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10 June 2019 | Story Ruan Bruwer | Photo Gerda Steyn Twitter
Gerda Steyn
Gerda Steyn, a former student at the University of the Free State, won her first Comrades race on Sunday, setting a new course record.

Winning the Comrades ultra-marathon is the greatest honour of her life and still feels unreal, said Gerda Steyn a day after winning the race in a record time.
 
The former Kovsie student had an incredible race on Sunday, completing the 86,83 km’s in a time of 05:58:54, which is a new record for women in the up run. It is more than 10 minutes faster than the previous record of 06:09:23 set in 2006.
 
It was also the fourth fastest Comrades time ever by a female in the 94-year history of the race.
 
Greatest honour of my life

 
“Being the Comrades winner is the greatest honour of my life. Thank you to an entire nation for carrying me to the line. It feels like a dream,” Steyn said.
 
The 29-year-old Steyn became the first woman in 30 years to win both the Comrades and Two Oceans in the same year. She also won the Two Oceans in 2018 and came second in the Comrades last year.
 
Steyn, who studied Quantity Surveying and Construction Management at the University of the Free State (UFS) between 2009 and 2012, said the record time was discussed beforehand.
 
I went for it
 
“We felt it was possible, but it wasn’t my main goal right from the start of the race. At the halfway mark, I saw it was possible and I went for it.”
 
According to Steyn, the media attention since her win is quite intense. “But I don’t complain. It is such an honour, so I do it with a smile.”
 
At the Two Oceans ultra-marathon in April, she missed out on the 30-year record time by just 53 seconds.
 
Prof Francis Petersen, UFS Rector and Vice-Chancellor, said Steyn was a proud ambassador of the university. “It is always important for me to see how our former students perform. I would like to congratulate her. Well done. She is carrying the Kovsie name with pride,” Prof Petersen said.
 

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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