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14 February 2018
Photo Moeketsi Mogotsi
Kovsie students in the process of building their Eco vehicles
The countdown has begun to the Kovsie-ACT music festival that will take place on 17 February 2018 at the Cross Country Fields.
With just a few days left before the main event where students and the community will be wowed by performances from the likes of Prince Kaybee, Jack Parow and Shekinah, students can look forward to the "Social Cohesion" college festivities namely: the West College Project Neon party, East College Graduation party, Central College Yellow party, South College Feballoween party, North College Cowboys and Crooks party, and finally the Kovsie-ACT Fiesta Mexican party.
Each day leading up to the main event, senior on-campus residence students will be working on the building of their various Eco vehicles. Students will be grouped in their designated colleges at the UFS Rag Farm, with the support of the first-years, pending the Eco vehicle race that takes place on Friday 16 February 2018 from 13:00. The ACT office is working towards obtaining sponsors for the overall winners of the race. Their aim is to give the college that wins the race a-once-in-a-lifetime opportunity to attend an official international car race, where they will be represented by their residence committees. The following race criteria apply:
Race criteria:
| Drag race | Fastest time taken to cover distance wins |
| Slalom race | Fastest time taken to complete course minus penalties |
| Obstacle course | Fastest time taken to complete course wins (Obstacles will be introduced on the day, no preparation) |
| Three lap-race | No winner, just preparation for final endurance race but drivers must change each lap |
| Endurance race | Longest distance covered |
Students will also be working on art projects in the form of a canvas that must be made of waste materials such as plastic, scrap metal and/or sustainable organic materials. The work must be between three and five metres high and two to four metres wide. It should be durable and not perish if it is placed outdoors for a year. It must be accompanied by a manifesto that explains the theme and symbolism of the artwork so that the five colleges can effectively illustrate what is important to them and their community.
First-year students have also been assigned to participate in projects that engage with local secondary schools in the Bloemfontein area. The content of the projects will be directed through a short learning programme that will take place during the course of the year.
The Kovsie ACT team looks forward to the activities at the Rag Farm, and encourages students to attend and take part in their numbers. For more information about Kovsie ACT visit the UFS Rag page or the Ofm official website.
An education system based on hope is what South Africa needs – Dr Beryl Botman
2016-05-26
Dr Beryl Botman, a postdoctoral research
fellow at the IRSJ, with Dr Willy Nel research associate
at the IRSJ and lecturer at the UFS
Faculty of Education.
HOPE is tangible and concrete construct that should be rooted in the learning and training of teachers,” said Dr Beryl Botman, a postdoctoral research fellow at the Institute for Reconciliation and Social Justice (IRSJ).
She presented her research paper Educators, praxis, and hope: A philosophical analysis of post-apartheid teacher education policy, based on the theoretical ideologies of Paulo Freire’s Pedagogy of the Oppressed. She explores ways in which oppression has been justified, and how it has been overcome through a mutual process between the oppressor and the oppressed, drawing on Paolo Freire’s theories and practices. The presentation was held at the University of the Free State’s (UFS) Faculty of Education, on the Bloemfontein campus on 13 May 2016.
From oppression to hope
Hope should be an educational construct for teacher education in South Africa. Dr Botman asserts that epistemology and ontology should be inseparable, as they are pivotal to an education system that is transformational.
The recent country-wide student protests and demonstrations are an indicant that education institutions need to seek understanding of mechanisms that fuel social conflict. Dr Botman claims that vast social inequalities make the process of democratisation difficult thus hindering transformation. She states that a critical consciousness is important for all South Africans, but more so for educators; it can be used as a tool to understanding the mechanisms of social conflict.
“Self-reflection and self-critique is vital for educators, we need to understand that we do not have all the answers because we ever-evolving beings, working on understanding ourselves and the people around us,” said Dr Botman.
The notion of hope
“I am a farmer. I have no hope for a future that is different from today. This quotation comes from Paulo Freire’s work," said Dr Botman. She said that the South African context and environment is similar. She said that people cannot live for today; one should live for tomorrow if hope is to manifest itself.
South African education environment needs to adopt a progressive consciousness that is future orientated, “You need to be hopeful, if you are radical. You need to be able to envision a new society and a new world,” said Dr Botman.
“You cannot only denounce the present, you need to also announce your hopes for a new society. South Africa needs education systems built on understanding. Although change is difficult, it is necessary for transformation,” Dr Botman added.
What makes hope educational?
“Hope is a vision for a tomorrow that is different, and vital for a transformative education system. To get out of a state of despair, people need to educate their hope. Lately, the issue of white privilege has been brought to the fore. You need to educate your hope, so that you understand the reality of others but, more importantly, of yourself,” said Dr Botman.
Dr Botma added that teacher education needs to adopt a Freirean pedagogy with a strong philosophy based on hope. The agency of teachers can either be hopeful or without hope. It is vital that education promotes hope.
“Teachers need to rely on their existential experience, the experiences of others, and the experiences of the children or students they teach. An understanding of all these experience reinforces the idea that people are life-long learners, always learning and adapting to society’s needs,” said Dr Botman.
Teachers as agents of hope
Dr Botman stated that current South African education policy is directed towards transformation but it does not stipulate means to achieve this objective. Further, she argues that educators need to put greater emphasis on self-knowledge, self-reflection, and self-education. Connecting with teachers, parents, students and the community engages with their self-knowledge and reflection.
Reorientation of teacher education
Dr Botman concluded by mentioning that rethinking ontological and epistemological aspects of education is important, and should be a pivotal point of teacher education. A renewed vision of hope-orientated philosophy and pedagogy needs to be adopted by the education institutions. A praxis, which is an informed action, when a balance between theory and practice is achieved. There is a need for an inclusive exploration of education philosophies and education systems not only European and Western but also African and Eastern as well.