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22 July 2019 | Story Ruan Bruwer | Photo Allan McKenzie
Karla Pretorius
Karla Pretorius (left) receiving the trophy as the Player of the Tournament at the Netball World Cup.

Karla Pretorius downplayed all the praise and rather credited her team after she received the biggest accolade in world netball.

The former netball player of the University of the Free State was named Player of the Tournament after the conclusion of the Netball World Cup on Sunday 21 July 2019, making her officially the world’s best netballer.

“I feel very honoured and grateful to have been named the best player. You are only as good as those you surround yourself with. So, a massive thanks to the team who did so well,” she said about the Proteas who had their best showing at the tournament in 24 years. They finished fourth. 

“This good run was obviously what inspired me to play as well as I did, and I am grateful to have been given this very special award,” Pretorius said. 

‘Carried herself with huge distinction’

She represented and later captained the Kovsies between 2009 and 2015. During that time, she scooped one award after the other. In 2014 and 2015, she was the Varsity Player of the Year.

Pretorius was twice named as the Player of the Match during the World Cup, and her 20 intercepts were the joint third most.

She completed her master’s in Dietetics at the UFS last year (2018) and is now playing professional netball in Australia.

According to the organisers, the Player of the Tournament celebrates “the outstanding performance of one particular player who, more than anyone else, exemplified her country’s desire to put themselves back among the elite of world netball”. 
“The fact that South Africa reached the final four for the first time since 1995, is in no small way thanks to her impeccable reading of the game, timing, and composure. She has carried herself both on and off court with huge distinction, and has rightly claimed this honour,” they said.

News Archive

Education is the key to the unification of black and white masses of South Africa
2015-11-13


From left are Dr Victor Teise (Head of School of Higher Education), Dr Mafu Rakometsi (CEO of UMALUSI), and Prof Sechaba Mahlomaholo (Dean of Faculty of Education).
Photo: Valentino Ndaba

In view of the divisive nature South Africa’s (SA) schooling system during the pre-1994 period, education appears to be one of the most potent unifying mechanisms of the democratic dispensation. With the elimination of Bantu education and the subsequent gain of access to basic and higher education by the historically-disadvantaged of this country, the schooling system is said to be building and reconstructing bridges which were burnt by the apartheid administration.

This opinion was shared by Dr Mafu Rakometsi, Chief Executive Officer (CEO) of UMALUSI – the Council for Quality Assurance in General and Further Education and Training. Dr Rakometsi, a University of the Free State alumnus, presented a guest lecture titled: “Educational transformation in South Africa – lessons for the future” on Thursday 5 November 2015 at the Bloemfontein Campus.

The discussion of salient matters regarding education and transformation was hosted by the Faculty of Education in collaboration with Institutional Advancement: Alumni.

According to Dr Rakometsi, the transformation of education in SA can be viewed in the same light as that of government; where the nationalist policy was succeeded by democracy. “Education promoted the agenda of ensuring that there was no integration of the South African population,” he said of the past.

“Simply put, in SA, the black person was denied, and deprived of, human rights,” he added. Nonetheless, the declaration of human rights as enshrined in our constitution, and the conviction held by lobby groups, such as the Black Sash, that the young should seek and receive education led to transformation within the education sector.

Although that transformation has been accomplished, poverty continues to hinder access to education. Approximately 80% of the black students in higher education are from poor families, meaning that their parents are unable to fund the completion of their studies. Financial exclusion then translates to social exclusion, which relegates these underprivileged students into narrow enclaves. This results in a counter-transformation situation as a consequence.

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