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18 December 2018 | Story Thabo Kessah | Photo Thabo Kessah
Charlotte Maxeke
Residence students preparing old tyres to use in new playing swings.

The name Charlotte Maxeke is, since time immemorial, associated with ‘hope’ for the downtrodden Black majority. And the name Fulufhelo means ‘hope’ in Tshivenda, the language spoken mainly in Limpopo, her birth province. She was the first black South African woman to earn a degree, a Bachelor of Science from the Wilberforce University in the Unites States of America in 1901.

Khayelisha and Khayelethu also project a very high expectation of ‘hope’. Considering our painful past dominated by the 1913 Land Act, the former literally means ‘our new home’, whilst the latter means ‘our home’.

Fast forward to 2018 at the University of the Free State’s Qwaqwa Campus. These are the names of student residences that brought hope to the needy when they collaborated with Community Engagement to give back to their communities.

“The need to give back was sparked by our encounter with needy students on campus. We then thought that if we could do the little for our fellow students who are part of the No Student Hungry (NSH) campaign, we could actually extend this to those who are even worse off,” said Beyoncé Matsoso, Prime of Charlotte Maxeke and Residence for first year students.

“Taking time out to give toys, play with the kids on the swings we erected for them, helping them with their laundry and giving them fruit and food bought from our own pockets gave us a lot of satisfaction,” said Beyoncé, a final year BA Psychology and Languages student.

Acknowledging the role played by Residence Head, Makeresemese Mokhatla, in the whole exercise was Sikolethu Dodo, Prime of Khayelitsha / Khayelethu Residence.

“Having had a dialogue on how we can make other people’s lives better with our Residence Head Makeresemese Mokhatla and Mme Matsoso from Community Engagement led to this initiative. Some of us will be going out to the world of work soon and this has equipped us with necessary skills like compassion,” said Sikolethu, a final year BAdmin student.

The centres visited were the Itsoseng housing disabled children as well as the Team Spirit Hospice.

News Archive

Education is the key to the unification of black and white masses of South Africa
2015-11-13


From left are Dr Victor Teise (Head of School of Higher Education), Dr Mafu Rakometsi (CEO of UMALUSI), and Prof Sechaba Mahlomaholo (Dean of Faculty of Education).
Photo: Valentino Ndaba

In view of the divisive nature South Africa’s (SA) schooling system during the pre-1994 period, education appears to be one of the most potent unifying mechanisms of the democratic dispensation. With the elimination of Bantu education and the subsequent gain of access to basic and higher education by the historically-disadvantaged of this country, the schooling system is said to be building and reconstructing bridges which were burnt by the apartheid administration.

This opinion was shared by Dr Mafu Rakometsi, Chief Executive Officer (CEO) of UMALUSI – the Council for Quality Assurance in General and Further Education and Training. Dr Rakometsi, a University of the Free State alumnus, presented a guest lecture titled: “Educational transformation in South Africa – lessons for the future” on Thursday 5 November 2015 at the Bloemfontein Campus.

The discussion of salient matters regarding education and transformation was hosted by the Faculty of Education in collaboration with Institutional Advancement: Alumni.

According to Dr Rakometsi, the transformation of education in SA can be viewed in the same light as that of government; where the nationalist policy was succeeded by democracy. “Education promoted the agenda of ensuring that there was no integration of the South African population,” he said of the past.

“Simply put, in SA, the black person was denied, and deprived of, human rights,” he added. Nonetheless, the declaration of human rights as enshrined in our constitution, and the conviction held by lobby groups, such as the Black Sash, that the young should seek and receive education led to transformation within the education sector.

Although that transformation has been accomplished, poverty continues to hinder access to education. Approximately 80% of the black students in higher education are from poor families, meaning that their parents are unable to fund the completion of their studies. Financial exclusion then translates to social exclusion, which relegates these underprivileged students into narrow enclaves. This results in a counter-transformation situation as a consequence.

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