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17 September 2018 Photo Lerato Moloi
New Principal for Qwaqwa Campus-Dr Matin Mandew
Dr Martin Mandew believes that the biggest challenge currently facing the higher-education sector is the lack of adequate and appropriate student housing


The University of the Free State (UFS) Qwaqwa Campus has a new Principal. He is Dr Martin Mandew, former Campus Director of the Durban University of Technology’s Midlands Campus in Pietermaritzburg. He has extensive experience in higher education, having cut his teeth in the academia as an Academic Development Tutor with the then University of Natal (now University of Kwazulu-Natal). He then went on to complete both his Master of Theology (cum laude) and Doctor of Philosophy at the same institution in 1993 and 1997, respectively.

“During my early days in the academia, we did some interesting educational experiments and pioneered exciting foundation programmes. I also taught Systematic Theology in the mainstream programme,” said Dr Mandew, a trained Catholic theologian holding a Bachelor of Sacred Theology (magna cum laude) from the Urbaniana Pontifical University in Rome, Italy.

His academic interest shifted after he was appointed as Assistant Vice-Chancellor: Student Services at the ML Sultan Technikon in 1998. “My time at ML Sultan helped me develop a keen interest in the theoretical foundations and practice in the field of student services and affairs. This interest abides to this day,” he said.

Coming from a multi-campus background, what challenges does he think the UFS would be better placed to avoid?


“Multi-campus universities have their own unique challenges. However, what often seems to be a frequently recurring issue, is the sense of disconnectedness often felt by the far-flung smaller campuses. This can be overcome through regular contact – real and virtual – between the campuses through senior leaders and managers, and through a structured exchange of academics and lecturers between the campuses,” said Dr Mandew, who was born and brought up in the multilingual and multicultural neighbourhood of Aliwal North in the Eastern Cape.

He believes the biggest challenge currently facing the higher-education sector, is the lack of adequate and appropriate student housing.

“This problem is worse at rural campuses such as Qwaqwa where there is a scarcity of private accommodation that meets the norms and standards as prescribed by the Department of Higher Education and Training (DHET). We have to find ways of persuading private student-accommodation providers to invest in the provision of accommodation that meets the prescribed norms. This is not only their civic duty, as there is a return to be had on the investment.”

“A related challenge,” he added, “is how to better integrate commuting or day students, who constitute the majority of our students, in university life. We have to design co-curricular programmes that reach the wider student body and invest in the establishment of day houses to better respond to the needs of commuting students.”

What is his vision for the campus and what are his first impressions of the broader UFS?

“I have been very impressed by some of the important, though very difficult conversations currently taking place at the UFS. Like other universities, the UFS has to find effective ways to contend with the scourge of gender-based violence. I hope we can succeed in finding practical ways to put the Integrated Transformation Plan (ITP) at the centre of our endeavours in Qwaqwa, in order to realise this rather exciting and challenging vision. Needless to say, students have to be at the centre of these endeavours,” he emphasised.

News Archive

UFS enhances Geography in schools
2015-05-11

The Green Box

The Department of Geography at the University of the Free State (UFS), in association with the Society of South African Geographers (SSAG), is doing their part in providing curriculum support to schools. Dr Ruth Massey and Anneri Pretorius are the project managers of Green Box, an initiative to advance Geography in schools.

The Green Box supports the intermediate phase of schooling (Grades 4, 5, 6). According to Dr Massey, the worksheets and activities provided in the Green Box are aligned with the Curriculum and Assessment Policy Statements (CAPS) and the new curriculum. “These worksheets are divided into three themes: map work, physical Geography, and human Geography.

“Map work includes symbols and keys, grid references, and compass work whilst physical Geography focuses on water and waste, biodiversity and conservation, and weather and climate issues. The human Geography theme has a focus on population, rural and urban development, migration, food and farming, and transport and trade,” she said.

Each worksheet has a fact sheet section which teaches theory on the specific topic (linked to the curriculum), an activity section (all resources needed for these activities are provided in the box), and a ‘take it home’ section for further learning and practice at home.

The Green Box is a recycled plastic crate that comprises worksheets, training materials, visual aids, and resources for teaching, learning, and active engagement in Geography classes.

Also included in the box are a felt story board and characters (that link with the worksheet activities), the ‘Climate Change memory game’ (which enhances learner’s memory capabilities and teaches various climate change facts) and the ‘Sustainable Development puzzle game’ (which teaches about the social, biophysical, economic, and political elements of Sustainable Development, and how they overlap).

“All items in the box are locally sourced, robust, and without copyright,” said Dr Massey.

The project is focusing on 10 under-resourced schools in the Bloemfontein area. Each school has received three boxes (one for each grade of the Intermediate Phase).

Dr Massey said: “This box is to be shared among the teachers. The Green Boxes were distributed at a training and information workshop held at three central schools in the various districts. These workshops introduced the teachers to the contents of their box, and provided basic training on the worksheets and the activities provided.”

“The schools will be joined up with ‘Box Buddies’ at more resourced schools in Bloemfontein. These buddy schools will assist in support and in replenishing the box’s stationery, etc. when needed.”

“Monitoring and evaluation will take place for six months after the boxes have been distributed. This will ensure support to, and the sustainability of, the project.” The Green Box project was made possible through a grant from the Society of South African Geographers (SSAG).

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