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Architectural excellence celebrated at recent Sophia Gray lecture
Prof ‘Ora Joubert, a leading architect and academic, delivered the 30th Sophia Gray Memorial Lecture at the UFS.

A jolly kink, creative, aesthetically sensible, a dream house, welcoming, true colours, bright lights – these are some of the terms one can use to describe the work of Prof ‘Ora Joubert, leading architect, academic and former head of the UFS Department of Architecture.

A journey through time and space

She is also the 30th laureate to deliver the recent Sophia Gray Memorial Lecture on the Bloemfontein Campus of the University of the Free State (UFS). The lecture was titled: La Promenade Architecturale – A journey through time and space. “The title refers to the revelatory experience of an observer who wanders on a pathway in and through architectural spaces,” said Jan Ras, lecturer in the Department of Architecture and organiser of the event. 
“As the observer tours the architectural configuration, a sequence of composed images, themes and ordering systems are revealed. This gradually unfolds as the observer moves through the spaces,” Ras said.

The lecture, which coincided with an exhibition at the Oliewenhuis Art Museum, is a highlight of the South African architectural community and celebrates outstanding practitioners and academics in architecture.

Besides the numerous design awards she received as practitioner, Prof Joubert’s work has also received critical acclaim internationally in publications from Australia, to Russia and the UK. In 2001 she was cited as one of the most esteemed architects under the age of 40 and her work was included in the 2004 Phaidon Atlas of Contemporary Architecture. She is also a well-respected academic with 34 articles published in a variety of publications.

Recognising the intelligence and ingenuity of design

Prior to the lecture, the department also presented a mini-congress, introducing the new PhD with Design programme. This programme recognises the intelligence and ingenuity of design and is aimed at, among others, younger MArch graduates who wish to explore creative research. The department envisaged that the PhD study might be practice-based for architects who wish to document and research their own work and or design-led for candidates who wish to explore a new creative project. 

Forming part of this week filled with architectural creativity was a fundraising breakfast, with contributions going to the Sophia Gray Bursary Fund. The fund is part of a greater call to alumni and friends to be actively involved in the department’s continuous development and future endeavours towards imagination, care and excellence. 

News Archive

A bridge to the future for school leavers
2009-03-04

 
Ms Merridy Wilson-Strydom, Research Consultant at the Centre for Higher Education Studies and Development at the UFS. 
 Photo: Supplied)

Thousands of learners in the country’s high schools fail to qualify for post-school education and training. Now a unique project funded by the Ford Foundation and being piloted at the University of the Free State (UFS) seeks to provide such learners with a lifeline.

The 2008 Grade 12 results showed once again that the schooling system is – and has been for a long time – in the throes of a severe crisis. The most disturbing feature of this crisis is that the system does not produce learners with the required level of literacy, numeracy and other cognitive skills to further their education or to become part of the country’s workforce.

Clearly this situation is untenable in a developing country such as ours, facing the immense challenges of a severe skills shortage, poverty and unemployment. We cannot afford to have hundreds of thousands of young people walking the streets without any prospect of a decent living and a future of opportunity.

The UFS and partners in the Free State Higher Education Consortium (FSHEC) have devised a unique programme to help underprepared and even unprepared school-leavers who have fallen through the cracks of the school system.

“We are hoping to make a meaningful contribution to the challenging field of creating educational opportunities for post-school study and the world of work through the generous support of the Ford Foundation,” says Ms Merridy Wilson-Strydom, Research Consultant at the Centre for Higher Education Studies and Development at the UFS.

“The Skills for a Changing World Programme is specifically aimed at removing barriers to educational opportunities for school-leavers who are not able to access higher education – mainstream or extended degrees. At the moment there are few, if any, meaningful opportunities for those learners who come through the school system un/underprepared,” she says.

The primary target group for the NQF Level-5 Programme is young people between the ages of 18 and 25 who are currently excluded from post-schooling educational opportunities. The duration of the programme is one year.

According to Ms Wilson-Strydom, the core modules of the activity-driven curriculum are English Literacy and Language Development, Mathematical Literacy, Information and Communication Technology and Your Global Positioning System (YGPS), which focuses on study skills and critical life skills, e.g. dealing with diversity. Students will also be supported to make informed choices about their future study or career directions.

“The development of the core-module materials is almost complete and from the second semester we plan to test the programme by means of a pilot project, which will be conducted on the UFS’s South Campus in Bloemfontein,” says Ms Wilson-Strydom.

“The pilot study will involve a group of 20-50 learners who have finished Grade 12 but do not qualify for the UFS bridging programme known as the Career Preparation Programme or any other higher-education programmes,” says Ms Wilson-Strydom.

Although not yet accredited, the project team aims to have the programme accredited as a Higher Certificate and is also exploring the possibility of registering the programme as a Short Learning Programme.

“One of the challenges with access and bridging programmes in the country is that students do not obtain a formal qualification for their bridging year. Hence those who do not continue with higher-education study (or cannot continue for various reasons such as finances), do not gain the recognition they should get for what they have learnt during their bridging year.”

“Our focus on developing the Skills for a Changing World Programme as a qualification in its own right is a key innovation in the current education and training landscape,” says Ms Wilson-Strydom.

Media Release
Issued by: Lacea Loader
Assistant Director: Media Liaison
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl.stg@ufs.ac.za  
4 March 2009
 

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