST-Africa Conference, Nairobi, Kenya, 8—10 May 2019.

Devereux, S. The past, present and futures of farm workers in South Africa. Framing Paper: National Conference: The future of farm workers in South Africa, School of Public Health, University of the Western Cape, 16—18 October 2019.

Esau, M.V. & Khaile, F. An examination of the politicisation of leadership and the performance of government agencies in postapartheid South Africa. A paper presented at the 21st IRSPM Conference titled Renewing Public Management for Stewardship, Innovation and Impact, Wellington, New Zealand, 16—18 April 2019.

Fakier, R. & Van den Berg, C. Sports coaching in impoverished communities through the use of virtual reality. IST-Africa 2019 Conference, Nairobi, Kenya, 8—10 May 2019.

Hendricks, C. & Du Plessis, M. Positive organisational practices in positively deviant organisations: An online desk research review.

Paper presented at the 21st Annual SIOPSA conference, Pretoria, July 2019.

Kim, S. The misadventure of ‘Korea Aid’. The UN and Africa: Progress towards achieving the SDGs. Academic Council on the United Nations System, annual meeting, Stellenbosch, June 2019.

Knoetze, S. & Jantjies, M. Transferring knowledge to digital natives in a South African organisation. The 5th International Conference on e-Society, e-Learning and e-Technologies, Vienna, Austria, 2019.

Matome, T. & Jantjies, M. Students’ perceptions of virtual reality in higher education. 16th International Conference on Cognition and Exploratory Learning in a Digital Age, Cagliari, Italy, 7—9 November 2019.

Mazaranye, J. & Abrahams, F. The perceived impact of artificial intelligence in the workplace: An implication for human capital in South Africa. Paper presented at the 22nd SIOPSA Conference, Pretoria, 22—24 July 2019.

McGhie, V.F. & Du Preez, M. Accessing post-school studies: A student’s GPS to successful learning. Invited guest speakers at the 5th Annual First-year Experience Conference, Durban, 22—24 May 2019.

Mngomezulu, B.R. Impediments to an active African intelligentsia in championing the Africanisation agenda. Keynote address at the Principal and Vice-Chancellor’s African Intellectual Project, UNISA, 8 November 2019.

Mngomezulu, B.R. Contestations about the national identity of the people of Ingwavuma: Revisiting the politics of the 1982 land deal between South Africa and Swaziland. Paper presented at the Identities 19th Annual Africa Conference, University of Texas, Austin, USA, 29—31 March 2019.

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Modise, T., Mavetera, N. & Jantjies, M. Electronic Health Record (EHR) adoption in South African healthcare centres: A case of NW province. 11th International Conference on e-Health, Porto, Portugal, 2019.

Mutizwa-Mangiza, S. Watershed moment or water under the bridge?

Presentation made at a seminar hosted jointly by the Hanns Seidel Foundation and the Catholic Parliamentary Liaison Office (CPLO) titled ‘South Africa 2019: The most crucial contest yet?’ held at the Sun Square Hotel, Gardens, Cape Town, 12 April 2019.

Piper, L. Participation and advocacy as forms of collective action for accountability: reflections on civil society and social grants in South Africa. Participedia All-Team Meeting, Institute of Development Studies, University of Sussex, 11—13 June 2019.

Mutizwa-Mangiza, S. South Africa 2019: The most crucial contest yet? Roundtable discussion hosted jointly by the Institute of Security Studies and Hanns Seidel Foundation, hosted at ISS Headquarters, Pretoria, 26 April 2019.

Piper, L. Work-Integrated Learning as a model for future postgraduate studies? Reflections from an international, collaborative, applied Political Studies programme. South AfricaSweden University Forum, 2nd Research & Innovation Week, Stellenbosch, 6—10 May 2019.

Njenga, J.K. The future of learning technologies in higher education. Presented at the 2nd Teaching with Technology Summit, Durban, 5 September 2019.

Piper, L. Subaltern informality and public authority. University of York Workshop on Citizenship Futures, Rethinking Citizenship in an Era of Growing Informality, York, UK, 12—14 June 2019.

Ntaba, A. & Jantjies, M. Open distance learning and immersive technologies: A literature analysis. 16th International Conference on Cognition and Exploratory Learning in the Digital Age, Cagliari, Italy, 7—9 November 2019.

Piper, L. Trauma and Work-Integrated Learning. Swedish-South African Work-Integrated Learning workshop, UWC, Cape Town, 6 May 2019.

Petersen, F. Students’ attitude towards using a mobile learning management system: Large, undergraduate Information Systems classes. Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference, Grahamstown, 27—29 November 2019.

Petersen, F. Implementing community engagement in a large, undergraduate Information Systems class. Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference. Grahamstown, South Africa, 27—29 November 2019.

Petersen, F. Students’ perceptions of anonymous peer review: Implementation in a large, undergraduate Information Systems class. Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference, Grahamstown, South Africa, 27—29 November 2019.

Petersen, F., Baker, A., Pather, S. & Tucker, W.D. Impact of socio-demographic factors on the acceptance of Information Communication and Technology (ICT) for diabetes self-care.

ID4A 2019 – Postgraduate ICT4D Symposium, 2019.

Petersen, F., Jacobs, M., Pather, S. & Tucker, W.D. Barriers for user acceptance of mobile health applications for diabetic patients: Applying the UTAUT model. Public Health Association of South Africa (PHASA) Conference, 2019.

Petersen, F., Jacobs, M. & Pather, S. The effect of culture on m-health acceptance of diabetes self-management in the Western Cape. ID4A 2019 – Postgraduate ICT4D Symposium, 2019.

Piper, L. Democracy disconnected: The failure of urban participatory governance in a city of the South. City Futures IV Conference, Dublin, Ireland, 20—22 June 2019.

Piper, L. Resisting informal settlement upgrading in Cape Town: the battle between developmental and informal governance.

EURA-UAA Conference, City Futures IV 2019, Dublin, Ireland, 21—23 June 2019.

Pretorius, J. Seeing the wood for the trees: Why situating the Nuclear Ban Treaty in the context of outlawing war makes sense. Invited paper presented at the International School for Disarmament and Research on Conflict (ISODARCO), North Cyprus, 7—12 April 2019.

Sha, N.T., Du Plessis, M. & Abrahams, F. The role of psychological empowerment in the relationship between change-orientated leadership and change-orientated organisational citizenship behaviour. Paper presented at the 13th International Business Conference, Hermanus, South Africa, 23—24 September 2019.

Solomon, S. & Devereux, S. Violations of labour rights of women farm workers in South Africa. Conference paper: The future of farm workers in South Africa, School of Public Health, University of the Western Cape, 16—18 October 2019.

Tavener-Smith, L. & Devereux, S. Seasonal food insecurity among female farm workers in the Northern Cape. Conference paper: The future of farm workers in South Africa, School of Public Health, University of the Western Cape, 16—18 October 2019.

Van den Berg, C. Teaching Information Systems students ethics of responsibility for technology design practices. International Conference on Teaching and Education, Budapest, Hungary, 18—20 October 2019.

Van den Berg, C. Teaching digital innovation: Collaboration between students and entrepreneurs. 14th European Conference on Innovation & Entrepreneurship, Kalamata, Greece, 12—13 September 2019.

Zamchiya, P. The roadmap to Southern Africa Land Network. Keynote presentation to Southern Africa civil society from Zimbabwe, Malawi, Zambia and Mozambique. Organised by the Southern African Confederations of Agricultural Union (SACAU) Conference and WE EFFECT, Johannesburg, 11—12 September 2019.

Zamchiya, P. South Africa’s Land Reform Program. Keynote lecture to students from American universities, Don Tye, Organisation for Tropical Studies, Skukuza, 28 March 2019.

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6.3.4 Seminars and Conferences and international visitors/ fellows hosted in this period

DVC: Academic, Prof Viviene Lawack, sponsored the students’ on-campus accommodation for the two weeks.

On 2—4 February 2019, the Institute for Poverty, Land and Agrarian Studies (PLAAS), along with partners at Rhodes University and Fort Hare University, hosted a national conference entitled ‘Resolving the Land Question: Land redistribution for equitable access to land in South Africa’. This conference brought together 140 researchers, activists and policy makers from all over the country to develop coherent policy approaches to land redistribution in South Africa.

On 16—18 October 2019, the Centre for Excellence in Food Security, in collaboration with PLAAS and the Women on Farms Project (WFP) hosted a national conference entitled ‘The Future of Farm Workers in South Africa’. The conference was attended by a wide range of researchers and representatives of farm worker organisations from across South Africa.

On 25 April 2019, the Political Studies Department co-hosted a conference on ‘Populism, Provincialism, Women, and Election Credibility’ at UWC. On 13—17 May 2019, PLAAS hosted a theory and methodology workshop for the Young African Researchers in Agriculture. YARA is a peer network developed to support and promote young scholars on the continent to secure the future of research, policy and practice in Africa’s rural transformation. Young African researchers from 17 different African countries attended five days of training, facilitated by UWC Professors Ben Cousins and Ruth Hall and by internationally renowned agrarian scholars Prof Issa Shivji (from the University of Dar es Salaam) and Prof Kojo Amanor (University of Ghana).

The Department of Academic Development hosted one academic from the University of Missouri-St Louis campus as part of a staff exchange during the first two weeks in July 2019. Dr Denise Mussman and Prof Venicia McGhie co-taught a two-week English Language support course to second and additional language speakers of English during this period. The

On 18 October 2019, the Department of Political Studies hosted the South African Association of Political Studies (SAAPS) Western Cape Regional Colloquium. The theme was: ‘WTH is going on? The futures of politics: city, country and globe’.

The colloquium was attended by participants from a range of institutions and included diverse presentations and discussions.

On 15—16 December 2019, the Association for Political Theory in Africa (APTA) hosted a national summer school on democratic theory for postgraduate students at UWC. Professor Piper led the local organising committee for the Summer School that had 20 attendees from 15 universities around the country. The Summer School participants then audited the Democracy: Genealogies, Concepts, and Practices Conference hosted by the CHR and NRF/BA Research Chair in Political Theory, also held at UWC.

Hackathon in Germany (5—10 May 2019) Staff from the Department of Information Systems (Prof Osden Jokonya and Dr James Njenga) travelled to Germany during the week of 5—10 May 2019 to participate in a hackathon on Digital Supply Chain (Supply Chain 4.0) at the University of Applied Sciences Neu-Ulm (HNU). The hackathon was aimed at creating

UWC’S POSTGRADUATE DIPLOMA IN E-SKILLS IMMERSIVE TECHNOLOGIES IS THE FIRST OF ITS KIND IN THE ACADEMIC ARENA. HONOURABLE NALEDI PANDOR, FORMER SOUTH AFRICAN MINISTER OF HIGHER EDUCATION AND TRAINING, ENJOYED TRYING OUT THE VR VIEWER.

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A CERTIFICATE OF MERIT WAS AWARDED TO ABDUL MUQTASID ANTULAY FOR BEING THE TOP TAXATION PGDA STUDENT AT THE DEAN’S HONOURS AWARDS.

IoT-based solutions for the supply chain industry. The DAADfunded event took place in support of strengthening an existing programme between HNU and UWC to build an e-Logistics lab to support the Department in teaching the e-Logistics modules in the Master’s of e-Logistics Programme.

Judith Terblanche completed her doctoral studies at Stellenbosch University and graduated in December 2019. The title of her thesis was ‘Cultivating socially just responsible citizens in relation to University Accounting Education in South Africa’. Dr Terblanche is the first CA(SA) in the faculty to obtain a doctoral qualification.

The Digitalisation of the Museum (18—23 November 2019)

Two staff members obtained NRF ratings in 2019. Professor Fiona Anciano obtained a C2 NRF rating. Prof Ruth Hall obtained a B1 NRF rating.

The sequel project on the digitalisation of the museum is a collaboration between the Department of Information Systems and Robben Island Museum-Mayibuye Archives. The project is aimed at opening up the archives to various audiences. Students from UWC and HNU engaged in a project to showcase how different aspects and themes of the archives could be retold using digital media and digital depiction. Student projects included repackaging content for ease of posting on social media, 3D rendering of some of the artefacts, and ‘retelling’ the stories depicted in the artefacts using digital means.

UWC-HNU student exchange programme As part of a DAAD-funded exchange agreement, two Department of Information Systems students (Kagiso Mpa and Stephen Kyakulumbye) participated in a student exchange at HNU. The exchange took place over a four-month period from September to December as part of our collaboration with HNU on the e-Logistics programme.

6.3.5 Awards and significant achievements Carmen Christian successfully completed her doctoral studies at Stellenbosch University and graduated in December 2019. The title of her thesis was ‘Exploring demand and supply constraints on early TB detection in South Africa’.

Prof Ruth Hall was appointed as the second DST/ NRF Chair in Poverty, Land and Agrarian Studies, succeeding Prof Ben Cousins, who retired at the end of December 2019.

Prof Mngomezulu was appointed by the Minister of Sports, Arts & Culture to serve on the Council of the Nelson Mandela Museum.

He was also appointed to chair the Tribunal for the Traditional Council Election by the Department of Cooperative Governance and Traditional Affairs (COGTA).

In April 2019, Professors Michelle Esau and Walter Geach and Mr Sapho Gwadiso visited the South African Institute for Chartered Accountants (SAICA) at its Head Office in Johannesburg.

Colleagues presented a funding proposal to the Board to motivate for a fully-fledged Thuthuka Bursary Programme (TBP). The TBP provides funding support to Black (African and so-called Coloured) students in an effort to transform the Accounting profession. The Board was very impressed with the department’s presentation and shortly after the visit informed the department and faculty that its proposal was successful. As of 2020, we will be a fully-funded TBP, that will initially fund 30 first-year students by covering full tuition and accommodation.

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IBM South Africa and UWC signed a bursary agreement. The agreement will facilitate the sponsoring of academic bursaries within the ICT field. SITA (the State Information Technology Agency) awarded several bursaries to UWC computing students to address the current scarce skills gap. Several UWC Information Systems students received Bankseta bursaries.

In recent years PLAAS has become a key participant in the Network of Excellence in Land Governance in Africa (NELGA), a partnership of more than 50 leading African universities and research institutions initiated by the African Union, the United Nations Commission for Africa and the African Development Bank. The purpose of NELGA is to strengthen training and curriculum development on land governance in Africa. On 15 April 2019, UWC was one of six institutions (from a field of 18) awarded the status of host institution within the NELGA scholarship programme by the German Academic Exchange Programme (DAAD). This cements the university’s place as a key institution in developing networks of scholarship and training on the African continent. Open Society Foundation of South Africa has awarded PLAAS R2 million for a research project entitled ‘Equitable Access to Land for Social Justice’.

Mr Ronald Arendse from the Department of Accounting secured funding in 2019 from FASSET for three projects. R32,202,388 was allocated to project 1 and 2 for bursaries and academic support to 276 undergraduate and postgraduate EMS students.

R10,600,605 was allocated to project 3 for academic support for 379 undergraduate EMS students. The academic support provided to these students was in the form of additional tutorials, mentoring as well as an online support programme via iKamva.

An additional psychologist who reports to CSSS was appointed to run mentoring workshops and seminars for the funded students. Mr Arendse also secured R8,400,000 from Bankseta for bursaries and academic support for 80 EMS students and R945,000 for lecturer development for 15 staff members to assist the lecturers in the Department of Accounting to progress with further studies.

Mr Sarel Viljoen completed the Postgraduate Diploma in E-skills (summa cum laude). He will graduate in April 2020.

Dr Carolien van den Berg completed the PG Dip in Higher Education Teaching and Learning (summa cum laude). She will graduate in April 2020. Dr Van den Berg also received the following awards in 2019: • Certificate of Merit at the 5th International Innovation and Entrepreneurship Teaching Excellence Awards 2019.

• Academic Achievers’ Excellence Award 2019 for best Postgraduate Diploma 2018.

• Academic Achievers’ Excellence Award 2019 for Best Student in PG Dip 2018 Higher Education Studies.

• Academic Achievers’ Excellence Award 2019 for Excellent Lecturer in the Faculty of Economic and Management Sciences.

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• Faculty of Education Dean’s Merit Award for PG Dip Higher Education (summa cum laude).

Associate Professor Mmaki Jantjies received three awards in 2019: • She was awarded the Womandla Nedbank South African Woman in Technology award.

• Prof Jantjies was also awarded the Aspen New Voices fellowship which is a research science communication fellowship.

• She was awarded funding for a research fellowship. She spent time at the Lancaster University Institute of Coding.

The institute has a research focus on digital inclusion.

6.3.6 Engagement Community engagement In 2018, the faculty acknowledged the challenge of attracting learners who obtained 50% and above in Matric to its programme offerings. Statistics show that very few learners who complete the National Senior Certificate obtain 50% and more for Mathematics in their final examination. Therefore, the pool of qualifying Mathematics learners in the province and the country is limited. The faculty’s response to this challenge was to position itself in the high schools by providing a Mathematics learner enrichment programme. This also enabled the faculty to provide relevant information to learners about its programme offerings and job opportunities that successful completion of an EMS qualification could unlock. Elsie’s River Secondary School was selected as the University, through the Education Faculty, already had a relationship with the school through their educator enrichment programme. Lecturing staff from the Departments of Accounting, Academic Development and Economics were involved in the tutorials on Saturday mornings. The Department of Economics involved some of its postgraduate students in the Math for EMS project.

The faculty hosted its third annual lecture in the Archbishop Thabo Makgoba Development Trust Public Lecture Series that promotes critical dialogue on integrity and leadership in South Africa. Prof Thuli Madonsela, Extraordinary Professor at the University of Stellenbosch and former Public Protector, gave the keynote address which focused on the state of leadership in State-Owned Enterprises (SOEs) against the backdrop of state capture. The lecture was well attended and the audience represented a crosssection of internal and external stakeholders of the University. An opinion piece written by the Dean of the Faculty titled ‘Wanted: ethical leadership in South Africa’ was published in the Cape Times shortly after the public lecture.

To assist student success, the Department of Economics launched the ‘Eco-Friendly Textbook Rental’ programme at the end of 2018, leasing undergraduate textbooks to financially disadvantaged students at an affordable fee. The number of available textbooks for leasing grew to 400 copies by the end of 2019.

Prof Africa assisted with a blanket drive held on 30—31 July to celebrate Mandela Month. The blanket drive was extremely successful and played a substantial role in helping the staff of Ahlesa Blankets (Pty) Ltd. The company, located in Atlantis, was in a precarious position following the shrinking of its traditional market. Prof Africa also conducted an interview on 31 July with Heart FM on the blanket drive.

Prof Julian May presented at the McGregor Food Gardens Weekend on Food Security and co-grew a crop of 1,7 tons of potatoes which were sold by a small-scale farmer to low-income households in McGregor.

Dr Davids partnered with the Knysna Municipality and the Lungile Mtshotwana Foundation and handed over wheelchairs to disabled youth in rural Knysna on Youth Day. A very successful Women’s Month was hosted in August. The Department of Information Systems, the School of Business and Finance (SBF), PLAAS and the Centre for Entrepreneurship and Innovation (CEI) partnered with the Dean’s office in facilitating engagement in Women’s Month with the overarching theme of ‘Working together to find solutions to the problem of poverty and inequality in South Africa: Women and Work’.

Catalysing young minds towards digital opportunities On 22 August 2019, the Department of Information Systems hosted approximately 100 school children (boys and girls) from Heathfield High, Portland High, Mondale High, Perseverance High, Dr Nelson Mandela High, Langa High, Luhlaza High and Belgravia High. During the course of the day the school learners learnt basic digital literacy skills. They also listened to talks from women who were involved in technology, who shared their experiences. The objective of the workshop was to inspire the school children towards careers in technology, and to debunk gender stereotyping associated with ICT careers.

EQUALS report focusing on digital equality launched

Entrepreneurship Roundtable (27 August): provided a platform for two-way communication and dialogue for our students with various relevant stakeholders (successful entrepreneurs, government officials, industry).

PLAAS hosted: Lunchtime talk by Caroline Skinner of the African Centre for Cities at UCT on ‘Women and Work in South Africa’. The talk focused on wide-ranging global trends and trends in SA’s job market, with a focus on poor women and access to employment, and also the realities of self-employment.

Afternoon mini-colloquium ‘Women and Work: Precarious Labour and the Working Poor.’ The colloquium showcased primarily UWC-based research on farm, domestic, health, fisheries, food services and childcare workers as well as informal traders, reproductive labour and sex workers. The colloquium was interdisciplinary in focus and included colleagues from units outside of the faculty.

Dr Davids spoke on the topic ‘The role of women in shaping the development agenda of South Africa’ at a Women’s day event in Mandalay that was attended by the Deputy Chair of the National Council of Provinces, the Chairperson of the Parliamentary Committee on Sports and the Chairperson of the Parliamentary Committee on International Relations.

Election Analysis and Public Engagement During the national and provincial elections held in 2019, Prof Mngomezulu and Prof Africa provided commentary for numerous media outlets. They both served as election analysts for the SABC. Dr Shingai Mutizwa-Mangiza, a postdoctoral student in the Political Studies Department in 2019, also conducted interviews and presentations on the elections. Their work as public intellectuals helped to strengthen the level of debate around elections and related matters. They also wrote a number of media articles.

The Research Group under the EQUALS Partnership launched its inaugural report that presented an overarching global outlook on the state of women and girls’ access, skills and leadership across multiple areas of the digital age. The report titled Taking Stock: Data and Evidence on Gender Equality in Digital Access, Skills, and Leadership highlighted the implications of persistent gaps across different facets of digital technologies. It presented case studies written by more than 25 leading experts and researchers, including UWC staff, that tell the story of how technology impacts women and girls in various contexts, including jobs and wages, security and privacy, cyber threats and new technologies such as artificial intelligence (AI). For an overview of the Equals Partnership see: https://www.equals.org/mission-and-vision

Africa, C. (2019). ‘The myth of the coloured vote unpacked’.

Article produced for SABC News. http://www.sabcnews.com/ sabcnews/the-myth-of-the-coloured-vote-unpacked/

The SBF participated in the following events: Food Market Day (23 August): The purpose of the Food Market Day was two-fold: (a) to promote local entrepreneurs by providing a market for their products, (b) to encourage a healthy diet within the UWC community.

Zenzeleni Rural Connectivity Initiative The Zenzeleni project is an ongoing research and community engagement activity. It is currently a collaboration between the Department of Computer Science (Prof Bill Tucker) and the Department of Information Systems (Prof Shaun Pather).

Africa, C. & Mutizwa-Mangiza, S. (2019). ‘#2018Zim Elections: Intergenerational Battle Plays out at the Polls’. News article, IOL. https://www.iol.co.za/news/opinion/2018zimelectionsintergenerational-battle-plays-out-at-the-polls-16369884 Mngomezulu, B.R. (2019). Buthelezi’s succession sparks democracy debate in South Africa. CONVERSATION, 19 September (Also on IOL https://www.iol.co.za/news/opinion/ buthelezis-succession-sparks-democracy-debate-in-southafrica-33271561).

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Over the past year, the project was funded by the Department of Science and Innovation via the Technology Innovation Agency. In November 2019, Prof Shaun Pather and others in the team hosted a roundtable for government officials (across various departments) and state-owned entities. An important element of the roundtable was the tabling of several policy recommendations to Government to improve the state of broadband connectivity to rural South African communities. The complete policy brief is available online as follows: Pather, S. & Rey-Moreno, C. (2019). Advancing rural connectivity in South Africa: A case for community-owned networks.

Department of Science and Technology. Available Online https://www.dst.gov.za/images/2018/18-646-Communitynetworks-policy-brief-3-December_V31.pdf. [DOI: 10.13140/ RG.2.2.35843.76325] The 2019 academic year ended on a positive note. In November 2019, we hosted the Chancellor’s Roundtable for Economic Development. The event was co-hosted with the CoLab. The focus of the roundtable was on Human Capital and the Digital Economy, a much-spoken-about topic, especially within the context of the perceived negative effect of digitisation on jobs.

We were privileged to have Chancellor Makgoba present at the event. The roundtable was well attended by various stakeholders including industry, government, academia, student and community-based organisations. It took a panel format that enabled a cross-section of opinions and perspectives on the impact of digitisation on the South African workforce, as well as the opportunities that resonate with digitisation.

Policy Engagement Advisory Panel on Land reform and Agriculture. (2019). Final Report of the Presidential Advisory Panel on Land Reform and Agriculture. Pretoria: Republic of South Africa.

Cousins, B. (2019). ‘The potential for land reform and agricultural development in the Philippi Horticultural Area (PHA) and the implications for land use planning and management’. Document submitted for the Philippi Horticultural Area Food and Farming Campaign as amicus curiae in court case.

Hall, R. (2019). ‘Land Reform Outlook.’ Presentation to the Cape Chamber of Commerce and Industry, Economic and Finance Portfolio Committee, V&A Waterfront, Cape Town, 27 February 2019.

Hall, R. (2019). ‘Expropriation without Compensation: What Constitutional Amendment?’ Presentation to the Section 25 Committee on Constitutional Amendment, National Assembly, Parliament, 1 March 2019.

Hall, R. (2019). ‘Land Tenure Reform: Track record, current state of play, stakeholders and future possibilities.’ Presentation to the Land Working Group (LWG), Anglo American, Johannesburg, 15 April 2019.

Isaacs, M. Keynote presentation on equity, fairness and transformation in the fishing industry at the 2020 Fishing Rights Allocation Process Seminar, Department of Agriculture, Forestry and Fisheries (DAFF), 23 April 2019.

Isaacs, M. X-Keynote panel 1: Fisheries world-wide. MARE People & the Sea X: learning from the past, imagining the future. Roeterseiland Complex, University of Amsterdam, the Netherlands, 24—29 June 2019.

Isaacs, M. (2019). ‘Integrated Coastal Management (ICM) Lekgotla: Governance in the context of science to policy’. Presentation to the Department of the Environment, Forestry and Fisheries.

Observatory, Cape Town.

Mtero F. (2019). ‘A brief review of the land reform budget’.

Submission by the Budget Justice Coalition, 22 November 2019.

Zamchiya, P. (2019). ‘South Africa’s Land Reform Programme’.

Lecture to Executive MBA students from Emory University, Stellenbosch Institute for Advanced Studies (STIAS), 4 March 2019.

Du Toit, A. & Neves, D. (2019). Submission to the Competition Commission’s Grocery Retail Market Inquiry, 28 June 2019.

Zamchiya, P. (2019). ‘Not a vestige agrarian population: Why South Africa’s Xolobeni community said no to mining investments’. Presentation made at the Institute for Poverty, Land and Agrarian Studies (PLAAS) seminar, University of the Western Cape, 12 March 2019.

Hall, R. (2019). ‘Land Reform and the Expropriation without Compensation Debate: What’s at Stake and What to Expect.’

Presentation to a European Union Delegation, Radisson Hotel, Cape Town, 7 February 2019.

Zamchiya, P. (2019). ‘The post-colonial state and reforms’.

Presentation made at the diplomats meeting hosted by Norwegian Ambassador, H.E. Ms Astrid Emilie Helle, Pretoria, South Africa, 24 October 2019.

Hall, R. (2019). ‘Beneficiary Selection’. Presentation to the Portfolio Committees on Rural Development and Land Reform, Agriculture, Forestry and Fisheries, and Water and Sanitation, National Assembly, Parliament, 20 February 2019.

Zamchiya, P. (2019). ‘South Africa’s land reform: lessons from Zimbabwe’. Presentation made at the Multi-stakeholder Dialogue on South Africa’s Land Reform: Drawing Lessons from Zimbabwe workshop organised by the Southern African Liaison Office, Pretoria, 14 November 2019.

Hall, R. (2019). Advisory Panel process. Roundtable on Urban and Rural Land Reform, Nelson Mandela Foundation, Johannesburg, 21 February 2019.

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Hall, R. (2019). ‘Land demand, beneficiary selection land acquisition, expropriation and compensation.’ Presentation at the National Land Colloquium convened by the Presidential Advisory Panel on Land Reform and Agriculture, 22—23 February 2019.

Zamchiya, P. (2019). ‘Elite capture of farmland and agrarian sector (1)’. Presentation made at civil society workshop organised

by the Action for Conflict Transformation, Johannesburg, 26—28 September 2019.

Zamchiya, P. (2019). ‘Land governance in South Africa’.

Presentation made at the Network of Excellence on Land Governance in Africa (NELGA) at the Namibian University of Science and Technology (NUST), Windhoek, Namibia, 3 September 2019.

Zamchiya, P. (2019). ‘Elite capture of farmland and agrarian sector (2)’. Presentation made at civil society workshop organised by the Action for Conflict Transformation, Cape Town, 1 November 2019.

Zamchiya, P. (2019). ‘Making free, prior and informed consent work in the context of foreign investments in Zambia and Southern Africa’. Presentation made at the Zambia Land Alliance workshop, Lusaka, Zambia, 12 December 2019.

Zamchiya, P. (2019). ‘Land-based investment deals in Southern Africa - Evidence and rethinking compensation models in Zambia and Southern Africa’. Presentation made at the Zambia Land Alliance workshop, Lusaka, Zambia, 12 December 2019.

Zamchiya, P. (2019). ‘Introducing an activist user’s guide to regional, international guidelines, and principles for large-scale land-based investments’. Presentation made at the Zambia Land Alliance workshop in Lusaka, Zambia, 12 December 2019.

Zamchiya, P. (2019). ‘Making free, prior and informed consent work in the context of foreign investments in Mozambique and Southern Africa’. Presentation made at the ADECRU workshop, Maputo, Mozambique, 16 December 2019.

Zamchiya, P. (2019). ‘Land-based investment deals in Southern Africa - Evidence and rethinking compensation models in Maputo and Southern Africa’. Presentation made at the ADECRU workshop in Maputo, Mozambique, 16 December 2019.

Zamchiya, P. (2019). ‘Introducing an activist user’s guide to regional, international guidelines, and principles for large-scale land-based investments’. Presentation made at the ADECRU workshop in Maputo, Mozambique, 16 December 2019.

Zamchiya, P. (2019). ‘Making free, prior and informed consent work in the context of foreign investments in Southern Africa’.

Presentation made at the workshop for SADC Parliamentary Forum MPs and Pan African Parliamentarians in Harare, Zimbabwe, 19 December 2019.

Zamchiya, P. (2019). ‘Land-based investment deals in Southern Africa - Evidence and rethinking compensation models in Southern Africa’. Presentation made at the workshop for SADC Parliamentary Forum MPs and Pan African Parliamentarians in Harare, Zimbabwe, 19 December 2019.

Zamchiya, P. (2019). ‘Introducing an activist user’s guide to regional, international guidelines, and principles for largescale land-based investments’. Presentation made at the workshop for SADC Parliamentary Forum MPs and Pan African Parliamentarians in Harare, Zimbabwe, 19 December 2019.

Public Lectures, Seminars, Book Launches Africa, C. ‘The smaller parties: Who’s in and who’s out?’

Presentation at Exclusive Books, Cavendish Square, Claremont, 22 August 2019.

Africa, C. ‘Political Communication Theory. Landless People’s Movement in Namibia: Learning Excursion 28—30 August 2018’. Presented at the University of the Western Cape, 28 August 2019.

Mutizwa-Mangiza, S. ‘Party institutionalisation succession planning internal democracy. Landless People’s Movement in Namibia: Learning Excursion 28—30 August 2018’. Presented at the University of the Western Cape, 28 August 2019.

Africa, C. & Anciano, F. ‘Service Delivery and Community Engagement: Do Elections Matter?’ Presentation made at Community Leaders Training Workshop hosted by the Dullah Omar Institute at the University of the Western Cape, 20—21 February 2019.

Devereux, S. ‘Do graduation programmes enhance food security?

Evidence from Rwanda and Burundi.’ Rural Futures and Centre for Social Protection Colloquium: Graduation Programmes: Can short-term interventions have long-term impacts? Brighton, Institute of Development Studies, 13 November 2019.

Devereux, S. ‘An analytical framework; Middle East and North Africa’. SP.org webinar: Food Security and Nutrition-Sensitive Social Protection: What do we know and where to go next?

Organised by the World Food Programme, 22 October 2019. https://socialprotection.org/food-security-and-nutritionsensitive-social-protection-what-do-we-know-and-wherego-next.

Du Toit, A. ‘Informality and Inequality’. Presented at the GSB workshop on Future-fit Research, Graduate School of Business, UCT, 13 March 2019.

Du Toit, A. ‘Landlessness and Political Belonging: Reflections on de-Agrarianisation, Biopolitics and Democracy’. Presented at the Cosmopolitan Karoo Research Forum, University of Stellenbosch, 23 May 2019.

Du Toit, A. ‘Explaining the Persistence of Rural Poverty in South Africa’. Expert Group Meeting on Eradicating Rural Poverty to Implement the 2030 Agenda for Sustainable Development, United Nations Economic Commission for Africa, Addis Ababa, 2019.

Gumede, N. Presentation at a public hearing on the Communal Property Association Amendment Bill to the Western Cape Provincial Parliament’s Standing Committee on Economic Opportunities, Tourism and Agriculture, and the public.

Stellenbosch, 12 November 2018.

Gumede, N. Elite Capture Research Findings presentation.

Association for Rural Advancement. Pietermaritzburg, 20 August 2019.

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MANY STUDENTS WERE ACKNOWLEDGED FOR THEIR EXEMPLARY ACADEMIC ACHIEVEMENTS AT THE ANNUAL EMS FACULTY DEAN’S HONOURS AWARDS WHICH TOOK PLACE IN APRIL 2019.

Hall, R. ‘PLAAS and the Land Debate’. Presentation to the Oppenheimer Generations Foundation, Cape Town, 18 January 2019.

Hall, R. ‘Land grabbing in Africa: Debates about the new investor rush.’ Lecture to the Land Economics and Governance PhD course, University of Cape Town, 1 February 2019.

Hall, R. ‘Historical, political economy and policy reflections on land in Africa’. Lecture to the Land Economics and Governance PhD course, University of Cape Town, 1 February 2019.

Hall, R. ‘Land Redistribution.’ Keynote address at the Resolving the Land Question conference, University of the Western Cape, 4 February 2019.

Hall, R. Who should benefit, how should land be redistributed, with what rights and what support, and what outcomes?’

Synthesis presentation at ‘Resolving the Land Question’ conference, University of the Western Cape, 5 February 2019.

Hall, R. ‘Land Law and Policy in Southern Africa’. Political Economy of Land Governance in Africa short course, Network of Excellence on Land Governance in Africa, Zanzibar Beach Hotel, Zanzibar, Tanzania, 12 February 2019.

Hall, R. ‘Large-scale Land Acquisitions in Africa’. Political Economy of Land Governance in Africa short course, Network of Excellence on Land Governance in Africa, Zanzibar Beach Hotel, Zanzibar, Tanzania, 12 February 2019.

Hall, R. ‘Unpacking the Land Debate.’ Talk at Economic Outlook 2019, Gordon Institute of Business Studies (GIBS) University of Pretoria, Johannesburg, 21 February 2019.

Hall, R. Rethinking Economics for Africa (REFA), University of the Witwatersrand, Johannesburg, 21 February 2019.

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Hall, R. ‘Land Reform: Reflections and Prospects.’ Keynote presentation to the Annual General Meeting of the SA Geomatics Institute, Stellenbosch, 26 April 2019.

Hall, R. ‘Land Struggles and Re-envisaging Urban and Rural Space.’ Steve Biko Frank Talk, District Six Museum, 9 May 2019.

Hall, R. ‘Food Systems and Food Regimes.’ Young African Researchers in Agriculture theory course, PLAAS, 15 May 2019.

Hall, R. ‘Food Sovereignty vs Food Security.’ Young African Researchers in Agriculture theory course, PLAAS, 15 May 2019.

Hall, R. ‘Connecting the food and land questions: From food sovereignty to land sovereignty.’ Young African Researchers in Agriculture theory course, PLAAS, 15 May 2019.

Hall, R. ‘What is the character of the Agrarian Question in Southern Africa?’ Presentation at the Agrarian Question in Contemporary Africa seminar, University of the Western Cape, 14 May 2019.

Hall, R. ‘Rethinking agrarian transformation: Agribusiness expansionism in, by and via BRICS.’ Keynote lecture. BRICS: Unpacking Land-Use Transformations Conference, Oxford Department for International Development, University of Oxford, 14 June 2019.

Hall, R. ‘The new institutional economics: A theory lecture.’

Journal of Peasant Studies (JPS) writeshop for PhD students in the Global South, College of Humanities and Development Studies, China Agricultural University, 1 July 2019.

Hall, R. ‘The sustainable rural livelihoods approach: A theory Lecture.’ Journal of Peasant Studies (JPS) writeshop for PhD students in the Global South, College of Humanities and Development Studies, China Agricultural University, 1 July 2019.

Hall, R. ‘Land reform prospects for small-scale farmers and farm workers.’ Presentation at the Surplus People Project workshop, Vredendal North Community Hall, Vredendal, 26 July 2019.

Hall, R. ‘Politics, process and recommendations: The Presidential Panel on Land Reform and Agriculture.’ Keynote talk at ‘Business as Usual?’ Tshisimani School of Activism, Cape Town, 6 August 2019.

Hall, R. ‘Talking land and food.’ Keynote talk at #FoodTalks.

University of Pretoria, Pretoria, 7 August 2019.

Hall, R. Keynote talk at the Annual General Meeting of the Elgin, Grabouw, Vygeboom, and Villiersdorp (EGVV) Farmers’ Association, Elgin Grabouw Country Club, Grabouw, 22 August 2019.

Hall, R. ‘Land reform in the Western Cape: Provincial analysis, the ‘Expropriation Without Compensation’ debate and future prospects.’ Keynote talk with the Agriculture Portfolio Committee, Cape Chamber of Commerce, JC le Roux, Stellenbosch, 28 August 2019.

Hall, R. ‘The politics and possibilities of land reform and the legacy of Cecil John Rhodes.’ Southern African Association of Rhodes Scholars, Wits Club, University of the Witwatersrand, 31 August 2019.

Mtero, F. Ramantsima, K.R. & Gumede, N. Provincial Department of Rural Development and Land Reform, Elite Capture Research Findings presentation, East London, 19 July 2019.

Mtero, F. Ramantsima, K.R. & Gumede, N. National Department of Rural Development and Land Reform, Elite Capture Research Findings presentation, Johannesburg, 26 September 2019.

Ramantsima, K.R. & Gumede, N. Provincial Department of Rural Development and Land Reform, Elite Capture Research Findings presentation, Mahikeng, 1 October 2019.

Ramantsima, K.R. Land redistribution and evictions presentation: Noma Screening, Centre for Legal Society (CLS) University of Cape Town (UCT), 14 May 2019.

Ramantsima, K.R. ‘Elite Capture in Land Redistribution in South Africa’ presentation. Alliance for Rural Democracy Provincial Year End Mobilisation Workshop, North West, Sanddown Ranch Hotel, 16—18 September 2019.

Ramantsima, K.R. ‘Elite Capture in Land Redistribution in South Africa’ presentation. Alliance for Rural Democracy Provincial Year-End Mobilisation Workshop, Lynthhood Lodge, KwaZuluNatal, 19—22 November 2019.

6.3.7 Scholarly professional engagement Staff nominated onto regional/national/international profes-sional boards or organisations Prof Michelle Esau, Vice-President for Africa, International Research Society for Public Management.

Prof Michelle Esau, Editorial Board, Administratio Publica.

Prof Mulugeta Dinbabo is the founder and Chief Editor of the first journal in the field of human mobility in Africa, the African Human Mobility Review (AHMR). AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of human mobility in Africa. In 2019, AHMR played a crucial role in identifying best practices and suggesting guidelines for the correct implementation of migration policies in Africa. AHMR is accredited on the Department of Higher Education and Training (DHET) Journal List and is jointly owned by the University of the Western Cape and the Scalabrini Institute for Human Mobility in Africa.

Prof Shaun Pather was appointed by Minister Naledi Pandor onto the Council of the False Bay TVET College where he will serve for five years.

Dr Davids was appointed by the Minister of Water and Sanitation to serve as a non-executive director on the Overberg Water Board (2019—2022).

6.3.8 Curriculum changes/ Renewal: Academic Planning Academic Reviews In terms of the University’s academic review process, there are five departments whose academic review reports’ recommendations are being tracked by the Senate Academic Planning Committee.

The units are: Department of Accounting, Department of Industrial Psychology, Department of Information Systems, School of Government, and the School of Business and Finance.

While most of the units have made progress in resolving the issues highlighted by the reviewers there are a few outstanding issues in each case. The faculty will ensure that outstanding issues are resolved as soon as possible. The case of the School of Business and Finance (SBF) is more pressing because of the structural changes required.

Ramantsima, K.R. ‘Elite Capture in Land Redistribution in South Africa’ presentation. Alliance for Rural Democracy National Strategic Planning, Gauteng, Parktonian Hotel, 15—17 January 2020.

A task team was set up to assist with the implementation of the recommendations of the review process report for the SBF. The report recommended that the SBF be de-established and a new structure put in its place. The report also suggested that the programmes in the school should be reviewed and recurriculated where necessary.

Petersen, F. ‘Delivering new tutorial content: Implementing tutors’ notes’. UWC Tutoring and Tutor Practices Symposium, 2019.

In response to the review report, the task team undertook a preliminary review of all modules offered in the school with the aim of rationalising the number of modules offered. The faculty

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also engaged an external contractor to undertake a benchmarking exercise of nine programmes offered by the school: four in the area of management and five in finance.

The faculty has collated all the requisite information to inform the full implementation of all the recommendations of the academic review process report. The restructuring and recurriculation effort will commence in the 2020 academic year.

Programme Reviews The faculty runs two external curriculum programmes: B.Com and B.Com Accounting. These are four-year degree programmes. As part of a university-wide review of the extended curriculum programmes the above-mentioned programmes were also reviewed. The reviewers identified serious flaws in the faculty’s programme that necessitated a re-curriculation of the programmes and integration of the academic staff on the ECP into the cognate departments in the faculty.

The faculty’s implementation plan for addressing the weaknesses of the programmes has been approved by the Senate Academic Planning Committee (SAP). The faculty is currently implementing the recommendations of the report. Consequently, the two programmes have been re-curriculated and application is being made to the Department of Higher Education for approval to enable the faculty to implement the new programmes in the 2021 academic year.

In the present academic year, the faculty will undertake an inventory of programme and academic reviews in the faculty. This will help us plan for future academic and programme reviews in a systematic manner and help to correct the erroneous impression that reviews signal that things are amiss in an academic unit or programme. Rather, they are a constructive mechanism that can improve the operational efficiency of academic units and the quality of programmes.

Faculty workload framework The faculty adopted a new workload model that takes into account all the activities that academics are engaged in: teaching, research, supervision, community engagement and institutional and professional engagement. The model is being implemented across all academic units in the faculty, except PLAAS (since the Institute is primarily focused on research and postgraduate teaching), in the 2020 academic year. It is hoped that it will be refined over the coming years. Nonetheless, even in its present form, the model ensures that there is fairness and equity in the assignment of workloads across the faculty.

Faculty Advisory Board The faculty held its first Faculty Advisory Board meeting on 31 July 2019. The EMS Advisory Board consists of faculty staff as well as stakeholders from government and industry and is designed to engage on matters of student and curriculum development, with particular emphasis given to how our graduates perform and are perceived by our external stakeholders. We hope to ensure

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through this engagement that the relationships with our external stakeholders are strengthened and that: • they become more aware of many of the great initiatives at our institution and particularly within our faculty; • areas for collaboration become more apparent; and • their input into student and curriculum development ensures the continuing relevance of our qualifications.

Department of Information Systems The Information Systems Department undertook a review of the current undergraduate curricula in 2019 as a result of consultations with industry stakeholders about future skills; complexities of decolonisation in a 4IR context; changes to the international standards proposed for IS competency development in HEIs; better alignment between modules; and the requirement to update assessment practices.

The IFS131 and IFS132 teams are streamlining and reworking content and assessments and have introduced a practical session that aims to enhance computational thinking. This will enhance problem solving and critical thinking. IFS242 and IFS244 have likewise been adjusted and rationalised in line with the changes in the first-year modules, to provide a better focus on both content and deliverables in line with the ongoing curriculum improvement in the IS department.

IFS 361 assessments will focus on the application of teaching and learning rather than the recollection of facts. As a result, the methods of assessment have been changed from formal sitdown tests and exams to online assessments and presentations based on the accumulation of work completed during the course.

The final exam will be replaced with a pitch tank where students will obtain feedback on how to improve their business ideas.

This also allows students to incorporate skills such as problem solving and critical thinking that are required for 4IR. Department of Economics The undergraduate second-year curriculum was revised, and at this level, starting from 2019, only four modules are offered, namely ECO231 Microeconomics, ECO232 Macroeconomics, ECO235 Mathematical Economics and ECO242 Basic Econometrics. ECO235 and ECO242 have become compulsory modules (along with ECO231 and ECO232), given the fact that Economics has evolved as a highly quantitative discipline in recent years.

Department of Political Studies The faculty is paying more attention to initiatives that prepare students for the world of work, given the high levels of youth unemployment and concerns about the rising rate of unemployed graduates. A Master’s programme in workintegrated learning obtained internal university approval. We now await approval from the external quality assurance bodies.

The programme is linked to the UWC’s Learning and Teaching focus in a number of ways. A key contribution is that the Master’s

programme will contribute to the development of graduate attributes envisaged in the UWC Graduate Attributes Charter.

This programme aims to bridge the discipline-vocational gap by requiring research placement of Master’s candidates with host organisations in civil society and government departments that do explicitly political research. It will be the first programme in the country to consciously develop a strong vocational link for Political Studies postgraduate students who prefer a more applied research trajectory. As part of the process, academic staff from the Political Studies department participated in a series of academic planning workshops held at UWC and University West (UW), Sweden. In the workshops, the international staff group developed, planned, structured, and organised the fundamental questions regarding the programme. Since the programme is to be offered with close collaboration between UWC and UW, important issues in the workshops included calibration of contents, course modules, and means of delivery.

The conference was held under the theme ‘Social and demographic transformation at a time of rising inequality’ and highlighted the challenge of rising inequality in Africa. The four sub-themes comprised Human mobility (migration) in SubSaharan Africa; Food and Nutrition Security; Social Protection and Livelihoods; and Poverty and Inequality.

6.3.9 Student Achievements

The conference afforded PhD and postdoctoral students from universities across South Africa and the continent the opportunity to present their research to a larger audience and gain feedback from senior academics. The conference was attended by 80 participants: 40 presenters (33 PhD students and seven postdoctoral fellows) and 40 delegates, including scholars, senior academics, graduate students and development practitioners. Among the presenters were three scholars from universities in Zimbabwe and one from Nigeria.

Dean’s Honours Awards Evening The faculty hosted its first joint Dean’s Honours Awards Evening.

In the past, top achievers were celebrated over the course of a week, where departments separately organised and awarded top achievers in their specific Departments. In 2019, Departments collaborated and hosted a joint awards evening. The evening enabled networking between students, academics and industry.

This was followed by the formal presentation of awards to top achievers over dinner. The Auditor-General of South Africa made the keynote address. A number of industry guests from the big four accounting firms, the Auditor-General’s office and the Lewis group attended the event. The Auditor-General very generously co-sponsored the event. Many of the firms present sponsored top achievers. The event was a resounding success.

Prof Pamela Dube, the Deputy Vice-Chancellor (Student Development and Support), officially opened the conference and acknowledged that the conference theme highlights the challenge of rising inequality and poverty in South Africa. She lauded the PhD Forum for taking the initiative to host the conference. The keynote address titled ‘Africa, Then and Now: Poverty, Inequality and Questions about Migration’ was delivered by Emeritus Professor Simon Bekker of Stellenbosch University. The Dean of the EMS Faculty, Prof Esau, emphasised the importance of the conference as a platform for building the capacity and confidence of PhD students and emerging researchers.

Following the success of the first conference, the Dean expressed her strong support for making the conference an annual event.

To this end, the PhD Forum is currently preparing to host the 2nd National Student Conference in October 2020 to coincide with and celebrate UWC’s 60th Anniversary.

6.3.10 Special Faculty Projects Math for EMS

Department

Number of awards

Academic Development

22

Accounting

15

Economics

5

Industrial Psychology

5

Information Systems

13

Dean’s Office

13

National PhD Conference in Development Studies, University of the Western Cape PhD students registered in the Institute for Social Development and organised in the PhD Forum convened the first National PhD Student Conference in Development Studies, which was held at the School of Public Health, UWC, on 15 October 2019.

This successful student-initiated and organised conference was the first of its kind at UWC.

Math for EMS is a special faculty project initiated with the objective of partnering with secondary schools to address the problem of under-prepared learners in Mathematics. The project raises awareness among high school learners about programme offerings at EMS and role-modelling for careers across the public and private sectors.

Intervention for at-risk first-year students The faculty launched its intervention for first-year students identified as at risk of not completing high-impact modules.

The modules identified emerged from a review of first-year high-impact modules conducted in 2017 by the Teaching and Learning Specialist. The intervention was introduced in the second semester of 2019 and was facilitated either in the lecture period, where numbers were small, or through additional tutorials facilitated by the lecturer, where numbers were high. A pre and post-evaluation will be conducted at the end of 2019 to assess the impact of the intervention on students’ performance.

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7. LAW FACULTY Period: January — December 2019 7.1 DEAN’S OVERVIEW The UWC Law Faculty celebrated its 40-year existence as an independent faculty in 2019. The highlights of the faculty’s 40year celebrations were the launch of Constitution Lane on 16 September 2019 (showcasing alumni and former staff who serve or served on the bench), and the annual Dean’s Distinguished Lecture on 25 October 2019. The keynote speaker at the latter event was alumnus and Supreme Court of Appeal Justice Mahomed Navsa. Smaller projects include the introduction of a quarterly Law Faculty newsletter, a 40-year celebratory book profiling the faculty and its alumni, the production of three videos on the faculty, the establishment of a Facebook page, as well as a website for niche areas. In 2020, coinciding with UWC’s 60-year celebrations, the faculty will continue with projects to enhance its standing and profile.

The faculty had 2273 students in 2019, 410 of whom were postgraduate students (18%). It had 104 staff members, 45 of whom are permanent academics. The faculty is host to four academic departments, a Law Clinic, the Dullah Omar Institute for Constitutional Law, Governance and Human Rights (DOI), and the Social Law Project (SLP). The Law Faculty has identified five established and/ or emerging niche areas or fields of excellence.

The faculty is on track to establish a number of Centres over the next two years (2020—2021) in consolidation of its niche areas and in a further expansion of its fields of excellence.

These include the Centre for Transformative Regulation of Work (Centrow), the Global Environmental Law Centre (GELC), and the Centre for Legal Integration in Africa. The faculty will also seek to re-establish the Centre for Transnational Criminal Justice, a centre of excellence funded by DAAD from 2009—2018.

The consolidation of niche areas and establishment of Centres are closely related to the faculty’s efforts to increase its PG/ UG ratio. Since 2016, this ratio has grown from 13% to 18% (2019).

The faculty plans to grow to a 20% PG ratio in 2020 and to 25% within the next three years, and also to improve its throughput rate of PG students. This growth is the result of a number of initiatives, including the strengthening of the PG office, bursaries offered by the DVC: R & I, various efforts targeting and assisting unregistered students, and appointing extraordinary professors as (co-)supervisors. To improve the throughput rate, the faculty has continued to offer its bi-annual doctoral colloquium, and has offered two PG thesis-writing workshops to students as well as a capacity-building workshop for supervisors. Interventions (to increase the PG ratio and to increase throughput rates) planned for 2020 include: improving supervision quality as well as capacity, increasing the number of PG bursaries offered

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DEAN: JACQUES DE VILLE

to students, taking steps towards establishing a compulsory PG module in research methodology, introducing new LLM programmes, deepening existing institutional partnerships and establishing new ones, including exploring the possibility of dual Master’s degrees and joint doctoral degrees with international partners.

During 2019, and after the CHE review of the LLB programme, the faculty obtained approval from Senate of its new four-year and five-year (ECP) LLB programmes as well as for the re-introduction of the BA (Law) degree. The two new LLB programmes are being phased in from 2020 and the BA (Law) degree from 2021. At the same time, the faculty will expand the use of flexible learning and of alternative forms of assessment (vis-à-vis sit-down tests/ exams), also in view of the challenges posed by the COVID-19 pandemic. The faculty will seek to inculcate the agreed-upon graduate attributes and address high drop-out rates and low throughput rates by tracking and assisting priority students. The faculty will seek to place top students in the LLB programme by selecting students based on performance criteria that predict academic success.

In line with the IOP, one of the faculty’s strategic objectives is ‘to create a supportive work environment for all staff and to establish an institutional culture that embraces diversity, inclusivity and excellence’. The standing and profile of the faculty has a significant effect on its ability to obtain the services of the best possible team of law teachers and researchers as well as of professional staff. In view of its People Plan, the faculty adopted guidelines for promotions and appointments (2018) which provide for minimum requirements as well as an outline of relevant criteria. Strategic priorities for 2020 include adopting staff development and mentoring guidelines, taking steps to ensure the efficiency, accountability and optimal performance of all members of staff, and the finalisation of guidelines in relation to transformation.

7.2 FACULTY ORGANOGRAM

Dean

Senior Administrative Faculty Officer

Departmental Chairpersons

Dean’s office Faculty Office

Academic Departments

7.3 SCHOLARSHIP 7.3.1 Innovations in Learning and Teaching A number of special projects that promote and enhance flexible teaching have been earmarked to inform teaching and learning practices in the faculty. These projects started in 2018/ 2019 and derive from the CHE review process. They include the following:

Compulsory LLB Research Paper Two workshops were organised to support the 2019 fourth-year students with completion of their LLB research papers. The first (15 April 2019) focused on how to reference and was facilitated by

Directors/ Coordinators

Dullah Omar Institute, Law Clinic, Law Clinic, Social Law Project

DD T&L

DD Research and Postgraduate Studies

T&L Specialist

Ms Van Niekerk. The second (17 April 2019) was on how to use the Turnitin software and was facilitated by Carolynne Kies from the CIECT. The results in the first year of the implementation of the LLB research paper were as follows: • 294 students registered for the module: 100%.

• 262 of the 294 students completed and submitted their research papers for examination: 89%.

• 258 of the 262 students passed: 98%.

• 258 students passed out of the 294 registered students for the module, which presents an overall pass rate of 88%.

Topic selection by the 2019 third-year students for the LLB research paper was done online, joining iKamva groups that were

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created by Dr Potberg. Four workshops were organised to support these students to prepare for the LLB research paper. The first workshop was an information session which took place on 14 June 2019. This session was well attended by approximately 265 students (facilitated by Lea Mwambene, Patricia Lenaghan and Conrad Potberg). The three other workshops took place on 27 September 2019, 4 October 2019 and 11 October 2019. These workshops were well attended by students (+-250 each), and were facilitated by Wessel le Roux, Kitty Malherbe and Riekie Wandrag, respectively.

On 6 August 2019, Lea Mwambene and Conrad Potberg coordinated a staff discussion with the theme ‘Reflecting on the inaugural LLB Research Paper’. The discussions aimed to improve processes, timelines and implementation of the research paper.

Improving research, writing and presentation skills The First-Year and Second-Year Forums sought to improve the research and legal writing skills of first and second-year students through writing workshops, using the activity theory and actionoriented research design in three modules: • Law of Persons (first year).

• Family Law (first year), and • Criminal Law (second year).

The following modules across the year levels have a research and writing-based assignment in the place of a sit-down test: • First-year Level (including the Foundations programme): Public Law Studies, Law of Persons, and Family Law; • Second-year Level: Criminal Law, Constitutional Law, and Critical Legal analysis; • Third-year Level: Administrative Law and Public International Law; • Fourth-year Level: Child Justice, Comparative Law, Corporate Law, Gender Law, Immigration and Refugee Law, Advanced Criminal Procedure, Advanced Family Law, Social Security Law, and SA Bill of Rights.

Contract law has sit-down tests in each semester, but the tutorial component includes research and written assignments.

Other modules that use alternative learning, where students do research on a particular topic given by the lecturer and do oral presentations, include Comparative Law, SA Bill of Rights and Regional Integration.

Student tracking and support As a response to the Council of Higher Education (CHE) recommendation to implement compulsory student tracking in the faculty, the faculty started with piloting the process in four modules across the year levels: Customary Law 121, Legal Interpretation 221, Negotiable Instruments 331, and Preparing for Legal Practice 401. This process was concluded by offering additional support to at-risk students in the form of revision lectures on Saturdays during the examination period.

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At-risk students in this context were defined as all students who qualified to write the examination, but whose continuous assessment mark was between 40—49%. The revision classes were well attended. Student feedback on the revision classes was very positive. As from 2020, the faculty will implement student tracking in all modules offered.

The First-Year Transition Officer, Ms Brittany Goldberg, assists first-year students with their transition to university. The goal of the transition programme is to enhance first-year students’ sense of belonging and connectedness to the university, which will encourage them to stay and succeed at UWC. She is the first port of call for first-year students who need assistance.

She is also responsible for the coordination of the nine mentors assigned to the faculty.

Teach-out plan and support As previously pointed out, the faculty received approval for the implementation of the amended LLB curriculum (four-year and five-year programmes) in 2019. The new curricula will be phased in over a four-year period, i.e. from 2020—2023. All new students will register for the new curricula from 2020. The faculty drafted a teach-out plan, consulted with various role players and, with the support of the DVC: Academic, appointed a TeachOut Coordinator (Ms Brittany Goldberg, the First-Year Transition Officer), to assist with identifying at-risk students in the modules which were to be discontinued at the end of 2019. Students at all year levels were made aware of the changes through an awareness campaign driven by the Deputy Dean: T & L, the T&L Specialist, and the Teach-out Coordinator. The class visits took place from 22 July to 1 August 2019. Furthermore, teach-out plan posters were posted on noticeboards.

As part of the teach-out plan of the existing four-year and five-year LLB programmes, students who failed first semester modules that will be discontinued in 2020 (Introduction to Legal Studies 111 and Legal Systems 111), were provided with remedial classes during the September 2019 vacation week (9— 14 September 2019). In addition, compulsory revision classes for at-risk students in year modules and second semester modules to be discontinued in 2020 (Introduction to Legal Studies 121, Customary Law 121, as well as all three Foundational modules) took place on Saturdays during the October—November examination period. The Senate Assessment Committee gave permission for all students in these modules who did not qualify (DNQs) or failed the module, to write special examinations.

These students performed as follows: • LEG111: out of the 25 students who failed and wrote the special examination, 18 students passed = 72%.

• ILS 111: out of the 30 students who failed the module and wrote the special examination, 26 students passed, which represents = 87%.

• ILS121: out of the three students who did not qualify to write but wrote the examination, two students passed = 67%.

• CUS121: Out of the 42 of students who did not qualify but wrote the exams, 27 students passed = 64%.

• FLS100: out of the four students who did not qualify but wrote the exams, only one passed = 25%.

• PUL100 and PLF 100 had five students in each of these modules who did not qualify to write the examinations but unfortunately no student wrote the special examinations

7.3.2 Research, projects, publications, achievements

Teaching and Learning awards The winners of the Teaching and Learning Awards were announced on 21 November 2019 in the following categories:

Fombad, C. & Steytler, N. (Eds.). (2019). Decentralisation and Constitutionalism in Africa. Oxford University Press. 672pp.

• Established Lecturer: Ashraf Booley; • Emerging Lecturer: Lisa Draga; • Graduate Lecturing Assistant: Daveraj Sauls.

Postgraduate initiative The Faculty of Law and the Dullah Omar Institute hosted the 17th Doctoral Colloquium at UWC from 16—17 May, and the 18th Doctoral Colloquium at the Protea Hotel in Cape Town on 31 October 2019. An exciting new initiative, the #mythesisin60 challenge, was introduced during the 18th Doctoral Colloquium.

Doctoral candidates explain the topic of their theses in no more than 60 seconds in a video clip and these clips are featured on the DOI and Law Faculty’s social media platforms.

Books Chigwata, T., De Visser, J. & Kaywood, L. (Eds.). (2019). The Journey to Transform Local Government. Juta. 271pp.

Du Toit, F., Smith, B. & Van der Linde, A. (2019). Fundamentals of South African Trust Law. LexisNexis. 259pp.

Moosa, N. & Dangor, S. (Eds.). (2019). Muslim Personal Law in South Africa: Evolution and Future Status. Juta. 484pp.

Pieth, M. (2019). Goldwäsche: Die schmutzigen Geheimnisse des Goldhandels (translated as: Gold Laundering: The dirty secrets of the gold trade - and how to clean up). Salis Verlag. 304pp.

Scholtz, W. (Ed.). (2019). Animal Welfare and International Environmental Law: From Conservation to Compassion. Edward Elgar. 336pp.

Book Chapters Assim, U.M. (2019). Civil rights and freedoms of the child. In U. Kilkelly & T. Liefaard (Eds.). International Human Rights of Children. Springer: 389—417.

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Chigwata, T. (2019). Decentralisation and constitutionalism in Zimbabwe: Can the Leviathan be tamed? In Fombad, C. & Steytler, N. (Eds.). Decentralisation and Constitutionalism in Africa. Oxford University Press: 302—325.

framework pertaining to mutual banks in South Africa and the corporate soap opera of VBS Mutual Bank. In J. Barnard and M.M. Botha (Eds.). De Serie Legenda: Developments in Commercial Law, vol III. LexisNexis: 125—149.

Davis, D.M. (2019). Authoritarian constitutionalism: The South African experience. In H. Alviar Garcia & G. Frankenberg (Eds.).

Authoritarian Constitutionalism: Comparative Analysis and Critique. Edward Elgar: 57—75.

Moosa, N. & Dangor, S. (2019). An introduction to Muslim personal law in South Africa: Past to present. In N. Moosa & S. Dangor (Eds.). Muslim Personal Law in South Africa: Evolution and Future Status. Juta: 1—25.

Davis, D. & Klare, K. (2019). Critical legal realism in a nutshell. In E. Christodoulidis, R. Dukes & M. Goldoni (Eds.). Research Handbook on Critical Legal Theory. Edward Elgar: 27—43.

Moosa, N. & Abduroaf, M. (2019). Implications of the official designation of Muslim clergy as authorised civil marriage officers for Muslim polygynous, interfaith and same-sex marriages in South Africa. In N. Moosa & S. Dangor (Eds.). Muslim Personal Law in South Africa: Evolution and Future Status. Juta 329—359.

De Visser, J. 2019. Constitutionalisation of local and regional government in South Africa, Uganda, and Lesotho. In C. Fombad & N. Steytler (Eds.). Decentralisation and Constitutionalism in Africa. Oxford University Press: 257—281.

Diala, A.C. (2019). Courts and transformative constitutionalism: Insights from South Africa. In S.M. Sterett & L.D. Walker (Eds.).

Research Handbook on Law and Courts. Edward Elgar: 95—104.

Durojaye, E. (2019). Advancing sexual and reproductive health and rights of adolescents in Africa: The role of the courts. In N. Reilly (Ed.). International Human Rights of Women. Springer: 247—265.

Du Toit, D. & Sirkhotte, M. (2019). Human rights in the evolution of South African labour law. In J.R. Bellace & B. Ter Haar (Eds.).

Research Handbook on Labour, Business and Human Rights Law. Edward Elgar: 170—189.

Fessha, Y. (2019). A federation without federal credentials: The story of federalism in a dominant party state. In C. Fombad & N. Steytler (Eds.). Decentralisation and Constitutionalism in Africa.

Oxford University Press: 133—150.

Henrico, R. (2019). Beyond mere rules and regulatory frameworks: A reply to M. Benecke, “Discrimination in working life and antidiscrimination law – experiments and experiences in Germany and beyond”’ in C. Hugo and T.M.J. Möllers (Eds.). Legality and Limitation of Powers. Nomos: 119—130.

Henrico, R. (2019). The limits of transformative constitutionalism and transformative legal education with reference to the doctrine of separation of powers’ in A.E. Tshivhase, L.G. Mpedi & M. Reddi, (Eds.). Decolonisation and Africanisation of Legal Education.

Juta:17—29.

Kelly-Louw, M. & Pretorius, J.T. (2019). Unlimited suretyships and the National Credit Act. In J. Barnard & M.M. Botha (Eds.). De Serie Legenda: Developments in Commercial Law, vol I. LexisNexis: 95—119.

Khazova, O.A. & Mezmur, B.D. (2019). Reflections on family law issues in the jurisprudence of the CRC Committee: The Convention on the Rights of the Child @30. In M. Brinig (Ed.). International Survey of Family Law. Intersentia: 305—328.

Lawack, V.A. & Visagie-Swart, L. (2019). The legal and regulatory

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Moosa, N. & Abduroaf, M. (2019). Faskh (divorce) and intestate succession in Islamic and South African law: Impact of the watershed judgment in Hassam v Jacobs and the Muslim Marriages Bill. In N. Moosa & S. Dangor (Eds.). Muslim Personal Law in South Africa: Evolution and Future Status. Juta: 190—227.

Moosa, N. & Dangor, S. (2019). Conclusion. In N. Moosa & S. Dangor (Eds.). Muslim Personal Law in South Africa: Evolution and Future Status. Juta: 405—417.

Mujuzi, J.D. (2019). The Seychellois Family Tribunal and its implementation of the Family Violence (Protection of Victims) Act 2000. In M. Brinig (Ed.). International Survey of Family Law. Intersentia: 281—304.

Nanima, R.D. (2019). The enjoyment of the right to health beyond areas of armed conflict: An Evaluation of Kenya’s practice and jurisprudence on refugee children. In M.N. Amutabi (Ed.). Africa’s New Deal. CEDRED: 257—268.

Scholtz, W. (2019). Introduction. In W. Scholtz (Ed.). Animal Welfare and International Environmental Law: From Conservation to Compassion. Edward Elgar: 1—7.

Scholtz, W. (2019). Trading rhinoceros horn for the sake of conservation: Dehorning the dilemma through a legal analysis of the emergence of animal welfare. In W. Scholtz (Ed.). Animal Welfare and International Environmental Law: From Conservation to Compassion. Edward Elgar: 235—268.

Sloth-Nielsen, J. (2019). Monitoring and Implementation of Children’s Rights. In U. Kilkelly & T. Liefaard (Eds.). International Human Rights of Children. Springer: 31—64.

Sloth-Nielsen, J. (2019). Namibia: Towards a new juvenile justice system in Namibia. In M. Brinig (Ed.). International Survey of Family Law. Intersentia: 205—218.

Sloth-Nielsen, J. (2019). Surrogacy in South Africa. In J.M. Scherpe, C. Fenton-Glynn & T. Kaan (Eds.). Eastern and Western Perspectives on Surrogacy. Intersentia: 185—202.

Steytler, N. (2019). The withering away of politically salient territorial cleavages in South Africa and the emergence of

watermark ethnic federalism. In G. Anderson & S. Choudhry (Eds.). Territory and Power in Constitutional Transitions. Oxford University Press: 219—236.

Benjamin, P. & Cheadle, H. (2019). South African labour law mapping the changes – Part 1: The history of labour law and its institutions. Industrial Law Journal, 40: 2189—2218.

Steytler, N. (2019). Non-centralism in Africa: in search of the federal idea. In J. Kincaid (Ed.). Research Agenda for Federalism Studies. Edward Elgar: 175—186.

Chigwata, T., Marumahoko, S. & Madhekeni, A. (2019).

Supervision of local government in Zimbabwe: The travails of mayors. Law, Democracy and Development, 23: 44—67.

Steytler, N. (2019). The relationship between decentralisation and constitutionalism in Africa: Concepts, conflicts, and hypotheses. In C. Fombad & N. Steytler (Eds.). Decentralisation and Constitutionalism in Africa. Oxford University Press: 25—52.

Davis, D. (2019). The pigeonhole dictated by logos: behind the text in Volks v. Robinson. African Yearbook of Rhetoric, 9: 73—85.

Steytler, N. (2019). The dynamic relationship between devolution and constitutionalism in South Africa. In C. Fombad & N. Steytler (Eds.). Decentralisation and Constitutionalism in Africa. Oxford University Press: 151—182.

Steytler, N. (2019). The symbiotic relationship between decentralisation and constitutionalism in Africa. In C. Fombad & N. Steytler (Eds.). Decentralisation and Constitutionalism in Africa. Oxford University Press: 543—599.

Davis, D. (2019). Taxation and equality: The implications for redressing inequality and the promotion of human rights.

Humanity: An International Journal of Human Rights, Humanitarianism, and Development, 10(3): 465—478.

De Ville, J. (2019). Perpetual peace: Derrida reading Kant.

International Journal for the Semiotics of Law, 32(2): 335—357 De Ville, J. (2019). The moral law: Derrida Reading Kant. Derrida Today, 12(1): 1-19.

Steytler, N. & Muntingh, L. (2019). South Africa. In C. Leuprecht, M. Kölling & T. Hataley (Eds.). Public Securities in Federal Polities.

University of Toronto Press: 146—169.

De Visser, J. & Poswa, X.S. (2019). Municipal law making under SPLUMA: A survey of fifteen “First Generation” municipal planning by-laws. Potchefstroom Electronic Law Journal, 22: 1—28.

Weiss, M. (2019). Fundamental rights and German labor law. In Janice R. Bellace and Beryl ter Haar (eds.) Research Handbook on Labour, Business and Human Rights Law (Edward Elgar, 2019), pp. 17—33.

Diala, A.C. (2019). Curriculum decolonisation and revisionist pedagogy of African customary law. Potchefstroom Electronic Law Journal, 22: 1—37.

Weiss, M. (2019). Labor Law. In J. Zekoll & G. Wagner (Eds.).

Introduction to German Law, 3d ed. Wolters Kluwer: 375—418.

Diala, A.C. & Kangwa, B. (2019). Rethinking the interface between customary law and constitutionalism in sub-Saharan Africa.

De Jure, 52: 189—206.

Peer-reviewed journal articles Abduroaf, M. (2019). A constitutional analysis of an Islamic will within the South African context. De Jure, 52(1): 257—266.

Abduroaf, M. (2019). The impact of the South African law of succession and administration of estates on South African Muslims. Jurnul Syariah, 7(2): 321—366.

Abduroaf, M. (2019). An analysis of renunciation in terms of s 2(C) (1) of the Wills Act 7 of 1953 in light of the Moosa NO and Others v Harnaker and Others judgment. Electronic Journal of Islamic and Middle Eastern Law, 7: 15—21.

Albertus, C., Nanima, R. & Hamman, A. (2019). Voice evidence in criminal trials: Reflections on the court’s application of section 37(1)(c) of the CPA in S v Mahlangu 2018 (2) SACR 64 (GP). South African Journal of Criminal Justice, 32(1): 76—85.

Basson, Y. (2019). The right to an adequate standard of living in the Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Persons with Disabilities in Africa. African Disability Rights Yearbook, 7: 242—251.

Booley, A. (2019). Progressive realisation of Muslim family law: The case of Tunisia. Potchefstroom Electronic Law Journal, 22: 1—28.

Diala, A.C. (2019). A butterfly that thinks itself a bird: The identity of customary courts in Nigeria. Journal of Legal Pluralism and Unofficial Law, 51(3): 381—405.

Diala, A.C. & Bagni, S. (2019). Introduction to special issue – The role of customary law in the shaping of new models of pluralistic states. Revista General de Derecho Público Comparado, 26: 1—5.

Diala, A.C. (2019). Our laws are better than yours: The future of legal pluralism in South Africa. Revista General de Derecho Público Comparado, 26: 1—23.

Diala, A.C. (2019). Peacebuilding and the interface of state law and indigenous market laws in Southern Nigeria. Journal of African Law, 64(1): 1—26.

Durojaye, E. & Aboubakrine, M. (2019). Adopting a rights-based approach to non-communicable diseases among indigenous peoples in Africa. International Journal on Minority and Group Rights, 26(1): 138–155.

Durojaye, E. & Nabaneh, S. (2019). Human rights and access to healthcare for persons with albinism in Africa. African Disability Rights Yearbook, 7: 35—58.

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Du Toit, D. (2019). Platform work and social justice. Industrial Law Journal, 40(1): 1—11.

Du Toit, D. (2019). Independent contractors have rights too.

Industrial Law Journal, 40: 2165—2188.

Fick, S. (2019). Fischer v Unlawful Occupiers & Others (WCC): Difficulties in seeking damages for a failure by the police to prevent unlawful occupation. SA Law Journal, 136(4): 676—716.

Fredman, S. & Du Toit, D. (2019). One small step towards decent work: Uber v Aslam in the Court of Appeal. Industrial Law Journal (UK), 48(2): 260—277.

French, D. & Kotzé, L.J. (2019). Towards a global pact for the environment: International environmental law’s factual, technical and (unmentionable) normative gaps. RECIEL, 28: 25–32.

Hamman, A. & Koen, R. (2019). Caveat Jurisconsultus: Warrantless access to the client records of legal practitioners. Obiter, 40(3): 48—64.

Henrico, R. (2019). Proselytising the regulation of religious bodies in South Africa: Suppressing religious freedom? Potchefstroom Electronic Law Journal, 22: 1—27.

Henrico, R. & Fick, S. (2019). The state of emergency under the South African apartheid system of government: Reflections and criticisms. Zeitschrif für Menschenrechte/ Journal for Human Rights: 71—96.

Mezmur, B.D. (2019). Every “i” dotted, and every “t” crossed?: Reflections on the Joint General Comments on the rights of children in the context of international migration, with a focus on its relevance for the Horn of Africa. Ethiopian Journal of Human Rights, 4: 1—32.

Mezmur, B.D. & Skelton, A. (2019). Technology changing @ a dizzying pace: Reflections on selected jurisprudence of the UN Committee on the Rights of the Child and Technology. Peace Human Rights Governance, 3(3): 275—305.

Moosa, F. (2019). Cryptocurrencies: do they qualify as “gross income”? Journal for Juridical Science, 44(1): 10—34.

Moosa, F. (2019). Taxpayer insolvent estates: Constitutional juristic persons? SA Law Journal, 136(2): 361—380.

Moosa, F. (2019). Analysing and comparing warrantless tax inspections and searches. Potchefstroom Electronic Law Journal, 22: 1—33.

Moosa, F. (2019). Value-conscious tax administration by SARS. Business Tax and Company Law Quarterly, 10(1): 1—10.

Moosa F. (2019). Warrantless inspections by SARS: A limitation of taxpayers’ privacy? SA Mercantile Law Journal, 30(3): 477—497.

Huysamen, E. (2019). An overview of fixed-term contracts of employment as a form of a typical employment in South Africa.

Potchefstroom Electronic Law Journal, 22: 1—42.

Mujuzi, J.D. (2019). Private prosecution as a local remedy before the African Commission on Human and Peoples’ Rights. African Human Rights Law Journal, 19(1): 26—42.

Klebe, T. & Weiss, M. (2019). Workers’ Participation 4.0 – digital and global? Comparative Labor Law & Policy Journal, 40(2): 263—284.

Mujuzi, J.D. (2019). Mauritian courts and the protection of the rights of asylum seekers in the absence of dedicated legislation.

International Journal of Refugee Law, 31(2-3): 321—342.

Le Roux, W. (2019). Editorial: Special Edition: Legal interpretation after Endameni: Clarification, contestation, application.

Potchefstroom Electronic Law Journal, 22: 1—9.

Mujuzi, J.D. (2019). Private prosecution in Nigeria under the Administration of Criminal Justice Act, 2015. Journal of African Law, 63(2): 225—250.

Mabunda, S. (2019). Cyber extortion, ransomware and the South African Cybercrimes and Cybersecurity Bill. Statute Law Review, 40(2): 143—154.

Mujuzi, J.D. (2019). Private prosecution in Singapore: understanding locus standi and measures in place to minimise abuse. (2018 published in 2019) Commonwealth Law Bulletin, 44(2): 205—226.

Malberbe, K., Mokoena, K. & Du Toit, D. (2019). Le droit du travail et la “révolution technologique” en Afrique Sud (Labour law and the technological revolution in South Africa). Revue de droit compare du travail et de la securite sociale, 2: 90—97 (also published as: ‘“Revolutionary change in technology” must be translated into labour law. Revue de droit compare du travail et de la securite sociale: 182—190).

Mezmur, B.D. (2019). No second chance for first impressions: The first amicable settlement under the African Children’s Charter.

African Human Rights Law Journal, 19(1): 62—84.

Mezmur, B.D. (2019). The Convention on the Rights of the Child, migration, and Australia: repositioning the convention from being

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a “wish list” to a “to do list”: The 2018 Australian Human Rights Institute Annual Lecture. Australian Journal of Human Rights, 25(2): 177—199.

Mujuzi, J.D. (2019). Protecting the right to freedom from discrimination in Zambia: Understanding the constitutional and legislative grounds. International Journal of Discrimination and the Law, 19(3-4): 155—177.

Mujuzi, J.D. (2019). Relying on foreign convictions from NonEuropean Economic Area states to investigate unexplained wealth for the purpose of combating money laundering in the United Kingdom: A comment on National Crime Agency v Hajiyeva (Rev 1) [2018] EWHC 2534 (Admin 3 October 2018).

European Criminal Law Review, 9(1): 120—132.

Mujuzi, J.D. (2019). The admissibility of confessional and real

evidence obtained in violation of human rights in criminal trials in European countries: Analysing the jurisprudence of the European Court of Human Rights. European Criminal Law Review, 9(3): 335—355.

Mujuzi, J.D. (2019). The admissibility of evidence obtained through human rights violations in Ghana: Analysing Cubagee v Asare and Others (NO. J6/ 04/ 2017) [2018] GHASC 14 (28 February 2018). African Journal of Legal Studies, 12: 81—105.

Mujuzi, J.D. (2019). The admissibility of evidence obtained through human rights violations in Seychelles. South African Journal of Criminal Justice, 32(1): 1—28.

Mujuzi, J.D. (2019). The admissibility of evidence obtained through human rights violations in Zambia: Revisiting Liswaniso v The People (1976) Zambia Law Reports 277. The International Journal of Evidence and Proof, 23(3): 316—329.

Mujuzi, J.D. (2019). Spent convictions in Hong Kong, 2018 (published in 2019). Commonwealth Law Bulletin, 44(4): 519—547.

Mujuzi, J.D. (2019). The principle of non-refoulement in South Africa and the exclusion from refugee status of asylum seekers who have committed offences abroad: A comment on Gavric v Refugee Status Determination Officer, Cape Town and Others. (2018, published in 2019). South African Yearbook of International Law, 43(1): 20—46.

judgment rule under South Africa’s Companies Act 71 of 2008.

Journal of African Law, 63(1): 127—150.

Nanima, R. (2019). The Prevention of Organised Crime Act 1998: The need for extraterritorial jurisdiction to prosecute the higher echelons of those involved in Rhino poaching. Potchefstroom Electronic Law Journal, 22: 1—46.

Nanima, R.D. & Durojaye, E. (2019). Four years following South Africa’s declaration upon the ratification of the ICESCR and jurisprudence on the right to basic education: A step in the right direction? Law, Democracy and Development, 23: 270—298.

Nanima, R.D. (2019). The (non) enforcement of the right to a fair trial with regard to the admissibility of evidence obtained through human rights violations: A comment on Uganda’s Human Rights (Enforcement) Act 2019. African Journal of International and Comparative Law, 27(4): 654—661.

Nanima, R.D. (2019). From physical to online spaces in the age of the #FeesMustFall protests: A critical interpretative synthesis of writing centres in emergency situations. Stellenbosch Papers in Linguistics Plus, 57: 99—116.

Nortje, W. (2019). Vonnisbespreking: Die beskerming van die identiteit van minderjariges by volwassenheid. LitNet Akademies, 16(2): 623—641.

Mujuzi, J.D. (2019). The right to compensation for wrongful conviction/ miscarriage of justice in international law.

International Human Rights Law Review, 8: 215—244.

Nortje, W., Hamman, A. & Albertus, C. (2019). Deciphering dangerousness: A critical analysis of Section 286A and B of the Criminal Procedure Act 51 of 1977. Potchefstroom Electronic Law Journal, 22: 1—25.

Mujuzi, J.D. (2019). The right to equality at the dissolution of a marriage in Uganda. International Journal of Law, Policy and the Family, 33(2): 204—227.

Perumalsamy, K. (2019). The life and times of textualism in South Africa. Potchefstroom Electronic Law Journal, 22: 1—28.

Mujuzi, J.D. (2019). Victim participation in parole proceedings in South Africa. Southern African Public Law, 34(1): 1—18.

Mujuzi, J.D. (2019). The history and nature of the right to institute a private prosecution in South Africa. Fundamina: A Journal of Legal History, 25(1): 131—169.

Pizzarossa, L.B. & Durojaye, E. (2019). International human rights norms and the South African choice on termination of pregnancy act: An argument for vigilance and modernisation. South African Journal on Human Rights, 35(1): 50—69.

Pretorius, J.T. (2019). Interpretation of suretyships and the Constitution. Acta Juridica: 127—140.

Mujuzi, J.D. (2019). Private prosecution of intellectual property rights infringements in Singapore. Queen Mary Journal of Intellectual Property, 9(4): 484—489.

Reddy, E. & Lawack, V. (2019). An overview of the regulatory developments in South Africa regarding the use of Cryptocurrencies. SA Mercantile Law Journal, 32(1): 1—28.

Mujuzi, J.D. (2019). Compensation for wrongful conviction in Ghana. Commonwealth Law Bulletin, 45(2): 257—276.

Sibanda, N. (2019). Amending section 25 of the South African Constitution to allow for expropriation of land without compensation: Some theoretical considerations of the socialobligation norm of ownership. South African Journal on Human Rights, 35(2): 129—146.

Mupangavanhu, Brighton, M. (2019). Impact of the Constitution’s normative framework on the interpretation of provisions of the Companies Act 71 of 2008. Potchefstroom Electronic Law Journal, 22: 1—24.

Mupangavanhu Brighton, M. (2019). ”Diminution” in share value and third-party claims for pure economic loss: The question of director liability to shareholders. SA Mercantile Law, 31(1): 107—128.

Mupangavanhu Brighton, M. (2019). Standard of conduct or standard of review? Examination of an African business

Sloth-Nielsen, J. (2019). KOS v Minister of Home Affairs and its relevance to the law of marriage in South Africa. South African Journal on Human Rights, 35(3): 298—310.

Sloth-Nielsen, J. (2019). Children’s constitutional rights jurisprudence in South Africa – a 20-year retrospective. De Jure, Special Issue: 501—520.

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Welgemoed, B. & Huysamen, E. (2019). Workplace protection of employees suffering from depression: A South African perspective. Industrial Law Journal, 40(1): 41—59.

Weiss, M. (2019). “Hard Law” versus “Soft Law”: Global und Europäisch in Festschrift zum 60. Geburtstag von Renate Hornung-Draus (GDA-Kommunikation Berlin, 2019): 102—108.

Conference Proceedings

Reports

Graham, M., Woodcock, J., Heeks, R., Fredman, S., Du Toit, D., Van Belle, J-P., Mungai, P. & Osiki, A. 2019. The Fair Work Foundation: Strategies for improving platform work. Proceedings of the Weizenbaum Conference: Challenges of Digital Inequality Digital Education, Digital Work, Digital Life (Berlin). https:// www.ssoar.info/ssoar/handle/document/64085

The DOI published a number of reports during 2019 (see DOI Annual Report for detail). A few representative examples include:

Shorter publications Abduroaf, M. (2019). An analysis of the consequences of an Islamic divorce in light of the Faro v Bingham and Others judgment. Without Prejudice, 19(9): 31—32.

Barnard-Naude, J. & Davis, D. (2019). Jurisprudence in an African context, David Bilchitz. South African Law Journal, 136: 191—199.

Benjamin, P. (2019). In Memoriam – Judge Anton Steenkamp.

Industrial Law Journal, 40(3): 1397—1399.

Durojaye, E. (2019). A Colloquium on the role of regional/ sub-regional human rights bodies in advancing sexual and reproductive health and rights in Africa (28–29 June 2018). 2019 ESR Review, 20(1): 28—32.

Du Toit, D. (2019). The employment rights of Uber drivers: A battle won, the war goes on. Oxford Human Rights Hub, 14 January 2019. https://ohrh.law.ox.ac.uk/the-employment-rights-ofuber-drivers-a-battle-won-the-war-goes-on/ Henrico, R. (2019). The responsible mind in South African criminal law, James Grant. Journal of South African Law: 624—625.

Henrico, R. (2019). The Law of Arbitration: South African and international arbitration, Peter Ramsden. Journal of South African Law: 419—420.

Julia Sloth-Nielsen completed a continental ‘Report on discrimination in law and policy against the girl child in Africa’ for the African Child Policy Forum. Publication and launch date: November 2019. She also contributed to a report on ‘Getting girls equal’ (launched on 15 November in Addis Ababa), a report on children’s constitutional rights in the member states of the Council of Europe, a manual on trafficking in persons (Department of Justice and UNODC) launched in October 2019, and a sexual offences commentary update (published in December 2019).

In-house academic journals

Henrico, R. (2019). Precedents for applications in civil proceedings, Peter van Blerk. Journal of South African Law: 423—424.

The faculty is host to two journals: Law, Democracy and Development as well as the Journal of Anti-Corruption Law.

Isokpan, A.J. & Durojaye, E. (2019). Community leaders training workshops on sexual and reproductive health and rights (February – May 2018). ESR Review, 20(1): 33—36.

Law, Democracy & Development, which is DHET accredited, first appeared in May 1997, and set out to build on the proud traditions established by UWC and the Law Faculty in the struggle for democracy. Its focus is on legal and socio-legal issues relevant to the development challenges facing South Africa and Africa – above all, the nurturing of institutions of governance based on the promotion of human rights. Volume 23, containing 15 articles, was published in 2019.

Kondo, T. (2019). Testing the limits of the South African Constitution: An analysis of Nkwane v Standard Bank and Others (2018). ESR Review, 20(2): 19—22.

Nanima, R.D. (2019). Deprivation of liberty and the right to health: Report of the United Nations Special Rapporteur on the Right of Everyone to the Enjoyment of the Highest Attainable Standard of Physical and Mental Health, Dainius Püras (10 April 2018). ESR Review, 20(1): 22—24.

Nanima, R.D. (2019). Mental health and migration: interim report of the United Nations Special Rapporteur, Dainius Püras, 27 July 2018. ESR Review, 20(2): 23—26.

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• WDI ‘Election manifesto reports: Parties speak GBV but don’t talk to women’s full freedoms’.

• DOI Legal Framework of SOE Boards (author: Riekie Wandrag).

• Africa Criminal Justice Reform (ACJR) launched a research report by Jean Redpath, titled ‘Liberty not the only loss The Socio-Economic Impact of Remand Detention in the Western Cape (29 May 2019)’.

• ‘The Regulation of Public Enterprises in Ethiopia: Lessons for South Africa (16 August 2019)’ (authors: Jaap de Visser and Henry Ashagrey).

• The Socioeconomic Rights Project published a booklet titled ‘Summary of Recommendations for South Africa from the United Nations Committee on Economic, Social and Cultural Rights (22 August)’.

The Journal of Anti-Corruption Law is a project of the Department of Criminal Justice and Procedure in the Faculty of Law. It is an open-access, peer-reviewed journal which publishes articles, case notes and comments on any issue relevant to corruption in particular and to economic crimes in general. In 2019, Volume 3 which contained five articles was published.

7.3.3 Scholarship of Teaching and Learning: projects and research activities Karin Chinnian completed the PG Dip (H.E.) T&L cum laude and will receive the qualification in April 2020. The modules were: Teaching and Learning in Higher Education, Assessment in Higher Education, Research to Enhance Teaching and Learning and Strengthening Postgraduate Supervision.

The faculty organised a learning and teaching writing retreat to promote the Scholarship of Teaching and Learning, which took place from 9—11 September 2019. The retreat was coordinated by Karin Chinnian. The retreat offered an opportunity for academics to convert their teaching and learning projects into outputs. At least four papers are likely to be published in 2020.

The following staff members were enrolled in the Towards Professionalisation of Teaching and Learning course in 2019: Dr A. Diala, Dr R. Henrico, Dr T. Kondo, Ms C. Sanger, Ms D. Adams, Ms T. Chonco and Adv S. Ngombane. These staff members also attended the induction programme by the Directorate of Teaching and Learning from 2—4 September 2019 at Mont Fleur, Stellenbosch.

7.3.4 Seminars and Conferences as well as international visitors/ fellows hosted in this period The faculty hosted the following in-house teaching and learning seminars and workshops: • Conrad Potberg presented on Understanding and implementing Blended Learning (19 March 2019).

• Ashraf Booley presented on Experiences with Blended Learning (16 April 2019).

• Latiefa Manie, Carmel van Niekerk and Cherith Sanger presented their experiences on the Research and Writing Project in the Law of Persons and Criminal Law modules (13 May 2019).

• Conrad Potberg organised a panel discussion on Factors influencing your teaching philosophy which took place on 16 August 2019.

• A workshop took place on Tuesday, 20 August 2019 to assist GLAs to assemble their teaching portfolios.

• A seminar on how to compile an e-portfolio was presented

by Sarah Fick and Lisa Draga on 27 August 2019.

• As part of preparation for the implementation of the new curriculum in 2020, the faculty held a workshop on Curriculum Design and Development which was facilitated

by Odwa Mntonintshi, the Teaching & Learning Specialist: Curriculum Enhancement from the Academic Planning Unit, on 22 October 2019.

The faculty hosted and facilitated a number of conferences on teaching and learning: • The Regional Teaching and Learning conference hosted by Stellenbosch University took place on 12 September 2019.

The theme of the conference was ‘Programme/ Curriculum Renewal’. The UWC Law Faculty representatives, Brighton Mupangavanhu, Carmel van Niekerk and Conrad Potberg, played a crucial role in the organisation of the conference.

• The Private Law Department hosted a Family Law Teachers’ Colloquium on 19—20 September 2019. Ashraf Booley, Nhlanha Sono, Julia Sloth-Nielsen and Lea Mwambene presented papers at the colloquium.

• The Private Law Department hosted a Trust and Succession

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Annual Research Colloquium at the Moses Mabhida Stadium in KwaZulu-Natal. The theme was ‘Addressing Inequality through Inclusive, Sustainable & Viable Local Governments’. The Research Colloquium brought together municipalities, academia, local government experts and key stakeholders in local government.

It created a platform to explore, debate and share ideas on practical, policy and evidence-based solutions to some of the stubborn challenges facing South African local government.

On Friday, 29 March 2019, in collaboration with the Embassy of Argentina and the Department of Arts and Culture of South Africa, the DOI hosted a seminar titled ‘Human rights in South Africa and Argentina – The experience of the Robben Island Prison and the ESMA Memory Site’.

Law Teachers’ Conference on 18 October 2019. The conference brought together academic and fiduciary experts who specialise in deceased estates, succession law as well as trust law.

• The annual South African Property Law Teachers’ colloquium was hosted by the Faculty of Law at UWC. The colloquium took place on 7 and 8 November 2019 and comprised a postgraduate session and a teachers’ colloquium. Property law experts/ scholars/ lawyers and postgraduate students attended and presented papers covering various topics pertaining to property law.

The faculty hosted a number of academic conferences and seminars: On 5 February 2019, the SARChI Chair in Multilevel Government, Law and Policy hosted a Policy Dialogue with Dr Enid Slack (Director of the Institute on Municipal Finance and Governance (IMFG) at the Munk School of Global Affairs and Public Policy, University of Toronto) on the topic ‘Paying for municipal services and infrastructure in metropolitan areas’.

On 15 February 2019, ACSL hosted a seminar ‘Quo Vadis Law and Government in the Digital Society?’ The seminar was a first, modest step towards building an intra-faculty, inter-generational, interdisciplinary dialogue on the impact of AI on the institutions of law and government in the digital age.

On 19 February 2019, the SARChI Chair in Multilevel Government, Law and Policy hosted a seminar with Prof Theunis Roux (University of New South Wales) to discuss his recently published book, The Politico-Legal Dynamics of Judicial Review: a Comparative Analysis.

From 10—12 March 2019, the South African Local Government Association (SALGA), in partnership with the DOI, hosted the 2nd

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Julia Sloth-Nielsen hosted a conference on ‘the Implementation of the Hague Children’s Conventions in Africa’ from 2—3 April 2019. The conference was attended by 150 people from 56 countries. This was preceded on 1 April by judicial training for 27 judges from various provincial and local divisions on the Hague Convention on the Civil Aspects of international child abduction, chaired by SCA Judge Connie Mocumie. It was followed by the 22nd Annual Child and Family Law Conference (co-hosted by Miller du Toit Cloete Inc.) from 4—5 April.

On Friday 25 April, the SARChI Chair in Multilevel Government, Law and Policy and the UWC Department of Political Studies hosted an International Conference on the National and Provincial Elections. Speakers at this conference included Prof Henk Kummeling, the Rector Magnificus of Utrecht University, and Ebrahim Fakir, Director of Programmes at the Auwal SocioEconomic Research Institute (ASRI).

The niche area LL4.0, in collaboration with ProductivitySA, hosted a roundtable discussion on ‘Digital technology, productivity and the creation of decent work’ on 23 May 2019. The keynote speaker was Mthunzi Mdwaba, from the ILO Global Commission on the Future of Work.

The niche area in Economic Crimes hosted a two-day workshop on 4—5 June 2019. The workshop was presented by Prof Mark Pieth and Dr Katrin Betz from the University of Basel.

Werner Scholtz organised and participated in an authors’ workshop on ‘Human rights, shared responsibility and climate induced migration’ (Faculty of Law, Antwerp, 10—12 June 2019).

Julia Sloth-Nielsen co-hosted the seventh edition of the Frontiers of Children’s Rights Summer School, which took a close look at contemporary children’s rights issues from a legal perspective, accompanied by reflections from other academic disciplines, legal systems, local perceptions and realities (24—28 June 2019, Leiden University).

The Third Annual Animal Welfare and International Law Seminar was hosted by Lincoln Law School, UK, in conjunction with the Global Environmental Law niche area, UWC (4 July 2019). This seminar provided an opportunity to consider wildlife welfare

2019 at the Life Sciences Building Auditorium with the theme ‘Combating Economic Crime in Africa: Recent Trends and Challenges II’. The conference was attended by legal practitioners, academics and postgraduate students practicing and conducting research in the area of economic crimes and cybercrimes. Papers were presented by contributors from Nigeria, Zimbabwe, Kenya and South Africa. The keynote speaker was Advocate William Downer, the Deputy Director of Public Prosecutions in the Western Cape. The Department of CJ&P’s retired Professor, Lovell Fernandez, delivered his exaugural lecture at the conference.

The SARChI Chair, in partnership with STIAS, ICLA-University of Pretoria and KAS, hosted the seventh Stellenbosch Annual Seminar on Constitutionalism in Africa (SASCA7) at the STIASWallenberg Research Centre from 18—20 September 2019. The theme for the SASCA 2019 seminar was Constitutionalism, Constitutions and the Economy in Africa.

developments in domestic jurisdictions as well as lessons from the regulation of the welfare of domestic animals that may be valuable for scholars of international wildlife welfare law.

The Children’s Rights Project at the DOI hosted an African Union Validation workshop on the draft General Comment on Article 22 of the African Charter on the Rights and Welfare of the Child, on children in situations of conflict (29—30 July 2019).

The Children’s Rights Project was a partner in the hosting of the African Regional Child Trauma Conference that was hosted from 19—21 August in Cape Town.

The niche area Child and Family in Law and Society, in collaboration with the Dullah Omar Institute’s Children’s Rights Project and the Centre for Child Law at the University of Pretoria hosted an expert consultation meeting on draft principles for the protection of the rights of the child in the context of surrogacy (19 and 20 August 2019). This meeting was convened by the International Social Services (ISS), with experts coming from Geneva, the Netherlands, Australia, South Africa, Nigeria, Uganda, Kenya and Ghana.

The fifth annual SARCIL/ GEL seminar, titled ‘Gaps in international environmental law and the global environmental pact: normative expectations and missed opportunities’, took place on 29 August 2019 in Cape Town. The seminar facilitated discussion on the shortcomings of international environmental law in the context of the dire state of the environment.

Speakers from the UK, Kenya, South Africa and New Zealand contributed to the successful outcome of this event. The seminar strengthened existing cooperation with a number of partners, such as UNEP. The second Economic Crimes and Cyber Crimes Conference was hosted by the Economic Crime niche area on 1 November

On 4 October 2019, the SARChI Chair hosted a Policy Dialogue with Prof Zemelak Ayele. The topic was ‘The rising demand for own ethnic-based states in Ethiopia and the future of Ethiopian federalism’.

On 15 October 2019, the Socioeconomic Rights Project, in conjunction with the Centre of Excellence in Food Security, hosted a viewing of the #EverythingMustFall documentary.

This was followed by a conversation on student hunger.

The Dullah Omar Institute, in partnership with Human Rights Watch, hosted a panel discussion on 7 November 2019 on the main human rights challenges across Africa today and efforts that the South African government has taken, could have taken, or should take to help defend and advance human rights across Africa. The main speaker of the panel was the Deputy Minister of Justice and Constitutional Development, John Jeffrey.

The Womxn and Democracy Initiative on 13 November 2019 hosted a ‘Putting the People in People’s Parliament’ Western Cape Provincial roundtable at the Cape Town Lodge Hotel.

The keynote speaker at the roundtable was the Speaker of the Western Cape Provincial Parliament, Hon Masizole Mnqasela.

The roundtable explored the role and function of Provincial Legislatures in fostering meaningful public participation for accountable and responsive governance.

The Department of Private Law, in partnership with the Nordic Africa Institute, the University of Manchester Global Development Institute and Comillas Pontifical University hosted an international conference entitled ‘Engendering Access to Justice for Development in Sub-Saharan Africa’ (13— 15 November 2019).

The DOI hosted a consultation meeting on 18 November 2019 to engage with ideas and recommendations aimed at strengthening the appointments processes for Board Directors and Executive members of State-Owned Entities (SOE). The

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meeting addressed three board questions: (1) how to disperse the power currently centralised in Ministers relating to SOE Board Director appointments; (2) how to increase the notion and role of the public as a ‘stakeholder’ in SOEs; and (3) how to strengthen the criteria for board membership of SOEs. The Department of Public Law & Jurisprudence hosted the second seminar on interpretation in law on Friday 22 November 2019 in the Kader Asmal Room, Law Faculty building. The theme of the seminar was the notion of ‘straining the language’ in the contemporary South African approach to the interpretation of legal documents, with specific reference to statutes, but also including wills, contracts, and the Constitution. Justice Dennis Davis was the keynote speaker.

Five Conversation sessions were hosted for PG students focusing on social justice and human rights issues. The speakers included Prof Pierre de Vos (on decriminalisation of the use of cannabis), Prof Thuli Madonsela (on the flag judgment), Prof Jonathan Jansen, Prof Christof Heyns and Dr Mary Hames.

International visitors Sandra Fredman, Rhodes Professor of the Laws of the British Commonwealth and the USA at Oxford University (hosted by niche area LL4.0, 24 January 2019).

Dr Enid Slack, Director of the Institute on Municipal Finance and Governance (IMFG) at the Munk School of Global Affairs and Public Policy, University of Toronto (hosted by the SARChI Chair in MLG, 5 February 2019).

Kristen Cheney, Associate Professor, Children & Youth Studies, Cheney International Institute of Social Studies (ISS), Erasmus University Rotterdam (hosted by the niche area Children and Family in Law and Society, 6—23 February 2019).

Cees Maris, Emeritus Professor from the University of Amsterdam and Extraordinary Professor at UWC (hosted by the Dean’s office, 11—15 March 2019).

Vincent Bellinkx, PhD-researcher and teaching assistant in the field of Human Rights and Law and Development at the University of Antwerp (hosted by the niche area in Global Environmental Law, 5 March to 5 June 2019.

Henk Kummeling, Distinguished professor in Law at Utrecht University in the Netherlands, Rector Magnificus of Utrecht University, and Extraordinary Professor at UWC (hosted by the DOI, 20 April to 3 May).

Philippe Lortie, Gérardine Goh Escolar and Laura MartinezMora, based at the Hague Conference on Private International Law: The World Organisation for Cross-border Cooperation in Civil and Commercial Matters (HCCH) (hosted by the niche area Children and Family in Law and Society, 1—3 April 2019).

Benjamin Richardson, Professor of Environmental law, University of Tasmania (hosted by niche area in Global Environmental Law, 5 April 2019).

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Prof Mark Pieth and Dr Katrin Betz, University of Basel (hosted by the niche area in Economic Crimes, 4—5 June 2019).

Dr Thomas Asher, Director of Convenings and Scholarly Relations at Columbia World Projects, Columbia University (hosted by Anthony Diala, 12 August 2019).

Duncan French, Pro Vice-Chancellor of Lincoln University and Extraordinary Professor at UWC, Andrew Raine (United Nations Environment Programme, Nairobi), Nathan Cooper (University of Waikato, New Zealand) and Emannuella Doussis, National and Kapodistrian University of Athens, Greece (hosted by the niche area in Global Environmental Law, 28—29 August 2019).

Emeritus Professor Manfred Weiss of the J.W. Goethe University in Frankfurt, and an Extraordinary Professor of the Law Faculty (hosted by Kitty Malherbe, M&LL, 27 September 2019).

Zemelak Ayele, Director of the Center for Federal and Governance Studies, Addis Ababa University, Ethiopia (hosted by the SARChI Chair in MLG, 4 October 2019).

Dr Adam Dubin, Comillas Pontifical University, Madrid, and Dr David Lawson, University of Manchester (hosted by Lea Mwambene, Children and Family in Law and Society niche area, 28—29 October 2019).

7.3.5 Awards and significant achievements At the DVC: R & I inaugural Research and Recognition Awards (22 August 2019) the following prizes were awarded: • Natsinet Fesehaye received an award in the Best Postgraduate Student category (Law Faculty).

researcher with the highest research output for the academic period 2018”.

Anthony Diala was selected to serve in the College of Senior Mentors of the Council for the Development of Social Science in Africa (CODESRIA).

Nhlanhla Sono (Lecturer in Private Law) and Sithe Ngombane (Associate Lecturer in Criminal Justice and Procedure) were awarded funding support from the National Research Foundation, in collaboration with First Rand/FNB in terms of the BAAP (Black Academic Advancement Programme).

7.3.6 Engagement Community engagement

• Lizelle van Graan received an award in the Best Administrator Support category (Law Faculty).

• Carmel van Niekerk received an award in the Best Next Generation Researcher category (Law Faculty).

• Nico Steytler received an award in the category Best Established Researcher (Law Faculty), which recognises a researcher “that has demonstrated significant growth and impact in one or more subject areas”.

• Fareed Moosa received an award in the category Best Mid-Career Researcher (Law Faculty), which “recognises a mid-career researcher who has completed the PhD within the last six years, and has demonstrated significant growth and impact in one or more subject areas”. He also won the overall (University) award in this category.

• The Department of Public Law and Jurisprudence was ranked second in the Best Faculty Department category which recognises “the best faculty department that has demonstrated significant growth in terms of research output”.

• The Law Faculty was ranked third in the Best Faculty category which “recognises the faculty that has demonstrated significant growth in terms of research output”.

• Jacques de Ville was ranked second in the Top Researchers for the 2018 Academic Year category which recognises “the researcher with the highest research output for the academic period 2018”.

• Prof Jamil Mujuzi was ranked first in the Top Researchers for the 2018 Academic Year category which recognises “the

Muneer Abduroaf is a Senior Lecturer in the Faculty of Law. His formal qualifications include a diploma in Arabic Linguistics (2000) (Saudi Arabia), a Bachelor of Laws degree in Islamic Law (2005) (in Arabic in Saudi Arabia), a Bachelor of Laws degree in South African Law (UWC, 2009), Master of Laws degree in International Law (2010) (UWC/ Humboldt), and a Doctor of Laws degree based on his doctoral thesis titled ‘The Impact of South African Law on the Islamic Law of Succession’. His research publications are in the fields of Islamic family law and the law of succession. Based on his qualifications and experience, Dr Abduroaf has been appointed to a number of organisations, including as a Commissioner for the Protection and Promotion of Cultural, Religious and Linguistic Rights Commission (1 July 2019—30 June 2024); General Council Member of the Muslim Judicial Council (SA) (1 April 2010—Current); Member of the Association of Muslim Accountants and Lawyers (AMAL) (25 February 2019—Current); Member of the International Network of Scholars Researching Unregistered Marriages (INSRUM) based at the School of Law, De Montfort University, Leicester (1 May 2018—Current); as a Senior Advisor to the Mediation and Arbitration Department at the Muslim Judicial Council (SA) (1 April 2015—Current); and as a Trustee at the Highlands Waqaf Trust (HWT) (21 February 2013—Current). Apart from serving on these bodies, he presents numerous public lectures on Islamic law, as well as participates in radio and television interviews.

Fareed Moosa completed his B Proc, LLB and LLD degrees at UWC and his LLM degree at UCT. He is an admitted attorney. He serves one day a week pro bono as a Regional Court Magistrate at Wynberg (since 2014). From 2005 to date, he has served as a legal advisor on tax and other matters to the Hafiz Academy & Quran Literacy Trust, a non-profit organisation involved in educational programmes within the Muslim community. He has served as a trustee and legal advisor of the Zeenatul Islam Masjid Trust in District 6, Cape Town since 2000.

Various projects at the Dullah Omar Institute seek to employ scholarship to achieve social change and to improve the wellbeing of communities in relation to women’s rights, socioeconomic rights (such as housing, food and health), children’s

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rights, multi-level governance and petty offences/ criminal justice (e.g. prison reform and petty offences). For more details, see the DOI Annual Report. The DOI furthermore issues a number of regular publications that seek to bring scholarly research to the broader public: • ESR Review • Local Government Bulletin • ParlyBeat.

The Law Clinic provides legal assistance to the poor while giving senior law students clinical education and training. Its main focus areas are family law, the law of property (defending evictions) and the law of succession (section 18(3) deceased estates). In cooperation with the Legal Aid Board, the Clinic provides representation to indigent accused in criminal matters at two community courts – Fezeka and Mitchell’s Plain - in close proximity to UWC. The Law Clinic, with the financial support of the Cape Human Rights Cluster (CHRC), furthermore provides legal services, legal support and legal education programmes to community-based advice offices in the Metro, Boland and West Coast Region, and via these offices, to indigent and marginalised communities and individuals within these areas. The Law Clinic in this respect attends various Paralegal Advice Offices on a monthly basis, situated in Athlone, Elsie’s River, Heideveld, Langa and Mitchell’s Plain. The voluntary street law programme, which is associated with the Law Clinic, presented legal education at the following places in 2019: Eben Donges High School, Bonnytoun Youth and Care Centre, Vredelus Youth and Care Centre, Saartjie Baartman Centre for Women and Children, Project Playground, Khayelitsha and Langa, and on Bush Radio.

Scholarly professional engagement The various projects at the DOI employ scholarship to influence policy and legislation in their engagement with government and other stakeholders. The Children’s Rights Project at the DOI was one of three partners that were granted permission to submit an amicus brief to the Constitutional Court in relation to the constitutionality of the common law defence of reasonable and moderate parental chastisement. The ConCourt found the defence to be unconstitutional (18 September 2019). For more details on these and other engagements, see the DOI Annual Report.

The Fairwork Project (‘Fair work for workers on digital platforms in the global south’), which forms part of the activities of the LL4.0 niche area, is conducted between the universities of Oxford, Manchester, UCT and UWC. It started in October 2018 and will continue to late 2020. The legal part of its focus is on the development of regulations (international and local) for the largely unregulated area of work in the commercial (as opposed to cooperative) sector of the platform economy.

Julia Sloth-Nielsen, who heads the niche area Children and Families in Society and Law, played a significant role in the drafting of the new Child Justice Act of Namibia as well as the Child Justice Bill of Zimbabwe during 2019. Julia Sloth-

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Nielsen was invited by a Nairobi-based NGO, the Centre for Reproductive Rights, to lead a session in September 2019 on Artificial Reproduction for SADC judicial officers. Julia SlothNielsen completed a continental ‘Report on discrimination in law and policy against the girl child in Africa’ during 2019 for the African Child Policy Forum. Publication and launch date: November 2019.

Francois du Toit did a presentation on the removal of trustees from office by the High Court and the Master of the High Court at a PSG Wealth Conference for fiduciary practitioners held at Erinvale Estate on 28 March 2019.

7.3.7 Staff nominated onto regional/ national/ international professional boards or organisations Abduroaf, Muneer: • Member of the General Council of the Muslim Judicial Council (SA) (2010—).

• Senior Advisor to the Mediation and Arbitration Department at the Muslim Judicial Council (SA) (2015—).

• Member of the International Network of Scholars Researching Unregistered Marriages (INSRUM) based at the School of Law, De Montfort University, Leicester (2018—).

• Member of the Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities (2019—2024).

Assim, Maria (Children’s Rights Project): • Member, Accountability and Monitoring Technical Working Group of the African Partnership to End Violence against Children (2018—2020).

• Member of the Global Campus of Human Rights Council (2019—).

De Visser, Jaap: • Member of the Commonwealth Local Government Forum Board (2017—2019).

• Treasurer of the International Association of Centres for Federal Studies (2016—2019).

• Member of the Editorial Board: Hague Journal on the Rule of Law (2016—).

• Member of the Editorial Board: Commonwealth Local Government Forum E-Journal on Local Governance (2013—).

• Member of the advisory committee of the South African Law Reform Commission: Project 146 on the Review of Regulatory, Compliance and Reporting Burden Imposed on Local Government by Legislation (2018—).

Diala, Anthony: • Member of the African Studies Association Task Force for the Protection of Academic Freedom (2018—).

• Mentor and workshop leader for the Social Science Research Council of New York’s Next Generation in Africa Fellowship Programme (2018—).

• Member of Juris Diversitas (2015—).

• Secretary, Nigerian Studies Association (2016—2019).

• Selected as the 2020 Diaspora Scholar at the Nigerian Institute of Advanced Legal Studies (January—December 2020).

• Appointed as a Member of the Canadian International Development Research Centre Quality Plus College of Reviewers (January 2020—).

Durojaye, Ebenezer: • International Health and Human Rights Editorial Board (2017—).

• Member of the HIV Committee of the African Commission on Human and Peoples’ Rights (2010—).

• NRF Specialist Committee for Law (2016—2020).

Du Toit, Francois:

• Appointed by Pope Francis to the Pontifical Commission on the Protection of Minors (2018—).

• Kids Rights Panel on International Children’s Peace Prize (2017—).

• Special Advisor to the Supervisory Board of Child Helpline International (2017—2020).

• Member of the Independent Experts Group on Child Protection in Travel and Tourism (2018—).

Moosa, Fareed: • Member of the Executive of the Western Cape branch of NADEL (2013—2019).

• Chairperson of the Tax Board for the Hearing of Tax Appeals, Western Cape (2018—2023).

Redpath, Jean:

• Law Faculty representative on the editorial board of THRHR (2017—).

• Ex officio member of the Hugo de Groot/ Hugo Grotius Association (2017—).

• Appointed to the City of Cape Town Civilian Oversight Committee (CIVOC) responsible for overseeing the activities of the Metro Police, Law Enforcement and Traffic Police of the City of Cape Town (2019—2022).

Hamman, Abe: • Member of the Association of Certified Anti-Money Laundering Specialists (2019—2020).

• Member of a committee of the Rojava Center for Strategic Studies (NRLS) (2019—).

Hamman, Debbie: • South African Institute for Drug-Free Sport (SAIDS): Tribunal Chairperson (2010—): Jassiem, Shamiel: • Trustee of the Association of University Legal Aid Institutions Trust (AULAI TRUST) (2013—).

• Member of the Community Courts steering committee (2009—).

• Member of the Regional Civil Court Stakeholders Committee (2020—).

• Member of the Advisory Board of Khayelitsha Small Claims Court (2010—).

• Committee/ Panel member on the Right to Access to Justice Committee in terms of section 11 of the South African Human Rights Commission Act 40 of 2013 (2014—).

• Member of the Legal Practice W. Cape Provincial Council Pro Bono Committee (2018—).

Malherbe, Kitty: • Appointed as a member of an advisory committee of the South African Law Reform Commission - Project 145: An investigation into a model to enforce decisions of MINMEC for social development (2019—).

Mezmur, Benyam: • Member of the UN Committee on the Rights of the Child (2013—2021).

• Member of the African Committee on the Rights and Welfare of the Child (2010—2020).

Sloth-Nielsen, Julia: • Member of an expert working group drafting principles on Surrogacy by the INGO International Social Services (2017—).

• Editor of the Stockholm series of books on Child Law (2017—).

• Member of the editorial board of The Chronicle: Journal of the International Association of Youth and Family Judges and Magistrates (2019—).

• Member of the editorial board of the International Journal of Law, Policy and the Family (January 2020—).

Steytler, Nico: • Member of the International Advisory Board, African Journal of Comparative Constitutional Law, University of Nairobi (2018—).

• Member of the International Advisory Board of the Centre of Multi-Level Federalism, in the Institute of Social Science, New Delhi, India (2011—).

• Member, editorial board of a publication series Studies in Territorial and Cultural Diversity Governance (published by Brill/ Marthinus Nijhoff, Leiden/ Boston) of the Institute for Studies on Federalism and Regionalism and Institute of Minority Rights, EURAC, Bolzano, Italy (2012—).

• Member of the Scientific Advisory Board, Law and Constitutions in Africa, Nomos Verlagsgesellschaft, Germany (2012—).

• Member of the South African Law Reform Commission’s Expert Committee on overregulation of local government (2018—).

Sulaiman, Mubarak: • Director of Legal Education and Development (LEAD), Law Society of South Africa (1993—).

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7.3.8 Curriculum changes/ Renewal Approval of the new four-year and five-year (ECP) LLB programmes as well as for the BA (Law) degree was received.

The two new LLB programmes will be phased in in 2020 and the BA (Law) degree from 2021.

7.3.9 Student Achievements Undergraduate students Four-Year LLB Programme: summa cum laude (prize sponsor: Phatshoane Henney Attorneys): Ms Kelly-Ann Buys, Ms Chante Cockrill, Mr Adi’b Daniels, Ms Sadia Fortuin, Mr Heynes Kotze, Ms Sanelisiwe Leke, Mr Siviwe Maqutywa, Ms Ntandokayise Mbuyane, Ms Lumba Ndhlovu, Ms Corinne Petersen, Mr Gai’el Petersen, Ms Kerryn Sauls Four-Year LLB Programme cum laude (Phatshoane Henney Attorneys): Ms Kayla Adams, Ms Natasha Cacela, Mr Waseem Fakier, Ms Raadhiyah Ismail, Ms Nuraan Johannes, Mr Daluxolo Maseko, Mr Thabo Ngwenya, Mr Joshua Patterson, Mr Ali Sonday, Ms Sikelelwa Stemele Five-Year LLB Programme: summa cum laude (Phatshoane Henney Attorneys): Ms Shaneca Smal Top First-Year Student (Adams & Adams): Ms Zaahirah America Top Second-Year Students (Cliffe Dekker Hofmeyr): Mr Layen Petersen (1st), Mr Grant Allison (2nd) Top Achievers: Law of Delict (Cliffe Dekker Hofmeyr): Mr Tyrone Roode, Mr Grant Allison Top Third-Year Student (Bowmans): Ms Nicole Bouah Third-Year Special Award (Faculty of Law): Ms Tammeron de Wit Top Achiever: Critical Legal Analysis (Webber Wentzel): Ms Sazi Tshangana Top Achievers: Law of Things (Herold Gie): Mr Layen Petersen, Mr Bradwin Nathaniel Top Achievers (Jurisprudence prize): Mr Charles Britz, Mr Thabo Victor Top Achiever: Legal Interpretation (Norton Rose Fulbright): Mr Layen Petersen Top Achiever: Labour Law (Norton Rose Fulbright): Ms Nicole Bouah Top Achiever: Law of Contract (Norton Rose Fulbright): Ms Nicole Bouah

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Top Achiever: Administrative Law (Norton Rose Fulbright): Mr Charles Britz Top Achiever: Law of Insolvency (Werksmans Attorneys): Ms Nicole Bouah Top Achiever: Criminal Law (Advocates for Transformation): Mr Grant Allison Top Achiever: Law of Criminal Procedure (Advocates for Transformation): Mr Layen Petersen Top Achiever: Preparing for law in Practice (Advocates for Transformation): Ms Kayla Adams Top Achiever: Conveyancing (Smith Tabata Buchanan Boyes): Ms Sarah Ball Top Achiever: Advanced Labour Law (Mr Lance Witten): Ms Chante’ Cockrill Top Achiever: Law of Civil Procedure (Raymond McCreath Attorneys): Mr Tyrone Roode Top Achievers (Law of Evidence Prize): Mr Waseem Fakier, Ms Corinne Petersen Top Achiever: Corporate Law (Hogan Lovells Attorneys): Ms Kayla Adams Top Achiever: Advanced Corporate Law (Edward Nathan Sonnenbergs): Ms Natasha Cacela Top Achiever: Tax Law (PricewaterhouseCoopers): Ms Sarah Ball Top Achiever: Law of Insurance (Mr Donovan Witten): Ms Natasha Cacela Top Achiever: Constitutional Law (LexisNexis): Mr Layen Petersen Top Achiever: Legal Process (LexisNexis): Mr Heyes Kotze Top Achiever: SA Bill of Rights (LexisNexis): Mr Joshua Patterson Top Achiever: LLB Research Paper (LexisNexis): Mr Siviwe Maqutywa Bheki Mlangeni Scholarship (Cheadle Thompson Haysom Inc.): Mr Reo Emmet Bursary Awards (Smith Tabata Buchanan Boyes): Mr Grant Allison, Ms Kaylynn Meyer, Mr Siyamthanda Dayimani, Mr Matome Maliji

Higher Certificate in Forensic Examination (Top 10): Ms Nolubabalo Daniel (cum laude), Mr Craig Foster (cum laude), Ms Lizette Hendricks (cum laude), Ms Nompumelelo Mshumpela (cum laude), Mr Evans Nhlapo (cum laude), Mr Wezo Pilingane (cum laude), Mr Mogamat van der Merwe (cum laude), Mr Donald Hartzenberg (cum laude), Ms Rhenesia Cloete, Ms Monica Mafadza

Justice Stevan Arnold Majiedt was appointed to the Constitutional Court from 1 October 2019.

Shanaaz Christine Mia was appointed as a Judge in the Gauteng Division of the High Court, with effect from 1 January 2020.

Deidre Susan Kusevitsky (née Le Roux) was appointed as a Judge in the Western Cape High Court from 1 December 2019.

7.3.10 Special Faculty Projects

Postgraduate students LLD Graduates Dr Muhammad Kasker Supervisor: Prof Werner Scholtz Dr Teurai Dari Supervisor: Prof Patricia Lenaghan Dr Obdiah Mawodza Supervisors: Prof Lea Mwambene/ Prof Julia Sloth-Nielsen Dr Ayodeyi Bello Supervisors: Prof Jamil Mujuzi/ Prof Ebenezer Durojaye LLM Graduates (cum laude) Ms Barbara Kuudogrme Supervisor: Prof Patricia Lenaghan Ms Roswitha Gomachas Supervisor: Prof Riekie Wandrag M.Phil Graduate (cum laude) Mr Gordon Adams Supervisor: Prof Patricia Lenaghan Postgraduate Diploma in Labour Law (cum laude) Mr Regan Jacobs Presented by Ms Fairuz Mullagee Tarryn Abrahams received the Nelson Mandela scholarship for Master’s studies at Leiden University.

Mogamad Adi’b Daniels was selected for the Ivan Rugema scholarship to pursue his Master’s degree in Dispute Resolution at the University of Missouri from 2019—2020.

Sifiso Mtyityaba, an LLM student studying International Family Law at UWC, was the recipient of the first International Association of Family Lawyers/ University of the Western Cape South African Travel Studentship.

Sisonke Dyonta, a doctoral student in the Law Faculty, was the first student to be awarded the Dikgang Moseneke Grant.

Alumni Achievements Adv. Yolanda Jacobs received the Alternative Dispute Resolution Lawyer of the year prize at the Woza Awards: Women in Law (3 August 2019).

Bilal Osman Latib was included in the Mail&Guardian list of 200 Young South Africans.

Sentebale Makara was promoted to Director in dispute resolution and litigation at Norton Rose Fulbright SA as from January 2020). A law student at UWC from 2005 to 2009 and a recipient of the Missouri scholarship (2010—2011), he was featured in the Mail&Guardian 200 Young South Africans 2018 publication.

As part of the UWC 60-year celebrations, the faculty plans to upgrade Constitution Lane as well as the area in front of the Law Faculty/ DOI. Events, including conferences, will be branded with the 60-year logo. A coffee table book and videos about the Law Faculty will be produced. Four newsletters will be published.

Labour Law online (LLoL) is an interactive online programme offering individualised information on workers’ rights, developed at the University of Amsterdam, which the LL4.0 niche area is adapting under licence to the South African legal context, in collaboration with the Social Law Project, with input from the CCMA. It is primarily targeted at informing vulnerable workers, who seldom have unions to assist them, whether they have a case which could be referred to the CCMA or a bargaining council and giving a detailed analysis of the case’s strengths and weaknesses.

The importance of this project for the faculty is, firstly, that it will enable the Law Clinic for the first time to offer labour law advice to its pro bono clients (for which there is considerable demand).

Secondly, it will make it possible to expand clinical training for law students, who will assist clients in answering questions in the programme and interpreting answers to ensure that they emerge with sound advice. It should open an additional 60 places for students to receive clinical training. Thirdly, the project will benefit from research papers by LLB students on topics being addressed in the programme as it expands its range. It also means that students may be motivated to do papers in the knowledge that this will contribute to community outreach and assist workers who cannot afford legal advice. Finally, involvement with the project (e.g. as supervisors of students) will offer faculty staff an opportunity to perform community outreach work.

The LL4.0 niche area is engaged in research involving the regulation of digital platform work and the establishment of ‘platform collectives’ (i.e., worker-owned digital platforms for the provision of services as a means of creating jobs and decent working conditions). The programme can serve to assist workers who are seeking to establish cooperatives in general and platform cooperatives in particular.

SARChI and the Centre for Federalism and Governance Studies of Addis Ababa University launched the African School on Decentralisation, a school on decentralisation in Africa presented by leading international experts on decentralisation from Africa and further afield. The two-week course (scheduled to be held in Cape Town between 25 May and 5 June 2020) examines the concepts and practices of decentralisation in African countries from comparative and interdisciplinary perspectives.

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8. NATURAL SCIENCES FACULTY Period: January — December 2019 8.1 DEAN’S OVERVIEW The Faculty of Natural Sciences encompasses nine academic Departments and a School of Pharmacy, four research Institutes, two research centres and two research units. The 2019 academic programme offered ten undergraduate degrees and one professional pharmacy degree. At the postgraduate level the faculty presented twelve different honours degrees, one postgraduate diploma in integrated water resource management, and M.Sc, M.Phil, M.Pharm, M.ClinPharm and PhD degrees in a wide range of scientific disciplines. The faculty also presented a large number of service modules to four other faculties – Community and Health Sciences, Dentistry, Economic and Management Sciences, and Education. In 2019, the faculty had registered 2782 undergraduates, 209 honours and postgraduate diploma students, 549 M.Sc and 358 PhD students to give an overall total of 3898 registered students (approximately 16% of the total number of students registered at the University in 2019 and an increase of 6% in science student numbers from 2018. Although achieving honours and postgraduate diploma targets in the faculty has proved elusive, the faculty increased its number of registered Master’s (+5%) and PhD (+7%) students to record levels in 2019. The faculty’s 2019 ratio of undergraduates:postgraduates (72:28) approximates favourably to the University’s medium-term strategic target ratio of 70:30.

Over the past decade, the investment in science infrastructure at UWC by the University, external donors, the NRF and the DHET has exceeded R1 billion. The R240 million refurbishment and conversion of the former Life Sciences buildings into a state-of-the-art Computational and Mathematical Sciences (CAMS) building, commissioned in 2018, has continued to provide the platform for new multi-disciplinary and trans-faculty collaborative initiatives envisaged as a direct consequence of the refurbishment project. 2019 saw the first cohort of graduates from the Department of Computer Sciences and the Department of Information Systems E-skills development postgraduate diploma, with an augmented and virtual reality (AR/VR) stream.

The success of the investment in AR/VR in the Department of Computer Sciences has resulted in an application in 2019 to the DHET for a new postgraduate diploma in immersive technologies focused entirely on AR/VR. The rapidly evolving 4IR and the changing marketplace landscape for our graduates has necessitated an ongoing academic review of 4IR relevant courses (e.g. statistics and computer science) during 2019. High-level mathematical competencies lie at the centre of many of the 4IR technologies, and improving the maths skills of our undergraduate students is a faculty strategic priority. The unprecedented success of the Maths Turn-

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DEAN: PROF MICHAEL DAVIES-COLEMAN

Around Project for second-year mathematicians initiated in 2018 continued into 2019 with even greater success. Not only did pass rates climb from 70% to 80% for the first semester maths course, but the new-found confidence and enthusiasm for mathematics has spilled over to the first-year cohort where record pass rates exceeding 50% were recorded for the first time.

The leadership, commitment and dedication of the Faculty Teaching and Learning specialist, Dr Honjiswa Conana, coupled with the enthusiastic support of the staff and both postgraduate and undergraduate students in the Department of Mathematics and Applied Mathematics, has forged a close-knit team which has ignited a positive revolution in the attitude to mathematics in the faculty. In 2019, the Maths Turn-Around Project team was recognised nationally in the form of three commendations awarded to the project team from the Higher Education Learning and Teaching Association of South Africa.

UWC’s entrance into the rapidly emerging field of Big Data was further enhanced when the Master’s in Statistical Science with specialisation in Data Science, in the Department of Statistics and Population Studies, was internationally accredited by

Statistical Analytical Systems (SAS), based in Chapel Hill, North Carolina, USA. The Department has one of 75 industry Master’s programmes worldwide that are accredited (only three are accredited in South Africa, at UKZN, NWU and UWC). Without the assistance of partner institution NWU and Sanlam funding, this accreditation would not have been achieved. The faculty’s increasing partnership with industry bodes well for the future employment of our graduates.

An academic review of the Extended Curriculum Programmes across the University in 2018 required the faculty to revisit both the structure of its ECP and its mainstream programmes, particularly in mathematical and physical sciences. The findings of this review are important and far-reaching. The faculty continued to work with the Academic Planning Unit to find a meaningful way forward that will begin to address issues of structure, content, access and throughput. In late 2018, the School of Pharmacy was successfully reviewed by a delegation from the Pharmacy Council, and efforts to comply with Council requirements continued in 2019. Important points raised by the Council review include an expansion of the leadership cohort within the School and the identification of infrastructural challenges requiring attention before the next review in 2023.

Several metrics can be used to quantify the success of our faculty’s research programmes including the quantity and quality of peer-reviewed research publication outputs; numbers of registered postgraduate students, throughput of Honours, M.Sc and PhD graduates; new and renewed NRF ratings of staff; national and international research grant funding success; national and international research awards; invitations to staff, postgraduate students and postdoctoral research fellows to give plenary and invited talks at international conferences; the involvement of staff in the organising of research conferences and workshops; appointment of staff to editorial and advisory boards and research working committees; and the breadth and depth of national and international research collaborations reflected, in part, by the numbers and diversity of national and international researchers visiting the faculty.

Rigorous attention should be given to increasing the public understanding of science if the rapid advancements in science and technology in the 21st century are going to be accepted and effectively utilised by society. The faculty has accordingly maintained its commitment to sharing the successes of its staff and students and their research discoveries as widely as possible through the regular publication of articles on various social media platforms. The significant contribution of the Institutional Advancement team of Gasant Abarder, Nashira Davids and Nicklaus Kruger in supporting our efforts to publicise our science is gratefully acknowledged.

Finally, the nexus between science and community provides enormous creative opportunity for meaningful professional community engagement. The outstanding contribution of Prof Carolina Ödman from IDIA to outreach activities centred on astronomy, including community high-tech skills development, requires a special mention. Increasingly, we are seeing the necessity to support our science teachers at the schools in our surrounding communities, and, in a multitude of creative ways, inspire the next generation of scientists from all backgrounds to consider making science their career of choice.

The top priorities for the faculty, as determined by the faculty management committee, remained unchanged for 2019, i.e. increase research and innovation, enhance undergraduate teaching, mentoring and staff development, use resources effectively, and strengthen continuous assessment.

8.2 FACULTY OF NATURAL SCIENCES ORGANOGRAM

The faculty continued to perform well in all these research areas in 2019, and representative examples of our research and innovation success are provided in this reflective report. Worth special mention in this overview is the improvement (30%) in the number of 2019 research publications (>475) submitted by the faculty for subsidy purposes compared to the number of publications submitted in 2018. Record numbers of publications were published by the Department of Physics and Astronomy, the Department of Earth Sciences, and the Department of Biodiversity and Conservation Biology. A truly outstanding contribution of 105 research publications in one year was achieved by the astronomy research group. The calibre of the research being carried out by the astronomy research group was further recognised by the NRF A-rating awarded to SARChI Chair (Cosmology with Multi-wavelength Data) Prof Mario dos Santos.

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8.2 FACULTY ORGANOGRAM Dean

Director School of Pharmacy

Director School of Pharmacy

Departmental Chairpersons (9)

Academic Departments (9): 1. Biodiversity and Conservation Biology

Faculty Manager

DD T&L

Faculty Office

T&L Specialist

2. Biotechnology 3. Chemistry

Directors Institutes (4)

DD Research and Postgrad Studies

UNESCO Chair Geohydrology

Research Institutes (4): IMBM (Institute for Microbial Biotechnology and Metagenomics) IWS (Institute for Water Studies) SAIAMC (South African Institute for Advanced Materials Chemistry)

4. Computer Science

SANBI (South African National Bioinformatics Institute)

5. Earth Sciences

Centres (2):

6. Mathematics and Applied Mathematics

DST/MINTEK Nanotechnology Innovation Centre

7. Medical Biosciences 8. Physics and Astronomy

Centre for Radio Cosmology Units (2): Electron Microscopy Unit ARC Proteomics Unit

9. Statistics and Population Studies

8.3 SCHOLARSHIP 8.3.1 An overview of some of the Faculty’s 2019 Teaching and Learning scholarship activities In order to have genuine impact, the scholarship of Teaching and Learning should be a symbiotic activity of research informing teaching, and teaching stimulating research. When wellgrounded research underpins teaching practice and innovation, and teaching experience stimulates deeper research insight, the scholarly outcome is significant. The faculty has seen this dynamic in action most powerfully in our Mathematics TurnAround Project over recent years.

The project grew out of initial interviews with second-year students and a research-based understanding of the difficulties that they were facing. This led to the design of the mathematics ‘boot camps’ and the growth of auxiliary activities which most significantly increased the students’ ownership of their academic

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journeys, with the inevitable improvement in pass rates and throughput. The positive developments have drawn attention from students and academic staff alike and the replication of these teaching interventions has become a theme in a number of subjects. We also anticipate that it will inform the future design of our B.Sc degree as we respond to the ongoing review of our ECP. The activities above have had some concrete recognition and scholarly output: • The Maths Turn-Around Project team was nationally recognised through a 2019 National Excellence in Teaching Awards Commendation from the Council of Higher Education and the Higher Education Learning and Teaching Association of South Africa (HELTASA). The commendation was presented to the team at the CHE/HELTASA awards event held in Grahamstown/ Makhanda, 27—29 November 2019.

• Dr H. Conana (T&L Specialist), Prof D. Marshall (Physics) and Dr D. Solomons (Mathematics): Supporting the transition from first to second-year mathematics using LCT, LCT3: Third International Legitimation Code Theory Conference, Wits University, 1—5 July 2019.

• Dr H. Conana (T & L Specialist) and Dr D Solomons (Mathematics): Reflections of change: Addressing challenges in the transition to second-year Mathematics, Southern Hemisphere Conference on the T&L of Undergraduate Mathematics and Statistics, Fremantle, Australia, 24—29 November 2019.

• Prof D. Marshall (Physics) and Dr H. Conana (T&L Specialist): Exploring new materialism and embodiment in undergraduate physics learning, 10th Annual New Materialisms Conference on Reconfiguring Higher Education, UWC, 24 December 2019.

• Dr Solomons attended a writing retreat at the end of 2019 organised by the Centre for Research in Engineering Education (CREE at UCT), and worked on the paper ‘Supporting the transition from first to second-year mathematics, using LCT research findings’.

Data Science is another area where the interplay of teaching and research has seen increased scholarly activity. In this case there are the added dimensions of industry and community interaction together with curriculum development as we establish Data Science at UWC. In this regard we highlight the following activities.

• Prof R. Blignaut (Statistics): Invited presentation showcasing UWC Data Science teaching: Teaching statistics with industry alignment, Statistics Education Research Group Workshop (SERG), UKZN, 16—17 May 2019.

• Women in Data Science: As part of our development of our Data Science offering, the faculty hosted a ‘Women in Analytics’ event which targeted girl learners and introduced them to the future career and academic options in Data Science. An international speaker, here for research purposes, headed the event and a number of our staff members presented.

• Data Science Master’s block week training at North-West University (NWU). As part of developing our capacity for the teaching of Data Science, a group of lecturers and students attended a block of teaching at NWU. This involves industry collaboration too.

While the above reflects recent faculty highlights, it should be borne in mind that a strong culture of scholarship in teaching and learning continues in a number of disciplines. In this regard, the School of Pharmacy deserves mention. Thanks in part to the importance of Pharmacy practice, a number of our academic staff continue to publish about the teaching of Pharmacy, and pursue teaching innovations that are recognised nationally. Similarly the Department of Biodiversity and Conservation Biology is constantly evaluating its teaching from a scholarly base.

The Department of Physics and Astronomy has a proud history of research in Physics education. This continues under the leadership of Professors Delia Marshall and Cedric Linder. Special mention also needs to be made of Dr Mark Herbert and Mr Ian Schroeder whose teaching activities and outreaches are based on their research interests. Ian Schroeder proceeds with his postgraduate studies which are linked to his classroom innovations in computational literacy and the accessibility of Physics as an academic discipline to all. The tragic loss of Mr Tino van der Heyde, an enthusiastic driver of innovative teaching in Physics, has left an enormous gap in the faculty. He is sorely missed.

SANBI has developed a teaching intervention to empower the public on biomedical topics including genetics and DNA storage.

The impact of this intervention was assessed using rigorous scholarly methodology.

Prof Onani and Dr Amiena Peck of the Linguistic Department initiated a unique project, entitled ‘Synergistic Cross-Faculty Pollination: Soft Skills Training for the Hard Sciences’. The project is a cross-faculty emotional intelligence development between Arts and Science, and aims to create highly skilled, confident and emotionally intelligent UWC alumni from the Arts and Science faculties. Initiated in 2018, this project has become an annual collaboration between Chemistry and Linguistics students and staff who work together to develop a number of transferable skills including pitch-coaching, presentation and confidence-building skills.

8.3.2 An overview of some of the Faculty’s 2019 research scholarship and innovation activities Preliminary publication data received from the Research Office during the preparation of this report indicated that around 475 publications were recorded by the Faculty of Natural Sciences for 2019. A massive increase of 57% in the number of research publications from the astronomy research group in the Department of Physics and Astronomy took this research group’s tally of peer-reviewed 2019 research publications to 105.

This is the first time a single research group in the faculty has surpassed the milestone of 100 research publications in one year.

The astronomy research group continues to place UWC at the forefront of astrophysics research on the continent. Concomitant with this publication success was the NRF A-rating achieved by SARChI Chair (Cosmology with Multi-wavelength Data), Prof Mario dos Santos. The leadership of the UWC cosmology team in the evolving SKA and MeerKAT radio telescope projects is clearly evident. Several astronomy research group members became successful applicants for observing time on the MeerKAT telescope. Additionally, various group members started making significant contributions to the MeerKAT Large Survey Projects that commenced in 2019. Last year, UWC astrophysicists were also involved in the analysis of some of the first large data sets emerging from the MeerKAT project. Astrophysics at UWC is entering an exciting new phase.

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The setting of new Departmental annual publication records in 2019 was not limited to the Department of Physics and Astronomy. The academic staff and postgraduate researchers in the Department of Earth Sciences, and the associated Institute of Water Studies, published 57 articles in peer-reviewed international journals, as well as two book chapters, and three papers in peer-reviewed conference proceedings. This is the highest number of publications in the history of the Department of Earth Sciences and was the fourth consecutive year that the Department was able to better its previous annual publication output record. Similarly, the Department of Biodiversity and Conservation Biology, with 52 publications in 2019, has improved on its previous annual research publication output record.

A record number of M.Sc and PhD students were registered in the

faculty in 2019 (907). In addition, a record number of PhD (52) and M.Sc (102, with 39 of these degrees awarded cum laude) graduated from the Faculty of Natural Sciences over the three graduation ceremonies held during 2019. The total M.Sc and PhD graduations per Department, School of Pharmacy, and the only degree-awarding Institute in the faculty (SANBI), are presented in Figure 13 for the graduation ceremonies held in April, August and December 2019. The faculty also acknowledges the record number of PhD theses (12) submitted for examination in Mathematics in 2019. The total numbers of Honours, Postgraduate Diploma and Master’s (M.Sc, M.Phil, M.Pharm and M.ClinPharm) students registered in each Department in 2019 are presented in Figure 14. It should be noted that in 2019, only the Department of Earth Sciences offered a Postgraduate Diploma.

30 25

1

20 Master’s 15 10

PhD 4

1

5

5 0

BCB

BTY

CHEM

CS

ES

MAM

MBS

PHARM

PHY

SANBI

SPS

Figure 13: Total M.Sc and PhD graduations per Department/ Institute/ School over the three 2019 graduation ceremonies

180 160 140 120 Honours

100

PG Dip

1

80

M.Sc and M.Phil

60 40

4

1

5

20 0 BCB

BTY

CHEM

CS

ES

MAM

MBS

PHARM

PHY

SANBI

SPS

Figure 14: Registered Honours, PG Dip and Master’s students per Department, School and Institute in 2019

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Seven faculty staff were either NRF rated for the first time or had their ratings renewed or improved in 2019. The NRF A-rating of Prof Mario dos Santos brings to six the number of A-rated Professors and Extraordinary Professors in the faculty.

funding applications are too numerous to present here, we have included only representative examples of achievements in this report. The full lists are accessible in the individual 2019 Research Institute and Departmental Annual Reports.

The economic recession in South Africa has negatively affected the funding available from traditional, national research funding sources. The success of faculty researchers in attracting funds from new sources, including highly competitive research grants from international funding agencies and industrial partners, is a measure of our staff’s resilience and determination to continue to drive their research programmes forward.

8.3.3 Seminars and conferences and international visitors/ fellows hosted in 2019

The impressive lists of achievements and awards made to both our staff and students, and the many appointments of our staff to prestigious national and international research and professional boards and organisations in 2019, are a measure of the growing stature of Science at UWC. As details of conference presentations, exhaustive bibliographies of peer-reviewed publications, postgraduate graduations and successful grant

International researchers from six continents visited the faculty in 2019 (Figure 15) with a significant number of these researchers coming from Western Europe. The faculty hopes that, with the changes to the timetable in 2020 which have freed up the lunch period, more opportunity will be provided for our international visitors to present research seminars over the lunch period that can be attended by a broad cross-section of the faculty’s staff and students. For lack of space, this report could not do justice to the many research visits, conferences attended and podium and poster presentations undertaken by faculty researchers in 2019. These are rather reported in the 2019 annual reports of the relevant Department, school or Institute.

International visitors

BCB

BTY and IMBM

CHE

UWC

PHARM PHYS

Figure 15: Places of origin of international researchers visiting six Departments/ Institutes in the Faculty of Natural Sciences in 2019

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The Department of Chemistry hosted an international Carbon Capture and Storage Workshop as part of the South AfricaUK, Industry Academia Partnership Programme (IAPP) from 4—6 February 2019. The workshop was attended by UWC staff and postgraduate students, representatives of the South African National Energy Research Institute, and academics and researchers from the UK, Europe and South Africa. https:// www.uwc.ac.za/News/Pages/Carbon-Capture-And-StorageConference-2019-Fighting-Climate-Change-Through-CCS.aspx The 9th iteration of the ‘Tastes of Nuclear Physics’ conference was held in collaboration with the University of Zululand in Richards Bay at the beginning of October 2019. Attended by staff and students from both UWC and UniZulu, the organisers, led by Prof Nico Orce (of the Department of Physics and Astronomy, UWC) and Prof Sifiso Ntshangase (Department of Physics, UniZulu), were able to attract several leading nuclear physicists from the UK and USA. http://www.unizulu.ac.za/unizulu-hosts9th-tastes-of-nuclear-physics-conference/ UWC is the hub of the DSI-sponsored National Nanoscience Postgraduate Teaching and Training Programme (NNPTT) which comprises UWC, NMU, UFS and UJ. In November 2019, the Deputy Minister of Higher Education, Science and Technology, Buti Manamela, opened the South African Nanoscience and Nanotechnology Summer School organised by Prof Dirk Knoesen, UWC’s Director of the NNPTT. This well-attended summer school focused on strategies to take nanotechnology research to applications, innovation and commercialisation. https://www. uwc.ac.za/News/Pages/Nanoscience-Can-Change-SouthAfrica---And-The-World-NanoSchool-2019.aspx Prof Mark Gibbons of the Department of Biodiversity and Conservation Biology, in collaboration with Iziko Museums and the Two Oceans Aquarium, organised the 6th International Jellyfish Blooms Symposium in Cape Town in October 2019. The symposium was attended by over 120 delegates from around the world who came together to discuss the dynamics of jellyfish biology and ecology in a changing global climate. https:// www.uwc.ac.za/News/Pages/Jellyfish---indicators-of-oceanchange.aspx In collaboration with the Western Cape Department of Health, Prof Renier Coetzee and Drs Edward Upton and Jane McCartney from the School of Pharmacy hosted a workshop for pharmacists focusing on Antimicrobial Stewardship.

The African Society of Bioinformatics and Computational Biology hosts a pan-African Conference every two years. Prof Christoffels co-chaired the past two conferences in Uganda (2017) and in Kumasi, Ghana (2019). Dr Dominique Anderson served as the co-chair of the scientific programme committee.

Prof Christoffels chaired the annual Global Emerging Pathogens Treatment Consortium Conference in Abuja, Nigeria in 2019.

This is an annual international meeting that provides a forum to showcase countries’ biosecurity and biosafety readiness and to

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report on scientific methods for disease surveillance in low and middle-income countries (https://www.getafrica.org).

Prof Christoffels served as a scientific advisory board member of the Fogarty Funded Bioinformatics Network in East Africa.

Prof Ulrich Klauck from Aalen University in Germany and Extraordinary Professor in the Department of Computer Science, visited the Department in 2019 to work on the Archiving 4.0 project. The project’s aim is to use image processing and artificial intelligence for face recognition and sentiment analysis in the Robben Island Mayibuye Archive. A paper on the face recognition step of the project has been presented and accepted for publication in the proceedings of the PRASA 2020 conference.

The Archiving 4.0 project is a joint collaboration between UWC, with Prof Bagula and Stanley Sello as lead researchers, and the University of Aalen’s Prof Klauck as lead researcher. A student from the University of Aalen working on the Archiving 4.0 project was also hosted by the Department of Computer Science from January to June 2019.

A delegation from Shandong University of Technology, China, led by Professors Xuping Li and Hans-Peter Schertl, visited the Department of Earth Sciences in March 2019 as part of the NRFNSFC China bilateral collaboration research programme entitled ‘Ultra high temperature metamorphism’. The visit included a seven-day joint field trip to important geological exposures in Namaqualand.

The Environmental and Water Sciences section of the Department of Earth Sciences hosted the following international visitors in 2019: Prof Bilasse Zongo, Nazi Boni (University of Bobo Dioulasso, Burkina Faso); Prof Cosmo Ngongondo (University of Malawi, Malawi); Dr Collin Mabiza (University of Zimbabwe, Zimbabwe); Mr Mulewa Mataa (University of Zambia, Zambia, who visited as a Fellow of the NEPAD Mobility Programme); Dr Runchu Wei (Wuhan University, China), and Ms Jihong Qi (Hebei University, China).

The Department of Physics and Astronomy hosted the following international visitors in 2019: Dr Bi-Qing For (University of Western Australia, Australia); Dr C. Clarkson and four PhD students (Queen Mary University of London, UK); PhD student M. Braglia (Bologna University, Spain); Dr O. Umeh (University of Portsmouth, UK); Prof Jayanne English (University of Manitoba, Canada); Prof Gazia Umana, Dr Corrado Trigilio, Dr Adriano Ingallinera, Prof Francesco Cavallaro (INAF, Italy); Prof Meera Chandrasekhar, Mrs Lisa Grotewiel, Prof Paul Miceli, Prof Suchi Guha, Prof Carsten Ullrich (University of Missouri, USA); Prof Paul van Loosdrecht (Cologne University, Germany); Prof John Wood (Georgia Tech School of Physics, USA); Prof David Jenkins (University of York, UK); Prof Ruud Schropp (Eindhoven University of Technology, Netherlands); and Prof Paul van Loosdrecht (Cologne University, Germany).

The Department of Biodiversity and Conservation Biology hosted the following international visitors in 2019: Prof Anthony

Richardson (University of Queensland, Australia); Dr Delphine Thibault (Aix-Marseille University, France); Prof Andre Morandini (University of Sao Paulo, Brazil); Dr Ilka Straehler-Pohl (University of Hamburg, Germany); Dr Agustin Schiariti (University of Mar de Plata, Argentina); Ms Graciane Berrocq-Irigoin and Ms Charline Frelin, (University of Reunion, Island of Reunion).

Prof Rudolf Hausmann, Hohenheim University, Germany, visited the IMBM as part of an SA-Germany collaboration with Prof M. Trindade and Dr A. Burger.

The Department of Chemistry hosted the following international visitors: Prof Mohd Rafie Johan (Director of Nanotechnology & Research Center, Malaya University); Dr Nader Khaligh, (Malaya University); Prof Fleming (Howard University, Washington DC); Prof Bernardo Herradon (Instituto de Quimica Organica General, CISC, Madrid, Spain); Dr Seyed Shariatipour (Coventry University, UK); Prof Eric Mackay (Heriot Watt University, UK); Prof Lydia Njenga (Director of Graduate School, Nairobi University, Nairobi, Kenya); Dr Andrea Haase (Unit Fibre and Nanotoxicology Unit Head at Department Chemical and Product Safety, the German Federal Institute for Risk Assessment, Berlin); Prof Philippe Banet (University of Cergy-Pontoise, France).

The School of Pharmacy hosted the following international visitors: Prof Frank Boury (Université d’Angers, France); Prof Jon Wietholter (West Virginia University School of Pharmacy, USA); Prof Rustin Crutchley (Washington State University, School of Pharmacy, USA); Prof William R. Folk (University of Missouri, USA).

The Department of Biotechnology hosted Prof Tomohisa Hasunuma, accompanied by two postgraduate students from Kobe University, Japan.

8.3.4 Awards and significant achievements Extraordinary Professor Jaqueline King of the Institute for Water Studies was awarded the 2019 Stockholm Water Prize for her game-changing contributions to global river management. The Stockholm Water Prize is the world’s most prestigious award in Water Sciences and is considered equivalent to a Nobel Prize in the water science field. https://www.siwi.org/latest/river-flowpioneer-dr-jackie-king-wins-2019-stockholm-water-prize/ The International Society on General Relativity and Gravitation (ISGRG), which holds a major scientific congress every three years, met this year in Valencia, Spain. At each triennial meeting, ISGRG selects new ISGRG Fellows. At the 22nd triennial meeting of the ISGR on 12 July 2019, Prof Roy Maartens from the Physics & Astronomy Department was selected as an ISGRG Fellow. His citation read: “For his contributions to the study of relativistic cosmology, and for his leadership and service within the relativity and gravity community in the UK and in South Africa”. https://www.uwc.ac.za/Faculties/ NS/News/Pages/-UWC-ASTROPHYSICIST-SELECTED-ASINTERNATIONAL-FELLOW.aspx At the NRF Awards ceremony held on 12 September 2019, Dr Fanelwa Ngece-Ajayi from the Department of Chemistry was awarded the NRF’s 2019 NRF Research Excellence Award for Early Career/ Emerging Researchers (female category).

This award included a R50,000 travel grant for international conference attendance. Prof Emmanuel Iwuoha, also from the Department of Chemistry, was acknowledged for his A-rating at this event (awarded in December 2018).

The following faculty staff achieved or improved NRF ratings in 2019: A2: Prof Mario dos Santos (Physics and Astronomy); B2: Prof Dirk Frei (Earth Sciences); C1: Prof Ndiko Ludidi (Biotechnology); Dr Stephen Boatwright (Biodiversity and Conservation Biology); C2: Dr Riaan den Hahn (Biotechnology); Dr Michael Grenfell (Earth Sciences); C3: Prof Jacques Joubert (Pharmacy); Dr Justin Munyakazi (Mathematics).

At the 2019 DVC: Research and Innovation Awards event, the following staff received university awards: • Best Early Career Researcher: Dr Timothy Dube (Department of Earth Sciences).

• Best Established Researcher: Prof Ralf Henkel (Department of Medical Bioscience).

• Innovation award: Prof Alan Christoffels (SANBI).

• Top Research Department 2018 Award: The Department of Earth Sciences received the award for their proportional increase in research publications from the previous year.

Dr Marique Aucamp of the School of Pharmacy was awarded a prestigious FLAIR (Future Leaders African Independent Research)

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Fellowship from the Royal Society, UK. FLAIR Fellowships are awarded to talented African early career researchers who have the potential to become leaders in their field. These fellowships provide the opportunity to build an independent research career in a sub-Saharan African institution and to undertake cuttingedge scientific research that will address the global challenges facing developing countries. Each FLAIR Fellowship is awarded initially for two years, offering up to £150,000 per year. In addition, the FLAIR Fellowship has a parallel programme of support to develop FLAIR Fellows as independent research leaders, which includes training and mentoring and opportunities to network with other researchers both regionally and in the UK to accelerate the development of broader international collaborations. https:// www.msn.com/en-za/health/medical/arvs-must-be-childfriendly/ar-AAD79cJ

and award committees and participate in two ITU events in Atlanta, Georgia. In addition to participating in the discussions on how the Academy will prepare itself for the 4IR, Prof Bagula delivered two papers co-authored by his students during the ITU-Kaleidoscope Conference. He also chaired one session of the conference and was invited to participate in the conference award committee.

SARChI Chair in Analytical Systems and Processes for Priority and Emerging Contaminants (ASPPEC), Prof Priscilla Baker from the Department of Chemistry, was appointed as a Fellow-inResidence at the University of Cergy-Pontoise under the banner of the Paris Seine Initiative for Excellence. This appointment was the culmination of a successful collaboration between UWC and UCP over many years, and has initiated a wider inter-institutional collaboration which will be formalised in 2020.

Prof Linkov and Dr M. Lototsky (SAIAMC’s HySA Systems) were awarded the DST Top Intellectual Property Creator awards for the period 2010–2018. Accordingly, the Technology Transfer Office at UWC will receive a monetary contribution of R605,000 from NIPMO/DST for each of the two innovators, to drive the development of technologies from IP creation to innovation products.

Prof Bagula, Chairperson of the Department of Computer Science, was invited as a guest lecturer within the DAAD project Big Data in Logistics from 15 October to 5 November 2019 at Neu Ulm University of Applied Sciences (HNU) in Germany. During his stay at HNU, Prof Bagula gave seminars to students and supervised Master’s students on the programme. He also participated in the design and implementation of an IoT-based Supply Chain Game to be used in the digital logistics courses. In December 2019, Prof Bagula was invited by the International Telecommunication Unit (ITU) to join its main conference technical programme

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Prof Vladimir Linkov, Director of the faculty’s South African Institute for Advanced Materials Chemistry (SAIAMC), was nominated to the International Advisory Board of the European Fuel Cell Conference and Exhibition that took place in December 2019 in Naples, Italy. The conference is a prestigious bi-annual event that brings together leading members of academia and industry from all over the world to focus on applications and fundamental aspects of hydrogen and fuel cell technology.

Dr Lototsky (SAIAMC) joined a team of international experts contributing to the International Energy Agency (IEA) Task 32 ‘Hydrogen-Based Energy Storage’. In 2019, the team published three comprehensive reviews on the subject, one of which was recognised as the most cited paper in the Hydrogen Storage & Distribution category of the year 2019, and received the David Sanborn Scott Award from the International Journal of Hydrogen Energy. In addition, he was appointed as a Guest Editor of the Journal of Physics: Energy/ Focus Issue on thermally driven hydrogen compressors utilising metal hydrides. He was also elected to the Scientific Committee of the forthcoming Hydrogen

Power Theoretical and Engineering Solutions International Symposium (HYPOTHESIS XV) to be held in Cape Town (South Africa) in May 2020.

Prof Abram Madiehe and his research team from the Department of Biotechnology and the DST/ MINTEK Nanotechnology Innovation Centre (Biolabels) had their THRIP application (R14,680,099 over three years, 2019—2022) approved by the Department of Trade and Industry. The aim of their THRIP project, in partnership with the company Global Health Biotech (Pty) Ltd, is to produce a nanoparticle-based herbal therapy for wound treatment. The same team had their DST application (R5,400,000 over one year, 2019—2020, with possible extension to three years) approved by the Department of Science and Innovation. The ultimate aim of their DST project is to produce a nanoparticle-based antimicrobial soap.

Prof Maria Eugenia D’Amato from the Department of Biotechnology continued to serve on the Editorial Board of Scientific Reports (Nature Publishing Group): Genetics and Genomics. She was also selected to the 2019 Reviewers’ Hall of Fame of Elsevier’s Forensic Science International: Reports publication (DOI: 10.1016/j.fsir.2020.100064).

The National Science and Technology Forum NSTF-South32 Awards, dubbed the ‘Science Oscars’ in South Africa, recognise excellence and outstanding contributions to science, engineering and technology, and innovation. The 2019 NSTF-South32 Award finalists from the Faculty of Natural Sciences who were nominated at the Awards ceremony held on 29 June 2019 were: • Prof Mervin Meyer, from the Department of Biotechnology and Director of the DST/ Mintek Nanotechnology Innovation Centre; a finalist in two categories: the Management Award and the TW Kambule-NSTF Awards.

• Prof Marla Trindade, Director of the Institute for Microbial Biotechnology and Metagenomics and the DST/ NRF SARChI Research Chair in Microbial Genomics; a finalist for the TW Kambule-NSTF Awards.

• Prof Maria Eugenia D’Amato from the Department of Biotechnology and the team leader of the Forensic DNA Laboratory; a finalist for the Research and Innovation Award.

• Prof Emmanuel Iwuoha from the Department of Chemistry, and SARChI Chair in Nano-Electrochemistry and Sensor Technology; a finalist for the Special Annual Theme Award.

Dr Sam McInturf and Mr Ke Gao from the University of Missouri, Columbia, installed a novel robotic camera in the Department of Biotechnology to continuously record plant root growth. The instrumentation, nicknamed Sunbear 1, was installed as part of the collaboration between Prof Ndiko Ludidi, Dr Marshall Keyster and Dr Ashwil Klein from UWC and Prof David Mendoza from the Integrated Plant Research Group at the University of Missouri, Columbia. The new camera was inspected by President Choi from the University of Missouri System on 23 May 2019.

This is the first research system of its kind in Africa. https:// www.uwc.ac.za/Faculties/NS/News/Pages/UWC-Universityof-Missouri-System-collaboration-explores-technology-toassist-with-crop-resilience.aspx Ms Rechelle Jacobs, from the Department of Statistics and Population Studies, was fully funded by the competitive University Capacity Development Grant to present a paper at the prestigious Woman in Statistics and Data Science conference held from 3 to 5 October 2019 in Seattle, USA. Prof Nancy Stiegler from the Department of Statistics and Population Studies was invited by the Eastern Cape Provincial Government as a keynote speaker at a conference commemorating International Youth Day, the 25th commemoration of the International Conference on Population and Development, and the 50th anniversary of the United Nations Population Fund.

For the second year in a row, Dr Ravnit Grewal from SANBI was appointed to the WHO Strategic Advisory Group of Experts (SAGE) on In Vitro Diagnostics.

At the 2019 Academy of Pharmaceutical Sciences of South Africa conference held in Centurion from 9 to 11 October, the following UWC staff were presented with awards: • Dr Jane McCartney and Prof Renier Coetzee (School of Pharmacy) were co-supervisors of an NMU pharmacy student, Yasmine Khan, who was awarded the Young Scientist Award in Pharmacy Practice.

• Ms Erika Kapp, Prof Sarel Malan, Prof Jacques Joubert (School of Pharmacy), Dr Ruben Cloete and Prof Alan Christoffels (SANBI) were awarded the Pharmaceutical Chemistry Publication Award for their research paper ‘Molecular modelling and simulation studies of the Mycobacterium tuberculosis multidrug efflux pump protein Rv1258c’.

• Prof Admire Dube (School of Pharmacy) was awarded the Pharmaceutics Publication Award as senior author of a publication of his research team (with M. Tukulula, L. Gouveia, P. Paixao, R. Hayeshi & B. Naicker) titled ‘Functionalisation of PLGA nanoparticles with 1,3-β-glucan enhances the intracellular pharmacokinetics of rifampicin in macrophages’.

Associate Director of the Institute for Data Intensive Astronomy, Prof Carolina Ödman, was nominated for the prestigious AfricaCom Innovator of the Year Award. Closer to home, Prof Ödman also organised a series of lunches in 2019 in the faculty to celebrate Women in Science. Women students and staff from Physics and Computer Science participated in the lunch programme. https://www.uwc.ac.za/ News/Pages/AfriTech-Revolution-IDIA-Associate-DirectorCarolina-%C3%96dman-Nominated-For-AfricaCom-Female Innovator-Of-The-Year-.aspx

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In 2019, the Astronomy group secured a block grant from the South African Radio Astronomy Observatory (SARAO), valued at R487,500. This grant was awarded to cover all the tuition and living expenses of up to four UWC undergraduates studying towards a B.Sc in Physics.

vehicles and their support systems utilising metal hydrides. The project, which started in 2017, ran successfully through 2019. It involves partners from Norway, Germany, Croatia, Indonesia and South Africa (SAIAMC/ UWC-coordinator, Impala Platinum and TF Design).

In 2018, R35 million in funding for the GAMKA lanthanum bromide detectors, to expand the capabilities of the iThemba proton accelerator, was released by the NRF to UWC. UWC is the lead institution in the GAMKA nuclear physics research consortium project involving UWC, iThemba as the host, and partners Wits, Stellenbosch and the University of Zululand. By the end of 2019, most of the GAMKA research equipment (including gamma-ray detectors) were procured through iThemba LABS and the first GAMKA commissioning experiment was run successfully in October-November 2019 by UWC and iThemba scientists led by Prof Nico Orce from the Department of Physics and Astronomy.

An international collaborative research project (‘RICS-MH / Metal Hydride Materials and Systems for the Increase of Efficiency in Renewable and Hydrogen Energy’) was undertaken within the BRICS STI Framework Programme (started at the end of 2018) and is running successfully. The project involves partners from Russia, China, India and South Africa and is coordinated by the SAIAMC/ UWC research team.

In November 2019, the Bill & Melinda Gates Foundation funded (two years of seed funding totalling US$800,000) an international programme designed to bring bioinformatics closer to public health – Public Health Alliance for Genomic Epidemiology. The faculty’s South African National Bioinformatics Institute (SANBI) was nominated as the secretariat and lead institution of the consortium. Partners in this consortium include Oxford University, Washington University, University of Melbourne, University of British Columbia and British Columbia Centre for Disease Control, Broad Institute in Boston, USA, USA Center for Disease, Control and Prevention (CDC) and Africa CDC in Ethiopia.

SAIAMC raised over R46 million in research funding in 2019 and achieved a number of research and innovation milestones, including several achieved by HySA Systems, led by Prof Siva Pasupathi: A fuel cell-powered multi-rotor Unmanned Aerial Vehicle (UAV) prototype was developed with its first successful flight on 12 August 2019. Ongoing optimisation should result in near threehour flight times.

Commenced collaboration with Split University (Croatia) for modelling and simulation of fuel cell vehicles with commercial grade software development tools.

UWC/HySA Systems collaborated with Impala Platinum Refineries and completed the successful development and testing of a prototype fuel cell power module for forklift applications accessing integrated metal hydride hydrogen storage tanks. In this collaboration UWC has designed and built fuel cell forklifts with metal hydride hydrogen storage extension tanks. These forklifts have been refuelled by UWC-designed hydrogen refuelling station, and have continued to operate without any major issues for over five years. This long-term collaboration with Impala Platinum begun in October 2015.

An international collaborative research project entitled HYDRIDE4MOBILITY is developing hydrogen-fuelled utility

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The Energy Storage and Effluent Treatment Centre (ESFTC) at SAIAMC led by Prof Ben Bladergroen successfully leveraged R17 million from the DTI towards pre-commercialisation of Li-ion batteries. An important development from this project has been the collaborations with world-class institutions and the opening of opportunities for UWC students to gain international research experience. Accordingly, two postgraduate students completed a six-month research visit to the Fraunhofer Institute in Germany to co-develop a low-cost NiFe bipolar battery prototype, while another postgraduate student completed a five-month research training course at Argonne National Labs in USA. To further ESFTC’s research into effluent treatment in 2019, the Water Research Commission (WRC) funded (R2,3 million) the development of a Capacitive Deionisation Stack to facilitate the introduction of low-energy intensive desalination technology in South Africa. In addition, a further effluent treatment project using the Hydrodynamic Cavitaton - Flotation process at First National Battery was funded (R1,9 million) by the WRC. This is expected to save the company R1,5 million annually on effluent disposal costs leading to the formation of a strategic industrial partnership with UWC. The ESFTC also secured funding (R2,5 million) from Winetech to develop the same flotation technology to treat winery effluent. Currently Klein Constantia, Spier and Koelenhof are involved in the latter project.

8.3.5 Scholarly Professional Engagement Professional engagement with the communities we serve In 2019, Prof Ödman, Associate Director of the Institute for Data Intensive Astronomy (IDIA), developed and practically implemented a theoretical outreach framework (“The Cascade Outreach model”). Using this model, she mentored six postgraduate and one undergraduate student in the development and implementation of outreach activities in astronomy in South Africa. In addition, Prof Ödman presented her Cascade Outreach Model via a poster presentation and invited lecture entitled ‘Developing inclusive resources: representation, co-creation, culturally relevant communication’ to the International Astronomy Union Symposium 358 - Equity Diversity and Inclusion in Astronomy held in Japan in 2019.

Prof Ödman also made available IDIA’s Research Cloud for industry skills development workshops under the umbrella of the Development in Africa with Radio Astronomy (DARA) Big Data Research School. DARA is a joint South Africa-UK Newton Fund human capital development project to drive economic development in Africa through the development of high-tech skills using radio astronomy. Closer to home, Prof Ödman organised three very successful Women in Science lunches in the faculty which provided a platform for women students and staff in different disciplines to share their science and network.

Prof Ödman initiated an inter-disciplinary collaboration with the Xhosa Department in the UWC Faculty of Arts to develop a scientific language in isiXhosa, starting with an MA project of translation of IDIA’s outreach resources.

A Department of Physics and Astronomy postdoctoral student, Dr Margherita Molaro, leads the Astro Molo Mhlaba programme in Khayelitsha and Philippi. The programme targets the important issues of inclusivity and diversity in South African science by engaging the most under-represented group, girls from underprivileged communities, at various stages of their education. From primary school, to high school, to university, the aim is to inspire and support this group in pursuing a career in Science, Technology, Engineering and Mathematics. In October 2019, the Astro Molo Mhlaba programme won the International Astronomy Union IAU100 Women & Girls in Astronomy Prize. https://www.iau-100.org/astro-molo-mhalaba Department of Physics and Astronomy postdoctoral fellow, Dr Lucia Marchetti, led the organisation of the very first edition of Soapbox Science (http://soapboxscience.org) in South Africa (http://soapboxscience.org/cape-town-local-organisingteam/). The event, which aimed to promote women in science, took place in September 2019 at the V&A Waterfront in Cape Town. The event received broad media coverage and engaged approximately 500 people at the V&A Waterfront in conversations about science.

Hemelliggaam (Afrikaans: Heavenly Body) – https://www. hemelliggaam.com – an arts project funded by the NRF’s Roadmap for the History of South African Astronomy, carried out two exhibitions and several public events and school visits in the communities of Sutherland (SAAO) and Carnarvon (SARAO).

Prof Mattia Vaccari and Dr L. Marchetti organised the events with project creators Tommaso Fiscaletti and Nic Grobler.

UWC students are regularly involved in the outreach activities supported by IDIA. Notably in 2019, Mr Sibusiso Mdhluli received support from Prof Maartens’ SARChI Chair funds and IDIA for a summer school teaching the Grade 12 science and mathematics curriculum to Grade 11 learners in his home town of Acornhoek in Mpumalanga in December 2019.

During 2019, Dr Mark Herbert from the Department of Physics and Astronomy continued to lead a UWC-University of Missouri collaboration on physical science teacher development and

modelling instruction with Prof Meera Chandrasekhar (UM Physics Department). Dr Herbert’s short course on Physics for Physical Science Teachers continued to prove very successful with local physical science teachers and the course was well attended in 2019.

On 30 November 2019, Prof Renette Blignaut and the staff of the Department of Statistics and Population Studies, in conjunction with Statistical Analytical Systems, launched the Women in Analytics Initiative. The aim of the Women in Analytics Initiative is to expose Grade 11 learners and their teachers to careers in analytics and data science. The high tea event was attended by 80 people and was addressed by Prof Jennifer Priestly, Director of the Centre for Statistics and Analytical Services, Kennesaw State University, Georgia, USA. Dr Anusha Rajkaran from the Department of Biodiversity and Conservation Biology facilitated a fieldtrip to Rietvlei Nature Reserve with 40 extended programme students from Walter Sisulu University, with the assistance of Kylen-Leigh Brown (M.Sc student).

In 2019, following on from SANBI alumnus Batsirai Madzokere’s Master’s thesis, Eugene de Beste and Peter van Heusden (SANBI staff) built a small cluster with low-cost high-performance computing infrastructure at the National Institute for Communicable Diseases. Originally a UWC start-up, this small data centre in Newlands provides open-source District Health Information System software (DHIS2) to large parts of Africa where resources are constrained. Eugene de Beste continues to be involved in this project and is currently contracted to upgrade and modernise their systems.

8.3.6 Staff nominated onto regional/ national/ international professional boards or organisations SARChI Chair in Cosmology, Prof Roy Maartens, continued to serve in the following professional portfolios: • Editor-in-Chief (with P. Laguna) of General Relativity & Gravitation (Springer Nature); • Chair of SARAO Users Committee; • Member of the Scientific Council of ICTP-EAIFR, East African Institute for Fundamental Research (Unesco Category 2 Institute), University of Rwanda; and • Member of the Scientific Committee for the 30th Texas Symposium on Relativistic Astrophysics.

Prof Carolina Ödman , Associate Director of the IDIA, is a member of a data science working group, IAU Office of Astronomy for Development and a member of the National Organising Committee of the General Assembly of the International Astronomical Union to be convened in 2024.

Dr Ed Elson of the Department of Physics and Astronomy was nominated as co-lead for the science working group of the LADUMA galaxy survey currently being carried out on MeerKAT. Prof Delia Marshall continued to serve as a member of the Editorial Board for the journal Teaching in Higher Education.

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Prof Chris Arendse was elected as the Chair of the Ion Beam Analysis Programme Advisory Committee at iThemba LABS. SARCHI Chair Prof Emmanuel Iwuoha was a Co-Principal Investigator of the H2020 RISE INFINITE-CELL project for the development of kesterite-based (low-cost) silicon-free photovoltaic cells. The project consortium comprises 12 research and innovation, academic and industrial partners in Europe and Africa.

Prof Stephen Boatwright from the Department of Biodiversity and Conservation Biology was inaugurated as the President of the South African Association of Botanists (SAAB) for 2019— 2020 at the conference gala dinner on 11 January 2019. He was also nominated as a member of the NRF Rating Specialist Committee for Plant Sciences (2019—2023) and continued to serve as the Associate Editor of the South African Journal of Botany, Phytotaxa, Biodiversity Data Journal and Phytokeys.

Prof Leslie Petrik of the Department of Chemistry served on the steering committee of the Department of Environmental Affairs (Chemicals and Waste).

Dr Vanessa Couldridge from the Department of Biodiversity and Conservation Biology continued to serve as the Southern African representative on the African Orthopterists Society.

Prof Mark Gibbons from the Department of Biodiversity and Conservation Biology continued to serve as an Editorial Board member of the Journal of Plankton Research; Associate Editor of the African Journal of Marine Science and a member of the Marine Science Advisory Committee for the Namibian diamond mining company, NamDeb. Prof Gavin Maneveldt from the Department of Biodiversity and Conservation Biology continued to serve as Deputy Chairperson of the Cape Nature Board and as Associate Editor of the journals Botanica Marina and Phycologia.

Prof Admire Dube in the School of Pharmacy was appointed as an Adjunct Professor in the School of Life Sciences and Bioengineering at Nelson Mandela African Institute of Science and Technology in Tanzania and served as a member of the World Health Organisation Pre-qualification of Medicines Programme.

Dr Keni Obikezi in the School of Pharmacy served as Chairperson of the South African Pharmacy Council Accreditation committee as an expert in pharmacology for accreditation inspections at other pharmacy schools in South Africa.

Prof Sarel Malan, Director of the School of Pharmacy, served as a member of the Executive committee of the Pharmaceutical Society of South Africa; member of the South African Pharmacy Council; member of Heads of Pharmacy Schools committee; member and Chair of the International Non-Proprietary Names (INN) Expert Group of the World Health Organisation International Pharmacopoeia and Pharmaceutical Preparations; member of the Pharmaceutical and Analytical committee of the South African Health Products Regulatory Authority (SAHPRA);

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member of the Names and Scheduling Committee of SAHPRA; Section editor for the South African Pharmacy Journal, and member of the editorial boards of Mini Reviews in Medicinal Chemistry and Open Medicinal Chemistry.

Prof Renier Coetzee in the School of Pharmacy continued to serve as Vice-chairperson of the South African Association of Hospital and Institutional Pharmacists (SAAHIP) Western Cape Branch; Convener, SAAHIP Conference committee’s academic programme; Ministerial appointment to the National Adult Hospital Level Expert Review Committee; appointee to the working group on Antimicrobial Stewardship Education reporting to the Minster of Health; Member of the WCG’s Provincial Pharmacy Therapeutics Committee (PPTC); and Clinical Facilitator, School of Pharmacy, at both the Wisconsin and West Virginia Universities.

Prof Nancy Stiegler, Departmental Chairperson of the Department of Statistics and Population Studies, was nominated as an advisor to the Governments of Niger and Sudan for their 2021 and 2022 population censuses, respectively.

Dr Humphrey Brydon in the Department of Statistics and Population Studies was elected to the Board of Directors of the South African Mathematical Foundation (SAMF).

Prof Gabriel Tati from the Department of Statistics and Population Studies served as a convener of the panel Econ01 Non-state investments in natural resources extraction from Asian entrepreneurs in Sub-Saharan Africa: Assessing their transformative and disruptive effects at the local level. This panel was selected for inclusion in the European Conference on Africa Studies (ECAS2019) held from 12 to 14 June 2019 at the University of Edinburgh, UK. Prof David Holgate of the Department of Mathematics and Applied Mathematics continued to serve as a member of the International Steering Committee, Delta series of conferences on the Teaching and Learning of Undergraduate Mathematics

and Statistics; a member of the Editorial Board for the journal Mathematics for Applications; a Council member of the South African Mathematical Society; Chairperson of Mathematics Programme Committee for the South African National Graduate Academy Project, and a board member of the South African Mathematical Foundation.

Prof Ralf Henkel, Departmental Chairperson in the Department of Medical Biosciences, continued to serve on the Editorial Boards of the journals Andrology and the Asian Journal of Andrology.

Prof Gail Hughes from the Department of Medical Biosciences was nominated and elected Chairperson of the Public Health Association of South Africa Integrative Complementary Alternative and Traditional Health Practice Committee.

Prof Ndiko Ludidi was appointed as the Acting Director of the UWC/UP Centre of Excellence in Food Security and continued to serve as Associate Editor for BMC Plant Biology and as a member of the Editorial Board of Scientific Reports.

Emeritus Prof Dr Gerhard van der Horst, from the Department of Medical Biosciences, was elected as Associate Editor of the Wiley online journal Reproduction in Domestic Animals.

Dr Washiela Fish from the Department of Mathematics and Applied Mathematics was appointed by the Minister of Science and Technology to the adjudication panel for the SA Women in Science awards for the next five years.

Prof Dominic Mazvimavi, Director of the Institute for Water Science, was nominated as a member of the City of Cape Town Water Resilience Advisory Committee tasked with advising the Executive Mayor on water-related issues. He was also appointed as a member of the International Advisory Committee for the UDW-Urbanising Deltas of the World research programme of the Netherlands Organisation for Scientific Research.

Prof Timothy Dube, from the Institute for Water Studies and the Department of Earth Sciences, was appointed as the AfriGEO Land Degradation Neutrality Co-Chair and Committee member.

Prof Dirk Frei from the Department of Earth Sciences continued to serve on the Scientific Board of the Center of Excellence in Mineral and Energy Resource Analyses (CIMERA).

Dr Michael Grenfell of the Institute for Water Studies and the Department of Earth Sciences was appointed in 2019 to serve on the Expanded Freshwater and Terrestrial Environmental Observation Network (EFTEON) Thematic Technical Committee on Hydrology.

Dr Mimonitu Opuwari from the Department of Earth Sciences continued to serve as Secretary of the American Association of Petroleum Geologists (AAPG) Africa Region.

Dr Kanyerere of the Institute for Water Studies and the Department of Earth Sciences served on both the WaterNet Coordinators Board for capacity building in the water sector, and the Board of NEPADSAWATCHE Centres of Excellence for Water Sciences.

8.3.7 Curriculum changes/ Renewal Departmental Academic Reviews are critical to guiding ongoing curriculum change and renewal. 2019 saw the introduction of three new third-year modules (BDC333, BDC334, BDC335) in the Department of Biodiversity and Conservation Biology as recommended by the Departmental Academic Review carried out in July 2015. The department acted swiftly to accommodate the recommended amendments to their programmes, all of which were aimed at developing a more relevant and responsive degree that enhances flexible, more practically orientated learning. Included in the programme review was the requirement for teach-out plans to accommodate students still in the system.

In terms of this teach-out plan old third-year modules were presented simultaneously with the new modules in 2019.

The Department of Computer Science continued its curriculum renewal at the undergraduate level to incorporate the rapid advances in the 4IR by making minor changes to their current modules and planning for additional modules in 2020 to replace current capita selecta modules. The Nursing Council has required the introduction of microbiology into the nursing curriculum at Level 1. Accordingly, the Department of Medical Biosciences has designed an appropriate module which was accepted by Academic Planning for introduction in 2020.

In order to accommodate the exponential increase in the number of Level 2 students requiring access to modules in plant and animal biology (BDC211, BDC221), complicated by clashes with the required practical teaching commitments in schools resulting in poor throughput rates, the Department of Biodiversity and Conservation Biology decided to split each of these modules into separate courses (with separate course codes) that could be tailored differently for Science and Education students. These changes were approved by Academic Planning in 2019 and will take effect in 2020.

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8.3.8 Student Achievements Undergraduate A team of four undergraduate students from the Department of Computer Sciences finished second at the 2019 Student Computer Cluster Challenge hosted by the Centre for High Performance Computing in December 2019. As a result, UWC’s Mikhail Vink was selected to represent South Africa at the International Undergraduate Computer Cluster Competition to be held in Germany in 2020. Another UWC computer science student, Stephanie Agenbag, is a reserve for the South African team. https://www.uwc.ac.za/News/Pages/UWC-students-tovie-for-international-computing-

Postgraduates Astrophysics PhD student in the Department of Physics and Astronomy, Ms Nicole Thomas, was selected to participate in the 67th Lindau Nobel Laureate Meeting which took place from 30 June—5 July 2019 in Lindau, Germany. Only 400 young scientists from around the world were given the opportunity to share the unique atmosphere of the Lindau Nobel Laureate Meetings. Ms Thomas is the 7th UWC postgraduate to be invited to this prestigious event in the past decade. https://www.uwc. ac.za/Faculties/NS/News/Pages/UWC-astrophysics-studentto-attend-Nobel-Laureate-Meeting-in-Germany.aspx An Honours student in Statistics (Data Science stream), Katlego Kekesi, competed in the 2019 Ernst and Young Data Science competition. Out of 280 participants, Katlego made it to the top 15 and then finished in the top 6. This was an excellent achievement and has underlined the quality of the data science programmes launched in the Department of Statistics and Population Studies under Prof Blignaut’s leadership and in collaboration with NorthWest University and Statistical Analytical Systems (SAS).

Mozart Nsuami, a PhD student from the Department of Mathematics and Applied Mathematics, attended workshops on Stochastic Epidemic Models with Inference and MCMCI for Infectious Diseases, as part of the 11th Summer Institute in Statistics and Modelling in Infections Deceases, organised by Department of Biostatistics, University of Washington, Seattle, USA , 10—17 July 2019. His trip was fully funded by the University Capacity Development Programme’s National Collaborative Project: Strengthening Academic Staff Development in Mathematical and Statistical Sciences in South Africa.

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Four UWC nuclear physics postgraduate students and Nuclear Physics SARChI Chair, Prof Triambak, spent close to three months running a collaborative experiment at the Center for Experimental Nuclear Physics and Astrophysics at the University of Washington in Seattle, USA. The University of Washington is ranked 26th in the world and 4th in Nuclear Physics in the United States. UWC was the lead institution for the experiment (with Prof Triambak as the principal investigator). The experiment also involved TRIUMF (Canada’s particle accelerator centre), Lawrence Berkeley National Laboratory, USA and the University of Guelph, Canada. The four UWC postgraduates were trained to use the tandem particle accelerator for the experiment and did so quite independently over the three months of running the experiment.

Mohamed Kamil, a PhD student in SARCHI Chair Prof Smarajit Triambak’s research group in the Department of Physics and Astronomy, was awarded a scholarship from the European Physical Society to attend the 2019 International School on Nuclear Physics in Erice, Sicily. He is one of only five students selected worldwide for this scholarship.

Biotechnology PhD student Darius Martin won a prize for the best poster presentation at the 10th International Conference of the African Materials Research Society (AMRS2019) held in Arusha Tanzania from 10—13 December 2019. His poster described a rapid point of care diagnostic system for the detection of the Ebola virus. https://www.uwc.ac.za/News/Pages/DariusMartin-Diagnosing-Ebola,-Developing-African-Science---AndHaving-Fun.aspx

Nuclear Physics M.Sc student Esmond Vyfers was awarded a scholarship to attend the National Nuclear Physics Summer School (2019) held at the University of Tennessee, Knoxville, USA.

Three postdoctoral fellows and five PhD students from SARChI Chair Prof Iwuoha’s research group in the Sensor Lab of the Department of Chemistry made oral presentations at the 70th

Annual Meeting of the International Society of Electrochemistry held at the ICC in Durban, South Africa, from 4—9 August 2019.

Dr Nandipha Botha (a postdoctoral fellow in Chemistry) was awarded a prize for the Best Oral Presentation at the 10th International Conference of the African Materials Research Society (AMRS2019), 10—13 December 2019, in Arusha, Tanzania.

UWC Biotechnology PhD student Darius Riziki Martin won the Best Poster Award at the same conference. https://www. uwc.ac.za/News/Pages/Nandipha-Botha-Quantum-Dots,Drug-Discovery-And-The-Presentation-Of-A-Lifetime.aspx

8.3.9 Special Faculty Projects The pre-eminent faculty project in 2019 was the consolidation and expansion of the Maths Turn-Around Project. Working with the faculty’s Teaching and Learning specialist, Dr Conana, the staff and students of Department of Mathematics and Applied Mathematics expanded on their success of the previous year with their focus extending from the bottleneck Level 2 module MAT211 to other key modules in mathematics. Following a highly successful focus week or boot camp at the beginning of the year for second-year maths students, and the setting up of ‘learning communities’ (a key component leading to the success of this project) within the class, significant numbers of undergraduate mathematics students (>300), voluntarily

attended regular Saturday mathematics workshops facilitated by the Department. The growing success of this project was again reflected in the throughput rates, with the pass rate increasing from 70% to 80% for the first semester maths course, MAT211. More importantly, the new-found confidence and enthusiasm for mathematics spilled over to the firstyear cohort, many of whom joined the voluntary Saturday workshops. As a result, pass rates exceeding 50% were recorded for the first time in MAT105, widely recognised as a notoriously difficult high-impact module in the faculty.

Also in 2019, Dr Conana used the lessons learned from the Maths Turn-Around Project to successfully tackle problematic throughput rates in a Human Biology module delivered by the Department of Medical Biosciences to dentistry students. A 95% pass rate was achieved indicating that the success of the Maths Turn-Around Project can be extrapolated to other highimpact modules in the faculty.

The enormous combined effort of undergraduate and postgraduate students, working closely with the staff of the Department of Mathematics and Applied Mathematics and the faculty to ensure success in undergraduate mathematics, coupled with the success achieved by the Department of Medical Biosciences, were undoubtedly highlights of 2019 for the Faculty of Natural Sciences.

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9. ACADEMIC PLANNING UNIT Period: January — December 2019 9.1 DIRECTOR’S OVERVIEW APU Organisational Achievements 2019 was a year of consolidation for the APU. The two new staff members appointed in 2018 had the opportunity to make their unique mark on the organisation, while adapting and adjusting to their new responsibilities. Mervyn Coetzee was appointed as Academic Planning Specialist to arrange and conduct the academic reviews and Odwa Mntonintshi took on the new role of Curriculum Enhancement Specialist. These two appointees made an indelible impression on the APU and on the University areas where APU has impact. New and existing staff were able to brings their particular strengths to the fore to enable the APU to continue thriving. During this period, the APU vigorously pursued its goals, as listed here: Guiding Principles/ Mission/ Goals of the APU: • Protect UWC’s reputation and integrity; • Contribute to the enhancement of the quality of UWC’s academic programmes; • Build capacity within the academic space to deliver highquality programmes through engagement with faculties and students; • Cultivate awareness of UWC’s policies and processes and strengthen adherence to policies and processes related to academic programmes; • Pioneer innovative approaches to enhance the quality of academic programmes in higher education; and • Champion the promotion of student success and retention at UWC. The APU continued to carry out the unique roles it had identified in 2018, which represents an amalgamation of the identity, skills and passion brought by each member into a particular area of APU’s role.

The APU has a role in Institutional Research. The APU: • Undertakes institutional research in priority areas related to the academic project, to support decision making towards improvement; • Shares information and key findings arising out of such research to promote awareness within the university and higher education environment; • Monitors and evaluates student performance and the health of UWC’s academic programmes; and provides regular reports on these to the university community; and • Disseminates research findings annually through internal reports as well as journal publications and conference presentations.

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The APU consumes and manages data and services faculties’ data analytics needs. The APU: • Accesses data efficiently in priority areas and manages data in priority areas; • Manages data access to ensure timeous availability of data to support the work of the APU; • Participates in verifying validity of data and data extractions; • Uses various analytics tools and constructs appropriate dashboards to analyse and disseminate data that updates the University community on the health of its programmes and the performance of its students; and • Disseminates data and analytical reports to faculties and University stakeholders as required to enable tracking, monitoring, evaluation and improvement.

The APU performs a strategic role in faculty academic planning.

The APU: • Enhances capacity within faculties to improve the quality of academic programmes; • Engages with faculty intentions to expand academic offerings; and • Conducts workshops and other capacity-building initiatives within faculties to enhance curriculum review, improvement and innovation efforts.

The APU ensures that all administrative academic planning requirements of the SAP are met. The APU: • Ensures the alignment of meeting dates of the SAP and its two Sub-Committees with Council, Senate and SEC meeting dates, and communicates these dates to faculties timeously; • Reminds faculties to synchronise their academic planning dates accordingly;

• Ensures that the SAP recommends amendments to modules and programmes, changes to academic rules and the introduction of new modules and programmes; • Is guided by the agreed delegation of authority framework for decision making regarding academic planning matters; • Assists faculties to understand the decision-making processes and approvals cycle; • Monitors alignment between the taught curriculum and the approved curriculum; • Ensures that only accredited programmes are offered and that all offerings are fully accredited by the relevant national bodies.

Achievements in 2019 Curriculum renewal The APU was able to strengthen our work in curriculum renewal in Departments and we have forged closer working relationships with faculties where we can be recognised as a resource to faculties. We have continued to make great progress in bringing the student voice into the conversations about curriculum, and into departmental reviews. Most faculties engaged the APU with regard to amending existing programmes and conceptualising new programmes, with one or two exceptions.

Student success and retention framework Another significant achievement in 2019 was the acceptance by the University of the Student Success and Retention Framework designed by the APU in conjunction with Dr Sue Pather. The framework captured all the research and findings generated over the past two years and attempted to demonstrate an institutional understanding of the factors impacting student success, and then to identify and address the factors that the institution can intervene in to bring improvements, thus providing a framework for action to promote student retention and success.

Holistic Student Success approaches The APU has succeeded in institutionalising change initiatives in student success, especially in the ECP. In 2020, the APU would like to focus on a holistic approach to student success at UWC, which would explore initiatives that would be promoted by various sectors in the University - including the academic sector, financial, student services and student development.

Extended Curriculum Programmes The APU continued to promote and assist faculties in implementing the recommendations from the 2017/ 2018 ECP Review process. Much progress has been made in relation to the goals set in 2018 to achieve significant improvement in the ECP programmes. Reporting lines have been strengthened, and accountability improved by locating ECPs under the Deputy Deans for T & L. Most faculties have appointed ECP coordinators, and ECP matters have been placed on regular faculty agenda.

Curriculum revision has proceeded in all ECP programmes with the support of the APU, and most programmes have redesigned the ECP models and curriculum in significant ways. Two fully

amended ECP programmes, namely Nursing and the LLB, were submitted to the DHET and were approved for implementation in 2020 in the revised forms. All the other ECP programmes will be revised and submitted to the DHET for approval in 2020 and 2021.

Curriculum renewal and transformation (CRT) process A document of principles was prepared and circulated to critical readers, after which the principles were revised. The document distinguished between two areas, institutional transformation principles and curriculum transformation principles, since one cannot be implemented without the other. In 2020, faculties will continue developing ongoing processes relating to promoting dialogue and renewal of the curriculum, while the APU and DLTSS will conduct surveys on students’ understanding and experiences of transformation in their curriculum.

Academic reviews In 2019, the APU conducted reviews of the following departments and units: • • • •

EED Foreign Languages Physiotherapy School of Business and Finance.

And concluded the 2018 reviews of: • ACCEDE • Department of Anthropology and Sociology • Department of Physics and Astronomy.

The APU also began designing formal processes of programme review, including the design of a new programme review policy, in collaboration with the Quality Management Office. This work is ongoing.

Committee Work The APU continued to provide all secretariat functions to the Senate Academic Planning Committee (SAP) and its Executive and the SAP Curriculum Sub-Committee, providing documents, agenda, reports and minutes for all meetings.

The APU also continued to provide all secretariat functions of the Senate Learning and Teaching Committee (SLTC), providing documents, agendas, reports and minutes for all meetings.

The committee and administrative load has increased considerably over the years as the APU ventured into new spaces.

In 2020, we hope to explore the possibility of bringing in additional administrative support personnel into the APU, to assist particularly with all the other administrative work related to the academic reviews, curriculum reviews and many other APU projects.

9.2 STAFF Director: Dr Vanessa Brown Office and committee management: Charmaine Huckle Academic review specialist: Mervyn Coetzee Curriculum enhancement specialist: Odwa Mntonintshi Data analyst: Gairodien Schroeder

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10. COMMUNITY ENGAGEMENT UNIT Period: January — December 2019 10.1 DIRECTOR’S OVERVIEW The Community Engagement Unit strategic focus for 2019 was threefold: 1) to improve the infrastructure within the unit through enhancing the administrative, academic, interpersonal and facilitation skills of staff through the emphasis of an assetbased approach to the functioning of the unit. Job descriptions were revisited and skillsets were aligned with deliverables of job descriptions; 2) to strengthen partnerships within and outside the institution (locally, nationally and internationally); and 3) research and publication and establishing a research footprint that uniquely describes our context.

These strategies were achieved through assisting staff to engage in a thoughtful process through the Belbin and subsequent SynNovation training to identify their strengths and the spaces where they needed additional staff training and development and support. Each staff member developed their own developmental plan for 2019. Based on this information, teams were established within the unit to focus on specific projects. A strong emphasis was also placed on the co-creation of knowledge and this did not only imply academic publication outputs but also the development of manuals and the development of the digital stories publication. This ensured that the loop between theory and practice was closed and significantly strengthened the partnership between the University and the community. The development of support networks for the community through making resources more accessible for partners was facilitated through uploading relevant documents to websites, the Facebook page and also through the creation of a physical space that was adequately resourced for the community to develop and implement their computer skills. Enhancing public engagement and the development of the University’s corporate image, specifically with regard to the University’s social justice ethos, was the ultimate goal in the development and implementation of these platforms of information sharing and generation of supportive physical spaces.

The notions of networking, capacity building, strengthening partnership and improvement of infrastructure were key deliverables in this period and also facilitating the sustainability of community engagement. This was achieved through the concretisation of the University’s community engagement activities in terms of equating it to a financial cost of civic engagement activities to show our commitment to community engagement, which will be evident in the forthcoming database publication. This will also confirm that we engage in quality assurance in community engagement within our context.

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DIRECTOR OF THE COMMUNITY ENGAGEMENT UNIT: PROF PRISCILLA DANIELS

Staying connected and abreast of developments in the field of community engagement and community development has been achieved through conference presentations and publications.

Ultimately, these contribute to and facilitate the sustainability of community engagement through institutional, local, regional and international partnerships. The following report therefore provides a reflective summary of the Community Engagement Unit’s highlights in 2019.

The strategic plan for community engagement 2019 was guided by the DVC priorities that were disseminated to Deans and Directors at the DVC strategic planning session in January 2019.

Our priorities for 2019 were aligned with the DVC: Academic’s priorities as per the following table:

Table 3: CE Priorities in alignment with DVC priorities 2019 DVC Priorities 2019

CE Alignment 2019

1. Excellence in Student success

AEP & CE courses targets mature students from the community.

2. Research-led Learning and teaching

Scholarship of engagement – infuses community engagement and relevance with regard to sustainability.

The colloquium and database provide opportunities for sharing which leads to co-creation 3. Emerging technologies

CE has developed an online course and digital stories have been introduced into the substance abuse programme and there are structured opportunities provided for mature learners.

4. Curriculum transformation and renewal

Community development principles are entrenched throughout the curriculum of the short courses. Publications have been developed as training tools to assist with training in community settings.

10.2 SCHOLARLY OUTPUTS

CEU publications in press

10.2.1 Publications

Daniels, P.S. & Adonis, T. Community Engagement in South Africa: Precursors and Current Status. Sun media: Bloemfontein.

Adonis, T. (2019). Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness.

Publication in conference proceedings. http://www.headconf. org/head19-papers-published/ Daniels, P. & September-Brown, P. (Eds). (2019). Community Engagement Newsletter No.8. https://www.uwc.ac.za/CE/ Documents/CEU%20Newsletter%20Issue%208%20%281%29. pdf Daniels, P. & September-Brown, P. (Eds). (2019). Community Engagement Newsletter No.9. https://www.uwc.ac.za/CE/ Documents/CE%20Newsletter%20Issue%209.pdfh Daniels, P.S. & September-Brown, P. (2019). Database Report 2019. Bellville: UWC Community Engagement Unit. https:// www.uwc.ac.za/CE/Documents/DATABASE%202019%20 Rpt%20text%20%286%29.pdf Daniels, P.S.; Adonis, T. & Cupido-Masters, J. (2019). Community Engagement Substance Abuse Research Report. Bellville: UWC Community Engagement Unit. https://www.uwc.ac.za/CE/ Documents/Substance%20Abuse%20Research%20report%20 2019.pdf Daniels, P.S. & Adonis, T. (2019). Community Engagement Annual Report 2018. Bellville: UWC Community Engagement Unit. Available from https://www.uwc.ac.za/CE/Documents/ CEU%20Annual%20Rpt%202018.pdf

Ongoing Research • C3 Conversations final research report.

• Case study manual development – 3rd edition.

• Renewal of the substance abuse research project through submission to research ethics committee.

Daniels, P.S. & Adonis, T. Facilitating innovation in communities through purposefully designed capacity-building programmes to develop sustainable practices.

Daniels, P.S., September-Brown, P. & Cupido-Masters, J. Reflections on the process of ethical co-creation of knowledge with community partners – lessons learnt. CHAPTER - VAN SCHAIK Daniels, P.S. & September-Brown, P. (2019). Case Study Manual for Substance Abuse Workers (in progress).

Daniels, P.S. & Adonis, T. (2019). Quality Assurance (QA) of community engagement in South African Higher Education Institutions (SAHEI’s): Problems and prospects. (under review) at the South African Review of Sociology Journal.

Adonis, T. (2019). Exploring the conditions for facilitating optimal school learning environment through partnerships at a primary school in Cape Town, South Africa. (Article in development)

10.2.2 Scholarly engagement projects Partnership development Local level Ramone Comalie attended the quarterly Cape Town Alcohol and Drug Action Committee meetings. The Committee has representation from various stakeholders and provides input and feedback on various initiatives that the city, provincial and metropolitan structures are implementing across the City of Cape Town municipality as they seek to address the challenge of substance misuse in communities.

Mrs Damaris Kiewiets is also actively engaged in facilitating local partnerships within the Fisantekraal, Philadelphia (rural) and Montagu communities.

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International level On 4—5 February 2019, we hosted two visiting professors from the University of Missouri, Professors Karl Guenther and Karl Swanstrom, to discuss possibilities of collaboration. This was followed by a community visit to Fisantekraal/ Philadelphia and a meeting at the City of Cape Town. The meeting was productive as this process was followed with a proposal developed by Dr Tracey-Ann Adonis for the UMSAEP grant. Despite high-level support and positive feedback from the UMSAEP committee, we were unable to secure funding for the collaborative project entitled ‘Exploring the place-based potential of the UWC context through mapping the resources/ role-players/ stakeholders within the institution and their partners to identify the shared value with the aim of facilitating the university’s mission of being an anchor institution within the metropole.’ We will further explore the possibility of securing funding in 2020.

The Community Engagement Unit also hosted a Chinese delegation in Montagu on 9 September 2019. This was the fourth year that the Chinese delegation has visited. The Chinese provide funding for Change Agents South Africa.

Open Government Partnership Open Government Partnership is a global partnership with 78 countries around the world. The project encourages transparency, accountability and an open government to the people. We would like to ensure communities and local councillors understand their different roles at local government level. The project is also about communities taking ownership and a sense of responsibility and, at a national level, influencing the formation of the national action plans. Mrs Damaris Kiewiets is a key driver and champion of the OGP initiative.

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Substance Abuse Capacity Building and Training Course and Foetal Alcohol Syndrome Training The substance abuse training course of the CEU at UWC is a capacity-building and training initiative. The Community Workers Substance Abuse Training initiative consists of eight short courses. These short courses assist community workers to develop attributes towards, as well as gain skills and knowledge in, the implementation of substance abuse programmes at community level. 209 applications were received of which 51 candidates were selected according to specified criteria. The programme serves community participants from Greater Cape Town, Worcester, Robertson, Atlantis, Swartland municipality, Hawston, Drakenstein and Theewaterskloof.

Course Outputs: • Module 1: Substance abuse overview – define, scope and attitudes; • Module 2: Theoretical models of addiction and its implication for counselling; • Module 3: Professional, legal and ethical issues – policy and governmental; • Module 4: Families and substance abuse; • Module 5: A community-orientated primary care approach to substance abuse; • Module 6: Substance abuse – learning placement; • Module 7: Introduction to monitoring & evaluation concepts, tools and process design; and • Module 8: Proposal writing – funding writing.

The course was implemented from January—November 2018 and the following table provides an overview of the course attendance.

Table 4: Substance abuse course attendance Module 1

Module 2

Module 3

Module 4

Module 5

Module 6

Module 7

Module 8

43

40

38

40

35

35

34

38

10.2.3 Awards and special achievements On 4 June 2019, 52 participants received certificates of competence for completing five to eight modules in the Community Workers Substance Abuse Capacity Building and Training Course. Thirty-one candidates completed all eight modules and 21 participants completed between five and seven courses. Part of the celebration also included 46 candidates receiving certificates of competence for the Introduction to Foetal Alcohol Syndrome Awareness and Prevention. Of note is the evidence of lifelong learning that occurs in the community as Mrs Leonora Booysen (72 years old), Mrs Sarah Willemse (72 years old) and Mrs Elizabeth Eden (67 years old) also received certificates of competence for completing the Foetal Alcohol Syndrome Awareness and Prevention course. These volunteers

are still actively working within their respective communities by assisting struggling learners in improving reading and literacy levels.

Mrs Damaris Kiewiets (Community Liaison Officer at CEU) received an award in recognition for her work as an activist in the field of women development on 28 November 2019 at the 30th anniversary celebration of Ilitha Labantu.

Prof Daniels and the Community Engagement Unit received the community ambassador award from CHOICE drug counselling, acknowledging CEU’s contribution to community capacity development in substance misuse prevention.

Ms Liana Thomas was nominated for the Golden Key award in 2019.

10.2.4 Scholarly professional engagement The following table provides an overview of conference attendance in 2019.

Table 5: CEU conference attendance 2019 Conference

Staff members

Contribution

Outcome / Opportunity

Towards a Decolonial Psychology: Theories from the Global South: 21—22 February 2019

Dr Tracey-Ann Adonis, Ms Pearl September-Brown, Mr Ramone Comalie

Attended

The 2019 conference focused on re-framing and re-figuring a psychology from the South, reflective dialogue and presented opportunities for several emerging scholars and seasoned scholars to present exemplars of liberating curricula. The Psychology conference provided an amazing reflective space for staff.

The necessity to engage in dialogue within reflective spaces is important particularly within the context of community engagement and how the unit could use psychology theories to further enhance the work that we are engaged in.

5th International Conference on Higher Education Advances, 25—28 June 2019, Universitat Politecnica of Valencia, Valencia, Spain

Dr Tracey-Ann Adonis

Presented a short paper titled: ‘Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness.’

Publication in Conference proceedings available from http://www.headconf.org/ head19-papers-published/

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Higher Education Community Engagement and Governance in 2050 from 29—30 August 2019 in Durban.

Ms Pearl September-Brown

Presented a paper on behalf of community engagement team: ‘Facilitating transformational learning through digital storytelling: insights from a university’s account of engaging with communities.’

The conference created an environment so that academics, experts, leaders, practitioners and students could boldly state the key issues that could make our universities and communities sustainable in a global environment.

Participants were encouraged to create a vision that aids government, universities and communities to effectively achieve the National Development Plan and the Sustainable Development Goals outcomes. The programme encouraged dialogue among attendees in a non-threatening manner and provided presenters with the freedom to be creative.

The Network: Towards Unity for Health conference ‘Social accountability: from evidence to action ‘ 10—13 September 2019 – Darwin, Northern Territory, Australia.

Prof Priscilla Daniels

Poster presentation on behalf of the CEU team titled: ‘Facilitating the development of socially accountable leaders through structured reflection.’

Networking and establishing contacts with conference delegates interested in engaging in reflective practice through digital storytelling.

PHASA: 15th Annual Conference at the College of Cape Town, Athlone ‘Accelerating Progress towards Universal Health Coverage in South Africa’

Mrs Damaris Kiewiets

Poster presentation of behalf of School of Pharmacy team: Titled ‘Unlocking hierarchical barriers in the local health services: Stakeholder liaison intervention for service learning in Pharmacy.’

Providing community participants with exposure to present and share their experiences. Networking and establishing contacts were also achieved.

4th International ProPEL Conference – University of Technology Sydney, 9—11 December 2019

Prof Priscilla Daniels Dr Tracey-Ann Adonis

3MT presentation and poster presentation titled: ‘Facilitating structured reflection as an assessment through digital storytelling.’

Opportunity to present and network. The conference also provided exposure to a new presentation style namely 3MT. This tool could be most effective for students to prepare the important aspects of their research and assist in being concise in their conceptualisation of the research process.

10.2.5 Seminars and Conferences hosted in this period Community Engagement Colloquium 2019 The 3rd Annual Community Engagement Colloquium titled ‘Finding the synergy between CE, Research, Teaching and Learning in the context of the 4th Industrial Revolution’ was held from 28—30 October 2019 in the Bellville CBD at the UWC Faculty of Community and Health Sciences building.

A pre-workshop hosted by the Faculty of Community and Health Sciences was attached to the colloquium focusing on

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community engaged teaching and learning. The workshop formed part of an NRF-funded research project with three universities in the Western Cape. The research project is headed

by Prof Hester Julie (UWC) and Prof Antoinette Smith-Tolken (Stellenbosch). The pre-workshop also informed the final day deliberations of the Community Engagement Colloquium.

Prof Cornelius Thomas and Dr Fanelwa Ajayi-Ngece were the keynote presenters who set the scene on each day of the colloquium followed by presentations from several academics, community representatives and students. The critical discussion and engagement that occurred in the plenary provided great

insights into several important aspects as the agenda was directed at initiating the development of a charter of principles for community engagement. A recurring theme was that in order to become citizens of hope, our practice needs to be embedded within the notion of social justice.

Concluding comments from the DVC: Academic, Prof Lawack, highlighted the strides that UWC has made in the institutionalisation of community engagement at UWC as an infused principle. She noted the following: • Since 2018, UWC has awarded academics for recognition in community engagement that integrates learning, teaching and research.

• The promotion process should demonstrate evidence of community engagement – academics need to show how they are engaging and integrating CE. • Social justice is a base and is articulated in the graduate attributes.

• Goal 2 in the IOP speaks to developing change agents.

The preliminary charter of principles for community engagement will be disseminated for comment.

10.2.6 Professional membership Prof Priscilla Daniels: Board member of the South African Higher Education Community Engagement Forum.

Mrs Damaris Kiewiets: Board member Tygerberg Hospital; Advisor to Member of Parliament (MPL) for health Rachel Windvogel; Advisor to MPL for social development Gladys Bakubaku; Ambassador for Change Agents South Africa.

Open Day 2019 The UWC Open Day was held on 11 May 2019 and the Community Engagement Unit hosted a table in the Main Hall where community engagement was showcased as a central component for prospective students at UWC. Ramone Comalie coordinated the community engagement contribution and ensured that staff received scheduled timeslots and that information to share with parents and prospective students was available. All staff and student assistants assisted on the day.

Open Government Partnership The Open Government Partnership summit was held in Canada in December 2019 and a commitment was received from the OGP steering committee to strengthen the South African OGP and provide support.

Mandela Day celebrations Mandela Week allowed the Community Engagement Unit to once again engage in inter-institutional collaborations with the Faculty of Dentistry, Centre for the Performing Arts and the Department of Occupational Therapy to prepare care packs for three homes for the aged in close proximity to UWC. These homes are Lily Haven Place (18 July 2019) in Bonteheuwel, Ikhaya Labantu Centre (18 July 2019) in Langa and Matroosfontein Cottages (19 July 2019) in Matroosfontein. Prof Kinh Vu, a Professor in Music Education from Boston University, USA, delivered the keynote address. This was the third year that we have visited these homes and delivered care packs and lunch to each facility. Mr Peter Marais MP joined us at Matroosfontein Cottages and donated a gift basket for a lucky draw for the residents. This year Tygerbear donated knitted teddy bears which were given to the residents.

Ms Pearl September-Brown: Member of the Health Professional Council of South Africa.

10.2.7 Special Projects Database/ Database Report Publication In 2014, the CE database was launched, highlighting various forms of CE activities across campus, accessible to everyone, both on and off campus. The database presents an overview of various CE projects at the university, sourced from the office of the Rector, DVC: Academic, DVC: Research and Innovation, DVC: Student Development and Support, all seven faculties, schools, centres, institutes and support units. An annual data collection process ensures that the information on the database is updated, with maintenance, as an ongoing process. The database can be accessed through the CE website, or by using the link https:// ceudatabase.uwc.ac.za/portal. Since the end of June 2018, to the end of March 2019, 12 new projects have been added, while 12 older ones have ended. Since the inception of the database in 2014, 39 projects have ended (due to funding cycles coming to an end). In 2019, at the end of the annual data collection process, 101 projects were still active.

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Capacity building of religious leaders from Gugulethu and Khayelitsha The Community Engagement Unit, via Mrs Damaris Kiewiets, was approached by the South African Faith and Family Institute (SAFFI) to partner with them to train religious leaders from the Abanthunywa Fraternity of Gugulethu and Khayelitsha, focusing on the intersection between faith and Gender-Based Violence within intimate relationships. Twenty religious leaders were trained over a period of five days in November 2019 at the University.

Staff development/ Capacity building of staff Capacity building of staff in the unit is a priority and several staff members have completed postgraduate studies.

• Dr Tracey-Ann Adonis completed the Programme for Academic Professional Leadership Programme and graduated in August 2019.

• Dr Tracey-Ann Adonis and Ms Jill Cupido-Masters were also part of a group that received training in developing lessons using the Creator AVR technology platform.

• Ms Liana Thomas is enrolled for a B.Lis and has successfully completed four LIB majors for the second year.

• Ms Yanelisa Bija was conferred a Master’s degree in Population Studies at the August graduation ceremony.

Staff are also encouraged to identify staff development opportunities linked to their respective portfolios in order to enhance their professional skills and capacity. The following staff development activities have been completed by staff in the unit:

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Prof Priscilla Daniels: • University staff doctoral programme (USDP) in community development and community education mentorship programme (two-day curriculum development workshop), 1—2 February 2019, Crystal Beach Hotel, Gordon’s Bay. • SynNovation TIPS! Workshop, 14—16 May 2019.

• Common Good First, Final Symposium, 8—9 October 2019.

Dr Tracey-Ann Adonis: • P4APL, SynNovation TIPS! Workshop, 14—16 May 2019.

• Creator AVR training, e-Portfolio development, 27 February 2019.

• Writing retreat, 2—4 October 2019 (article development from PhD research).

Ms Pearl September-Brown: • SynNovation TIPS! Workshop, 10—12 September 2019.

Mrs Avril Hellenberg: • Office Administration two-day workshop, 26—27 March 2019.

• Travel workshop, 9 May 2019.

Ms Jill Cupido: • SynNovation TIPS! Workshop, 14—16 May 2019.

• Creator AVR training.

• Writing retreat 2—4 October 2019 (article development from Master’s research).

Mr Ramone Comalie: • SynNovation TIPS! Workshop, 14—16 May 2019.

• Career Management Workshop Series for academics’ threeday course, 30 August—6 September 2019.

Ms Liana Thomas: • SynNovation TIPS! Workshop, 14—16 May 2019.

• Travel workshop, 9 May 2019.

Mrs Damaris Kiewiets: • General Staff Orientation 2019, 30 January 2019.

• SynNovation TIPS! Workshop, 14—16 May 2019.

• Concept development workshop with Interprofessional Teaching and Learning Unit.

Inter-institutional collaboration The community liaison officer facilitates inter-institutional collaboration and community outreach in the following manner: • Serves as a link between the School of Pharmacy and the health services; • Facilitates reflection sessions from first to third-year as well as supervision of fourth-year Pharmacy students; • Facilitated the community leaders in human rights component as part of the training of community leaders programme with the Dullah Omar Institute; • Facilitates networking opportunities between the University and various stakeholders; for example, Change Agents SA, Inside Out, the Learning Network and Cape Metropolitan Forum; • As part of Change Agents SA, the annual Chinese delegation visit to the participating organisation in Montagu was held on 9 September 2019; • With financial support from the Office of the DVC, a Christmas party for the seniors in Philadelphia as well as a Christmas outing to the Two Oceans Aquarium, including

lunch at the Spur, were held for the children and women from Klipheuwel farm.

The community liaison officer also plays a critical role in facilitating partnerships at international, regional and local levels.

Developing citizen engagement and leadership courses for the Accelerated Excellence Programme The Accelerated Excellence Programme (AEP) was initiated by the DVC: Academic, Prof Lawack. The Community Engagement Unit presented Module 3 of the AEP programme on 30 and 31 August and 1 September 2019. The purpose of this module was to explore Community Engagement and the characteristics of activism and volunteerism. The students were transported to the community of Fisantekraal where they presented posters to a group of children and mothers after which they participated in a community clean-up on the farm. Students reported that they acquired greater knowledge after completing the course and they also participated in active citizenry during a critical period when two university students had been murdered. Some of the students also indicated their intention to conduct programmes during their spare time within the community and participated in a drive to collect plastic bottle tops for the community to access a wheelchair.

Digital storytelling The one-day digital story workshop was held on 3 December 2019 at the BOE Lab, EMS Building. Thirty-three people attended and completed their digital stories although two did not meet the criteria. A follow-up session was planned for early 2020.

Conclusion The CEU continually seeks to actively participate in a process of co-creation in the learning, teaching and research journey through the scholarship of engagement to ensure relevance for communities (research uptake) through sustainable networks and partnerships.

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11. CENTRE FOR THE PERFORMING ARTS Period: January — December 2019 11.1 DIRECTOR’S OVERVIEW I can best describe 2019 as a year where I sat in the same space, in the same chair, with the same environment and surroundings yet everything was changing, developing and growing in preparation for the new journey, the new adventure. 2019 was a year of transition, transformation and travel, without leaving the departure lounge as yet.

During a period of transition and transformation it is normal to reflect more broadly than the year at hand, but in moving forward we need to take into account the successes and failures as we travel to our new destination.

I, therefore, need to firstly acknowledge the Rector and ViceChancellor, Prof Tyrone Pretorius for his leadership and guidance as the Centre for the Performing Arts’ reporting line until 30 June 2019. Under his leadership the CPA signed a Partnership Agreement with the Department of Cultural Affairs and Sport (DCAS) and we commenced the music programmes for special needs learners.

On 1 July 2019, a new journey began as the CPA’s new reporting line moved to the DVC: Academic, Prof Vivienne Lawack, while working closely with the Community Engagement Unit and the Director, Prof Priscilla Daniels and her team. The impact of this change in reporting line is sometimes overwhelming and humbling, but already fulfilling and rewarding.

As a performing arts unit we, in the learning and teaching environment, need to assess our performance both academically and as performers on stage. Academically, the Intermediate and Advanced Programmes in Music are due for review and need to meet the changing needs of music education, community music and inclusive education as we prepare for a changing learning and teaching environment, research-led interventions and the 4IR and new emerging technologies. In addition, we need to include the other performing arts activities such as dance, movement, drama and theatre-in-education in the performing arts portfolio.

On stage, we were honoured to host Wonderkinders in February 2019. The CPA students performed at graduation ceremonies, faculty events, the UWC Open Day and various university functions. The UWC Jazz Combo performed at the Community Engagement Unit events, the IEASA Conference and the National Research Foundation Awards ceremonies at the Lord Charles Hotel as well as the 6th Jellyfish Symposium at the Aquarium (V&A Waterfront). It was also good to see the return of the Carols

by Candlelight at the end of 2019 and express our gratitude for everything we were able to achieve during our year of transition, transformation and travel, our new adventure.

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DIRECTOR OF THE CENTRE FOR THE PERFORMING ARTS: HENRIETTE WEBER

Our international guests, the Harvard-Radcliffe Collegium Musicum Choir, Prof Kinh Vu, Christian Kohler and Rik Ghesquiere brought more than their talents to UWC, but also their generosity in sharing their knowledge and experience with our students and community musicians. Rik Ghesquiere solicited funding in Belgium to purchase instruments for the CPA. The plastic trumpets and recorders were earmarked for the Music Programmes for Special Needs learners at the Athlone School for the Blind and the Oasis Special School. Brass trumpets will be utilised for deserving students requiring a better-quality instrument at the CPA. A chapter for publication and three joint research projects are new territory for the CPA. I am grateful for the opportunities to collaborate within these areas of music education.

As we prepare for the changes in curriculum, we are also preparing the venues at the CPA to meet the needs of the students who wish to develop their talents in dance, movement,

drama and theatre-in-education. The preliminary conversations have started with the relevant departments on campus to assess the work required to transform the current venues into dance/ movement and theatre spaces as well as developing the music technology aspects in music education.

11.2 STAFF Administration Learning and Teaching Team An administrative team consisting of three full-time, permanent

staff members sees to the smooth running of the unit. The Learning and Teaching Team are all part-time, short-term contracted staff members. The instrumental professionals’ contract renewals are dependent on the student registration for the particular semester.

The part-time teaching staff work at the CPA on the Bellville campus, at St Patrick’s Christian Brothers College in Kimberley and at the two special needs schools, the Athlone School for the Blind (Glenhaven, Bellville South) and the Oasis Special School (Belhar). A violin teacher from Bloemfontein was appointed as there were no suitably qualified persons in Kimberley.

Administration Director

Henriette Weber

Coordinator

Nathan Lawrence

Administrator

Soraya Hofmeyer

Learning and Teaching – Bellville campus Reeds

Anel Galvin

Brass

Sean Kierman

Percussion

Stephan Galvin

Steelpans

David Wickham

Jazz Guitar

Alvin Dyers

Jazz Piano

George Werner

Voice

Marvin Kernelle Andy Matima

Theory & Aural

Anel Galvin

History of Music & Form

Noelene Visagie

Improvisation & Jazz Combo

George Werner

Learning and Teaching – Kimberley Campus Brass

Mervyn Solomon

Reeds, Voice, Theory

Anne Solomon

Violin

Anna van Niekerk (Bloemfontein)

Music for Special Needs Learners Athlone School for the Blind, Glenhaven Music Programme – Early Childhood Development learners

Anel Galvin

Student intern

Uviwe Ndongeni

Music Therapist

Kirstyn Botha

Oasis Special School, Belhar Music Programme – Primary and Senior Phase learners

Anel Galvin

Student Assessment Team Assessments takes place twice a year, in June and November, and the panel remains constant for each assessment schedule.

The examiners are all active in the music education sector,

drawn from universities, music centres, professional orchestras, education department and respected community music practitioners.

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Moderator and Examiners Moderator

Noelene Visagie (retired Music Curriculum Advisor)

Examiner – Reeds

John Rojas (Head: Reeds, Beau Soleil Music Centre)

Examiner – Brass

Pamela Kierman (Head: Brass, Stellenbosch University)

Examiner – Percussion

Eugene Trofimczyk (Percussionist, Cape Philharmonic Orchestra)

Examiner – Steelpans

George Werner (Director: Indigenous Musical Arts Development (IMAD))

Examiner – Jazz Guitar & Jazz Piano

Keith Tabisher (Director: Music Curriculum Advisor, Western Cape Education Department)

Examiner – Voice

Arno Jones (Reeds, Piano and Voice: Frank Pietersen Music Centre)

11.3 SCHOLARSHIP

Staff Development SynNovation Training conducted by Truida Prekel and the Operational Scheduling and Reporting Systems Workshop facilitated by Dr Cornel Hart were scheduled for the responsible administrative staff. However, not all the administrative staff attended all the training sessions.

Course Work: Programme in Music Intermediate Programme

11.3.1 Innovation in Teaching and Learning The two accredited Music Courses offered are the Intermediate Programme in Music and Advanced Programme in Music. These courses were designed to facilitate the training and development of community music practitioners, learners completing music as a matric subject and wishing to register at UWC faculties while pursuing music studies, and learners still attending school or any other higher education institution. The programmes are extracurricular and accredited under Continuous Education.

Course Work

Music Grade

Subjects

Practical

1–4

Instrumental or Vocal, classical or jazz genres Technical (Scales, studies and excerpts) Aural training Ensemble – instrumental or vocal

Theory

1&2

General Musicianship History of Music and Form

Advanced Programme

Practical

5 – Diploma Teacher’s or Performer’s

Instrumental or Vocal, classical or jazz genres Performer’s Diploma includes a recital Aural training Ensemble – instrumental or vocal

Theory

3&4

General Musicianship History of Music and Form

11.3.2 Research Publications Henriette Weber was invited to contribute a chapter to a book titled My Body was Left on the Street; Music education and displacement compiled by Prof Kinh Vu from Boston University, USA. Ms Weber is one of 25 contributors selected from 25 countries. Her chapter is titled, ‘When race determined talent in Apartheid South Africa’. The publication will be available from June 2020.

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Henriette Weber was invited to do a presentation at the UWC Community Engagement Colloquium in 2019 to speak about the chapter. She narrated her journey growing up in a musical family where her grandparents were displaced due to the Group Areas Act, how this influenced her music education journey from an early age through high school and how the UWC Music Department shaped her career path until her return to head the UWC Centre for the Performing Arts in 2011.

11.3.3 Scholarship of Teaching and Learning Research Activities In December 2018, Henriette Weber was invited to do a presentation during Disability Week at Wits University, School for the Deaf. The presentation included an overview of the Centre for the Performing Arts’ activities, but more specifically the Music Programme for Special Needs Learners at the Athlone School for the Blind and the planned start of teaching at the Oasis Special School. Following this presentation, Henriette was invited by the Department of Higher Education and Training to participate in a research project with Wits University, titled the Performing Arts Research Project. She will be collaborating with Dr Alta van As (Music) and Dirk Badenhorst (Dance) from May 2020. The aim of the project is to investigate the strengthening of the Performing Arts (dance and choir) in the Humanities subject domain across the Foundation, Intermediate and Senior Phases of Bachelor of Education programmes.

Community engagement and community music are central to the CPA activities. Among the variety of instruments offered at the CPA, steelpans are a rather unusual inclusion. The CPA entered into a partnership agreement with the Department of Cultural Affairs and Sport (DCAS) in 2015. DCAS identified the

Steelband Project from Riebeeck Kasteel for inclusion in the CPA’s Programmes in Music. David Wickham, the head of The Steelband Project, and his students registered at the CPA in 2016.

Prof Marichen van der Westhuizen from the UWC Social Work Department requested Henriette Weber to collaborate in the research project titled ‘Social Work and the Arts: Towards social inclusion’ with herself and Prof Thomas Greuel (Evangelische Hochschule Rheinland-Westfalen-Lippe, Bochum, Germany, Music in Social Work). The research project will include UWC and Bochum University students, together with the steelpan students from the Centre for the Performing Arts and will take place in Riebeeck Kasteel in 2020.

The CPA applied for the University of Missouri South African Education Project (UMSAEP) grant to collaborate with the University of Missouri Kansas City in developing a Jazz Studies programme at the CPA. The request was for the UMKC faculty to visit UWC to experience the local jazz culture for themselves. The application was successful and Professors Robert Watson and Mitch Butler will visit UWC in early 2021. This collaboration aims to share experiences of jazz legends in our respective countries and to celebrate, acknowledge, and honour their contribution to cultural heritage.

11.3.4 International visitors hosted Guest

Designation/ Country

Event

Harvard-Collegium University Choir

University Choir, USA

Concert at St John’s Anglican Community engagement Church, Bellville South

Prof Kinh Vu

Boston University, USA Community Engagement Unit Mandela Day celebrations and reception with UWC colleagues

Community music and music education discussions.

Christian Kohler

Conductor, Conducting masterclass Police Orchestra, Brandenburg, Germany

SANDF Military Music staff participated in the conducting masterclass at Youngsfield Army Base, Wetton.

Rik Ghesquiere

Trumpet player, Brussels Philharmonic, Belgium; International conductor; Director – Art of Music

CPA students and community musicians from IMAD, the Delft Big Band and the Moravian Church attended the trumpet and conducting masterclasses.

Trumpet and conducting masterclasses at CPA Handover of instruments donated to the CPA for use at CPA Music for Special Needs Programmes at schools and CPA

Contribution

Book: My body was left on the street

Plastic trumpets for use at the Athlone School for the Blind, recorders for Oasis Special School and brass trumpets for the CPA Bellville campus.

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INSTRUMENT HANDOVER CEREMONY ON 27 AUGUST 2019 AT THE CENTRE FOR THE PERFORMING ARTS RECITAL HALL.

11.3.5 Significant Achievements In addition to the university assessments, students may register for the external Trinity College of Music practical and theory examinations.

The top achievers in the practical examinations in 2019 in the Western Cape were Romano Petersen (80%, Grade 5 clarinet), and Saskia Meissenheimer (75%, Grade 5 French Horn). Their lecturers are Anel Galvin and Sean Kierman, respectively.

Top achievers in the practical examinations in 2019 in the Northern Cape were Kristy Ward (80%, Grade 8 alto saxophone) and Amy van Rooi (80%, Grade 8 violin). Amy travels to Bloemfontein every second week for her violin lessons. Their lecturers are Anne Solomon and Anna van Niekerk, respectively.

The top achievers in the theory examinations for 2019 were Promila Kiro (73%, Grade 3), David Wickham (69%, Grade 6) and Donald Lameyer (68%, Grade 3). David and Donald are steelpan players and it is rare that pan performers enter these examinations. They receive theory tuition from Anel Galvin and are integral to the forthcoming research project to be undertaken in Riebeeck Kasteel. Promila Kiro is Henriette Weber’s student.

The CPA students performed at approximately 30 events in 2019 including First Years’ Welcome (3), Graduations (14), UWC Open Day, UWC Community Engagement Unit (5), National Research Foundation Awards Ceremony, IEASA Conference, Electrochemistry and Jellyfish Symposia. These events serve as training for the students in performance etiquette, performance preparation and are invaluable performance opportunities in various settings.

The CPA was privileged to host Wonderkinders – seven young,

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talented international pianists – who attended masterclasses with world-renowned pianist and pedagogue, Prof Wolfrard Schmitt-Leonardy from Germany in February 2019. This project was initiated by Qden Blaauw, a piano prodigy from Cape Town and Arts Capital’s Colin Daries.

11.3.6 Community Engagement Department of Cultural Affairs and Sport In 2015, UWC entered a three-year partnership agreement with the WCG Department of Cultural Affairs and Sport (DCAS).

The funding made it possible for 20 community musicians to register at the Centre for the Performing Arts for the Intermediate or Advanced Programmes in Music. DCAS selected students from the West Coast (Saldanha, Riebeeck Kasteel), Ocean View, Khayelitsha, Gugulethu and Hermanus to participate in these programmes. Due to travelling time from Hermanus, a teacher from Hermanus was contracted to teach voice. The partnership agreement was extended beyond the three years and concluded in December 2019. We thank the DCAS for providing the financial support to enable community musicians to improve their skills and share these skills in their communities.

Mrs Wendy Ackerman – Music Programmes for Special Needs The DCAS provided funding to start the Music Programme for Special Needs learners at the Athlone School for the Blind in 2017.

In 2018, Mrs Wendy Ackerman contributed towards funding the programme at the Athlone School for the Blind and in 2019, this funding was doubled in order to start a similar programme at the Oasis Special School in addition to the programme for blind

learners. The additional funding would be utilised to support a CPA student as an intern at these special schools.

Kimberley Campus and Oasis Special School programmes commenced In March 2019, two teaching centres, Oasis Special School, Belhar and a CPA satellite at St Patrick’s Christian Brothers College in Kimberley were added. 25 learners at Oasis Special School were selected as the first cohort and they received group tuition on Orff instruments (mainly percussion), recorder and clarinet.

Three of the students in Kimberley are music teachers at St Patrick’s CBC and Kimberley Boys’ High Schools who wish to improve their qualifications. As we were unable to find a suitably qualified violin teacher in Kimberley, the violin student travels to Bloemfontein every two weeks for her lesson. The South African Police Service members in the Northern Cape (SAPS) Band have registered for the Advanced Programme in Music to improve their qualifications which will enable them to progress in rank within the SAPS.

Donors I wish to acknowledge the following donors who supported students’ artistic development: • • • • •

The Myra Chapman Education Trust.

Department of Cultural Affairs and Sport.

Mrs Wendy Ackerman.

The Deputy Vice-Chancellor: Academic Office.

Rik Ghesquiere.

11.3.7 Curriculum Review This process will be reviewed, evaluated and amended to meet the changing needs in music education, community music and inclusive education, but also to expand the CPA’s portfolio to reach other performing arts disciplines to include dance, movement, drama and theatre-in-education. As we prepare for the 4IR, we remain mindful of emerging technologies which include sound engineering, music software for eLearning platforms and the use of technology for music programmes for special needs learners. All the interventions will continue to be research-based.

Infrastructural changes to meet the new programmes to be offered The refurbishment of venues and future infrastructural changes were identified for action in 2020.

STUDENTS AT THE CENTRE FOR THE PERFORMING ARTS DURING A REHEARSAL SESSION.

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12. CENTRE FOR INNOVATIVE EDUCATION AND COMMUNICATION TECHNOLOGIES (CIECT) Period: January — December 2019 12.1 DIRECTOR’S OVERVIEW At the University of the Western Cape (UWC), the Centre for Innovative Education and Communication Technologies (CIECT) is responsible for driving emergent technologies and innovative collaborative projects to support teaching and learning. Over the last five years the University has made significant strides in relation to the improvement of teaching practices and especially online teaching, learning and assessment practices (blended and distance) – for student access and success. CIECT continuously strives to improve and enhance its services to the faculties and offers ICT skills training and development workshops and support interventions to the campus community, including administrative staff. The team promotes the importance of the creation of a well-designed environment to strengthen partnerships, and an effective learning pathway for student development. The importance of the selection of appropriate eTools is emphasised to promote students’ personal learning and eSkills, as well as the application of learning theories. The report is reflective of an integrated professional structure which supports blended and distance learning approaches. Furthermore, it elaborates on the Centre’s professional support interventions and the related impact – within a framework depicting key areas of Teaching and Learning, Research, Community Engagement

DIRECTOR OF THE CENTRE FOR INNOVATIVE EDUCATION AND COMMUNICATION TECHNOLOGIES (CIECT): DR JULIET STOLTENKAMP

and Collaboration. These areas are underpinned by the alignment of scholarly outputs, engagements and projects with the Institutional Operating Plan (IOP 2016—2020) and national policies and imperatives. The implementation of current research-led projects is aligned to operational and strategic priorities. Moreover, evidence is supported by qualitative and quantitative data.

Figure 16: Impact of CIECT’s activities depicted in a framework of the infusion of emerging technologies in a complex HE setting Source: Developed by Juliet Stoltenkamp, 2014.

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The overall reflections are aligned to CIECT’s strategic Professional Support areas, namely Instructional Design, Software Development and Application, Digital Academic Literacy, Materials Development & Digital Media, ICT Skills & Development, Audiovisual Services and Research. These key areas and related priorities are aligned to the Institutional Operating Plan (IOP) goal areas 1, 2, 3, 4 and 6.

CIECT collaborates with stakeholders (internal and external) to implement innovative projects across disciplines and in the community.

• ePortfolio for Student Development (Dentistry Faculty).

• ePortfolio for Student Development (Arts Faculty: EED Law).

• Design & Development of ‘Fully-Online’ Modules (EMS Faculty).

• Physics Computational Modelling (Science Faculty).

• Digital Storytelling and ePortfolio Seminar (Education Faculty).

• Digital Media Literacy (DML) Course (Pilot – Arts Faculty).

• Live Video Conferencing Project – Big Blue Button.

• Mobile Application for Nursing Clinical Supervision (MANCS) – (CHS Faculty).

• Skills Assessment Manager (SAM) Platform for DAL Programme.

• Audiovisual Audit (CIECT and Infrastructure & Engineering Department).

• ‘An eTools Kit for Entrepreneurs’ Course: Dean’s list of postgraduate students.

The team focuses on the commitment to a continuous ‘Awareness Campaign’ and its impact on the campus community.

The different areas of the campaign, including the Professional Support structure, training and consultative initiatives and special projects – are elaborated in the report. In addition, the team communicates with the campus community via regular blogs about the use of various eTools, and the pedagogical value for teaching and learning. These blogs reflect authentic teaching and learning experiences across faculties. Examples of innovative practices related to the affordances of the eTools are available at the site http://ciect.wordpress.com/. The Centre’s online presence is also marketed through existing social media platforms, including Wordpress, Facebook and Twitter.

The team also focuses on extensive processes of maintenance and support, especially of the institutional learning management system (LMS), iKamva (Sakai platform). Access and reach are important. Hence, the LMS provides mobile integration, where users are able to access the platform with any mobile device (with internet connectivity). Staff and students are able to

download notes, view videos, engage in polls and discussion forums as well as complete tests and quizzes via smart phones and tablets. A large number of users (students, staff and external partners) access the iKamva platform on a daily basis.

It should be noted that 26992 users (unique logins) accessed the iKamva platform for the period January to December 2019.

Moreover, CIECT’s practices, approaches and strategic decisions are informed by research and vice versa. The team continues to engage in research-led projects in relation to the focus of the overall reflections (above).

Key Priorities, 2019 CIECT’s key priorities (2019) are also aligned to its strategic areas, namely Instructional Design, Software Development and Application, Digital Academic Literacy, Materials Development, Research and Audiovisual Services.

CIECT’s key priorities in the area of Instructional Design (ID) emphasise the critical discourse of expanding student access and success and the successful integration of ICTs: • Drive the use of the LMS, iKamva, and other Personal Learning Environments (PLEs); • Collaborate with lecturers across various disciplines, other CIECT niche teams, and external stakeholders (in relation to community engagement projects); • Focus on the design, development, integration and implementation of blended online environments for teaching and learning, across geographical borders; and • Train, support and advise lecturers and students with regard to effective, interactive online engagement within blended and distance learning environments.

CIECT’s key priorities in the area of Software Development & Application (SDA) emphasise the critical factors related to the provision for sound infrastructure, maintenance, support and development: • Maintain iKamva; • Collaborate with the Sakai consortium and ICS Department (UWC) to maintain and strengthen the current learning platform; and • Design and develop new and improved applications.

CIECT’s key priorities in the area of Digital Academic Literacy (DAL) emphasise the critical discourses related to the successful integration of ICTs, continuation and expansion of large-scale targeted work, and how students benefit from practical workplace experience: • Focus on the design, customisation and facilitation of a skills-based student training programme for novice use, namely Digital Academic Literacy; • Collaborate with other niche areas in CIECT to facilitate student training and create instructional materials; and • Focus on customisation of the programme, in collaboration with departments and according to student needs.

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CIECT’s key priorities in the area of materials development emphasise the critical discourse around “the provision of learner support materials and teacher support systems [which] need to be strengthened” (NDP, 2012: 50): • Design, develop and facilitate multimedia workshops; • Deliver training to staff on specific Personal Learning Environments (PLEs) and Web tools; • Design and develop instructional learning material (for online and offline purposes); • Create ‘Just-in-Time’ (JIT) training material, readily available to staff and students via various modes of delivery; and • Market CIECT within various online media platforms.

CIECT’s key priorities in the area of Research are aligned to critical discourse, including ongoing debate around blended and distance learning and growing a cadre of people, across generations: • Make use of specific research procedures and methodologies to enquire into various topics, including ePedagogy, related eTools, eLearning adoption and implementation; • Collaborate with other CIECT members, lecturers, students and external stakeholders where relevant; • Continue to align research-led projects to teaching and learning work on the ground; • Reflect on the evidence of teaching, facilitation, assessment, moderation, and design efforts; and • Share the evidence of teaching and learning initiatives.

CIECT’s key priorities in the area of Audiovisual (AV) services is aligned to critical discourse, including formal and informal learning space and multimedia and eLearning facilities (online and physical classroom spaces): • Support academics on the usage of venue AV equipment; • Ensure that the AV equipment in lecture venues are functional; • Set up and operate AV equipment at university events (graduation, awards evenings, etc.); • Record and stream university events in collaboration with relevant stakeholders (Institutional Advancement & Information and Communication Services (ICS); • Hire out AV equipment to staff and students for special events.

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12.2 ORGANOGRAM The key priorities cannot be met without the current integrated professional support structure, including critical areas of leadership, coordination, skills, knowledge, expertise, individual accountability, joint responsibility and ownership, change management, project management, stakeholder management, partnership and collaboration, marketing, capacity building and research. The organogram provides a mere graphical structure of roles.

DIRECTOR

CIECT ADMINISTRATOR

CIECT ADMINISTRATOR ASSISTANT

Coordinator: Instructional Design

Coordinator: Materials Developer

Coordinator: DAL

Instructional Designers

Materials Developers

Facilitators: DAL

DAL: Tutors

Facilitator: ICT Skills

Coordinator: DMS

Coordinator: Researcher

Digital Media Developers

Researchers

Coordinator: Software Development & Applications

Coordinator: Audiovisual Services

Software Developers

AVS Technicians

AVS: Student Assistants

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12.3 SCHOLARLY OUTPUTS Research-led projects, related presentations and publications include key factors, namely ePedagogy, assessment, validity and reliability of online assessment, third-space professional, sustaining COPs, digitally enabled classrooms, digital natives, digital literacy skills, and the implementation of emerging technologies in HE settings.

The following list includes scholarly outputs (presentations and publications for 2015—2019): Stoltenkamp, J., Sibanda, M. & Cleophas, J. Experiences in assessment of students in a large-scale digital literacy programme at a higher institution of learning. [Publication in Progress].

Stoltenkamp, J., Sibanda, M. & Yabo, N. (2018). Towards an online institutional tutor programme at a higher institution of learning.

Proceedings of EdMedia: World Conference on Educational Media and Technology: 2163—2168. Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184550/.

Stoltenkamp, J. & Braaf, N. (2017): Supporting blended and distance teaching and learning activities during national higher education protests. Apereo Africa Conference, Cornerstone Institute, Cape Town, 9—10 May 2017.

Stoltenkamp, J. & Kies, C. (2017): Creating an integrated structure to support staff and students online during national HE protests.

8th International Conference on Computer Technologies and Development (ICCTD 2017), Paris, France, 20—22 March 2017.

Stoltenkamp, J. & Vorster, J. (2016): Assessment practices and challenges in Higher Education: Can online assessment activities contribute to valid, reliable and transparent assessment?

ICED/HELTASA Conference, Cape Town, South Africa, 22—25 November 2016.

Leonard, L. & Stoltenkamp, J. (2018). Professional support staff claim their academic research identity. Presented at the HELTASA Conference 2018, Port Elizabeth, South Africa.

Stoltenkamp, J., Van de Heyde, V. & Siebrits, A. (2016): The third-space professional: A reflective case study on maintaining relationships within a complex higher education institution.

Reflective Practice, Issue 1, DOI: 10.1080/14623943.2016.1214120.

Stoltenkamp, J., Sibanda, M. & Kies, C. (2018). Professional support staff plays a key role in student retention in a HE Setting.

Poster Presentation at HELTASA Conference, 21—23 November 2018, Nelson Mandela University. https://heltasa2018.mandela. ac.za/

Mziwoxolo M., Stoltenkamp, J., Braaf, C., Khan, F. & Hermans, M. (2016): Teacher attitudes towards digitally enabled classrooms in Western Cape government schools. IEEE International Conference on Emerging Technologies and Innovative Business Practices for the Transformation of Societies. Mauritius.

Leonard, L., Kies, C. & Braaf, N. (2018). Reflections: eLearning colloquia enhance a community of practice. Education and Self Development, 13(1): 19–31. DOI: 10.26907/esd13.1.03

Mayedwa, M. & Van Belle, J.P. (2016). Examining public sector organisational capabilities in developing fully-fledged eGovernment-for-citizens in South Africa. International Conference on Information Resources Management, Cape Town.

Nkunge, J., Stoltenkamp, J. & Sibanda, M. (2017): The impact of the use of an eAssessment tool to deliver assessment processes within a large-scale student development programme. The World Education Day, 27—29 September 2017, Dalian, China.

Cleophas, J., Stoltenkamp, J. & Sibanda, M. (2017): Experiences in assessment of students in a large-scale digital literacy programme at a Higher Institution of Learning. 9th Annual International Conference on Education and New Learning Technologies, Barcelona, Spain, 3—5 July 2017.

Stoltenkamp, J., Van de Heyde, V. & Siebrits, A. (2017): ePedagogy as a threshold concept: A reflection on a programme for Science Teaching Assistants. International Journal for Academic Development. DOI:10.1080/1360144X.2017.1375412. http:// www.tandfonline.com/doi/full/10.1080/1360144X.2017.1375412 Van de Heyde, V., Stoltenkamp, J. & Siebrits, A. (2017). Designing a social work online self-coaching program: Integrated support and joint ownership. Cogent Education, Accepted manuscript, 1346547. http://www.tandfonline.com/doi/abs/10.1080/23311 86X.2017.1346547

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Stoltenkamp, J., Siebrits, A. & Van de Heyde, V. (2017). An exploration of the alignment of learning theories with etools at the University of the Western Cape (UWC). Science Domain Archives of Current Research International, 8(1): 1—9. [ISSN:2454-7077]. http://www.sciencedomain.org/abstract/19760

Stoltenkamp, J., Smith, D. & Van de Heyde, V. (2016). The design, development & implementation of an in-house SRS to enhance the teaching & learning experience: Case study of the University of the Western Cape. Open Apereo 2016 Conference, New York, Hosted by Kimmel Center for University Life, New York University, 22—25 May 2016.

Leonard, L., Mokwele, T., Siebrits, A. & Stoltenkamp, J. (2016).

‘Digital Natives’ require basic digital literacy skills. International Academic Forum IICTCHawaii2016 Conference Proceedings Hawaii, USA, 8—11 January 2016. [ISSN: 2432-1222].

Stoltenkamp, J., Siebrits, A. & Van de Heyde, V. (2015). The impact of the use of eTools for student development at the University of the Western Cape (UWC). ETINED2015 Conference on Emerging Technologies and Authentic Learning in Higher Vocational Education, Cape Town, 31 August—3 September 2015. Hosted by UCT Graduate School of Business.

Siebrits, A., Stoltenkamp, J. & Mokwele, T. (2015). The impact of tutoring in the digital academic literacy programme on graduate

attributes at the University of the Western Cape. Advances in Research, 5(4): 1—31.

ePortfolio for Student Development (Arts Faculty: EED Law)

Stoltenkamp, J. & Siebrits, A. (2015). the infusion of emerging technologies in complex higher education settings. Conference Proceedings of the 10th Annual International Conference on e-Learning, pp. 296-304, Nassau, The Bahamas, 25—26 June 2015. https://www.researchgate.net/publication/282009954_ The_Infusion_of_Emerging_Technologies_in_Complex_ Higher_Education_Settings

CIECT collaborated with Mr Mahmoud Patel to arrange training sessions for his first-year EED 101 (Law) students in 2019. The CIECT Instructional Design team conducted the necessary training with students and actively engaged in the delivery of 30 ePortfolio workshops to 424 students during the period 1 April—16 May 2019. The ePortfolio is used for formative assessment purposes and the monitoring and tracking of students’ development and competencies over a period of time.

The ePortfolio also allows students to reflect on their progress and take ownership of their learning. The tutors within the programme are able to continuously monitor student progress, assess specific groups and advise with regards to formative assessment submissions. CIECT offers walk-in support to students who seek further assistance.

Stoltenkamp, J., Siebrits, A., Kies, C. & Braaf, N. (2015). Community Digital Story Project: George community needs. British Journal of Education, Society & Behavioural Science: 7(1), 50—70.

[ISSN: 2278 – 0998]. Available: http://www.sciencedomain.org/ abstract.php?iid=822&id=21&aid=8125 Stoltenkamp, J. & Mokwele, T. (2015). The state of eLearning at UWC. eLearning Africa Workshop – hosted by the Hochschule für Angewandte Wissenschaften Neu-Ulm (Neu-Ulm University of Applied Sciences), Nairobi, Kenya, 4—6 February 2015. **View a list of research publications and conference proceedings (since 2006) at: https://www.uwc.ac.za/elearning/Pages/ Research.aspx.

12.3.1 Scholarly Engagement Projects (CIECT & faculties) ePortfolio for Student Development (Dentistry Faculty) Dentistry Lecturer Dr Achmat Dyason and Module Coordinator Dr Carol-Anne Cloete collaborated with CIECT to prepare and implement the ePortfolio project for fifth-year Dentistry students.

The lecturers prepared a template structure for the ePortfolio development, which was used during training sessions with students. Training sessions were offered in a scaffolded manner and were divided in three sessions. Sessions were offered during the first semester and continued during the second semester.

Previously, students were required to hand in paper-based portfolios. The ePortfolio tool was identified as it would assist the students to develop and reflect on a specific diagnostic case in a digital manner.

This formative assessment method enables students to reflect on their development and make changes as they progress. It also allows lecturers and mentors to provide feedback to students during the development stages, before it is submitted for the final assessment. This was the first pilot the Dentistry Faculty embarked on and lessons learnt will be documented by lecturers and mentors. In addition, the CIECT team was invited to the final presentations/ examination where the students presented their final summative ePortfolios.

Design & Development of ‘Fully-Online’ Modules (EMS Faculty) The CIECT team is a key stakeholder engaged in the institutional project focusing on the roll-out of the fully online programmes within the EMS Faculty (particularly the School of Business and Finance). CIECT plays an important role in the partnership between UWC and Higher Education Partners Africa (HEPA).

CIECT’s deliverables and related activities are significant in this collaboration, especially with regard to the design and development of interactive fully-online modules. The CIECT team completed the design and development of 12 modules which form part of the Management Development Programme/ MDP and Senior Management Development Programme/ SMDP. Two new modules will be implemented in May 2020, namely, SME Business Law and SME Management. The CIECT team is currently assisting with the design and development of these two modules.

During 2019, the team ensured that the modules that were completed by CIECT (designed, developed and quality assured) were duplicated, reviewed and activated for roll-out. In addition, the CIECT team designed two new modules (Employee Management and Economics for Managers).

The Instructional Designers (CIECT team) worked closely with the Employee Management lecturer and the design and development was completed before the module was due to start.

The selection and employment of a dedicated lecturer for the module Economics for Managers was only secured in February 2019.

The delayed faculty processes impacted the CIECT team.

Effectively, there was less than a month to assist the lecturer with the design and development of the module which was due to start on 11 March 2019. This proved to be quite a challenge. The module was developed up until week 3, by 11 March.

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It should be noted that no students had registered for both

In addition, the CIECT team collaborates with the HEPA team in

modules by the start date (Employee Management and

relation to the internal and external quality assurance processes.

Economics for Managers modules).

It should be noted that the CIECT team have used their skills

To date, the student numbers for both programmes have been

and expertise attained over many years to contribute to this

quite low. However, the team continues to support both lecturers

partnership (UWC & HEPA). The team designs, develops and

and students enrolled in the programme. The completed

quality assures the interactive fully-online programmes. An

modules are examples of good design and development

internal cyclic workload process model ensures the continuity

practices (collaboration - CIECT & EMS academics).

and sustainability of the project.

Figure 17: Exemplar: Fully-Online Module (EMS Faculty)

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Physics Computational Modelling (Science Faculty)

Digital Media Literacy (DML) Course (Arts Faculty)

Physics lecturer, Ian Schroeder, once again contacted CIECT to continue with the partnership between Physics and CIECT related to the extended vacation period. The CIECT team offered training sessions which formed part of the Computational Modelling workshop offered by the Physics lecturer. These sessions included engagement within the online environment, iKamva. The online space was used by both the lecturer and students as it provided a structured space for the sharing of information as well as the development of reflective practices through blogging exercises. In addition, the collaboration with CIECT enabled students to design and develop their ePortfolios.

Students reflected on their accomplishments, competencies and eSkills obtained during the three-day workshop. This partnership was initiated in 2018 and CIECT assisted with the purchase of some equipment for these student workshops.

The second semester of 2019 saw the start of the pilot project for CIECT’s Digital Media Literacy course. The DML course enabled students to produce digital media content by applying critical thinking and following suitable production processes. The aim of this course is to empower students with the skill set to produce effective digital media content which may be required of them for e-Assessment purposes during their academic journey. The course focuses on four main areas: Image editing, audio editing, video editing and website creation. The CIECT facilitators delivered the course via a blended teaching and learning approach. The course formed part of the Extended Curriculum programme (ECP) and involved students from the first semester’s Digital Academic Literacy course. The course comprised five lectures on a Monday and one lecture on a Thursday.

Live Video Conferencing/Big Blue Button (Education Faculty/ IPSS)

Mobile Application for Nursing Clinical Supervision (MANCS) – (CHS Faculty)

iKamva’s live video conferencing tool allows one to annotate directly on the slideshow presentation. Lecturers have the ability to add text and drawings during a live video conference, and can also grant permission to other users to do the same.

Hence, students and tutors will also be able to add input on the presentation, if allowed. Annotating during the online video conference allows the user to highlight areas of the screen/ presentation and draw attention to specific content.

The Nursing Department, in collaboration with CIECT, designed and developed an application to enhance administrative and educational practices, especially Clinical Supervision. Prof Hester Julie, Jeffrey Hoffman, Dr Juliana Willemse, Prof Jennifer Chipps and Delia Meyer worked closely with the CIECT team to develop the Mobile Application for Nursing Clinical Supervision (MANCS).

The Software Development and Application team (within CIECT) focused on digitising the Nursing evaluation process for online data capturing (previously paper-based processes).

CIECT has engaged in a pilot phase with the Institute for PostSchool Studies (IPSS), specifically the PG DiP: TVET. This pilot included students enrolled in the Postgraduate Diploma course within the Education Faculty. Students are working professionals at various colleges and schools across the nine provinces in South Africa. Although some students could connect to the iKamva platform and engage during the ‘meetings’, a number of students could also not engage due to their network connectivity, data-related problems and the infrastructure from various campuses. Hence, these sessions were problematic for both the lecturers who were not able to effectively link with all students.

This forced lecturers to revert to the ‘old’ style of sending emails and telephonic conversations.

The MANCS System will be used as a student evaluation and tracking platform. This application entails core tools, namely: Clinical Supervision, Attendance, and Evaluation. These tools should enable the Clinical Supervisors to monitor student performance in their specific clinical environments. Furthermore, a Nursing Supervisor should be able to capture and retrieve data. The application enables a supervisor to search dynamically for reports by date, student or staff. The conceptualisation, design and development phases led to the pilot phase, which commenced in 2018. The MANCS pilot entailed the following: • 2018: Foundation 1, Foundation 2 and BNur1 – modules.

• 2019: BNur2, BNur3, BNur4 – modules.

Figure 18: Interface of MANCS Innovative support: Skills Assessment Manager (SAM) Platform for DAL Programme CIECT has introduced the SAM platform, as part of the current Digital Academic Literacy (DAL) Programme and postgraduate ICT training. The Skills Assessment Manager (SAM) hosts an interactive online environment, including simulations, instructional videos and a self-assessment interface. CIECT

conducted a pilot phase in September 2018, where an Education postgraduate student group engaged in two workshop sessions, making use of the simulations to effectively use MS Word, MS PowerPoint and MS Excel. Thereafter, the SAM was rolled out across the EMS and CHS basic computer literacy classes in semester one 2019. [https://www.aeseducation.com/ blog/2016/12/sam-cengage-vs-businessitcenter21-review

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Figure 19: CENGAGE SAM Platform (Simulated Environment) Audiovisual Audit (CIECT and Infrastructure & Engineering Department) In collaboration with the Department of Infrastructure and Engineering, the CIECT team conducted an audit of the audiovisual equipment at the institutions main and satellite campuses. The aim was to assess the condition and age of existing AV equipment in line with concerns by academic staff regarding the state of AV equipment in teaching spaces. The audit was conducted by Mr Yacoob Noordien and two contract staff members. A previous audit was conducted in 2017 by AVS but a decision was made to use Infrastructure and Engineering to eliminate any bias. The findings from this undertaking will be used to develop a process to upgrade and standardise the audiovisual systems across the institution and its satellite campuses. As the proposed upgrade will likely be very costly the audit report will also be able to justify the need for funding. The audit team consisted of the CIECT Director, Mr Eugene Alfred, Mr Clint Braaf and Mr Yacoob Noordien. The audit report was presented at the ICT Steering Portfolio Committee (March 2020).

‘An eTools Kit for Entrepreneurs’ Course: Dean’s list of postgraduate students CIECT offered its ‘eTools Kit for Entrepreneur’s Course’ to 13 postgraduate students (Dean’s List). A two-phased approach was adopted to deliver the programme. The face-to-face workshop was hosted from 28 to 29 January 2019. An additional two weeks online enabled the students to submit their final submissions.

The assessment criteria guided learners to complete the following Continuous Assessment (CA) tasks: • Create professional documents (context specific).

• Create a PowerPoint presentation to share marketing plan.

• Create and share marketing videos.

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• Create a marketing portfolio.

The completion of the Continuous Assessment tasks enabled participants to submit the Formal Assessment (FA) task.

12.3.2 Scholarly engagement: Seminars & Colloquia eLearning Colloquium Sixteen speakers presented at the 12th Annual eLearning Colloquium held on 5 November 2019. The event was attended by lecturers and students at the University campus and visitors from other institutions. Lecturers and students shared their authentic experiences related to their blended learning and assessment teaching practices. The event was recorded and short snippets will be shared on the CIECT YouTube channel at http://tinyurl.com/yxtd6may

Digital Media Literacy Seminar The CIECT team (multimedia niche area, in collaboration with the Arts Faculty, Foundation Programme), designed a Digital Media Literacy Programme for first-year Communication Studies students in the Extended Curriculum Programme (ECP). This is a pilot programme that was launched on 24 July 2019 and was offered for the duration of the second semester.

Digital media education was chosen as it encourages young people to use multimedia tools creatively, a strategy that contributes to ‘understanding by doing’ and prepares them for a workforce that increasingly demands the use of sophisticated forms of communication. During the launch, ECP Programme Coordinator Ms Deborah Platen spoke about the potential for integration between what is taught in DML and other subjects in Communication Studies, as well as the acquisition of skills to complete multimedia assessments.

Figure 20: DML Seminar (discussions around impact of course)

12.3.3 Community Engagement in Learning, Teaching and Research Colloquium: CIECT Presentation The Director of CIECT presented at the Community Engagement Colloquium hosted at the Faculty of Community and Health Sciences on 29—30 October 2019. The focus of the colloquium was to find the synergy between community engagement, research and teaching and learning in the context of the 4IR. The CIECT Director presented on the course, ‘An eTools Kit for Entrepreneurs’, using digital technologies. The presentation focused on the impact of the course for the community cohorts, especially the fourth cohort on 9—13 July 2018.

Digital Storytelling and ePortfolio Seminar CIECT, in collaboration with the Faculty of Education, jointly hosted the first Digital Storytelling and ePortfolio Seminar on 18 November. This seminar enabled third and fourth-year Foundation Phase students to reflect on their preparation and assessment processes as prospective Foundation Phase educators. This seminar highlighted and showcased different forms of assessment. The design and development of digital stories and ePortfolios for formative and summative purposes enables us to engage in discussion around re-thinking our assessment practices.

Education third and fourth-year Foundation Phase students developed and showcased ePortfolios (evidence of Teaching Practicals). Lecturers Lucinda du Plooy and Frances Wessels (B.Ed Foundation Phase) had contacted the CIECT team to assist with the design and development of an eAssessment task in the form of an ePortfolio. The students were expected to develop ePortfolios throughout the year and present completed ePortfolios (October 2019). Hence, the seminar entailed a showcase and reflection of the students’ progress. These prospective educators developed ePortfolios from the firstyear level (2016 and 2017 respectively). Students also created an interactive eBook, while engaged within their classrooms capturing events and topics which were embedded in their ePortfolios.

Scaffolded Approach: B.Ed Foundation Phase Cohort of students (four years) develop digital stories Education lecturer, Nonhlanhla Shandu-Omukunyi, collaborated with the CIECT team to implement a digital storytelling project for the undergraduate students (third and fourth-year students during 2019) enrolled in the B.Ed Foundation Phase Programme (Language and Education Department). These prospective Foundation Phase educators were expected to design and develop a digital story. The reflective digital story, focused on the literacy

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development of a specific student (learner), during the field work practice. The prospective educators were expected to monitor and track student development from Gr R to Gr 3, making use of digital story eSkills. This digital story assessment task enabled the students to develop their critical thinking skills, pedagogical approaches and problem solving, and scaffolding interventions such as listening, speaking, reading and writing skills. CIECT conducted workshops with the second and third-year students

(2018) and continued with this project with the third and fourthyear students in 2019 – to design and develop digital stories which enabled the students to create, plan and submit their reflective assessment tasks, within their respective online environments (hosted in iKamva). It should be noted that students received mobile devices to develop their digital stories. Each semester, a specific student group received the mobile devices on loan, which were returned after the completion of assessment tasks.

Figure 21: Education Faculty - Digital Storytelling and ePortfolio Assessment activities Institute for Curriculum and Course Internationalisation Conference (ICCI) 2019 The CIECT Director selected an Instructional Designer (Mr Matthew-Chad Nelson) to participate in the Conference, hosted by the School of Global & International Studies (Indiana University, 19—22 May 2019). There were a number of speakers, including Hilary Kahn, Elizabeth Konwest and Dawn Whitehead.

The conference focused on the importance of internationalisation and how to incorporate this into a specific course/ programme or campus as a whole. Hence, the conference was split into two groups, Course Track and Campus Track. Mr Nelson attended the Course Track.

Academic Development Symposium, University of South Africa The CIECT team was invited to participate in the symposium (11—13 September 2019), which focused on creating a space for

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all stakeholders who are involved in student support, including academics, counselling, library services, student advising, administration, communication and digital learning within Higher Education. The participants were expected to “engage in conversations and share practices on how to support students and inculcate resilience systemically, affectively and cognitively”.

The CIECT Director prepared and planned with all niche areas.

CIECT members presented on the following: • Digital Academic Literacies and Digital Media Literacies (Fundile Nkunge and Clint Braaf), • eTools Kit for Entrepreneurs (Faried Ahmed and Nyameko Yabo), • Common Good First (CGF) (Andre Daniels), • Digital Inclusion for eCentre Managers (Carolynne Kies and Norina Braaf), and • Blended and distance teaching and learning (Carolynne Kies and Norina Braaf).

12.3.4 Scholarly engagement: Online Learning, Teaching & Assessment CIECT, an academic professional support centre, engages with scholarly activities and projects on a daily basis (lecturers and students). The entire support structure, including training, consultation, advisory sessions, workshops and support (walk-in, telephone and email), is grounded within established research.

The areas of training, consultation and support are grounded in established research regarding learning processes within an online environment, highlighting the critical levels of access and motivation, online socialisation, information exchange, knowledge construction, and finally, development. CIECT’s evidence (current qualitative measures and quantitative data, related to the voluntary requests for consultation, training and support) confirms the essential role of providing a sound support structure for application of emerging technologies.

Figure 22: Salmon, G. 2000: The Five-Stage Model of E-learning This section reflects on the 1200 online modules created across faculties in 2019. It highlights the effective use of emerging technologies for teaching and learning, including assessment.

Moreover, it emphasises the Instructional Designers’ scholarly engagement with lecturers across all faculties, including aspects of design and development of interactive environments, selection of eTools, pedagogical value, student learning styles, group activities, critical engagement, reflective exercises, formative and summative assessment tasks, practical and theoretical application, effective use of digital media, online tutoring, sharing of resources to enhance student development, design of ePortfolios for student and professional development, and access and reach.

Figure 23: iKamva Platform used for learning, teaching & assessment (Blended and Distance Learning Modules)

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Arts Faculty During the 2019 academic year, 240 online modules were created within the iKamva platform by Arts Faculty lecturers.

In collaboration with the CIECT team, the lecturers were able to attend eTools workshops and one-on-one consultations to design and develop the online environments. During these sessions, lecturers were introduced to the use of iKamva, Personal Learning Environments (PLEs), Turnitin (Tii) as well as Google Applications (GAPPs). Lecturers have made use of these applications, especially the ePortfolio and Google Drive for largescale student development and as assessment activities.

Specific learning objects have been applied and embedded into the online environments enabling students to engage with course content from any geographical setting via their mobile devices. Lecturers in the History Department structured their online environments, making use of the Lessons eTool to equip students with the necessary skills to structure historical arguments for essay writing purposes. In addition, the lecturers made use of iKamva’s ‘joinable groups’ eTool, which enables students to join specific slots and time-frames allocated to specific tasks and tutorial preparations.

English for Educational Development (EED) 101 ePortfolio The lecturer implemented the large-scale student development project during the 2019 academic year. The CIECT team conducted the necessary training with students and actively engaged in the delivery of 19 ePortfolio workshops. A predefined template with a specific structure was created and shared with the students. This allowed for a more simplified evaluation process for the lecturer and tutors and conformity was ensured across all ePortfolios.

The ePortfolio is used for formative assessment purposes and the monitoring and tracking of students’ development and competencies over a period of time. The ePortfolio also allows students to reflect on their progress and take ownership of their learning. The tutors in the programme are able to continuously monitor student progress, assess specific groups and advise with regard to formative assessment submissions.

Community and Health Sciences (CHS) Lecturers in the CHS Faculty created a total of 252 online environments within iKamva during the 2019 academic year.

CHS lecturers made use of various eTools, including Google Applications and iKamva (communication and assessments).

Lecturers teaching the undergraduate modules for Social Work and Dietetics made use of ePortfolios. The students were able to apply the eSkills to embed and share digital components (evidence) related to their competencies achieved.

The communication eTools used include Announcements, to keep students updated on administrative and contentrelated tasks and activities. The Discussion Forum was used as a communication tool for group engagement, supervision activities and overall class discussions.

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Various assessments, specifically class and group assignments, were structured online for student submissions. The Tests & Quizzes eTool has been used across disciplines for formative as well as summative assessments. Master’s students in the Nursing in Education programme engaged in a summative assessment making use of ePortfolios. The students were required to showcase evidence of their journey by submitting a completed ePortfolio at the end of the academic year. CIECT provided support and further training during this examination period, to ensure all students submitted their ePortfolio correctly and timeously.

CHS Faculty: Mobile Application for Nursing Clinical Supervision (MANCS) Project The Nursing Department, in collaboration with CIECT, designed and developed an application to enhance administrative and educational practices, especially Clinical Supervision. This application entails core tools, namely Clinical Supervision, Attendance and Evaluation. These tools should enable the Clinical Supervisors to monitor student performance in their specific clinical environments. Furthermore, a Nursing Supervisor should be able to capture and retrieve data. The application enables a Supervisor to search dynamically for reports by date, student or staff.

Dentistry Lecturers across the Dentistry Faculty created 60 online modules during the 2019 academic year. Dentistry lecturers attended specific Departmental eTools and Assessment workshops with the CIECT Instructional Designers. The CIECT eTools Workshop enabled Dentistry lecturers to engage in the effective selection of eTools. The design and development of interactive online environments aligned to their specific module learning outcomes.

Lecturers were advised and skilled to effectively make use of the Lessons tool to develop and structure learning content according to specific topics. Instructional YouTube videos were embedded within the online environments in order for students to view practical examples of how to access, navigate and engage within iKamva. This design promoted a scaffolded learning approach with preparation for tests and practical and theoretical tasks.

Lecturers continued to make use of the Tests and Quizzes tool to create eAssessments for formative assessments. The tests can be set up making use of various question pools which allow the random selection of test questions and answers. Assessment activities are linked to the gradebook where students are able to view all grades achieved for online assessments.

as videos, PowerPoint presentations, articles and documents.

The Lessons eTool is used to present content in an interactive manner by embedding presentations, videos, and other learning material.

The Tests & Quizzes eTool was used to design and develop online assessments, making use of various question types and question pools. The online tests were mostly used for formative assessments which contributed towards the Continuous Assessment Marks (CAM). The Assignments eTool was used for students to upload written pieces and lecturers were able to provide feedback to students. Take-home exams were set up and students were able to upload and submit their written pieces.

The Turnitin (anti-plagiarism) platform was used by students submitting their paper assignments to deter academic dishonesty. Turnitin was used in both undergraduate and postgraduate classes. The GradeMark, Peer-Review and Rubric eTools were incorporated to allow lecturers to review and mark student submissions. Students were also able to peer-assess each other’s work anonymously. A rubric was set up to guide students during the review process which entailed constructive feedback related to grammar, spelling, sentence structure and relevant content/topic.

Figure 24: Structured online environment Dentistry Diagnostic Case (fifth-year) ePortfolio development The lecturers, in collaboration with the CIECT Instructional Design team, conceptualised the implementation of a largescale student development project towards the end of the 2018 academic year. The CIECT team conducted the necessary training with students and actively engaged in the delivery of nine ePortfolio workshops throughout the 2019 academic year.

A predefined template with a specific structure was created and students developed this during the hands-on training workshops. This allowed for a more simplified evaluation process for the lecturer and fieldwork advisors and conformity was ensured across all ePortfolios. The ePortfolio is used for formative assessment purposes, and the monitoring and tracking of students’ development and competencies over a period of time. The ePortfolio also allows students to reflect on their progress and take ownership of their learning.

Education Faculty: third-year Mathematics students engage in ‘Take-Home Exam’ The lecturer for third-year Mathematics/TMM 302 asked the CIECT to set up an online environment for assessment purposes (Take-home Exam, November 2019).

Summative Assessment: 80 students engaged in the final year-end exam which could be taken remotely by accessing iKamva’s Assignment eTool. The final exam was also linked to the Turnitin (Tii) platform for the students to check similarity reports, especially as the assignment included the “knowledge of the subject-matter and pedagogical content”. The lecturer developed a rubric which guided the students’ final submissions.

Economic and Management Sciences (EMS)

Education Faculty

EMS created 272 online environments for the 2019 academic year. Lecturers in the EMS Faculty engaged in blended activities to supplement their learning and teaching. The iKamva platform was used in conjunction with face-to-face lectures and tutorials, to extend the classroom experience and assist with authentic learning.

Lecturers in the Education Faculty created 85 online modules in iKamva for the 2019 academic year. Lecturers have made use of various eTools, such as the Content Creation, Communication, Assessment and Turnitin to enhance the teaching learning and assessment practices. In addition, more Personal Learning Environments (PLEs) such as Digital PhotoStories and ePortfolios have been used as practical tools for teaching and assessment purposes. Lecturers created structured online environments to provide students with relevant interactive learning material such

Online communication tools (chat room, discussion forums) were used for students to engage, discuss and pose questions relating to course content. They are able to comment on their peers’ answers and lecturers provide constructive feedback to each post. Students are able to join/sign-up for tutorials according to their timetables. Learning content is structured into manageable units including integrated digital media components (images, audio, pdf documents and PowerPoint slides) to support and reinforce concepts and topics taught

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and to accommodate diverse learning styles. Students are provided with a checklist that guides the learning activities and expectations. This blended mode of teaching allowed both full-time students and working professionals to engage with the teaching regardless of space and time.

Assessments included reflective individual online tests and group assignments. The assessments were aligned to the course outcomes and part of the final continuous assessment mark.

Lecturers were able to provide feedback on assessment activities completed that guided the students in the final assessment.

Management Skills Development: ‘Fully-online’ programme The School of Business and Finance Management Skills Development Programme has been implemented for design and development of distant/‘Purely Online’ modules. The online programmes (MDP and SMDP) were developed in collaboration with the CIECT team, specific lecturers and HEPSA. Lecturers presented structured content per week including lecture material (presentations, videos), quizzes, assignments and discussion topics. This allows students to focus on the weekly activities for self-paced learning.

Science Faculty Natural Sciences lecturers created 202 online learning environments built on lecture slides, readings, past exam papers, video links and slides. Some lecturers incorporated the use of weekly tutorial quizzes as well as term tests which assist students to prepare for practical lab sessions in advance. A Chemistry lecturer translated tests into isiXhosa and Afrikaans.

Supplementary instructional sheets and videos helped to guide students who had to perform practical tasks such as lab experiments.

Life Sciences: Online Rubric aligned to Assessment – integrated within the online environment A Life Sciences lecturer developed a training workshop for first-year students online, supported by a hands-on student workshop where CIECT assisted to train the first-years in using the iKamva tools. The workshop also covered how to access and use the Turnitin platform which is integrated with iKamva.

Law Faculty

Rubric aligned to Assessment

Law Faculty lecturers created 89 online learning environments in 2019, structuring weekly learning materials into lectures and discussions and using the Tests & Quizzes tools to construct weekly ‘eTutorials’ on iKamva. The CIECT team also engaged with

The lecturer also integrated the Rubric eTool which enabled her to grade students according to specific criteria, including the main idea, important supporting information, written language skills and critical thinking, article details and conclusion.

Figure 25: Rubric aligned to Assessment

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large-scale student training for Law students in using ePortfolios to showcase their work. Both undergraduate and postgraduate students benefited from the hands-on training and support.

Embedding Pre-Lab Simulations within the iKamva platform Rather than merely uploading useful resources, CIECT and the Science Faculty created structured online modules with elements like a course outline, discussion forums,

assignments and tests. A useful feature is that students can access embedded Pre-Lab Simulations from anywhere. Since these simulate situations in the lab, students can practice laboratory skills virtually and safely in preparation for actually using the lab.

Figure 26: Pre-Lab simulations

12.3.5 Scholarly Engagement: Driving emerging technologies for teaching, learning and assessment practices The Instructional Design team (ID) focuses on the implementation and effective use of eTools to supplement blended and distance learning environments. The team supports staff and students across faculties through handson interactive training workshops, one-on-one consultations, email and telephonic support. Lecturers across the faculties are adopting blended learning practices, with as many as 88% using the various content creation, communication and assessment eTools in the Sakai/iKamva institutional Learning Management System (LMS) in 2019.

Lecturer eTools and Assessment Workshops The Instructional Design team regularly offers interactive workshops which focus on the use of eTools and assessment activities, as well as GAPPs. The team has also presented customised departmental workshops that address specific staff members’ needs. This support is further sustained through oneon-one consultations, including email and telephonic support.

Thirty-five workshops were conducted for the period January to December 2019.

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Table 6: Total number of academics who requested face-to-face training workshops and office consultations (January to December 2019) Faculty

Year

Face-to-face scheduled training

One-on-one office consultation

Arts, CHS, Dentistry, Education, EMS, Science, Law

2019

153

176

Student eTools and Assessment workshops The Instructional Design team conducted workshops and demonstrations during lectures or tutorial periods for students to enable them to confidently and effectively engage in the institutional LMS, including using Turnitin, Digital Storytelling and GAPPs like Blogger, Drive and ePortfolio. These hands-on workshops were offered throughout 2019 and the team interacted with a total of 2508 students.

Arts

11% 30%

4%

CHS Dentistry

16%

Education EMS 9%

30%

Law Science

Figure 27: Student training for period January—December 2019 (across faculties) The ID team also offered students email, telephone and walk-in support. The ID team kept a daily student support log for the February to December 2019 period and logged a total of 405 students who received walk-in support in 2019.

Number of Modules within the iKamva Platform A total of 1200 modules were created for the iKamva platform for the 2019 academic year.

Table 7: Number of online course modules created within the iKamva platform (January—December 2019)

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Faculty

Number of online modules

ART

240

CHS

252

DEN

60

EDU

85

EMS

272

LAW

89

SCI

202

TOTAL

1200

Online Assessments (Formative and Summative) Lecturers across all seven faculties have enhanced their faceto-face instruction with various eAssessments. Besides Assignments, these online assessment types include Tests & Quizzes, such as Multiple Choice, Short Answer/Essay, Matching, Fill-in-the-Blank, File Upload and True/ False.

The platform can be used for both formative assessment (to test students’ knowledge of specific course content) and summative assessment (such as term tests and open-book exams to assess students’ deeper understanding or mastery of a subject). It is noted that a total of 3590 unique assessments have been created within iKamva, across disciplines. The online tests are mainly used to assess the students’ knowledge related to course

material, specific topics/content and the application of specific referencing techniques. Some of the benefits of eAssessments include automated grading and instant student feedback/ results. Furthermore, lecturers are using the online ‘Assignment’ tool which enables students to submit documents linked to Turnitin (essays, assignments), podcasts (audio recordings) and vodcasts (video recordings).

iKamva: Access, Maintenance and Support The Software Development Application (SDA) Team develops and adapts relevant software applications in relation to student development. The CIECT team maintains and supports the performance and stability of the Learning Management System (LMS), and contributes to the Sakai Online Consortium regarding additional development of the platform. The iKamva platform operates on a near 24/7 basis, as the servers automatically restart between 3am and 4am daily. It should be noted that iKamva is accessed, on average, by 1500 users per hour between 6am and 1pm.

Figure 28: Number of assessments developed on iKamva (2019)

Software Development and Application (SDA) The SDA team’s role is critical, as they provide the maintenance and support to ensure that the system stays up and is stable as a large number of users (students, staff and external partners) access the iKamva platform on a daily basis. In the January to December 2019 period, a total of 26992 users (unique logins) accessed the iKamva platform.

Table 8: Number of unique users (students, staff and external collaborators) who accessed iKamva (January—December 2019) Students On Campus

21564

Students Off Campus

24686

Staff & External Collaborators On Campus

1154

Staff & External Collaborators Off Campus

1243

Total Logins

26992

Notes: ‘On-campus’ refers to all connections made from a UWC network (UWC main campus, UWC external location, and UWC WiFi access).

‘Off-campus’ refers to users’ connections via personal internet connectivity or internet cafes (non-UWC-owned network connections).

External users/partners, who engage in collaborative institutional projects with UWC stakeholders, are counted as non-UWC users. These can include the students and academics at UWC. All non-UWC student log-ins do not have official UWC student log-ins (student number). This refers to external students, engaged in collaborative projects, as well as the staff body.

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The table below reflects that an average number of 18805 users accessed the platform on a monthly basis, in 2019.

Table 9: Number of unique user logins (average of 18805 for the period January—December 2019) Month of 2019

User logins

Month

User logins

January

8137

July

20581

February

22352

August

21257

March

22102

September

20785

April

21773

October

20640

May

21622

November

19385

June

18235

December

8795

Note: A unique user refers to an individual who has accessed iKamva (for the specific month). The CIECT team has deduced that users access iKamva around three times per day (on average). Students access iKamva across devices, at any time and at any location.

The figure below reflects the average time users access iKamva. It should be noted that even at 1am, users are still accessing iKamva.

Figure 29: Hourly usage (average) of user access time

iKamva Access: Mobile integration The institutional Learning Management System (LMS), iKamva/Sakai, is built using responsive web design principles, allowing users to access the platform from multiple devices (with internet connectivity) at any geographical location. The following graph reflects the total number of unique users that logged in from the iKamva Android application, mobile devices (not using the app) and computers/ laptops.

214

27598 2019 839

25659 26745

2018

24605

1734

25883 25813 26745 2017

4468

2016

25514

23955 17519

2015

1711

16556

2014

19135

0 1048

0

0

18887 20428

11462

2013

26845

23176 22498

4810

28225

5498 7301 5000 Mobile Devices

1000 Access from Off Campus

15000 iKamva Android App

20000

25000

30000

Computer / Laptops

Figure 30: Number of unique users (students, staff and external collaborators) who accessed iKamva (2013 to 2019 from various devices).

Turnitin integrated with iKamva platform The CIECT team enabled iKamva to communicate with Turnitin through an API (Application Programming Interface). Lecturers are now able to activate the Turnitin option when creating an assignment within the iKamva platform. This functionality allows students to submit their assignments to Turnitin via the iKamva platform through a single submission and view their originality reports. It should be noted that the Turnitin platform can still be directly accessed by both lecturers and students (https://www. turnitin.com/) to make use of other functionalities such as peer review, grading and feedback.

Development of the iKamva Mobile Application CIECT niche areas (ICT & SDA) collaborated to develop the application. In August 2015, CIECT released the first Android LMS mobile application (iKamva mobile) to the UWC staff and

student community. The iKamva Mobile Application (Android devices only) can be downloaded from the iKamva platform (ikamva.uwc.ac.za). The iKamva Android application acts as a dedicated browser for iKamva. Users are able to view and engage in online environments (content, discussion forums, eAssessments) from any geographical space, via a self-contained browser. With an Android mobile device and a valid internet connection an iKamva user can: • Communicate and collaborate using the Discussion Forum and chat tools; • Access and view online course content; • Access and view course announcements; • Access and complete online tests and quizzes; • Access and complete assignments and save username and password for quick access; • Reduce data usage when making use of the iKamva app.

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Figure 31: How to download the iKamva mobile app Scholarly engagement: Blog influences organisational culture The CIECT team continued with its blog project and regularly blogs about the use of emerging technologies and their pedagogical values. These blogs present authentic online teaching and learning experiences and exemplars across faculties. Examples of innovative practices related to the use of the eTools are available within CIECT’s blog space. http://ciect.wordpress.com/

Scholarly engagement: Students in the 21st Century require the necessary ICT basic skills The Digital Academic Literacy (DAL) computer literacy programme is offered by CIECT to students at UWC on a firstyear level and integrated into accredited modules across various

faculties including EMS, Education, CHS, Dentistry, Law and Arts.

The programme caters for the varying needs and demands of novice users of information and communication technology. It is offered over a semester to all participating faculties through a variety of customised projects, designed to meet specific academic needs of students as determined by departments.

Due to a lack of training venues and the increasing student numbers, the programme is offered over two semesters for the Education Faculty.

A blended approach is used (face-to-face training workshops and online support) using various platforms, such as iKamva and Skills Assessment Manager (SAM). In 2019, 4132 students enrolled in and completed the DAL Programme.

Science, 226

Arts, 360 CHS, 411 Dentistry, 119

Education, 632

EMS, 1778

Law, 606

Figure 32: Students trained in 2019 (DAL Programme) Note: The figure depicts students enrolled and trained for semester one only.

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• There are currently 20 departments in seven faculties engaged in the DAL Programme.

• Pharmacy students (PHA116) engage in a customised programme (February until March).

• Physics students (PHY111) engage in a customised programme (three Saturday classes from 23 February until 9 March).

• It should be noted that PHA116 and PHY111 students do not engage in the DAL assessment.

• The DAL programme is delivered in semester one (52 classes per week).

DAL Programme: Number of students (2012—November 2019) The CIECT team has observed that many students still require basic computer literacy skills. Hence, we are able to reflect on large numbers of students who have engaged in the programme since 2012.

Table 10: Students trained, 2012—2019 Digital Academic Literacy Programme Year 2012

2013

2014

2015

2016

2017

2018

2019

EMS

1414

1791

2031

1631

2071

1198

1466

1778

Arts

400

434

433

386

428

429

380

360

CHS

452

406

403

384

397

124

442

411

Dentistry

106

152

121

118

136

130

123

119

Science

0

0

123

109

180

126

116

226

Law

0

0

613

624

606

667

734

606

Education

386

304

401

349

602

501

547

632

Total Trained

2758

3087

4125

3601

4420

3175

3808

4132

7.2 eAssessment in the DAL Programme

Departmental Service Level Agreements

CIECT conducted an eAssessment (CompAssess) pilot project (2016 and 2017) within the large-scale Digital Academic Literacy (DAL) Programme. The rationale behind this was to enhance traditional assessment practices that have been used for more than 10 years. The outcomes of the successful pilot programme led to the roll-out of the CompAssess tool. Both facilitators and students provided positive feedback.

The CIECT team conducts formal meetings with specific departments to discuss the scope of delivery of the DAL Programme and departmental needs. The CIECT team is able to review the Service Level Agreements to reflect on extensive planning and delivery processes (across departments). The DAL Programme is offered in accordance with the Module Descriptor as well as signed Service Level Agreements (SLAs) linked to Course Outlines (deployment documents are available on request). Our programme planning and implementation documents are aligned to the SLA.

In 2019, all students (except PHA116 and PHY111 students) engaged in the eAssessment activities. The benefits of using the eAssessment tool (CompAssess) are as follows: • Replaces time needed for authentic grading and capturing marks.

• The CompAssess tool is easy to use for both students and facilitators.

• Students receive immediate score feedback.

• Corrections and queries are dealt with immediately.

• There is minimal bias in grading students’ work and students are assured of fairness.

• Reduction in time and resources needed compared with the administration of paper assessments.

Tutors in the Digital Academic Literacy Programme

DAL Programme (Marks Administration System/MAS)

Engagement in selection committees: Institutional & National Teaching and Learning Awards

The CIECT team provides the assessment grades to the Departments, who are responsible for capturing the marks within MAS.

CIECT recruits senior students as tutors to assist with the DAL programme via the Work-Study Programme. The tutor duties are scheduled according to their availability (academic timetable) and they are expected to perform the following duties: assist with student sign-up, co-facilitation, student consultation, daily administration, assessment invigilation, and weekly tutor capacity-building sessions.

12.3.6 Scholarly professional engagement

Dr Stoltenkamp contributed to and engaged in selection committees for institutional and national Teaching and Learning awards.

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Academic Achiever’s Awards committee/ team responsible for the selection of candidates.

• Examiner: PhD student (Education, University of Free State), August 2019.

• Examiner: M.Ed – ICT in Education, UJ, January 2019.

• Examiner: PhD student (Information Technology, University of Cape Town), November 2018.

• Examiner: M.Ed – Adult Learning & Global Change, UWC, July 2018.

• Examiner: M.Tech: Graphic Design, CPUT, October 2018.

• Examiner: M.Ed – UJ, December 2018.

• Examiner: Course – ICT for Teachers, UCT (Faculty of Humanities), November 2018.

In addition, the CIECT team contributed to curriculum design whereby a Teaching and Learning Specialist was advised on the development of an instructional strategy (alignment of outcomes, assessment activities, content and eTools). This instructional strategy is applied to the design and development of an online environment and interactive guides. This example, specifically of collaboration with the Dentistry Faculty, illustrates the importance of all stakeholders working together from the start when designing and developing a curriculum. Support to the Teaching and Learning Specialists by CIECT is provided through email, telephone, face-to-face workshops and consultations.

Furthermore, Teaching and Learning Specialists also collaborate with CIECT around special projects. These advisory and support interventions enable the Specialists to further advise the lecturers in the alignment of their specific topics.

Collaboration: CIECT & Directorate for Teaching and Learning -‘Towards Professionalisation’

Professional Engagement: Collaboration – CIECT & Directorate of Teaching and Learning

CIECT collaborated with the Directorate: Teaching and Learning and a team of lecturers and Teaching and Learning Specialists, regarding the delivery of the ‘Towards the Professionalisation of Teaching and Learning’ Programme since the project inception in 2014. Lecturers from across faculties (and disciplines) were selected by their Deans to engage in the programme, consisting of 13 weekly topics. These included topics related to reflexive practice, technology-enhanced learning, and the evaluation of teaching, quality and standards.

The CIECT team (Multimedia) conducts the bi-annual concept mapping workshops that coincides with the Staff Induction for curriculum alignment, hosted at Mont Fleur. The workshops serve as preparatory training and a prerequisite for participation in the staff induction workshops (March and September 2019). The Digital Media Coordinator (CIECT) assisted at the staff induction workshops and was requested to provide technical support to staff participating in the PG Dip course. For the most part we had to provide advice on tools to use for video productions.

Examiner (PhD & Master’s) and Reviewer (Course)

CIECT offered hands-on, interactive ePortfolio design and development workshops to all lecturers who participated in the programme as lecturers were expected to submit a portfolio (summative assessment task reflective of an accumulation of all tasks). Lecturers engaged in this programme were continuously supported throughout the duration of the programme and advised around the effective use of eTools for their teaching practice.

Lecturers engaged in the scheduled face-to-face eTools workshop, which included aspects of design, structure, eLearning models, student development and effective online teaching and learning.

Collaboration: CIECT advises Faculty Teaching and Learning Specialists The CIECT Instructional Design team advises and supports both faculty Teaching and Learning experts and lecturers to design and develop effective online environments. Lecturers attend scheduled workshops and consult Instructional Designers on the effective use of eTools within iKamva. The Teaching and Learning Specialists also contact the CIECT team to seek advice around the interactive engagement within an online environment. Hence, Teaching and Learning Specialists from the Arts, Education and Dentistry faculties have engaged in the training workshops, consultations and advisory sessions to familiarise themselves with the eTools and Personal Learning Environments (PLEs).

Furthermore, the CIECT team focuses on the pedagogical value of the selection of eTools for learning and teaching purposes.

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12.3.7 Professional engagement Postgraduate students engage in Peer Review eTool (anti-plagiarism platform) The Peer Review tool allows students to review papers submitted by fellow students. The feedback captured within the reviewed papers is collated within a structured list view for easy evaluation.

This training session is designed to equip participants with standard Turnitin Peer Review functionalities, i.e. read, review, respond and comment to student submissions. To make effective use of the eTool, the CIECT facilitators assist lecturers with setting up an online class and assignment within the Turnitin platform. During this process the instructor creates a peer review linked to the initial assignment which is scheduled to start after the assignment due date. The peer review questionnaire, free response and the number of papers students can review are set up according to the instructor’s needs.

Students receive feedback from their peers regarding their submissions. The entire process is managed by their lecturer.

Thus, feedback is submitted in a structured manner which is digitally captured within the Turnitin database. Reviews are instantly available on completion by students within the designated assignment peer review space. Lecturer Dr Karen Collett requested training for the Education Honours part-time students on the use of the Peer Review tool within Turnitin

and interactive document sharing making use of Google Drive.

This interactive hands-on session enabled students to submit their assignments via Turnitin, anonymously review a student paper and engage in constructive feedback using the features of the Peer Review functionality. In addition, students had to collaboratively edit their group assignment making use of the ‘suggestions’ and ‘commenting’ features within Google Drive.

As prospective teachers, the students were able to engage with the editing process and critically apply the skills of providing constructive feedback. Hence, the hands-on task assisted

students to engage critically with the concept and application of constructive feedback and peer review.

Professional Support: Staff & postgraduates require basic ICT skills in the 21st Century The ICT Skills Training and Development team provides ICT training and support to academic and non-academic staff members and postgraduate students (scheduled training workshops, customised group training workshops, consultation sessions and telephonic support). The table below lists all the ICT packages offered, including personal learning environment eTools.

Table 11: ICT packages offered CT Packages (essential)

Personal Learning eTools (personal growth)

Marks Administration System (MAS)

Vodcast

Turnitin

Clickers

Microsoft Office

aTube Catcher Mobile Operating System (Android, iOS) Android Mobile Devices PDF Editor Gmail

In 2019, 83 ICT skills training workshops were conducted for academic and non-academic staff members and postgraduate students, and 215 participants attended the ICT workshops.

Table 12: Staff Training and Development: December 2019 Package

Users Trained Per Package

MS PowerPoint

61

MS Excel

59

MS Publisher

1

Computer Basics

1

Turnitin

66

PDF Editing

5

Vodcast

15

MS Word

7

Total

215

Postgraduate students engage in ICT Skills Training

and presentations. The workshop enables students to submit

Workshops

assignments and research papers in various specified formats.

The objective of this intervention is to equip postgraduate

update documents. The scheduled workshops were attended by

students with necessary ICT skills to update and edit documents

585 postgraduate students.

Students are equipped to use specific software to create, edit and

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Table 13: Total number of users trained per package: December 2019 Package

Users Trained Per Package

MS Word

194

MS Excel

41

MS PowerPoint

69

Vodcast

23

Turnitin

241

Thesis Writing

17

Total

585

ICT Post-Training Support: Consultation Sessions In the January—December 2019 period, 673 participants requested post-training support (face-to-face; online via hangouts, email and telephone) .

Table 14: ICT team consultation: January—December 2019 Turnitin

Vodcast

Google related

MAS

Excel

iEnabler PDF

MS Word Power Point

Totals

439

2

10

157

30

2

23

673

4

6

Professional Support: Design and development of instructional learning material Multimedia Production Services & Support The CIECT team focuses on multimedia development, production and support. The team also conducts training workshops for staff and students. Training on a variety of personal learning environments are on offer to staff. These include: Basic video editing, Screen recording and multimedia teaching tools workshops. Tables 15 and 16 reflect the statistics with regard to the multimedia training workshops.

Table 15: Scheduled Staff Training Workshops (2019) Basic Video Editing Screen Recording Multimedia Teaching Compression & Tools Conversion

Total number of workshops

Total number of participants trained

9

20

64

6

5

Table 16: Requested Student Training Sessions (2019) Department

Training

Number of participants

Second-year Social work

Narrated PowerPoint

80

Fourth-year History

Digital storytelling (Wevideo)

250

B.Ed Honours

Multimedia artefact productions

20

Film and Media Studies

Vlogit

30

Staff Induction

Concept mapping & teaching with technology

32

CGF DST Workshops B.Ed Honours

Multimedia artefact productions

180

Social Work

Digital Storytelling

17

Total

220

11

620

Multimedia Projects Here follows a list of projects and activities aligned to specific departmental requests.

Senior Management Diploma (SMDP) recordings During the course of 2019, the MD team continued to film and edit introductory videos for the Senior Management Diploma (SMDP) of the EMS fully online course. Five videos were filmed in total. Production and post-production on these videos took a minimum of three days to complete.

Marketing and maintenance online The team continued to market CIECT in the online sphere by posting CIECT communication on the UWC website as well as on the CIECT Wordpress blog. CIECT’s interventions are also marketed within other social media spaces, such as Facebook and Instagram.

Graphic Design The Multimedia team also creates digital invitations and posters.

A stroke awareness poster was designed for the School of Nursing for Stroke Awareness Day on 29 October 2019.

Development of a welcome video for Dentistry The Multimedia team produced a video for the Dentistry Faculty, specifically Dr Cloete. From the start of the academic year, some of her students are on the Phelophepa train and some are on a block course. The video enabled her to communicate with both groups – as they would only see each other face-to-face in April 2019.

Dentistry Faculty Video Kariema Crombie requested the completion of a video on dental procedures that was started in 2018. The video was edited and shared with the Dentistry department.

History 231 (Digital Storytelling) The CIECT team engaged with staff members from the History Department from 2018 (Koni Benson with the help of Pam Sykes and Andrew Bank around digital storytelling for History 231). It was decided that the CIECT Multimedia staff member should use specific software (Wevideo) to conduct student training. Students were assigned to groups with tutors. The final productions were uploaded to YouTube and screened in class where feedback was given. The software was made available through the CoLab. Second-year Social Work students (Digital Storytelling) Neil Henderson requested training in digital storytelling for his second-year Social Work students. His class of about 80 students were first introduced to the creation of narrated PowerPoint presentations. The large class was divided into groups for digital storytelling sessions. The students produced digital stories (narrated PPTs saved as videos).

Film and Media Studies Meg Rickards from Film and Media Studies (English Department) requested support for her students in relation to the production of a 90-second film. The technical multimedia support was aligned to the department’s processes regarding writing a

proposal, creating a moodboard, pitching and storyboarding. The students assisted each other and the final outcome was a poem captured on video.

Multimedia Team Support: Video recording of academic events The team supported the following events: 10th Annual New Materialisms Conference; 3rd Annual Tutor Symposium and the 12th Annual E-Colloquium.

Professional Support: Audiovisual Services The University of the Western Cape consists of a main campus and three satellite campuses. This expansive area entails approximately 300 academic venues. The University has grown, especially in terms of the modernisation of venues. This includes the upgrade of audiovisual (AV) teaching aids across the campus community.

The AVS team provides essential services to support the delivery of the academic programme and operations at the institution.

The team supports the academic programme from 8.30am to 21.00pm. The team also does weekend checks to ensure that lecture venues used for private functions are ready for use on Monday. The team supports all sound equipment, document cameras, display screens and projectors in approximately 300 academic venues across the main campus and three satellite campuses. AV queries across the main campus and satellite campuses include: • Lecture rooms, tutorial rooms, boardrooms, sports venues, Student Centre and Residences (main campus and off campus).

• All university functions (on and off campus). These events include seminars, conferences, workshops, fundraising events, Chancellor’s events.

• Academic exhibitions.

• Community engagement events.

• Special academic requests (e.g. Social Work Department needed to visit Pollsmoor Prison).

• All SRC-affiliated structures.

AVS Maintenance During the first term the Audiovisual teams focused on venue maintenance and ensuring that most teaching spaces were operational before classes started on 4 February. The main concerns that were addressed included the replacement of old projectors, fixing faulty control systems and troubleshooting (manual operation) in outdated venues. We recognise the fact that some lecturing equipment has not been replaced to date.

Audiovisual Support The AVS team provides support to academic and non-academic staff and students (such as the SRC, church organisations, Res Life student body) at the institution. Audiovisual support includes classroom support, assistance with operating equipment, setting up and testing the AV equipment at university events such as the April 2019 Graduation. Requests for AV support are logged through the Service desk.

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Figure 33 and Table 17 below reflect AV bookings from January to December 2019.

SERVICE DESK BOOKINGS Jan - Jun 2019

SERVICE DESK BOOKINGS Jul - Dec 2019

600 400

200 1

200

100

0

0 CONFERENCE

CLASS

July

Aug

Sept

CONFERENCES / MEETINGS

Oct

Nov

Dec

CLASS ROOM SUPPORT

Figure 33: Service Desk Bookings 2019 Table 17: Service Desk Bookings 2019 Conference/Meetings

Classroom Support

Semester 1

150

12

Semester 2

450

42

AVERAGE CALLS A DAY

9

AVERAGE CALLS A WEEK

45

AVERAGE CALLS A MONTH

180

AVERAGE CALL FOR JUNE—DEC 2019

1080

AVS Work Space The AVS team moved into a new, more conducive space to perform their operations (Old Physiotherapy building). Due to the amount of equipment that had to be moved it took several days to complete. Equipment has been catalogued and strategically packed onto shelves for easy access. There is a concern that this may only be a temporary base of operations as leadership has identified staff members from another department to occupy the space.

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in the areas of audiovisual assistance and technical work. Without the help of student assistants, it would be impossible for the AVS department to function. The aim is to deliver a quality service.

Students attend training workshops before commencing their duties. AVS also provides on-the-job training to all student assistants.

The AVS team was transferred to CIECT in January 2019 and the CIECT leadership has put many processes in place and continues to address areas of support and infrastructure.

AVS Student Assistants

Conclusion

The AVS team currently has 29 student assistants. Students are employed to work as part of a team while pursuing their studies.

During employment students are exposed to providing support

The CIECT team has built relationships with departments and units across the institution. This Reflective Report highlights how the CIECT continues to improve and enhance its services.

13. DIRECTORATE OF TEACHING AND LEARNING Period: 1 January 2019 — 31 December 2019 13.1 DIRECTOR’S REVIEW During 2019, the Director of Teaching and Learning, Teaching and Learning Specialists in faculties and Faculty Deputy Deans of Teaching and Learning collaboratively planned and engaged in further actions and interventions to implement the UWC Teaching and Learning Strategy in all seven faculties. The Strategic Plan for Teaching and Learning, which was ratified

by Senate and Council in September 2010, sets out the major goals which were outlined in the UWC Teaching and Learning Strategy, the actions which are required to meet those goals, the performance measures which would show that they had been met and the expected outcomes, i.e. by when each action will be achieved and what would be expected at that time, as well as the responsible parties for achieving the particular actions.

The plan was updated to focus on the 2017—2019 period. This generic Teaching and Learning Implementation Plan developed for 2017—2019 was used by faculties to implement their own teaching and learning implementation plans so that these would be aligned to the vision developed for UWC as a whole.

The activities of the Directorate of Teaching and Learning are designed to support faculty Deputy Deans of Teaching and Learning and Teaching and Learning Specialists to take forward the priorities of the institution’s Strategic Plan for Teaching and Learning and its associated UWC Charter of Graduate Attributes for the 21st Century developed in 2016 as one of the tactical rolling plans to guide the implementation of the IOP (2016—2020). The Directorate of Teaching and Learning holds regular monthly meetings with these stakeholders to discuss the progress faculties are making towards meeting these goals and to plan for further interventions to achieve these goals.

The year 2014 marked the beginning of the requirement for a portfolio of Teaching and Learning for probation and promotion.

In 2019, the sixth iteration of the Towards Professionalising Teaching and Learning short course was rolled out for new academic staff across faculties to assist them to develop their teaching and learning portfolios. This course is attended by new staff after they have completed an introductory induction course on Teaching and Learning at UWC, at the time when they are preparing their portfolios for probationary purposes. These courses are coordinated by the Directorate and taught with CIECT staff and Teaching and Learning Specialists at UWC. The third implementation of the Postgraduate Diploma on Teaching and Learning in Higher Education – PG Dip T&L (HE) – was co-hosted and co-taught across three higher education institutions in Cape Town: UWC, CPUT and Stellenbosch University in 2018. In both 2018 and 2019, UWC had the overall

DIRECTOR OF THE DIRECTORATE OF TEACHING AND LEARNING: PROF VIVIENNE BOZALEK

responsibility for the coordination of this programme. Twentyseven people registered for the PG Dip T&L (HE), which focuses on improving teaching and learning practices in higher education.

Regarding infrastructure for Teaching and Learning, all faculties have fully functioning Teaching and Learning committees, as well as Deputy Deans of Teaching and Learning and Teaching and Learning Specialists. These positions are vital for taking forward the strategic plan in a grounded and in-depth fashion across faculties. Deputy Deans of Teaching and Learning report on a regular basis to their Faculty Boards regarding relevant teaching and learning matters pertaining to their faculties.

Teaching and learning courses and workshops also make it possible for the general dissemination of the Teaching and Learning Strategic Plan and the UWC Charter of Graduate Attributes for the 21st Century, so that these are more widely understood by the academic community at large. The Strategic Plan for Teaching and Learning and the UWC Charter of Graduate Attributes for the 21st Century are shared with new academics when they attend professional development workshops.

This report outlines the main activities undertaken by the Directorate of Teaching and Learning during 2019 to achieve the implementation of the plan.

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13.2 ENHANCING AND PROMOTING THE STATUS OF TEACHING AND LEARNING Accomplishments Teaching Advancement at University (TAU) Fellowship programme This is a programme initiated by Prof Brenda Leibowitz at the University of Johannesburg in 2015. The Teaching Advancement at Universities (TAU) Fellowship Programme is a national project funded and supported by Higher Education Learning and Teaching Association of Southern Africa (HELTASA) and funded by the Department of Higher Education and Training (DHET). The UWC Director of Teaching and Learning’s advisory role meant giving inputs on the face-to-face meetings of the programme which incorporated at least two teaching and learning champions from each higher education institution (HEI) in South Africa.

In January 2019, a workshop was held with teaching and learning representatives from 24 HEIs by the Teaching Advancement at Universities (TAU) enquiry group. Abdullah Bayat and Karen Collett are the TAU participants from UWC in the group, which also includes Xena Cupido from CPUT, Susan Levine from UCT and Mdumo Mboweni from the University of Limpopo. Prof Vivienne Bozalek is the group’s advisor.

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This workshop invited participants to co-create a manifesto for justice in higher education from the perspective of timespacemattering (Barad, 2007), inspired by the thinkpiece written by Penny Jane Burke (2018) on timescapes for the ‘HECU 9 Contemporary Higher Education: Close Up Research in Times of Change 2018’ international conference. In the current epoch of the neoliberal university, troubled by the multiple pressures that students and staff are subjected to, the group held a number of communities of enquiry on what kinds of political shifts in higher education would enable academics and students to ‘do time differently’, so as to initiate new forms of onto-epistemic justice.

The group held an interactive session where participants from 24 HEIs had the opportunity to co-create a manifesto for justice in higher education pedagogies and scholarship, as well as further sessions at UWC and CPUT with staff and students.

The TAU fellowship programme for 2018—2019 culminated in a workshop in July 2019, where participants presented their group projects. Individual participants then sent their assignments to their group advisors. Bassey Antia, Abdullah Bayat and Karin Collett from UWC all became TAU fellows at the end of 2019. It is recommended that the institution makes use of their expertise, and that of previous TAU fellows Profs Vuyo Nomlomo and Lindsay Clowes, in any further teaching and learning leadership endeavours at the University.

New Academics Transitioning into HE Regional Colloquium (NATRC) 2019 The New Academics Transitioning into HE Regional Colloquium (NATRC) was a jointly hosted event by UWC, CPUT, Stellenbosch University and UCT. The student protests of 2015—2017 prompted many academics to engage in a process of reflecting, reframing and re-constructing how they understood curriculum and pedagogy in HE. Issues that surfaced were themes such as Context Matters and Who teaches, matters! How we make sense of who we are and what we do were considered to be critical to generating mediation strategies across institutional sites. The overarching aim in NATRC was to create a regional community of practice to diffuse some of the institutional silos and to work more collaboratively. NATRC provided a platform for new academics and academic staff developers to come together to discuss, share, develop and engage with what it means to be a new academic in the HE context today.

The Colloquium, which was in its third year, provided new academics with two main opportunities: • To present their perspectives in a collegial space – on re-imagining responsive interventions and strategies to navigate a changing and challenging HE context.

• To work collaboratively with a new academics’ cluster to prepare a journal article, based on the colloquium, for publication.

A NATRC Colloquium was held on 10 September 2019 at Stellenbosch University from 9h00—13h30. Each university nominated five new academics to do a mini-presentation (10 min each) on the challenges and opportunities they face as they transition from practice-based or professional settings to their academic roles at the university. These presentations

included some analysis of the context, the interventions and the responses to these interventions. These included strategies to re-curriculate courses, design innovative lessons, decolonise the curriculum, engage critically in the pedagogical space, understand assessment practices, engage with online learning and so on. Each presenter received a certificate of professional development participation from the Colloquium Team to recognise their contributions. New academic practitioners who were not presenting were also welcome to attend.

Publication The Colloquium was the springboard for Phase 2 of the project which is a collaborative publication (journal article or chapter) of each cluster’s work. To date, NATRC participants have published or are finalising for publication three journal papers in reputable HE journals.

Induction to Teaching and Learning The Directorate coordinated, planned and implemented the first induction on a Teaching and Learning course from 4—6 March 2019, attended by 14 new academics from various faculties. As usual, very positive feedback was received from the participants on the course, who were highly appreciative of the attentive feedback and input from the facilitators on this workshop.

The second induction workshop was held from 2—4 September 2019 and 25 participants from different faculties attended.

It was facilitated by teaching and learning specialists from these faculties. Both induction workshops were very positively evaluated by the participants on a Google Form.

The numbers of new academic staff members who have attended induction workshops since 2010 are indicated below.

Table 18: Numbers of new academic staff members attending induction workshops, 2010—2019 Faculty

Mar Mar Nov Mar Mar Sep Mar Mar Sep Mar Sep Mar Sep Mar Sep Mar Sep Total 2010 2011 2011 2012 2013 2013 2014 2015 2015 2016 2016 2017 2017 2018 2018 2019 2019

Natural 4 Sciences

11

4

2

6

3

6

2

4

3

5

4

1

3

9

2

8

77

EMS

5

2

2

3

1

4

3

6

4

3

1

2

4

0

3

0

0

43

CHS

1

2

4

3

6

3

3

0

2

2

4

3

6

6

2

4

0

51

Education

1

1

1

0

0

1

0

4

2

1

1

3

0

0

0

4

6

25

Dentistry 3

5

3

2

1

3

3

2

1

0

2

2

0

0

0

3

0

30

Arts

0

0

2

4

1

2

0

1

2

1

0

3

5

4

5

3

2

35

Law

1

1

3

2

2

0

2

1

3

2

1

0

0

1

1

0

7

27

Total

15

22

19

16

17

16

17

16

18

12

14

17

16

14

20

14

23

288

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A sixth iteration of the course entitled ‘Towards the Professionalisation of Teaching and Learning’ was developed and implemented for new academic teaching staff to develop their teaching portfolios for probationary purposes. As from 2014 onwards, it has been a contractual obligation for new staff to attend this course prior to their probationary review at UWC leading to permanent employment. This course was coordinated by the Directorate of Teaching and Learning and taught by staff from the Directorate and by Teaching and Learning Specialists, CIECT staff and other academic development and Education Faculty staff. The numbers of new academic staff members who attended this course in 2014—2019 are indicated below.

Table 19: Numbers of new academic staff members attending short course, 2014—2019 Faculty

Number of staff attendees Year 2014 2015 2016

2017

2018

2019

Total

Natural Sciences

7

11

10

7

20

10

65

EMS

11

4

1

10

3

5

34

CHS

11

3

8

8

17

5

52

Education

2

2

4

10

10

11

39

Dentistry

4

1

0

8

5

9

27

Arts

3

3

2

7

11

5

31

Law

3

4

3

1

4

7

22

Total 41 28 28

51

70

52

270

The Directorate would like to thank the Teaching and Learning Specialists, Deputy Deans of Teaching and Learning, CIECT team and staff members from faculties who have contributed to teaching on these courses.

13.3 DEVELOPING AND PROMOTING THE SCHOLARSHIP OF TEACHING AND LEARNING AT UWC

Website

13.3.1 Accomplishments

The Teaching and Learning website for the 2019 Towards Professionalising Teaching and Learning course was largely maintained and developed by Dr Marijke du Toit, the Teaching and Learning Specialist in the UWC Faculty of Arts. The website is used extensively for the Professionalising Teaching and Learning Course and Induction courses in conjunction with the Ikamva learning platform.

In 2019, three regional seminars were held as part of the regional Extended Curriculum Programme (ECP) initiative – one at Stellenbosch University, one at CPUT and one at UWC on supporting student learning, presented by Deon Solomons from the Maths Department, Honjiswa Conana, Teaching and Learning Specialist of the Faculty of Natural Sciences, Prof David Holgate, Deputy Dean of Teaching and Learning, Faculty of Natural Sciences, and Prof Delia Marshall, HOD of the Physics Department.

Teaching and Learning Awards The DVC: Academic has instituted a process to ensure that teaching awards are formally recognised and are aligned with each other and the institution as a whole in academic reward processes. The third annual event where students and academics were recognised for excellence in teaching and learning in faculties and institutionally took place in April 2019.

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As was the case in previous years, a regional ECP colloquium was held on 26 September 2019 at UWC. The keynote speaker was Prof Nthabiseng Ogude, Dean, Mamelodi Campus, University of Pretoria, who spoke on ‘Measures to Improve Students Success in ECPs from Institutional, Curriculum and Student Perspectives’.

This was followed by a three-day Writing for Publication workshop from 21—23 October 2019 for ECP staff who had presented at the colloquium and wished to publish their work.

A special edition of the accredited journal Alternation was published in 2019 from the previous year’s regional colloquium, which was co-edited by Associate Prof James Garraway and Prof Vivienne Bozalek. The special issue focuses on the use of various theoretical frameworks to inform teaching in ECPs. Four UWC staff members published in the special edition of the journal.

The Director of Teaching and Learning is the principal investigator of a three-year National Research Foundation inter-institutional scholarship of teaching and learning project entitled ‘Reconceptualising socially just pedagogies across diverse geopolitical settings in higher education’ with academics from 12 national and international HEIs. The project seeks to investigate how socially just pedagogies across different disciplinary and geopolitical locations in higher education might be reconceptualised, enacted and disseminated using some of the most prominent contemporary theories. 2019 was the final year of the project.

UWC is also involved in a 2017—2019 NRF/STINT funded project entitled ‘The portfolio assessment of STEM Educators towards pedagogical competence’. The researchers involved in the project are Dr Hanelie Adendorff (SU), Prof Vivienne Bozalek (UWC), Dr Honjiswa Conana (UWC), Dr Thomas Olsson (Lund University, Project Leader Sweden), Dr Nicola Pallitt (UCT), Dr Torgny Roxå (Lund University, Sweden), Prof Chris Winberg (CPUT, Project Leader South Africa) and Dr Karin Wolff (CPUT).

The focus of this study is the role of teaching portfolios in building pedagogical competences among academic staff in STEM disciplines. For this study, teaching portfolios are understood as STEM academic staff members’ documented reflection on their teaching practice, philosophy, goals and achievements as teachers. Teaching portfolios are flexible documents that can be used for several different purposes (e.g., tenure, promotion or awards), depending upon the needs and interests of the academic staff member.

During 2019, a meeting of the project with the Swedish partners took place to plan a joint colloquium with the University of Lund in Sweden in March 2020. The project produced a publication in the journal Teaching in Higher Education entitled ‘Learning to teach STEM disciplines in higher education: a critical review of the literature’, co-authored by project members.

The Director of Teaching and Learning is also involved in a STINT project on Open Education and Social Justice with UCT, UWC, University West and Gothenburg University, and attended a meeting with these partners when the SASUF group visited South Africa in May 2019. There was a seminar with the partners at UCT and a presentation on Open Education and Social Justice: Towards a collaborative research framework and implementation agenda. The project members also visited UWC on 7 May 2019

as part of the SASUF event at UWC. The Director of Teaching and Learning successfully applied for a new SASUF project in 2019—2020 on ‘Reconfiguring Scholarship in Higher Education’ which proposes to take forward new and contemporary thinking on pedagogies and methodologies in current contexts of higher education. The project involves colleagues from UWC, Stellenbosch University, Cape Peninsula University of Technology, Stockholm University and Linköping University.

The Director of Teaching and Learning is also a partner with Prof Candace Kuby of Missouri University in a University of MissouriSouth African Education Programme (UMSAEP) on ‘Developing an Online Learning Space: The Teaching and Learning of PostQualitative Inquiry in Higher Education’ which will happen in 2020.

In 2019, The Director of Teaching and Learning visited the Open University of Cyprus, Nicosia, Cyprus, as the guest of Prof Michalinos Zembylas from 24—28 June 2019, to share the response to the HEQC audit of the Strategic Plan on Teaching and Learning at UWC and to hold seminars with PhD students on Post-Qualitative Research Methodology.

The international journal of teaching and learning, Critical Studies in Teaching and Learning, was initiated by the Directorate of Teaching and Learning as part of the Implementation Plan to support the Strategic Plan on Teaching and Learning at UWC. The Director of Teaching and Learning is the Editor-in-Chief of the journal. The journal was given accreditation in 2019 by Scopus and had already received accreditation from the DHET. Prof Bozalek supervised and co-supervised eight PhDs in the field of teaching and learning in higher education in 2019, two of whom graduated in August.

Challenges More work needs to be done in the coming years on the use of inquiry-based teaching and authentic learning in the curriculum where students learn by researching in disciplines, as well as convincing all faculties to recognise contributions to scholarship and research into teaching and learning in higher education within their disciplines as a valuable use of staff time.

13.3.2 Scholarly teaching and learning research outputs PhD students supervised to completion Two PhD students graduated in 2019, supervised by the Director.

Faeza Khan: Title of Thesis: Developing institutional guidelines for university residence to enhance the development of graduate attributes at the University of the Western Cape (supervisor).

Veronica Mitchell: Title of Thesis: Teaching into tension: Towards promoting positive practices in healthcare (co-supervisor).

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13.3.3 Research Publications: Conference papers, articles, books and book chapters International conference presentations Bozalek, V., Zembylas, M. and Shefer, T. (2019). Response-able Peer Reviewing Matters in Higher Education. Paper presented at the European Congress for Qualitative Inquiry (ECQI), Edinburgh, 13—15 February 2019.

Romano, N. Bozalek, V., Mitchell, V., Gachago, D. and Bayat, A. (2019). Re/turning as Slow scholarship: Writing together/apart in the turbulent South. Paper presented at European Congress for Qualitative Inquiry (ECQI), Edinburgh, 13—15 February 2019.

Bozalek, V. (2019). Diffracting posthuman and care ethics: Relationality, response-ability and accountability. Paper presented at the Resituating accountability in curriculum studies: American Association for the Advancement of Curriculum Studies Annual Conference, University of Toronto, Ontario Institute for Studies in Education, 3—5 April 2019.

Zembylas, M., Bozalek, V. & Shefer, T. (2019). Privileged irresponsibility and ethics of care: Towards critical pedagogies of emotion in higher education. Paper presented at the Resituating accountability in curriculum studies: American Association for the Advancement of Curriculum Studies Annual Conference, University of Toronto, Ontario Institute for Studies in Education, 3—5 April 2019.

Murris, K. & Bozalek, V. (2019). Diffracting diffractive readings of texts as methodology: Some propositions. Paper presented at the Leveraging Education Research in a Post-Truth Era: Multimodal Narratives to Democratise Evidence, American Education Research Association (AERA) Conference, Toronto, Canada, 5—9 April 2019.

Bozalek, V., Zembylas, M. & Shefer, T. (2019). Response-able peer reviewing matters. Paper presented at the Leveraging Education Research in a Post-Truth Era: Multimodal Narratives to Democratize Evidence, American Education Research Association (AERA) Conference, Toronto, Canada, 5 -9 April 2019.

Murris, K., Bozalek, V. & Babamia, S. (2019). Propositions for encountering place: Contesting coloniality in early childhood education. Paper presented at the Leveraging Education Research in a Post-Truth Era: Multimodal Narratives to Democratize Evidence, American Education Research Association (AERA) Conference, Toronto, Canada, 5—9 April 2019.

Zembylas, M., Bozalek, V. & Motala, S. (2019). Decolonising the curriculum in higher education: A hauntological exploration. Paper presented at the 10th Annual New Materialisms Conference, New Materialist Reconfigurations of Higher Education, University of the Western Cape, Cape Town, 2—4 December 2019.

Bozalek, V. & Newfield, D. (2019). A Tebuwa Hauntology. South African Visual Arts Historians Conference: Hauntology, memory, nostalgia and other ways of engaging with past/present/future.

Cape Peninsula University of Technology, Cape Town, 11—13 September 2019.

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Hoosain, S. & Bozalek, V. (2019). Hauntology, history and heritage: Intergenerational trauma in South African displaced families.

Paper presented at the 10th Annual New Materialisms Conference.

New Materialist Reconfigurations of Higher Education, University of the Western Cape, Cape Town, 2—4 December 2019.

Shefer, T. & Bozalek, V. (2019). Wild swimming methodologies for social justice methodologies. Paper presented at the 10th Annual New Materialisms Conference. New Materialist Reconfigurations of Higher Education. University of the Western Cape, Cape Town, 2-4 December 2019.

Journal articles Garraway, J. & Bozalek, V. (2019). Editorial: Reconfiguring Foundational Pedagogies through Theoretical Frameworks.

Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, 26(2): 1—7.

Garraway, J. & Bozalek, V. (2019). Theoretical Frameworks and the extended curriculum programme. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, 26(2): 8—35.

Willemse, J.J., Jooste, K. & Bozalek, V. (2019). Experiences of undergraduate nursing students on an authentic mobile learning enactment at a higher education institution in South Africa.

Nursing Education Today, 74: 69—75.

Romano, N., Bozalek, V. & Mitchell, V. (2019). Why walking the Common is more than a walk in the park. Journal of Public Pedagogies, 4. http://jpp.vu.edu.au/ Murris, K. & Bozalek, V. (2019). Diffracting diffractive readings of texts as methodology: Some propositions. Educational Philosophy and Theory. DOI: 10.1080/00131857.2019.1570843 Murris, K. & Bozalek, V. (2019). Diffraction and response-able reading of texts: The relational ontologies of Barad and Deleuze.

International Journal of Qualitative Studies in Education, 32(7): 872—886. DOI: 10.1080/09518398.2019.1609122 Winberg, C., Adendorff, H., Bozalek, V., Conana, H., Pallitt, N., Wolff, N., Olsson, T. & Roxå, T. (2019). Learning to teach STEM disciplines in higher education: A critical review of the literature. Teaching in Higher Education, 24(8): 930—947. DOI: 10.1080/13562517.2018.1517735

Book Chapters Bozalek, V., Zembylas, M. & Shefer, T. (2019). Response-able (peer) reviewing matters in higher education: A manifesto. In C.A. Taylor & A. Bayley (Eds.). Posthumanism and higher education: Reimagining pedagogy, practice and research (pp. 349—358).

Switzerland: Palgrave MacMillan.

Bozalek, V. & Zembylas, M. (2019). Perceptions on socially just pedagogies in higher education. In G. Mare (Ed.). Race in education (pp. 5—40). Stellenbosch: African Sun Media. Sun Press.

Bozalek, V. (2019). Toward response-able social work: Diffracting care through justice. In S. Marson & R.W. McKinney (Eds.). The Routledge handbook of social work ethics and values. London and New York: Routledge (pp. 215—222).

Bozalek, V. (2019). Reconfiguring academic development through feminist new materialist and posthuman philosophies. In L. Quinn (Ed.). Re-imagining curriculum: Spaces for disruption.

Stellenbosch: Sun Media ISBN 978-1-928480-38-9 (pp. 171—192).

13.3.4 Professionalising teaching and learning through formal and informal education for academics Accomplishments The Director of Teaching and Learning plays a supportive mentoring role to the Teaching and Learning Specialists in the faculties, holding individual and group meetings with them on a regular basis.

The Postgraduate Diploma on Teaching and Learning in Higher Education – PG Dip T & L (HE), which was accepted and accredited at all the participating HEIs (Stellenbosch, UWC and CPUT) in 2013, was implemented in 2014 and the first iteration was completed in 2015 for those who registered for the Diploma at UWC, CPUT and Stellenbosch University.

This year and last year (2018—2019), the Directorate of Teaching and Learning at UWC has been coordinating the entire PG Dip T & L (HE) programme. This followed Stellenbosch University coordinating the programme in 2014—2015, and CPUT coordinating the programme in 2016—2017. Each HEI has used the UCDG grant for the two years when they coordinated it to finance the coordination and any costs of the programme. In 2019, the DVC: Academic at UWC allocated R200,000 for this purpose.

The MOU for the programme was renewed by the HEIs involved in 2019, as it was only drawn up for six years. This was coordinated by the CEO of the Cape Higher Education Consortium (CHEC), Prof Martin Oosthuizen, in consultation with the Deputy ViceChancellors (Academic) from CPUT, Stellenbosch University and UWC. Three modules were offered in 2019: Research to Enhance Teaching and two elective modules - Learning, Strengthening Postgraduate Supervision and ICTs in Teaching and Learning.

Research to Enhance Teaching and Learning module In the first semester of 2019, from February—May 2019, the third core module of the PG Dip T&L in HE, the Research to Enhance Teaching and Learning module, was held at UWC. This module required students to develop a research proposal around a small-scale intervention to address a proposed improvement to the participant’s own teaching, to implement a pilot of this intervention, and to reflect on possible changes to the principles and practice of the intervention. A design-based approach was used as the underpinning methodology of the proposal.

Overall, the module went well and was well-received by participants. However, due to circumstances at their institution, the group from the University of Venda was not present at the first contact session. This placed an unexpected challenge to the presenters who were trying to ‘double up’ their presentations by simultaneously presenting face to face and on Skype.

An innovation this year was the introduction of three voluntary webinars. Comments from students and facilitators were audiorecorded and noted on Google Drive, and provided excellent guidelines. It is recommended that the practice of regular webinars be continued.

The external examiner, Associate Prof Cheryl HodginsonWilliams from the University of Cape Town (UCT) was largely satisfied with the examiners’ assessment and noted that there was evidence of excellent proposals as well as those who had struggled to deliver what was expected. She proposed that all students be required to submit their proposals through Turnitin software as there were one or two instances of plagiarism.

Strengthening Postgraduate Supervision elective module In 2019, nine PG Dip students registered for this elective.

Postgraduate Supervision elective coordinator: Prof Vivienne Bozalek.

Facilitators on the module: • Prof Vivienne Bozalek (University of the Western Cape), • Prof Monwabisi Ralarala (Cape Peninsula University of Technology), • Prof Tamara Shefer (University of the Western Cape).

Module themes: • • • •

Power relations in supervision The importance of scholarship Supervisory practices Supervision processes.

The participants on the course evaluated it very highly and presented their evaluations of the whole PG Dip in the form of a River of Life, evaluating the ups and downs of learning for them.

The course was also evaluated in a very positive light by the external examiner, Prof Chrissie Boughey from Rhodes University.

She made the following observation about the module: The Strengthening Postgraduate Supervision elective draws on another course entitled ‘Strengthening Postgraduate Supervision’ developed by staff members from a number of universities in South Africa and the Netherlands. This course has been taught widely at all South African universities and some overseas. My impression, having taught this course at a number of South African universities, is that the quality of the work submitted for the purposes of the elective at UWC was at the upper end of the national spectrum. Clearly more

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FINAL GROUP PHOTO TAKEN IN THE UWC NATURE RESERVE WHERE WE HAD OUR LAST FEEDBACK SESSION (STUDENTS SHARED THEIR PG DIP RIVER OF LIFE EXPERIENCES).

work would be needed to substantiate this observation but, generally, participants on the elective demonstrated a degree of critical engagement in their final assignments that is not necessarily shown elsewhere.

Accomplishments

Course convenor: Dr J.P. Bosman (Stellenbosch University).

The induction workshops and the Towards Professionalising Teaching and Learning course assisted academic staff to embed graduate attributes, which was followed up by work in the faculties by the Teaching and Learning Specialists. The need to concentrate on specific graduate attributes in-depth has been identified by Teaching and Learning Specialists.

Facilitators:

Challenges

• • • • •

Staff need to engage both on an individual and collective level to embed graduate attributes into the curriculum, and there needs to be more in-depth concentration on specific graduate attributes, such as critical and multimodal literacies.

It cannot just be the focus of new members of staff, but whole departments need to be involved with the graduate attributes and how the curriculum provides opportunities for these attributes to be realised by the students. The re-introduction of HOD workshops will assist this process, where the focus can be on embedding graduate attributes through programmes rather than individual lecturers trying to do it in isolation from their colleagues.

All the participants registered for the module successfully completed it, with four students obtaining distinctions and five with marks in the 60s.

ICTs in Teaching and Learning elective

Dr J.P. Bosman (Stellenbosch University), Associate Prof Daniela Gachago (CPUT), Dr Sonja Strydom (SU), Dr Simone Titus (UWC), Dr Faiq Waghid (CPUT).

The module followed a practical knowledge foundation and the pedagogy was built around this. Participants felt this approach to be very useful as they could “try out” the ideas in their classes as they learned new things. They also liked the hands-on approach, being able to connect with each other throughout the time online (through the webinars and group work) and connecting into a community of practice (which includes the facilitators).

All in all, it was a meaningful journey with the students and both the facilitation team and the students felt built up in knowledge and connection. It is one of the great plusses of this PG Dip that there could be such collaboration between the three universities.

We aligned and learned from each other and that enriches the region’s knowledge and capacity.

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13.3.5 Embedding graduate attributes into academic programmes and curricula

Conclusion We continue to work towards implementing the expressed goals of the Strategic Plan on Teaching and Learning at UWC, as is evidenced in this report.

The Director of Teaching and Learning expresses appreciation to the Deputy Deans of Teaching and Learning and the Faculty Teaching and Learning Specialists, as well as the Office of the DVC: Academic for their dedicated work towards achieving the teaching and learning goals of UWC.

Deputy Vice-Chancellor: Academic POSTAL ADDRESS

University of the Western Cape | Private Bag X17 | Bellville | 7535 PHYSICAL ADDRESS

3rd Floor | Admin Buiding | University of the Western Cape Robert Sobukwe Road | Bellville | 7530 | South Africa Telephone: +27 (0)21 959 2702 www.uwc.ac.za