Varsity Times - June Edition 2017 by inl35

YOUR TRUSTED TRUTH SOURCE

June 2017

Dr. Blade Nzimande Minister Department of Higher Education and Training

Legacy of Free Education The Role of Technology in Education Celebrating the Impossible with NMMU Interview with Zandile Sodladla UNISA NSRC

ISSUE 1

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04 10

Crowd Funding Paves the way for new research at Stellenbosch University

DHET Major Investment into University Infrastructure

Varsity Sports: Football and Netball kicks off

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08 11 18

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Editors note Miriro Matema

@miriromatema

hen the idea came to begin this magazine, I must say I was a overwhelmed. Which content is most important? How do we differentiate ourselves from the rest of the everything else grabbing your attention? And most importantly, will you like it? We all need quality magazines to survive: Not the celebrity chasing, bad news spreading style of journalism, but the kind of writing that grasps you from the very first word and makes an impact to your existence. Each word that chases after the other should drive you to develop yourself. That’s what drove us to speak to UNISA’s gutsy SRC president. Needless to say, we want Varsity Times to be the required reading for your career and personal life. We’ll push our writers to deliver features that outline the legacy of free education and provoke you to develop your skills. And if that’s not enough we’ll dig deeper into the role of technology in education. So, in this special edition issue and the ones to follow, we’ll help you think outside the box. We’ll write about the role models and mentors in various industries as well as investigate you... South Africa’s finest university students. Most importantly we’ll give you all the news and updates so that you have a clear path to the end of the tunnel. Enjoy!

Is Your Varsity Education Up To Scratch?

survey conducted in the UK found that a good proportion of university students feel their chosen course of study is poor value for money. What’s more, the number of students who feel that way has doubled over the last five years. The survey also found that black, Asian and minority ethnic (BAME) students were the least likely to regard their university education as good value for money. Just 24% of Asian students, 29% of Chinese and 33% of black students thought their course was good value, compared to 36% of white students. BAME students were also the least satisfied with the quality of teaching and learning. Just 11% of Chinese students, 14% of Asian and 18% of black students agreed with the statement “I have sufficient access to academic staff outside class”, compared with 21% of their white peers. The findings were published by the Higher Education Policy Institute (Hepi) and the Higher Education Academy. Last year’s survey had similar findings. The report’s author, Jonathan Neves, said there were many positive findings in the survey, including improved perceptions of teaching quality compared with last year, but said universities need to address the less positive academic experience of minority groups. “The decline in perception of value is of concern, and highlights how complex this issue is,” he said. “It is revealing that only 19% of students believe they receive enough information on how their fees are spent. And this suggests that institutions need deeper engagement and personalisation of approach

3 with students at every stage of their higher education experience to meet their expectations better.” The survey, now in its 11th year, also found that wellbeing among students was lower than among the rest of the population and deteriorating. Just one in five students (19%) reported low anxiety levels (which is regarded as a positive measure), down from 21% last year and compared with 41% of the general population. Students who identified as straight fared better on wellbeing measures than peers who identified as lesbian, gay, bisexual, asexual or other. Among other findings, two-thirds (65%) of students said they had learned “a lot” since starting their course. Those who continued to live at home while studying were less likely to agree with this statement than those who lived with others (61%, compared with 70%). In response, the survey’s authors are calling on universities to explore a concept known as the “sticky campus” to help students who live at home better integrate. Nick Hillman, Hepi’s director, said: “This is the biggest sector-wide survey on what students think throughout their time in higher education. It needs to be taken seriously by universities and whoever is in government after the election. Dame Julia Goodfellow, the president of Universities UK and vice-chancellor of the University of Kent, said: “Universities have increased investment in teaching and learning and are continuing to respond to student feedback. Students are now reporting record levels of satisfaction with their courses across all the UK’s universities, and that is down to the hard work and commitment of university staff.” What are your thoughts on the quality of your education? Is your university giving you value for money? Send your personal review to editor@intshamedia.com

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The Legacy of Free Education

outh Africa is in turmoil. A nation divided on the cost of higher education offered to marginalized citizens. We saw protests reign within the streets and on social media across the world. But even free education has a cost. The first thing we need to understand is that, free education isn’t free, it simply shifts the cost of tuition from the student to the taxpayer. The ripple effect is that enrolments will also increase, further multiplying the cost of free education. Assuming a drastic improvement in university and government efficiency doesn’t happen in the short term, tuition free universities won’t have the resources to serve additional students without compromising the quality of their offerings. A national push for free education will strain tax budgets even further, leading to shortages rather than increased access. The case for free higher education is based on two main premises: (a) social justice: increasing higher education access for the poor, especially previ-

ously marginalized communities, in the face of increasing tuition fees, and (b) economic growth. The reality is, free higher education is an expensive project that the poor economies in emerging markets could hardly afford in the long run. As enrolments grow, more resources are required to support a meaningful university experience. These resources are simply not available. Some experts say, while the notion of free college might seem like a good idea, it’s not a good plan. Plans for free education assume that tuition prices are the main obstacle to student success, yet overlooking major problems of educational quality and student readiness. Over the last 23 years of democracy, many students could afford to pay toward their higher education. If anything, the sacrifice to cover the cost and invest in their future ensured they got good grades and completed the qualification. With free education, would that drive to succeed fall away and would it be wasteful of national resources to give them a free ride? In a 1972

pre-election speech in Bankstown, Australia, Gough Whitlam said: “We believe that a student’s merit, rather than a parent’s wealth, should decide who should benefit from the community’s vast financial commitment to tertiary education.” Low levels of education depresses employment and earning potential of the individual as well as the economy, with often lifelong consequences. Studies have shown that employment rates and earnings are directly linked to the highest level of education attained. Studies also show that workers with a degree earned on average double what those with only matric. Ensuring nationwide access to education will boost the productivity of individuals and the economy. The higher the level of education, the more likely people are to participate in the labour force, something that has been particularly important in South Africa that has an unemployment rate of 27%. Let not ignore the fact that, those with a good education are much less likely to spend extended periods of time unemployed. Not

only will it be easier for them to find another job but they are more likely to start a business and offer employment to members of their community. Targeting low income students directly with grants and loans will benefit them more than an untargeted general tuition subsidy. So if we really want to help low income students get access to education, the economists say we can effectively do it through increasing financial aid. Citizens worldwide recognise that higher education must be affordable if it is to help drive the economy. Lowering prices for students is just the start — it also comes with shared responsibility for funding higher education and ensuring quality. It helps students focus on learning rather than quitting to get a basic job to support their families. With the cost of tuition out of the picture, opportunities and challenges faced by students at all levels of readiness will be a clearer reflection of the broader education system.

Prof Cheryl Foxcroft is the Dean of Teaching and Learning at Nelson Mandela Metropolitan University

NMMU Celebrating the impossible “It always seems impossible until it’s done”. These words of Nelson Mandela inspired staff and students at Nelson Mandela Metropolitan University (NMMU) when faced with the difficult challenge of completing the 2016 academic year with limited access to our six campuses. Our academic completion plan involved a combination of digital learning and limited face-to-face teaching followed by final assessments and examinations. While exploring offcampus venue options, the Nelson Mandela Bay World Cup Soccer Stadium popped up as an option in discussions with the Mayor and the Metro. Could we complete our classes, some of our experiential and digital learning, and examinations in a soccer stadium? Many responded with “impossible”! Yet, given the university’s commitment to ensure that as many students as possible complete their academic year and go on to graduate, the impossible had to be achieved. It took just four days to create a mini-university in the Stadium. With much “thinking without a box”, hard work and little sleep, teaching and learning spaces were crafted into being in the most unlikely ways and places.

Pride of place went to a 120-seater computer lab created from scratch for students from disciplines such as Architecture, Architectural Technology, IT, Maths, and journalism to complete their practical work, as well as for students who needed to access digital learning materials. Security in accessing the Stadium was balanced by a calm, peaceful, relaxed atmosphere within. Health care and counselling facilities were available, along with a recharge zone where students and staff could “chill”. University staff and senior students volunteered as marshals to help students find their way around the unfamiliar surroundings. This enabled teaching, student learning and motivation to be reignited, which was very necessary after five weeks of protest action. Once students adjusted to their new-found surroundings, they began to sense that they were making history as today few can claim to have written their examinations in a soccer stadium. Many selfies were taken, capturing this historic moment in students’ lives. Over a period of 12 days, 476 hours were spent concluding classes and tests in eight venues and three alcoves at the Stadium. More than 220 module codes, across 65 disciplines

were covered. More than 10 000 students accessed the Stadium for teaching, learning and assessment purposes, along with 153 lecturers. Developing a timetable to make all this possible took much ingenuity too. Interesting spaces were repurposed for examinations. For example, some long, wide corridors on the sides of the Stadium were able to seat between 200 and 350 students. Students could choose to write in November or January. This meant that developing exam schedules and guessing how many students might arrive and thus anticipating what size venue was needed for each paper. It seemed impossible, but our Examinations section rose to the occasion. Consequently, in excess of 32 000 student entries were recorded to write around 1000 papers in 24 days with two exam sessions daily. Did we achieve our goal? Success rates in our second semester modules are within 1 percent of previous years and above the DHET benchmark of 80%. This suggests that despite the impossibility of running a university in a soccer stadium, academic standards were maintained. Given these success rates, a similar number of returning students relative to

2016 have enrolled to continue their studies in 2017. Most impressive, however, is that 6788 graduates were be capped in April - the highest number of graduates for NMMU to date. How did the impossible happen? It required courageous leadership to embark on a journey into the unknown and inspire everyone to believe that the impossible was possible. Commitment was needed over a sustained period of three months, along with perseverance in navigating the varied challenges that regularly arose in completing the journey. It meant a personal sacrifice of time and energy. Staff, for example, found themselves working in a scullery that doubled as a communal tearoom and the nerve centre of the university’s operations at the Stadium. Spaces that could be purposed for teaching and exams required creative thinking as did designing a student access system that involved developing software to scan students. The glue that made it possible to remain courageous, committed and creative was that of sharing a common goal of completing the academic year. Secondly, it was a collaborative effort of working across silos and teaming up with Stadium management and others ensure that things ran smoothly. Having embarked on a journey to do the seemingly impossible – to complete an academic year in a soccer stadium - we can now say with pride, “it’s been done!” Our recent Graduation provided a moment for the University, its graduates, Stadium management, and the Metro to celebrate this achievement. We hope that our impossible journey and the lessons learned will inspire others when facing challenges that seem to be impossible. – Prof Cheryl Foxcroft, Dean of Teaching and Learning at Nelson Mandela Metropolitan University

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Dear NSFAS Beneficiary Because of you, the National Student Financial Aid Scheme (NSFAS) has raised over R390 million in student loan repayments in the past six months. That is why in 2017, we have successfully paid registration fees for over 460 000 funded students studying at 50 TVET Colleges and 26 public universities. Their dreams to access higher education and training were made possible by your contributions. Keep paying back your NSFAS loan. Thank you for paying it forward.

_________________________ Lerato Nage Executive Officer (Acting)

#Payitforward

HOW TO ARRANGE YOUR NSFAS LOAN REPAYMENT You can request NSFAS to effect a debit order on your account, or make direct repayments to NSFAS and follow your NSFAS statement for balances. Beneficiaries who want to make repayments can contact NSFAS via email: recoveries@nsfas.org.za or call on 08600 67327. For more information, visit: www.nsfas.org.za.

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How to lay the groundwork for a successful varsity year By Moonira Khan

his is not the time of year when most students are thinking about the stress of exams and year-end deadlines for projects. But be assured that stress will come! And this happens to be the best time for laying the foundation for dealing with stress later on, so you can prepare now to give yourself the best chance of having a successful academic year. My colleagues at the Student Wellness Service at the University of Cape Town tell me they often observe a spike in the number of students coming for stress counselling just before exam time. We’re always glad to see a student decide to seek help with stress, rather than trying to tough it out on their own. But you don¹t have to wait for stress to catch up with you. There are habits you can build into your lifestyle now that can help you later on.

Treat yourself to a balanced lifestyle. University courses can often be difficult on anyone. So it¹s important to set up good habits early in the year to help you give your brain a rest and to balance out the workload. Set aside time to be with friends, exercise, watch a video or try out relaxation exercises such breathing exercises. Try to take advantage of the campus actives for students that promote fun activities that are a normal part of university life. For instance, UCT students enjoy Jammie Thursdays: these are weekly lunchtime slots when they can gather on Jammie Plaza for a short entertainment or gatherings organised by the Students Representative Council. Every university also has a range of student societies that welcome new members. Meeting on the Plaza also provides a space where you can meet other students who share your interests, and gives you an opportunity to talk about your interests as well as course work. Understandably, a balanced university lifestyle also means getting enough sleep, eating regular meals, exercising, studying, making new friends and developing a balanced schedule to effectively manage your time. Do try to maintain a tight schedule to keep up with your lectures, assignments, projects, and readings. After all, the purpose of being at university is to succeed academically from term to term, semester to semester, and year to year until you can graduate and achieve your academic goal. Attending class is essential to gain knowledge, insight and understanding from the lecturer and fellow students, as discussions in class are invaluable in better understanding the course work. If there is assigned homework or reading before your next class, you will have a much more enjoyable experience if do the preparation beforehand. In addition, your assignments and class participation will be give your lecturer the opportunity to help you understand the reading in a whole new way. Meet your lecturers, faculty advisers and librarians in person. One reason they work in university is because they enjoy the teaching and learning environment, and getting to know students. Building a relationship with faculty members can make it easier for you to ask for help or advice. Not only can your lecturers help you with your learning, they can also provide career advice and write letters of recommendation. And you might create an interest to supervise your postgraduate thesis if you choose to continue on to graduate school. Faculty advisers are there to give you good advice on choosing a study programme or to provide you with options for help if you are battling with the coursework. Another important person to meet is the librarian. A librarian can help you develop your research skills, including sifting through different resources to decide which ones will be useful to your study area. The librarian is also very helpful with citations and referencing. Take one course just because you think you will love it and it excites you to learn about it. It is natural to think you need to be completely focused on the courses you must take for your intended degree. But as you learn and grow, you will discover more about what truly interests and excites you. It¹s healthy to want variety in your courses. Education experts advise that exposing yourself to different ways of thinking and knowing is an excellent way to broaden your own knowledge

and understanding of how the world works. So it is worthwhile taking a course that may be outside the faculty you intend to major in, for the reason that you are interested and excited by the subject, and want to enrich your own learning experience. Deal with troubles when they happen. Maybe a romance or a close friendship disintegrates. Or you have an accident that you are struggling to recover from, or you hear bad news from home, or you are simply battling to keep up with your studies, or you have experienced a nasty personal incident. A crisis that happens early in the year can make itself felt in the stress levels that hit you around October or November. So it’s important to be aware of what is affecting you now and work out how to deal with it before it catches up with you later. One good way to deal with it is to … Talk it over. Most universities have counselling staff available, or a hotline you can call to talk to a counsellor over the phone. We find that students might go through intense emotions that are actually connected to a past crisis, but they don’t realise it until they talk about it. It’s also a good idea to tell the faculty, for instance, if a friend has died or a parent is in hospital. Some students spend a lot of energy trying to bottle their feelings inside, while they battle to study and then have to ask for their study to be deferred, or they fail their exams. But it is possible, with help, to keep on top of your studies even during a crisis. Earliest is best in seeking out help and talking through the stresses and strains being experienced. Ask for help. Everybody needs help sometimes. In fact, it is a sign of maturity and strength to ask for assistance when you need it. There are services available at university to assist in addressing all kinds of issues. At UCT, for instance, Career Services helps students choose a career path and advises on finding a job, interview techniques, preparing a CV, writing a letter of job application and so on. The Writing Centre helps students to improve their academic writing. Faculty advisers can give advice on your course work and how to improve your results if you are battling and this may be to do with study techniques and approaches. There are also student counsellors available to help with depression, thoughts on suicide or other mental health issues. It’s important to work on problems as soon as you are aware of them. Not only to find solutions, but also to ease your mind and to learn coping mechanisms or receive counselling and treatment. Ask yourself the important question. “How am I doing?” A key to success as a student, or simply as a human being in today’s stressful world,is to check in with yourself periodically, to reflect on how you are doing, how you are coping and what assistance you might need. Some people ask this about different parts of their lives: How am I doing financially? Healthwise? In my friendships? My studies? My family? My spiritual life? Can I learn how to budget my money better, eat more vegetables, work on my listening skills, develop a meditation routine? The more honest you are, and the more ways you find to look at yourself and work to bring about building on your existing strengths, the better you can identify ways to improve and become a better student – and a more balanced person. Most important: be sure to give yourself credit for the ways you are doing well. It’s important to reward yourself once in a while. Aim to do this at least once a term. While stress is not always a bad thing, it is important to learn the skills for dealing with it at university. By paying attention to stress, planning for it and treating it as a normal part of life, you can use it to grow, not just as a student but also as a well-rounded, mature person who is achieving important goals for the kind of future you want to create for yourself. Stress in moderation can drive us to achieve our daily actions and responsibilities. The key is knowing when to ask for help if the stress becomes overwhelming in daily life, when assignments are missed or deadlines are not met. In fact, learning the skills for dealing with stress at university will help when you enter the workplace, no matter what kind of career choice you make.

Feature

Fostering Innovative Education — Enquiry Based Learning Too Much Fun To Fail – Fostering Innovative Education If it’s not broken, why fix it? Traditional teaching methods with a 30:1 student teacher ratio has worked across the globe for many years. Its origins were to build an uncreative labour force that will conform to fill the factories that mass produced cars, airplanes, weapons and uniforms. But let me pick your brain for a second… 1. What would school look like if we prized innovation over conformity? 2. What would school look like if we made deliberate physical and mental spaces for students to play with ideas, create stuff, and solve authentic problems? 3. What would we be giving up by incorporating more innovation in our classrooms? Technology, the Internet of Things and Big Data means a more effective style of learning is required. The youth today will encounter a future that will look and work differently than the world today. Learners need to be prepared for success in that uncertain future, for careers that don’t exist yet. They need to create and lead that future, not simply work in it. That’s perhaps why so many institutions have recognised this and have resisted the pressure to conduct education as it’s always been done. They challenge the status quo with enquiry based and experiential learning. These models are audacious to say the least. They use innovative tools and practices to create a fresh solution to an old problem – highly skilled people who can solve problems that don’t exist. Why Use Experiential Education as a Model for Teaching and Learning? Technology will leave its mark on all facets of our existence, including the careers we choose, the way we’ll job hunt, our working methods, and—perhaps most importantly—the skills we’ll need for success. The rationale for the use of experiential education comes down to its purpose. The main goal is to have the student understand the concept so well that they can apply it to new situations, or combine the understanding with other concepts they have learned. Across Africa where learning by doing was a core part of culture, experiential learning was largely eliminated from education in favour of lecture, memorization and regurgitation of facts. David

Kolb, a university professor published a ground breaking book on experiential learning. His theory worked on two levels: a four stage cycle of learning and four separate learning styles. You may wonder, what’s the difference between the traditional method and experiential enquiry based learning if both learners will eventually understand the same topic? Simply put, successful experiential learners can reason for themselves and explain their position. They aren’t just regurgitating someone else’s opinion, but they can order their thoughts. What’s more, they have self-management skills necessary to work both alone and in a group. Experiential learners are open- minded, and able to work with people with different views. Finally, experiential learners are in control of their voice—they can identify the role of emotion in their learning, as well as reflect on how they have come to their new knowledge. Ever heard of collaborative test taking? Back in the day when most of us were in school [in a traditional model], that was called cheating. Now learners are tasked to work in pairs to solve problems. They need to listen to each other, voice their opinion, try to decipher the correct answer and debate why an answer was or was not the best response. The Time Is Now The American Bureau of Labor Statistics estimates that occupations requiring a master’s degree will grow 21.7 percent between 2010 and 2020. Openings for educated healthcare practitioners as well as qualified IT professionals should increase by 25.9 percent. The right kind of education and training is imperative to future employment as well as a productive and efficient economy. The time to prepare is now. Teachers must create an environment where there are a variety of correct answers to a given challenge. Of all the disciplines that we learn in school, science, technology, engineering and mathematics [STEM] is an area where there is often more than one right answer. Giving learners opportunities to create and solve problems – and the freedom to devise multiple solutions gives classroom activities relevance and better prepares them for the workplace. If we pull that “imagination” or “creativity” lever we can inspire more inventors and innovators, which to be honest, Africa needs more of!

Trending Worldwide — Disruption and Redefining the Education System

1. Pixar in a Box It’s not every day one of the finest storytellers will invite you to learn their best kept secrets. And Disney’s own Pixar is doing just that by offering free online lessons in storytelling! Pixar is known for its ability to consistently create world class films with a gripping narrative with eye catching visuals. With blockbuster films like Toy Story, Monsters Inc and Inside Out, Pixar can claim the title of exert storyteller. In partnership with Khan Academy, the two will create “Pixar in a Box” – a series of lessons sourced by Pixar’s directors, story artists and animators. The series includes videos and activities for students to complete. So try them out and maybe an Oscar is in the future for you! 2. Fake News? Spot the difference Ever received a message that says “Don’t open this link. It’s a virus to format your device”? There’s no shortage to fake news on the internet. We end up relying on sites like Snopes to fact check this news. But there’s an easier way being taught to young students to think critically and sceptically about the news they read. To separate fact from fiction, students use Newsela, a news app where they are prompted to ask questions about the article like “Where do the facts come from? What is missing from this piece?” It’s a good way to question the source of information in a healthy manner to ensure they consume content that is fair and true. 3. Equal Access to Education Google.Org, the helpful hand of the world’s largest search engine, will donate $50million to education tech nonprofits to create equal access to education around the world. The money and in-kind services from Google will bring quality educational materials and teacher training to students in developing

countries. Their report available on Google.Org, states that 74% of global students have little or no internet connection. 221 million students in schools are being taught in a language that is foreign to them and 32 million primary aged students can reach their classes due to conflict and displacement. Visit their website to view which non-profits will receive this grant. 4. Cleaning out University Debt No matter where you study in the world, banks will offer student loans and college credit cards thus strapping you to decades of debt. Did you know, over 12 million Americans take out student loans which exceeds credit card debt? And nearly half of the university students will own a credit card by the age of 21! You’ll be glad to know, the model is changing. Income Share Agreements is an example where graduates will be offered flexibility in their repayment. Payment obligations will scale with their ability to pay thus limiting financial burden when times are tough. For low income students this means, the cost of their education will be based on their performance, more than their parents’ ability to pay. Teachers must create an environment where there are a variety of correct answers to a given challenge. Of all the disciplines that we learn in school, science, technology, engineering and mathematics [STEM] is an area where there is often more than one right answer. Giving learners opportunities to create and solve problems – and the freedom to devise multiple solutions gives classroom activities relevance and better prepares them for the workplace. If we pull that “imagination” or “creativity” lever we can inspire more inventors and innovators, which to be honest, Africa needs more of!

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Interview

Zandile Sodladla - UNISA SRC President Where and when were you born?

I come from a big family of eight children. I am the sixth one. I was born in 1980 in the then Transkei, now known as Eastern Cape. I grew up in a rural area. I even did my Matric there. I moved to East London and enrolled with UNISA back in 2011. I started my BA in Social Work and that is when I was introduced to politics. When you enter higher education, your eyes open to what is actually happening. The profession of social work seeks to advocate for those who are vulnerable. I am a passionate person and concerned about the issues that affect the students. I go out of my way to ensure the issues are addressed.

How has this shaped you and your role in the SRC? How has going to university changed your life?

My mother is my role model in how she approaches life. She motivates me to take on challenges head on. I have never seen her complain as a single mother and breadwinner. She is a good listener and motivates us to keep moving forward. This pushed me to succeed in university. My approach is “adapt or die”. It has deﬁnitely changed my life. I never thought I would be a South African Student Executive person going into the global sphere. Meeting with international student unions and comparing the way we do things here versus how they do it there. I would advise other students to do it as well. University changes the way you think and how you do things.

What motivated you to take on the role of president of the SRC?

Being a social worker motivated me to be vocal about the issues and social ills. For example, coming to UNISA and ﬁnding there is no study space. Yes, UNISA is a distance learning institution so you can study anywhere, even at home but that is not enough. During exam time, we spoke to management about extending the Library open times to allow students to stay on campus longer to prepare for exams.

What are your priorities in this role?

I am the political head of the SRC. UNISA is structured in a similar way to the country. Thus, we have provincial SRC’s and national SRCs. I oversee all the duties of each of the SRCs. It is a challenging role for a female president. Everyone who has this position must know it is a challenge. You do not rest as the president of the SRC. You need to know what is happening with students and with management. You must be informed at all times. If you are ever contacted in the middle of the night with a problem, you need to provide answers.

Back row: Rodney Mabusela (National undergraduate officer), Zonke Xanti (Treasure General), Siyabonga Zulu (Deputy Secretary General) Wadzanai Mazhetese (National Postgraduate Officer), Itumeleng Molefe (Education and Training Officer), Grace Sebake ( Sports and Cultural Officer ) Front row: Sello Nkhatho (Deputy President), Zandile Sodladla (President), Tsholofelo Kgaswane, (Secretary General)

What opportunities are there for your fellow students to operate on the global stage? There is a research and innovation department at UNISA that allows students to compete globally. Currently, one of our own students is going abroad for research and innovation. As the SRC, we just returned from Tanzania. We were there to compare what we’re doing in South Africa and what we can learn from others. We also initiated a project there to help the African continent compete internationally in terms of research and guidance to other universities. So globally, there are many opportunities for students to get involved. However, there have been national concerns on the quality and cost of education [e.g. #FeesMustFall].

What are your thoughts on higher education in South Africa? What are your views of its impact on society as well as life on campus? In my personal view, I have seen #FeesMustFall start long before 2015. When it erupted in 2015, it was a ticking time bomb that was waiting to explode. We want an equally de-colonized education system. Those who were before us wanted, this but we are in a society that is not classless. It speaks to inequalities within the university and society as a whole. We recently had a meeting at a hall in Sunnyside where the hall was full of black children only. No one from any other ethnic group was there to speak up about the quality of education not being relevant to the practical side of things. There needs to be a balance

in all things. That is why I am excited that UNISA is trying to transform the curriculum.

On a more personal note, what is your approach to leadership?

That’s easy. A participative approach because I want everyone to be involved. Teamwork is important to make the SRC work together to resolve issues

How would you like your tenure as SRC president to be viewed in 10 years’ time?

What, for you, would success look like? Well I have a project on my mind that I would like to be a legacy at UNISA. I would like to help students during orientation to help on-board students within each of their colleges to ensure they succeed at their modules.

Should Universities Prepare Students For Entrepreneurship

ntrepreneurship in schools is a musthave, even though it is often regarded as a strange step-child added as a side course to other more robust degrees in the B.Com household. Yet entrepreneurship includes marketing, finance and leadership i.e. the entire business! It’s interesting to note that only a few university alums reach c-suite status. Sure a handful will become high level managers, but that’s as far as the cookie crumbles. Entrepreneurs on the other hand, donate to these institutions, they One of the biggest problems in our time and facing our youth, is employment. Of South

Africa’s five million unemployed people, 3.5million are under 35 of which 175,000 are graduates. You see them on social media standing in the streets, wearing their graduation gowns, holding a plaque with the degrees they earned, hoping someone will give them a chance. Shouldn’t the obvious solution be to teach them to not fill a job but to create jobs? In most of our universities, students are taught business and financial management, while in the UK, children as young as 5 years old are taught to think up micro-enterprises as part of a reform led by the government. This shows the government’s commitment to ensuring students leave school ready to work with the skills and experience employ-

ers need. In the USA, the Network for Teaching Entrepreneurship [NFTE], works to bring entrepreneurial skills to low income students. They believe training young people to run their own businesses makes them more likely to thrive after graduating school. The program helps students find out what the students are passionate about and helps them turn that passion into a sustainable business. As technology makes it faster and easier to start a venture, now is the best time to begin to teach entrepreneurial skills to our students. And with 13 million people employed from a 52 million population, much needs to

be done to boost employment creation and skills development.

What to do?

1. Make entrepreneurship compulsory at all levels of education – from preschool right up to university. 2. Integrate higher learning with the private sector to build experiential learning – putting theory to practice. 3. Introduce knowledge cafe to allow the local communities to share their ideas, challenges and insights – this will allow social entrepreneurs to tap into local issues and put plans in action to solve them.

June 2017 – Y our Trusted Truth Source

Crowdfunding paves the way for new research at Stellenbosch University By Joey Hulbertin Kirstenbosch

n the digital age, anyone with an internet connection and a little cash to spare can play a role in the advancement of science. Students at Stellenbosch University (SU) have recently turned to crowdfunding to raise funds and awareness for their research. For PhD student Joey Hulbert there’s more

ject called Engage Kayamandi Youth in Cape Citizen Science with Vision Afrika in mid-January, on crowdfunding platform Experiment.com. “Spending time with youth is the best part of the project,” says Hulbert. “Inspiring young learners and showing them that anyone can become a scientist is important to me.” The initial funding target of 400 dol-

rainfall and groundwater samples from across the country with the help of the public.

water and what hydrogeologists call fossil groundwater.

They can then develop a model to map the distribution of renewable groundwater in South Africa, says Dr Jodie Miller, an isotope geochemist in SU’s Department of Earth Sciences and the project leader.

With the model the group plans to develop, they will be able to identify areas that have renewable groundwater resources for sustainable agricultural developments, as well as those areas where the water resources need to be protected.

At the end of February this year, they turned to the South African crowdfunding platform Thundafund, with a plan to raise R60 000 to

So far, the group has raised close to R150 000 of their dream goal of R200 000 through Thundafund.

Bee friendly

MSc student Kayla Lawson is using crowdfunding to finance her research investigating the effect of everyday stressors on the immune system of honey bees. With every “Bee friendly, Bee aware” bag one buys from Woolworths, R10 will go towards her research. “We will specifically be looking at stressors such as exposure to agricultural chemicals and pathogenic infections such as American Foulbrood Disease, as well as what happens when bees’ diets are restricted to a monoculture crop, therefore limiting their access to a diversity of nutrients,” she explains. Prof Karin Jacobs, a microbial ecologist and Lawson’s supervisor, says while the microbiota of mammals are well understood, researchers are not even scratching the surface when it comes to understanding the microbial ecology of insects like honey bees. The opportunity to financially support Kayla’s research through Woolworth’s Good Business Journey initiative, in conjunction with Bags4Good, was made pos-

to life than just finishing his doctorate about tiny microbes that could kill fynbos plants. He says he’d be a happy man if in the process he can get members of the public – children included – talking about science, research and nature. That’s why he is now taking the crowdfunding route to raise funds to make it possible for a group of children from Kayamandi in Stellenbosch to experience nature first-hand. His latest endeavour ties into the Cape Citizen Science project, an initiative of which he has been the driving force since 2016. This citizen science project gives hikers and nature lovers the opportunity to become socalled “pathogen hunters”. They are asked to send Hulbert photographs of dying plants or to submit soil, water or plant samples they collect while enjoying the outdoors. These efforts will further research to identify new species of microbes that cause plant diseases in natural fynbos areas of the Western Cape. Hulbert and his Cape Citizen Science associates launched a crowdfunding pro-

lars (about R5600) was reached within the first day of the crowdfunding project being launched.

Sustainable groundwater

In a time when drought has crippled large parts of the country, MSc student Jared van Rooyen and fellow BSc honours students, Yaa Agyare-Dwomoh and Zita Harilall, are also using crowdfunding to find out how sustainable South Africa’s groundwater resources are. They aim to collect as many

cover the bare necessities for setting up 100 sample locations. If they can raise R200 000, they will achieve their goal of 300 sample locations as well as acquiring a dip meter. This instrument costs R15 000 and will enable them to accurately measure the depth of the groundwater samples they collect. Miller says there is a significant difference between modern groundwater, young ground-

sible by Mr Mike Allsopp. He is one of South Africa’s foremost experts on honey bees and based at the Vredenburg Research Centre of the Agricultural Research Council outside Stellenbosch. Kayla met Mr Allsopp when, as a third-year student, her group had to put together a research proposal for their thirdyear microbiology project. “I wasn’t interest in just any project. I wanted to do something that will make a difference,” she says.

June 2017 – Y our Trusted Truth Source

This Matie pushes boundaries Spastic diplegia sufferer to take on Comrades – again!

Hilton Murray (left) and Anita Engelbrecht at the Moore Stephens night race held in Stellenbosch in 2015. Photo: Pia Nänny

Anita Engelbrecht’s study years at Stellenbosch University (SU) – which culminated in her graduation on Friday, 17 March when she received the degree BCom (Management Accounting) – proved to her that there is no challenge she can’t successfully overcome. “It has given me a much clearer idea of what I CAN do,” says Anita, who suffers from spastic diplegia and who has been in a wheelchair all her life. She was born prematurely and experienced an oxygen shortage shortly after her birth. The part of her brain that controls the development of motor functions was affected. ‘Magic happens when you move out of your comfort zone’ But she is not a prisoner of her wheelchair. She likes to push boundaries because magic happens when you move out of your comfort zone, she believes. After matriculating from Bellville High School with five distinctions, Anita arrived at SU’s Faculty of Economic and Management Sciences to study Accounting in 2013. After her first meeting with representatives of the faculty she knew she was in the right place. “It was clear to me from the start that my success on all levels was very important to them,” she explains. “There was never a problem too big to handle.” However, this doesn’t mean that there were no challenges. Anita needed the help of a scribe during exams because, as she explains, “her writing speed is that of a snail”. To complicate matters, she can only see out of one eye at a time, making it more difficult to review her study material. At the end of her first year she met with her lecturer who asked her whether she really wanted to be a chartered accountant. This would mean that she would have to go to clients without knowing if the environment is wheelchair-friendly. She eventually changed her course to BCom Management Accounting. “Sometimes I have to decide between what I want to do versus what is practically possible. I don’t regard it as a failure that I had to change my course. If I don’t try things I will always wonder about them,” she said. She compares the faculty, exam office, her friends and support network, and her faith to the stakes one plants next to a vine to help it grow. “The journey, the adventures, the growth on all levels – these elements are more important than the destination,” she believes. Anita is currently busy with her honours degree through UNISA. She and Hilton Murray, a fellow member of the Bellville Athletics Club who pushes her in a custom-designed buggy, plan to take part in the Comrades for the second time this year.

Honey fraud (yes it’s real!) – and how to fix it - Cheap sugar syrups added to honey Food scientists and researchers from Stellenbosch University (SU) and the Sapienza University of Rome have proactively developed a quick and user-friendly method that South African producers and distributors of honey can use to detect whether the products they are selling is the real thing or not. A recent article in the international journal Food Control explains how near-infrared (NIR) spectroscopy can be used to test South African honey. Laboratory and portable NIR instruments were calibrated specifically with South African honey in mind. The specific NIR calibration for South African honey was developed by lead author Dr Anina Guelpa, as part of her postdoctoral research work in the Department of Food Science at Stellenbosch University (SU). Dr Guelpa was assisted in developing and testing the method for South African conditions by her supervisor, NIR spectroscopy expert Prof Marena Manley of the SU Department of Food Science, SU researchers Dr Anton du Plessis and Dr Ruhan Slabbert, and Dr Federico Marini of the Sapienza University of Rome in Italy. According to the records of the South African Beekeeping Industry, 1500 tons of honey is produced locally every year. It is however not enough to meet consumer demand, and therefore roughly the same volume is imported every year – at a lower price than that of locally produced honey.

Food fraud

Because honey is a high-value foodstuff, it has unfortunately become a target for adulteration and subsequent food fraud in many parts of the world. Whether it occurs in South Africa, and if so the extent of it, is not known. In some parts of the world, cheap sugar syrups are sometimes added to honey being sold. Another form of misconduct may occur when honey is labelled as being produced locally, but in reality it has been imported or diluted with imported honey. “Not only will the consumer be misled in the process, but it means that the local producers cannot compete with the low pricing of these adulterated honeys,” says Prof Manley. “There was therefore a need for a fast, non-destructive, easy to use and low cost classification method to detect potential adulteration in South African honey,” she explains. Current methods to detect adulterated honey, such as the use of stable carbon isotopic ratio mass spectrometry (SCIRA) or thermal analysis, are expensive, time-consuming and in most cases destroy the sample used. The research team decided on NIR spectroscopy, because the technique has been used before in international studies to determine the floral origin of honey, or to authenticate its geographic or botanical origin. By developing calibrations using the spectral information of honey of South African origin, it was possible for Dr Guelpa to verify whether samples are indeed produced by South African bees or not.

Dr. Lisa Visagie

Anxiety in children with visual impairments - Soft toy ‘PAM’ to the rescue! 12% of school-aged children experiencing significant symptoms of anxiety

r Lisa Visagie, who obtained her doctorate in Psychology at Stellenbosch University last year, has developed, implemented and evaluated a specifically tailored anxiety intervention programme for South African children with visual impairments. Anxiety is the most common psychological problem among youth worldwide, with an average of 12% of school-aged children reportedly experiencing significant symptoms of anxiety. Children with visual impairments are reportedly more prone than their sighted peers for developing psychological difficulties, including anxiety. “For this reason, it is important to equip these children with the necessary skills and strategies to deal with anxious feelings when they arise,” says Dr Lisa Visagie, who is visually impaired herself. Visagie plans to do postdoctoral research at SU. Fifty-two children aged 9-13 years with varying degrees of visual impairment from two special schools in the Western Cape took part in the anxiety intervention programme which was tailored specifically to meet their needs. Visagie says each child received a soft-toy dog called PAM (Positive and Motivating), that represented her first guide dog and after which the intervention programme was also named. Visagie says the PAM programme is dedicated to her first guide dog, her inspiration for the metaphor underlying the PAM programme. “Pam changed my life in so many positive ways and I hope that her legacy can be carried forth through the PAM programme and metaphor,” she adds. Visagie’s programme tries to improve on existing CBT interventions which have proven successful in treating childhood anxiety. Unfortunately, these interventions are not suitable for use with children who have visual impairments, as their content (i.e., cartoons, colouringin pictures, workbook and visual-based activities) and mode of delivery is not very accessible to children with visual impairments. Visagie says results suggested that the PAM programme holds promise for preventing the development of anxiety symptoms in children with visual impairments. “I hope that in the future the PAM programme can be expanded to reach and help more children who need it.”

Scientists a step closer to testing for TB in a matter of minutes Tuberculosis ranks alongside HIV/AIDS as a leading cause of death worldwide. According to the World Health Organisation, 1.5 million people died from TB in 2014. The challenges in tackling the disease include the facts that people are tested too late and that the turnaround for most tests is long. To remedy this, a point-of-care rapid diagnostic test for TB has been developed by a multinational team of scientists led by researchers at Stellenbosch University. “If our test is accepted after clinical trials are completed it will be able to provide almost immediate results,” said Professor Gerhard Walzl, Head of the Immunology Research Group at the Division of Molecular Biology & Human Genetics at Stellenbosch University and one of the co-inventors of the test. “People will be able to be diagnosed and start treatment in a single visit to a health-care facility.” The test is done with blood obtained from a finger prick and can make a TB diagnosis in less than an hour. The diagnostic test is a hand-held, battery-operated instrument that will measure chemicals in the blood of people with possible TB. The test, which is still in development, has the potential to significantly speed up TB diagnosis in resource-limited settings, says Walzl. It will be tested in five African countries over the next three years. “One of the challenges in South Africa is that people in remote areas with high TB incidence still do not benefit from newer developments in TB testing,” Walzl argues. “As a result they face long diagnostic delays and often need to come back to clinics on several occasions before they are diagnosed.” This test will mean that health-care workers with minimal training can use the test at grassroots level and get immediate access to screening test results. It would also reduce the cost of testing for TB. “The test would be used best as a screening test. This is because it can identify people who need further investigation and can screen out those who don’t. So far we have been able to identify 70% of patients who do not need further testing,” said Walzl.

June 2017 – Y our Trusted Truth Source

Catching on at Last! The Role of Tech in Education

he world of education in Africa is changing rapidly. Digitallyenabled learning, in all its forms, is here to stay. Over the recent years, massive open online courses have allowed universities to share their expertise with millions across the world. These new technologies are shaking up traditional classrooms, too. And as the nature of work changes, Africa is turning to high level tech to keep pace with new demands. Technology as a tool helps teachers create and present content and instruction that is interesting and relevant to students. When learning is relevant to students, then they become engaged and active learners. Its role in schools has evolved from a contained “computer class” into a versatile learning tool that could change how we demonstrate concepts, assign projects and assess progress. With a simple assignment and access to technology, technology helps to research and produce a product that is able to do deep learning on a concept that isn’t even addressed in a textbook, and allow other people to view it and learn from it. Students can now learn innovative thinking through training that is very different from traditional academic classrooms because innovative thinking means more than just knowing the right answers on a test. There’s the booming ed-tech industry, with corporate titans and small startups alike vying for a slice of an $8 billion-plus yearly market for hardware and software. Much attention is also paid to the “early adopters”—those districts, schools, and

teachers who are making the most ingenious and effective uses of the new tools at their disposal. But a significant body of research has also made clear that most teachers have been slow to transform the ways they teach, despite the influx of new technology into their classrooms. There remains limited evidence to show that technology and online learning are improving learning outcomes for most students. And academics and parents alike have expressed concerns about digital distractions, ways in which unequal access to and use of technology might widen achievement gaps, and more.

Here are a few examples of the role of technology in education. 1. If used correctly, will help prepare students for their future careers, which will inevitably include the use of wireless technology. 2. Integrating technology into lectures is definitely a great way to reach diversity in learning styles. 3. It gives students the chance to interact with their classmates more by encouraging collaboration. 4. Technology helps the teachers prepare students for the real world environment. As our nation becomes increasingly more technology-dependent, it becomes even more necessary that to be successful citizens, students must learn to be tech-savvy. 5. When mobile technology is readily available in the classroom, students are able to access the most up-to-date information quicker and easier than

ever before. 6. Students become more responsible. Technology helps students take more control over their own learning. They learn how to make their own decisions through enquiry based learning. It also means having real-world skills, high standards and professional values, and a particular way of thinking about problems and justifying solutions. Epistemic games are about learning these fundamental ways of thinking for the digital age. Overall, technology is central to many sectors of society and its integration into

the education process has great promise for student learning. With technology, one can expect increased efficiency and effectiveness on both the part of teachers and students. Technology can also prompt change and address issues that affect learning, teaching and social organization. Technology can therefore be seen as both a tool and a catalyst for change. Students should embrace technology for them to benefit and teachers should be open to introducing technology into the classroom to improve and innovate their teaching practice.

June 2017 – Y our Trusted Truth Source

MEDIA STATEMENT

Major New Investment in University Infrastructure, TVET Colleges, and Improvements at Historically Disadvantaged Institutions Higher Education and Training Minister Dr. Blade Nzimande today announces a major new investment in university infrastructure which will see very significant government spending over the next two years on new student housing, laboratories, communications technology, and other essential facilities, as well as essential maintenance and the further expansion of the new universities. The Department of Higher Education and Training (DHET) will pump almost R 7-billion into a range of projects across the country over a two year period, including R 1-billion per year into the new Mpumalanga University and Sol Plaatjie University in the Northern Cape. None of this spending will go towards repairing or replacing buildings damaged and vandalised over the past 18 months by a small group claiming to represent protesting students, as this is being dealt with through other means. A further R 2,5-billion over the next five years has been targeted at the historically disadvantaged universities so that they can realise their full academic potential while shaking off their historic image as the academic orphans of apartheid. The R 6,964-billion additional infrastructure spending announced today, will be allocated as follows: • R 2,1-billion for student housing • R 1,475-billion to all universities towards refurbishing and updating current infrastructure and to deal with maintenance backlogs • R 1-billion per year for the further development of Mpumalanga and Sol Plaatjie universities • R 600-million to the new Sefako Makgatho Health Sciences University to further strengthen its development • R 240-million for priority infrastructure projects • R 248-million for new infrastructure projects at historically disadvantaged institutions • R 300-million for priority projects identified by universities, including improved access for disabled staff and students, laboratories, security, and communication technology development “Gover nment is committed to strengthening, developing, and broadening access to universities, as is visible in the doubling of student numbers over the past 20 years,” said Minister Nzimande. “In doing so, we have opened a major route to empowerment through knowledge and skills which can benefit both individuals and the economy. But access is just one side of the coin, we have always been aware that we must also strengthen the institutions, not least by increasing our infrastructure spending.” Investment in infrastructure, including teaching and research spaces, equipment, and conducive student living environments is key to ensuring that the universities can deliver on their empowerment mandate, said the Minister. This approach required a particular commitment to improving living and learning conditions in the historically disadvantaged institutions. Today’s announcement of a massive boost in university infrastructure spending builds on the significant progress achieved since 2007 through the DHET’s Infrastructure and Efficiency Grant. This has in the past ten years seen R 14,87-billion spent on ensuring that the universities have adequate infrastructure to ensure growth in priority areas such as science, technology, and engineering, animal and human health sciences, and teacher education programs. All universities across the country have benefited

from this investment, with historically disadvantaged institutions, prioritised since 2010 for a greater proportion of the funding. The University of Venda as an example has been transformed into a modern university, while the University of Limpopo was funded by the NSF to obtain South African Institute of Chartered Accountants accreditation for its postgraduate degree in accounting. The NSF will also fund infrastructure totalling R 375-million to ensure that aspiring chartered accountants are able to complete their full four years of studies at the institution. With the assistance of a grant of over R 350-million over the past two years from the National Skills Fund (NSF) aimed at alleviating the national shortage of doctors and vets, the medical and veterinary facilities at the University of Pretoria have been able to double their student intake from this year. The funds have assisted in the construction of the 301 bed Tuks Bophelong Student residence dedicated to medical students, as well as the Lesedi Complex, which includes a multi-purpose lab for 200 students, five dry skills labs, a student activity and a client services centre, and a dirty skills lab within the existing animal hospital. Other recent NSF infrastructure spending includes R 204-million towards work-integrated learning facilities for engineering students at the University of Johannesburg, including a training workshop, design, and industrialisation centre. The facilities provide on-the-job training for mechanical and electrical engineering students and are available to engineering students from across the country. T h e N S F h a s p ro v i d e d t h e C a p e P e n i n s u l a University of Technology with R 96-million towards its renewable energy training facilities. This South African Renewable Energy Training Centre is the first in the country and is ensuring that South Africa has the skills to support the national strategy of promoting renewable energy as a supplement to energy production from fossil fuels such as coal. A further special infrastructure fund has ensured that two new universities – the University of Mpumalanga and Sol Plaatjie University in the Northern Cape – have been able to develop very rapidly, providing additional capacity for students, particularly from those previously underserved provinces “We continue to make major progress in ensuring that our universities are not only open to young people who would previously have faced almost insurmountable barriers to academic study, but also that our institutions are indeed equipped to ensure that they receive a quality education,” said Minister Nzimande. “We are of course aware that there is still lots to do, especially in areas such as student housing, but we are also very grateful that government as a whole has, over the past two years, prioritised spending on higher education, including fee support for poor students and ensuring that nobody from a family with an annual income below R 600 000 has faced a fee increase this year.” Besides significantly increased spending on universities, high priority continues to be given to the further education sector centred on the technical and vocational education and training (TVET) colleges. The NSF has committed R 2,5-billion towards construction of new TVET college campuses and the refurbishment of two existing campuses. Among the new campuses, the Thabazimbi campus of Waterberg TVET College was officially opened on

30 June last year. Nkandla A and Bhambanana are nearing completion, and will become operational during this academic year. Construction at the remaining 13 sites will commence within the next financial year. The DHET continues to prioritise the refurbishment and new construction of student housing at universities and TVET colleges because of the huge need, largely because more young people from poor backgrounds than ever before are studying away from home. The R 2,1-billion announced today will assist in accelerating the program to provide an additional 200 000 beds at universities. “Meeting this target within a reasonable period cannot be achieved by government alone,” Minister Nzimande said. “We are looking at innovative ways of using government’s funding to leverage additional private sector and donor investment as we further accelerate the construction of new residences for TVETs and universities.” As part of the expanded residence construction program, feasibility studies to determine the exact requirements are underway at institutions across South Africa, including: • King Hintsa TVET College • North West University Mafikeng campus • University of Limpopo • University of the Western Cape Bellville Campus • University of Zululand KwaDlangezwa campus • Vaal University of Technology Vanderbijlpark campus A further five universities have been identified as priority projects, including: • Nelson Mandela University Summerstrand campus • Sefako Makgatho Health Sciences University GaRankuwa campus • Tshwane University of Technology eMalahleni campus • University of the Free State South campus • University of Johannesburg Soweto campus. “Besides new construction, the DHET has worked with universities to identify maintenance and refurbishment requirements as we ensure that our existing infrastructure continues to be fit for purpose,” said Minister Nzimande. “As a result of the infrastructure audit and the submission of comprehensive maintenance plans by the institutions, we have dedicated R 1,457-billion to this area over the next two years.” The newly established R 2,5-billion Historically Disadvantaged Institutions Development Grant to be disbursed over the next five years will assist the previously disadvantaged universities to up their game and shake off the legacy of the past. This funding is targeted at the Universities of • Fort Hare • Limpopo • Venda • Walter Sisulu University • Western Cape • Zululand • Mangosuthu University of Technology • Sefako Makgatho Health Sciences University, which incorporated the former Medunsa campus of the University of Limpopo To qualify for this funding, these institutions had to develop detailed business plans based on identified strengths and weaknesses, including governance, management, financial and academic issues.

Enquiries: Busiswa Gqangeni on Gqangeni.B@dhet.gov.za / 0795475299 Issued by the Ministry of Higher Education and Training 19 April 2017

June 2017 – Y our Trusted Truth Source

THE SOUTH AFRICAN MEDICAL RESEARCH COUNCIL

IN RECOGNITION OF OUR PAST WINNERS

SCIENTIFIC MERIT AWARDS

2014 GOLD AWARD

2016 SPECIAL AWARD

Professor Carl Lombard

Professor Rachel Jewkes Professor Rachel Jewkes is the Director of the SAMRC’s Gender and Health Research Unit. She is an Honorary Professor at the University of the Witwatersrand School of Public Health, Secretary of the Sexual Violence Research Initiative and the Director of the ‘What works to prevent violence?’ global programme. She is an NRF A1 rated scientist.

Professor Carl Lombard has been the Director of the SAMRC’s Biostatistics Unit since 2000 and has facilitated the collaborative statistical work that has been conducted within the SAMRC portfolio.

www.samrc.ac.za

2014 GOLD AWARD

2016 SPECIAL AWARD

Professor Jimmy Volmink

Professor Quarraisha Abdool Karim

Professor Jimmy Volmink is an internationally renowned researcher, leader, mentor, critic and teacher in clinical epidemiology and evidencebased healthcare.

Professor Quarraisha Abdool Karim is an epidemiologist and associate scientific director at CAPRISA. She also serves as Vice Chairperson on the board of the South African Medical Research Council.

www.samrc.ac.za

www.caprisa.org

The South African Medical Research Council funds and conducts research. The Scientific Merit Awards span more than five years and have recognised some of South Africa’s leading medical researchers and scientists who have made seminal contributions to science and health research.

FOR MORE INFORMATION ON THE SCIENTIFIC MERIT AWARDS VISIT: www.samrc.ac.za

“It is inspiring that South Africa hosts such incredible scientists. This year we will, once again, honour scientists whose work has had a monumental impact on health science in South Africa.” Professor Gray, SAMRC President

THE SOUTH AFRICAN MEDICAL RESEARCH COUNCIL

www.samrc.ac.za

June 2017 – Y our Trusted Truth Source

THE SOUTH AFRICAN MEDICAL RESEARCH COUNCIL

IN RECOGNITION OF OUR PAST WINNERS

SCIENTIFIC MERIT AWARDS 2016 GOLD AWARD

2015 SILVER AWARD

Professor Anne von Gottberg

Professor Frederick Raal

Professor Anne von Gottberg is the co-head of the Centre for Respiratory Diseases and Meningitis at the National Institute for Communicable Diseases (NICD). She is also Associate Professor within the School of Pathology, Faculty of the Health Sciences at the University of the Witwatersrand.

Professor Frederick Raal is Professor and Head of the Division of Endocrinology and Metabolism at the University of the Witwatersrand, Johannesburg.

www.wits.ac.za

2013 SILVER AWARD

2016 GOLD AWARD

Professor Gavin Norton

Professor Naeemah Abrahams

Professor Gavin Norton is professor at the School of Physiology at the University of the Witwatersrand and honorary member of the Department of Internal Medicine at Charlotte Maxeke Hospital.

Professor Naeemah Abrahams is Deputy Director at the SAMRC’s Gender and Health Research Unit. She is an Honorary Associated Professor with UCT’s Faculty of Health Sciences in the School of Health and Rehabilitation Sciences, as well as Extraordinary Professor with UWC Faculty of Community Health Sciences in the School of Public Health.

www.wits.ac.za

www.samrc.ac.za The South African Medical Research Council funds and conducts research. The Scientific Merit Awards span more than five years and have recognised some of South Africa’s leading medical researchers and scientists who have made seminal contributions to science and health research.

FOR MORE INFORMATION ON THE SCIENTIFIC MERIT AWARDS VISIT: www.samrc.ac.za THE SOUTH AFRICAN MEDICAL RESEARCH COUNCIL

www.samrc.ac.za

June 2017 – Y our Trusted Truth Source

About The Varsity Times

arsity Times is a monthly general interest publication for students, faculty, alumni and friends of South Africa’s prestigious universities. As the only general-interest research magazine of its kind, Varsity Times defines, reflects and celebrates what it means to be educated in

Varsity Times means the highest quality journalism, in depth and exclusive interviews with high profile leaders and excellent photography. The tone of the magazine is somewhere between guts and glory. All editorial content is specifically commissioned, and no use is made of syndicated press articles. In-depth features and contemporary design make each issue of Varsity Times a must-read.

Intsha Media will be publishing a monthly print, online and digital version of the Varsity Times that will be inserted into select publication in South Africa on the last week of each month starting June 23 & 25 2017.

As we build a platform for students, entrepreneurs and civil society to share their views with the public of South Africa we at the same time provide our clients, partners and sponsors with an opportunity to market to the ever growing youth market.

We aim to provide universities, colleges, youth development, skills development, enterprise development, civil society and government agencies with a platform to disseminate high quality and in depth information and news to the public and amongst industry peers.

The Varsity Times invites all educators, students, parents, entrepreneurs and specialists in the education sector to take full advantage of this platform and share with us their views and opinions in order to disseminate true and relevant content to our readers on a monthly basis.

South Africa.

We look forward to the publishing of our July 2017 edition as we look at the following themes: • Nelson Mandela’s Education History • Bridging the Maths and Science Skills Gap in SA • Our Seta’s special report • Interviews with select SRC • Who is SA’S Top 100 SMME’S and funders • Investing in Education – How CSI continues to positively impact education

Our mission is to become the leading academic news print and online platform that gives academic stakeholders the opportunity to share greater thought leadership on education, career guidance, entrepreneurship and youth development nationally.

These are just some of the topics to be explored in our upcoming July edition. When thinking Varsity Times, Think. RESEARCH | PEOPLE | INNOVATION | NEWS INTERVIEWS | YOUTH DEVELOPMENT RECRUITMENT | ENTREPRENEURSHIP We would also like to give special thanks to the advertisers, sponsors and contributors who has ensured that a voice for universities, students, civil society and development agencies is now possible and available nationally. For regular updates follow us on: Twitter @VTimessa Facebook: @VTimessa Publisher – Mikhail Oliphant

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For further information on the Varsity Times

mikhail.oliphant@intshamedia.com C. +27 (0) 74 790 86 17

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June 2017 â&#x20AC;&#x201C; Y our Trusted Truth Source

June 2017 – Y our Trusted Truth Source

Skills Development Summit TIME TO RAISE THE BAR

MEETINGS DIRECT STRATEGIC BUSINESS DEVELOPMENT

The Skills Development Summit 2017 will unveil a pragmatic vision of skills development, which integrates the need to develop skills, create jobs and grow the economy. This vision will be set within a framework of inclusivity and social transformation, and will be displayed against the backdrop of international competition, which represents the bar to which South Africans need to aspire to raise themselves. It’s a gamechanging vision, and the Skills Development Summit will provide the workshop in which an exciting economic future will be forged for industries and the nation as a whole.

Strategic marketing is today’s answer to tough and tight budgets. It calls for focused planning and effort to pinpoint opportunities in minimum time – and to close the deal. It is the 21st century’s answer to networking. Using the latest technology the objectives of each conference participant—delegates, exhibitors and visitors—are profiled to establish how their needs and expectations can best be met through targeted meetings with other participants with similar interests. Focused discussions and presentations will then follow. The Meetings Direct Programme immediately puts the interested parties together—one on one—unlike the days of networking when a delegate could spend many hours searching for the appropriate contact, often without success. With its emphasis on efficient and strategic marketing, the Meetings Direct programme brings a new and exciting dimension to Cape Media’s business investment and trade conferences—giving much added value to those taking part.

SKILLS DEVELOPMENT TRENDS AND INVESTING

As the 11th skills development summit approaches, 2017 is set to highlight the ever increasing need for investment in skills development in the face of new trends, issues and skills shortages. The summit aims to provide answers and solutions to the many challenges facing South Africa Currently South Africa faces an everincreasing shortage of skilled workers in almost every sector. This highlights the importance in the investment of skills development programs to address these shortfalls and add much needed capacity to our economy. There is a need for Development within a framework of inclusivity and development that is transformative. Within this framework is the need for the empowerment of women and those with disabilities. Currently women account for 57% of those unemployed and such gender imbalances hamper efforts to grow a sustainable economy. Already there has been a drive to empower women in various sectors such as science, technology and tourism, as well as giving women from impoverished communities entrepreneurial and workmanship skills in order to make them self sustainable. A key issue facing our country is the future of the youth, who face uncertainty and high unemployment rates. The investment in developing the youth provides a stable future foundation for our economy as traditional qualifications and job criteria are being replaced with technology. The skills summit aims to highlight the importance of the creation of suitably qualified individuals to play a key role in our evolving economy. As the business world moves to an increasingly technological and digital era, so too must the development in digital skills increase. Currently South Africa is ranked 65th out of 139 countries in ICT infrastructure and skills, yet nonetheless suffer from very low rates of digital literacy. Investment in these skills will aid the country in building a new digital economy. The issues raised in this summit impact all stakeholders from the employee to government. It is an event of national importance that is why the Skills Development Summit

ACHIEVER MAGAZINE

Achiever Magazine, endorsed by SABPP, is South Africa’s leading content provider on education, training and skills development for Industry. It provides a platform for communication between decision-makers and stakeholders across all sectors to ensure the successful development of South Africa’s most precious resource: its people. A steady focus on education is vital for further implementation of skills development and training programmes. With intensive and extensive skills development and training programmes, we are increasing the percentage of skilled workers to eradicate illiteracy and unemployment in South Africa.

VENUE

is an event not to be missed for every serious player in the skills development space.

WHO SHOULD ATTEND?

People from industry and business – company executives, professional associates, members of industry skills councils and advisory boards, employers, unionists, human resource specialists; tertiary sector professionals and practitioners – public and private training providers from institutions and universities; senior executives, managers, planners, human resource personnel from these institutions; teachers, trainers and lecturers; leading researchers and con-

sultants; employment service providers; community representatives – community leaders, students. Anyone with an interest in skills development.

HOW TO PARTICIPATE

The Skills Development Summit offers an exciting range of opportunities for you to show your support and commitment to the skills agenda. You can choose from the list of options below or contact us for a package that will fit the objectives of your organisation. • Attend the conference as a delegate • Be an exhibitor • Become an event sponsor

The dynamic city of Tshwane, the birthplace of the new South African democracy, with its rich cultural history, is situated in the commercial and industrial hub of Gauteng, South Africa’s smallest but most prosperous province. Tshwane is home to the CSIR International Convention Centre, a world-class facility set in tranquil natural surrounds with an abundance of indigenous birds and small mammals. The venue’s ability to host events of international scale and significance time and again is proven by the feedback received from delighted clients and the amount of repeat business the Centre generates. On every level, from service to catering to facilities, the Centre is fully equipped to compete with the very best in the world. Special emphasis is placed on providing exceptional service and understanding the purpose and required outcome of the event.

June 2017 â&#x20AC;&#x201C; Y our Trusted Truth Source

Creating new leaders through cutting-edge thinking, design and innovation Time to raise the bar South Africa faces an ever-increasing shortage of skilled workers in almost every sector and within this framework is the need for the empowerment of women, individuals with disabilities and, in particular, our ever-growing youth population. The 2017 Skills Development Summit will unveil a pragmatic vision of skills development that integrates the need to develop skills, create jobs and grow the economy. This vision will be set within a framework of inclusivity and social transformation, and will be displayed against the backdrop of the current high level of global competition. This competition represents the bar to which South Africans need to aspire in order to grow our economy so that all South Africans have the opportunity to build a better life for themselves and their families. Itâ&#x20AC;&#x2122;s a gamechanging vision, and the Skills Development Summit will serve as the workshop in which this exciting economic future will be forged for industries and the nation as a whole. An event of national importance, the Skills Summit will highlight the importance of creating qualified individuals who can play a key role in our evolving economy, making it an event not to be missed for every serious player in the skills development space.

For more information contact: Beverley Stone 021 681 7000 | info@skillssummit.co.za www.skillssummit.co.za twitter.com/Skills_Summit facebook.com/SkillsSummit

CSIR Pretoria 31 August / 1 September 2017

Sports

June 2017 — Your Trusted Truth Source

A Varsity Netball ‘Dream Team’ to represent South Africa at the Netball World Youth Cup next month

leven of the 12 players selected to represent the Baby Proteas at the 2017 Netball World Youth Cup, as well as the coach, are former or current Varsity Netball players.

“It is always so exciting and encouraging to see so many Varsity Netball players selected for our various national teams,” said Jana Arlow, Varsity Netball Code Manager.

Of those 11 squad members, four players as well as the coach, Dorette Badenhorst featured in last year’s Varsity Netball final.

“It is an indication that we are doing something right with Varsity Netball and we are honoured to play a role in the careers of these young rising stars.

The tournament gets underway on 8 July in Gaborone and will feature 20 top netball countries from around the world. South Africa has been placed in Pool B alongside Zimbabwe, Australia, Barbados and Singapore.

The Netball World Youth Cup 2017 will take place from 8 – 16 July in Gaborone, Botswana.

“The prospect of having so many of these talented players taking part in Varsity Netball later this year is also a thrilling one, as the quality of the tournament promises to be high once again.”

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Baby Proteas squad for the 2017 Netball World Youth Cup: Danelle Lochner (Kovsies) Jasmine Ziegelmeier (Tuks) Khanyisa Chawana (Kovsies) Lefebre Rademan (Kovsies) Melodine Jacobs (Madibaz) Monique Reyneke (NWU Puk)

Nicole Amaris (NWU Puk) Nolusindiso Twani (Madibaz) Simone Rabie (NWU Puk) Stephanie Brandt (Maties) Talja Venter (Tuks) Xolile Shange

Coach: Dorette Badenhorst (NWU Puk – Varsity Netball winning coach 2015 & 2016) Varsity Netball begins on 27 August 2017.

For further information on the Varsity Times

mikhail.oliphant@intshamedia.com C. +27 (0) 74 790 86 17

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June 2017 – Y our Trusted Truth Source

Tuks grown into unstoppable juggernauts in 2017 Momentum has swayed the way of Tuks in 2017, as their trophy cabinet fills up.

he Potchefstroom tertiary institute, North West University, claimed their first FNB Varsity Cup presented by Steinhoff International in 2016 when they beat three-time champions, FNB Maties in Stellenbosch. The win for FNB NWU-Pukke set in motion the first of three different intervarsity sporting titles. Later in the same year, it would be the turn of the netball team to add some silverware to the trophy cabinet in Potchefstroom after beating an impressive UP-Tuks side in Pretoria. The fact that the home side headed into the final as the only unbeaten side made the NWU-Pukke victory even more monumental. But the Pukke still had enough left in the tank for one more trophy – the Varsity Cricket title. Hosting the third Varsity Cricket tournament in January 2017, NWUPukke were set for their third Varsity Sports championship. In similar fashion to their netball counterparts, Pukke came up against tournament favourites UP-Tuks in the final, which the former won in emphatic fashion and with that etching their name in the Varsity Cricket record books as the first to topple Tuks. The confetti had barely hit the turf in Potch and the tenth Varsity Cup season got underway as the country’s ten best university rugby sides went head-to-head over 12 weeks. A few tournament favourites soon emerged including defending champions FNB NWU-Pukke, FNB Maties and FNB UP-Tuks. With just one loss, against FNB UJ, the Pretoria side comfortably occupied pole position on the log by the end of the regular phase of the competition. But would this be enough for them to become only the second side – other than FNB Maties – to have their names engraved on the trophy a record three times? Once again, a final was hosted in Pretoria. This time FNB UP-Tuks hosted FNB Maties, a team loaded with players who were members of the 2016 Varsity Cup final squad, in front of a packed LC de Villiers Stadium. The hosts headed into the game as the bookies’ favourite, but, despite this mantra hanging over them, Pote Human’s charges shutdown the men from Stellenbosch in all areas of the match on

Tuks Varsity Cup Photo:

their way to a memorable victory. Just a few weeks prior to the Varsity Cup final, the Tuks Athletics team dominated both meetings, in Potchefstroom and Pretoria. Tuks speedsters Thando Roto and Gift Leotlela along with Rikenette Steenkamp and 200m sensation Clarence Munyai ensured that the Pretoria-based university secured their second Varsity Sports trophy of the year. UP-Tuks edged NWU-Pukke by 525 points on their way to maintaining their remarkable tournamentwinning form. Weeks later the fifth edition of Varsity Hockey got underway in Stellenbosch. Each year the tournament alternates between men and women, and this year it was the turn of the ladies to do battle for the coveted title. UP-Tuks’ only loss in their seven round robin matches came against old foe, NWU-

Pukke, in round three at the Maties Astro Turf. The winners of the semi-finals, played a week later in Potchefstroom, placed the highest on the log would host the final one week later. Pretoria was once again treated to a final and it was a duplicate of the Varsity Cup final, where Maties were set to faceoff against table-topping Tuks. Both sides had only lost one game, however for the Maties it was against UP-Tuks in round five in Potchefstroom. A deflected shot by Catherine Morris, off a penalty corner, found the back of the net. That was all that it took for the Jacaranda City side to claim their third trophy of the Varsity Sports calendar. The domination in the last three national intervarsity competition suggests that the Tukkies are doing something right to ensure that all the athletes perform at a such a con-

sistently high level. Having that mental edge when it is needed, especially in finals when BMT becomes their difference between silver and gold. The Varsity Football season is just few weeks away and UP-Tuks are one of the better sides, having won the first two tournaments, in 2013 and 2014. One can’t help but think that they will be hoping to emulate their rugby colleagues in claiming their third title when the season starts on 27 July. UP-Tuks’ first match will be a good litmus test and possibly set the tone for the rest of the competition. The Pretoria-based side will travel to the TUT Stadium to face defending champions, TUT, in a scintillating derby encounter. Will the momentum stay with the Stripe Generation, or is it time for another university to step up and create a legacy?

Sizzling hot Varsity Football action to warm up your winter Varsity Football kicks off on 27 July he fifth season of Varsity Football is just over a month away, and keeping with the same theme, #Iyachesa (which loosely translates to “it’s hot” in any Nguni language), this year’s edition of Varsity Football promises to be just that: HOT!

bours, University of Pretoria (UP-Tuks) in the Pretoria derby at 18h15.

The much-anticipated Varsity Football action kicks off on 27 July 2017 at 16h00, with Central University of Technology (CUT) hosting University of Johannesburg (UJ) at the CUT Stadium. Defending champions, Tshwane University of Technology (TUT) will host neigh-

The two non-broadcast matches will both kick off at 18h30 with University of Fort Hare (UFH) hosting NWUMafikeng at the Davidson Stadium, and University of Western Cape (UWC) hosting Wits University at the UWC Stadium.

Join the online conversation by following the #Iyachesa hashtag and stay up to date with all the latest

For more Varsity Football: For all news, fixtures, logs and updates online: Facebook: Twitter: Instagram: YouTube: Official hashtag: Varsity Sports App:

Both fixtures will be broadcast live on SuperSport 4.

“We are extremely excited for this year’s Varsity Football tournament to kick off,” says Varsity Football Manager, Xhanti-Lomzi Nesi. “The 2016 season delivered on its promise of action-packed gameplay, and saw Tshwane University of Technology walk away with both the Men’s and Women’s Varsity Football titles. This year, we look forward to seeing the new game changers and stars who will emerge from our tournament.” news and fixtures.

www.varsitysportssa.co.za facebook.com/VarsitySportsSA @VarsitySportsSA @VarsitySportsSA youtube.com/VarsitySportsSA #IYACHESA #VarsityFootball Google Play Store / App Store

VISUALISE

THE NEXT BIG THING

To Thandeka, becoming the next big thing means striving each day to realise dreams and waking up each morning with a purpose and a willingness to learn and develop oneself in any way possible. She is a proud beneficiary of the Fasset-funded Ithemba Bridging programme, which has motivated her to register for her Honours Degree and plans to complete the Certificate in the Theory of Accounting (CTA).

“Ithemba empowers the youth with crucial workplace skills not taught at university,” she says. “It has made me competitive in the job market by giving me life skills that I will carry forever, as well as the ability to look at life from a fresh perspective. Most importantly, it showed me that you can be anything you want to be.” Thandeka Mabuza

Turn your potential into skills, choose a career in finance and accounting.

VISIT WWW.FASSETLEGACY.CO.ZA

TO READ THANDEKA’S STORY

https://www.facebook.com/fasset.org

Dream s

have n o limit s