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18 April 2019 | Story Valentino Ndaba
Be Safe on road
Be safe on the roads: Prevention is better than a hospital ward or coffin.

Safety starts with you, non-compliance ends you. A traffic spike over the Easter holidays does not justify disobeying road rules. The university is counting on all students, both drivers and pedestrians, to continue prioritising safety on the roads.

Don’t be a statistic, take responsibility
The 2018 Preliminary Easter Road Safety Report issued by the Department of Transport, indicated that most accidents were caused by irresponsibility.  “In 2018, human factor contributed 89,5% to crashes as compared to the 74,3% in 2017. The number of jay-walking pedestrians killed on our roads also increased to 38% as compared to 25,2% in 2017,” said Minister of Transport, Blade Nzimande.

The university implores you to play a role in reducing these numbers in 2019.

On driving and cellphones
According to Arrive Alive, the use of communication devices while driving is prohibited. “No person shall drive a vehicle on a public road while holding a cellular or mobile telephone or any other communication device in one or both hands or with any other part of the body, unless such a device is affixed to the vehicle or is part of the fixture in the vehicle.”

Pedestrian duties
Pedestrians are encouraged to practice caution when using sidewalks and while crossing the road. When walking, face oncoming traffic and pay attention to traffic signs so as not to constitute a source of danger to yourself or to traffic.

Safe speed saves lives
A general speed limit of 60 kilometres per hour shall apply to all public roads within urban areas, 100 kilometres per hour on public roads, and 120 kilometres per hour on freeways. Abide by these speed limits, unless stated otherwise by traffic signs.

More tips on drunken driving, wearing seat belts, and other aspects of road safety are easily available on the Arrive Alive website.

News Archive

‘Miratho’ seeks to drive policy-changing research through international collaboration
2017-09-29

Description: ' AM Bathmaker CRHED Miratho Tags: AM Bathmaker CRHED Miratho

From the left: Phathu Mudau (Thusanani Foundation),
Prof Melanie Walker (UFS), Prof Ann-Marie Bathmaker
(University of Birmingham), Prof Monica McLean
(University of Nottingham), and Fulu Ratshisusu
(Thusanani Foundation).

Photo: Eugene Seegers

Miratho is a TshiVenda word that refers to informal, self-made bridges, which are usually built by rural community members during floods or other natural disasters. These are usually dangerous, unstable constructions, and only the brave tend to use them. When community members build miratho, though, they create opportunities for stranded students to attend school. Miratho symbolise the determination to access education even in the face of danger, and working with others to make progress.

The Miratho Research Project is led by the Centre for Research on Higher Education and Development (CRHED) at the University of the Free State (UFS), in partnership with the Universities of Birmingham and Nottingham in the UK, and the Thusanani Foundation. The project is jointly funded by the Economic and Social Research Council and the Department for International Development in the UK, as well as the National Research Foundation in South Africa. The project research team consists of Prof Melanie Walker, Prof Merridy Wilson-Strydom and Dr Mikateko Höppener from CRHED at the UFS, Prof Monica McLean from the University of Nottingham, and Prof Ann-Marie Bathmaker from the University of Birmingham.

Miratho is a four-year project, stretching until August 2020, which seeks to investigate multidimensional dynamics shaping or inhibiting disadvantaged students’ capabilities to access higher education, participate and succeed in it, as well as move from higher education to work. By means of a systematic, integrated and longitudinal mixed-methods investigation, Prof Walker and her team, in close collaboration with the Thusanani Foundation, aim to develop an inclusive, capabilities-based higher education Index, which in turn would serve to inform policy and practice interventions that challenge inequalities that have an impact on learning outcomes.

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