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13 July 2018 Photo Johan Roux
Sikhululekile Luwaca named 100 Young Mandelas of the future
Sikhululekile Luwaca was recently named as one of 100 Young Mandelas of the future by News24 for his embodiment of Nelson Mandela’s characteristics.
On Tuesday 3 July 2018, News24.com announced the 100 Young Mandelas of the future. Among those nominated was Sikhululekile Luwaca, a former president of the Student Representative Council (SRC) at the University of the Free State (UFS).
 
“It is humbling. I embrace collective action and it would be unfair not to appreciate all the great minds I have encountered over the years and had the privilege to work with. Our individual progress can never be separated from that of the community. It is no longer I that lives, but us, we,” said Luwaca.

Six million readers nominated 1 000 South Africans from all walks of life who could be considered Mandelas of the future. Luwaca emerged in the Visionary category as one of the 100 who made the cut. The initiative was inspired by what would have been Nelson Mandela’s 100th birthday on 18 July 2018. “News24 set out to honour 100 young South Africans who embody the characteristics Mandela was best known for,” said a statement by News24.

While he was the SRC president, Luwaca’s office played a critical role in raising R1.2 million for underprivileged students. He continues to make major strides as the current chairperson of the UFS African National Congress Youth League (ANCYL). 

His social and political influence goes back to when a 13-year-old Luwaca founded an association that sought to address school dropouts in rural areas. In high school, the young philanthropist established an organisation that collected and distributed food for needy elders of Cathcart township in the Eastern Cape. For five years Luwaca served the Student Christian Organisation as chairperson. In 2013, he co-founded the Ubuntu School Project that donated 100 full school uniforms to Phomolong High School learners in Tembisa.

Later on as a UFS student, Luwaca helped found the Hand2Hand Student Association which drives fundraising initiatives, as well as the collection of non-perishable food items and second-hand textbooks for disadvantaged students. In 2015 he was elected a Residence Committee representative for House Outeniqua and SRC: Dialogue and Association. 

Luwaca was instrumental in facilitating a series of dialogues on transformation such as the Fees Must Fall movement and the Shimla Park incident.

News Archive

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:

  1.  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.
  2. 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.
  3. 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.
  4. 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.
  5. 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
 

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