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The University of the Free State (UFS) has an enrolment plan for 2007–2019 that was approved by the Department of Higher Education and Training (DHET). The university is compelled to adhere to these enrolment targets, as over-enrolment poses a risk to the academic integrity, financial sustainability, and student success of the university.
The UFS received 47 000 applications for admission in 2018, of which 17 000 applicants received final admission. All admission letters clearly stipulate that admission is subject to availability of space during registration. The enrolment target for new first-time entering students for 2018 is 8 000, therefore only 8 000 students can be registered across the university’s three campuses during this intake period.
The Executive Management of the UFS welcomes the fact that President Jacob Zuma’s announcement on 16 December 2017 about free education for the poor and working class has allowed many more students the opportunity to register. Several meetings between the Executive Management and the Student Representative Council (SRC) have taken place since the beginning of 2018 to discuss the implications of the President’s announcement. Engagement with the SRC regarding the registration process is also continuously taking place.
Online registration for all students opened on 8 January 2018. The UFS has put several measures in place to assist new first-time entering undergraduate students. Furthermore, students who have moved into residences and participated in the university’s Gateway Programme, as well as students who arrived on campus, were assisted to register for programmes with available space. In cases where the first option of study was full, students were redirected to other programmes with available space within the specific faculty or other faculties, provided that they comply with the relevant admission criteria. Only mainstream programmes in the Faculty of Economic and Management Sciences now have space left. The rest of the undergraduate programmes in all faculties on all the campuses are full.
Students who could not be accommodated in any of the programmes due to limited space are being directed to the Central Application Clearing House (CACH).
Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31
The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.
First the following realities are important:
- There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
- At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
- Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
- During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
- Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.
Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:
- In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
- Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
- The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
- In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
- Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.
Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).
- Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
- Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
- Place your PowerPoint presentations and any other supplementary learning materials on the web.
- Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.
Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .
Thank you for your friendly co-operation!
Prof. D. Hay