Latest News Archive

Please select Category, Year, and then Month to display items
Categories
UFS News Media Release Research
Years
2017 2018 2019 2020 2021 2022 2023 2024
Months
January February March April May June July August September October November December
Previous Archive
08 August 2019 | Story Valentino Ndaba | Photo Sonia Small
Student Safety
The university continues to make concerted efforts to increase student and staff safety on and off campuses.
Protection Services monitors all campuses around the clock to ensure the safety of students and staff. Safety is at the top of the agenda of the University of the Free State (UFS), as it is crucial for maintaining an environment conducive to teaching and learning. A number of on- and off-campus security measures are in place that are constantly being reviewed as the need arises. 

On-campus security measures

Members of Protection Services man the Operational Centre on a 24-hour basis. This office can be contacted by students and staff members to report incidents on and off campus. Security patrols on foot and by vehicle are conducted by members of Protection Services along with contracted security officers on a daily basis on all campuses. In addition, dedicated security officers are deployed at female residences at night.

State-of-the-art CCTV cameras are monitored around the clock by members of Protection Services. These cameras play a vital role in the investigation of incidents as well as the real-time detection of criminal activities taking place on campus. A number of arrests have been made using CCTV footage. A process is underway to enhance the current CCTV capacity by installing new cameras at identified hotspots on campus and at student residences.

Red-pole panic alarms linked to cameras were installed on the three UFS campuses. A security-response vehicle is dispatched to locations when the alarm is activated. Intruder alarms were also installed at various buildings on all the campuses. It alerts Protection Services in the case of unauthorised entries or burglaries.

There are three dedicated Investigation Officers in the Department of Protection Services – two on the Bloemfontein Campus and one on the Qwaqwa Campus – who are responsible for investigating cases on campuses, as well as working in collaboration with SAPS Investigating Officers on all off-campus reported cases. One of them is always on standby to respond to cases reported after hours. The university also appointed a staff member who is responsible for threat detection, investigations, and liaising with external law-enforcement agencies. He is also responsible for the coordination of off-campus safety and security operations.

Safeguarding the off-campus environment

Although the university has no jurisdiction off campus, several measures were implemented in collaboration with external law-enforcement agencies such as the South African Police Service (SAPS), Community Policing Forum (CPF), and private security companies. 

The UFS is represented on the CPF committees for sector 2 and 3 of the Park Road Police Station, and sector 4 of the Kagisanong Police Station, and joined operations are conducted from time to time. A Student Safety Collaboration Forum for both on- and off-campus students is currently being established and several Crime Stop WhatsApp groups consisting of students, SAPS and CPF members, sector policing, armed security companies, and Protection Services are being used for real-time reporting and response.

The Department of Protection Services also appointed an off-campus Security Liaison Officer to assist students in reporting crime incidents to the SAPS and obtaining the necessary social and psychological support. This officer also liaises with the SAPS and private security companies on an ongoing basis to enhance security around the campus.

Members of SAPS, CPF, and security companies conduct regular patrols in areas where students reside. 

Protection Services and the Department of Housing and Residence Affairs have already accredited several off-campus residences, and are working together to accredit more in line with the guidelines of the Department of Higher Education and Training. More than 3 000 beds in Bloemfontein have been accredited so far. 

The Sexual Assault Response Team is at your service

All students and staff members can now report incidents related to gender-based violence, sexual harassment, and any act of prejudice or discrimination directly to the Sexual Assault Response Team (SART), which was recently officially launched by the Unit for Institutional Change and Social Justice.  Members of Protection Services also recently received training in assisting victims of sexual-violence incidents.

Incidents may be reported from Monday to Friday, 07:30-16:30 on +27 51 401 7777, and after hours on the 0800 204 682 toll-free line. This initiative is proudly sponsored by the Office for Gender Equality and Anti-discrimination, together with the UFS Social Support Unit. 

On combating academic anxiety

The Office for Student Counselling and Development (SCD) is launching the Student Toolkit on the Bloemfontein Campus on 23 August 2019. Students will now have a step-by-step guide that contains all the information needed to ensure a healthy mental-health status.

Should students need professional individual or group counselling, support is available from the SCD. Visits can be arranged by calling +27 51 401 2853 or emailing scd@ufs.ac.za 

Emergency contact details are available with the click of a button on the KovsieApp or at the back of all access cards.

News Archive

Socially inclusive teaching provides solution to Grade 4 literacy challenges
2017-01-23

 Description: Motselisi Malebese Tags: Motselisi Malebese

Mots’elisi Malebese, postdoctoral Fellow of the Faculty
of Education at the University of the Free State (UFS) tackles
Grade 4 literacy challenges.
Photo: Rulanzen Martin

Imagine a teaching approach that inculcates richness of culture and knowledge to individual learners, thus enhancing equity, equality, social justice, freedom, hope and fairness in terms of learning opportunities for all, regardless of learners’ diversity.

This teaching strategy was introduced by Mots’elisi Malebese, postdoctoral Fellow of the Faculty of Education at the University of the Free State (UFS), whose thesis focuses on bringing together different skills, knowledge and expertise in a classroom environment in order to enhance learners’ competence in literacy.

A teaching approach to aid Grade 4 literacy competency
Titled, A Socially Inclusive Teaching Strategy to Respond to Problems of Literacy in a Grade 4 Class, Malebese’s post-doctoral research refers to an approach that improves listening, speaking, reading, writing, technical functioning and critical thinking. Malebese, who obtained her PhD qualification in June this year, says her research confirmed that, currently, Grade 4 is a bottleneck stage, at which learners from a low socio-economic background fall behind in their learning due to the transition from being taught in their home language to English as a medium of instruction.

Malebese, says: “My study, therefore, required practical intervention through participatory action research (PAR) to create conditions that foster space for empowerment.”

PAR indoctrinates a democratic way of living that is equitable, liberating and life-enhancing, by breaking away from traditional teaching methods. It involves forming coalitions with individuals with the least social, cultural and economic power.

Malebese’s thesis was encouraged by previous research that revealed that a lack of readiness for a transitional phase among learners, teachers’ inability to teach literacy efficiently, and poor parental involvement, caused many learners to experience a wide variety of learning barriers.

A co-teaching model was adopted in an effort to create a more socially inclusive classroom. This model involves one teacher providing every learner with the assistance he or she needs to succeed, while another teacher moves around the room and provides assistance to individual learners.

“Learners’ needs are served best by allowing them to demonstrate understanding in a variety of ways, because knowledge is conveyed and accomplished through collaborative work,” Malebese said.

She believes the most important benefit of this model is assuring that learners become teachers of their understanding and experiences through gained knowledge.

Roleplayers get involved using diverse expertise in their field
Teachers, parents and several NGOs played a vital role in Malebese’s study by getting involved in training, sewing and cooking clubs every weekend and during school holidays. English was the medium of teaching and learning in every activity. A lodge, close to the school, offered learners training in mountain biking and hiking. These activities helped learners become tour guides. Storyteller Gcina Mhlophe presented learners with a gift of her latest recorded storytelling CD and books. Every day after school, learners would read, and have drama lessons once a week.

AfriGrow, an organisation that works with communities, the government and the corporate sector to develop sustainable community-driven livelihoods through agricultural and nutrition programmes, provided learners with seedlings, manure and other garden inputs and training on how to start a sustainable food garden. The children were also encouraged to participate in sporting activities like soccer and netball.

“I was aware that I needed a large toolbox of instructional strategies, and had to involve other stakeholders with diverse expertise in their field,” Malebese said.

We use cookies to make interactions with our websites and services easy and meaningful. To better understand how they are used, read more about the UFS cookie policy. By continuing to use this site you are giving us your consent to do this.

Accept