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30 July 2019 | Story Valentino Ndaba | Photo Barend Nagel
HR Kovsie Care
The great poet Virgil once said: “The greatest wealth is health.”

The World Health Organisation (WHO) recently listed burnout as an occupational phenomenon in the 11th Revision of the International Classification of Diseases. Although not classified as a medical condition, its imprint on employees’ health status is absolute. 

The hallmark of any conducive workplace is its ability to assist employees to successfully manage stress. The Occupational Development and Employee Wellness Division at the University of the Free State’s (UFS) Department of Human Resources (HR) continues to make concerted efforts to ensure the good mental and physical health of all staff members.

Solving an occupational dilemma

Burnout is characterised by feelings of energy depletion, increased mental distance from one’s job, and reduced professional efficacy. Over the past few years HR has launched various preventive programmes for support and academic staff as well as service workers.

One of these initiatives is the Power Hour sessions which are hosted at lunchtime across all campuses. These interactive platforms cover topics ranging from pain, emotional intelligence, bullying, healthy eating habits, resilience and anxiety. 

Fitness as a stress reliever

Over the years what were known as Takkie Tuesdays and Thursdays have evolved into “Take a Break & Feel the difference”. Staff members take 30-minute walks during lunchtime to boost productivity, confidence, energy levels, concentration and creativity while reducing stress symptoms and preventing lifestyle illnesses.

“Our mission is to cultivate a culture of health and wellness. We believe that when the culture is conducive it affects staff performance. The main purpose is to create an environment where people are mentally and physically well,” said Burneline Kaars, head of the wellness division.

Caring is sharing knowledge

True to its tagline “Care”, which stands for: Create, Attract, Retain, Excellence, the division works around the clock to care for staff members’ mental wellbeing. This includes referring those who need curative measures for free counselling provided by Careways.

Another way through which the division inspires employees to enrich their minds, bodies and souls is the Workout@Work programme that offers cardio exercises after office hours and the Pedometer Challenge which tracks physical movement throughout the day.

“It all boils down to being more active. It gets people to leave the office, enjoy the sun, and become more creative and energised,” says Arina Engelbrecht, Employee Wellness Specialist. 



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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