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06 March 2019 | Story Ruan Bruwer | Photo Varsity Sports
Tharina van der Walt
Tharina van der Walt, a first-year student, won the hammer-throw item at the first Varsity Athletics meeting in Stellenbosch on Friday – the only gold medal for the Kovsies.

Hammer thrower Tharina van der Walt was the bright spark for the University of the Free State (UFS) at the first Varsity Athletics meeting in Stellenbosch on Friday.

Van der Walt, who recently turned 19 and is one of three first-year students in the UFS team of 25 athletes, bagged the only gold medal for the Free State students. She won the hammer throw with a distance of 53,12 m.

The UFS ended in fourth place behind NWU (first), UJ (second), and Tuks (third).

Six athletes achieved second places. Both Sokwakana Mogwasi (100 m) and Ts’epang Sello (800 m) came within a whisker of claiming victory.  Mogwasi lost the 100 m by 00:04 seconds, but in the process improved her personal best from 11,89 to 11,58. Sello (2:08,47) was in the lead for most of the 800 m but was eventually defeated by Niene Muller of Tuks by less than half a second.

Mogwasi was also second in the 200 m with a fast 24,92. Other silver medals were obtained by Yolandi Stander in the discus (52,70 m), Peter Makgato in the long jump (7,66 m), and Marné Mentz in a very fast 1500 m race. Mentz (04:26,63) chopped more than five seconds off her previous best time of 4:32,00. Her time was the third fastest ever in the 1 500 m at Varsity Athletics.

There were three third places: Sefako Mokhosoa (15,47 – triple jump), Petrus Jacobs (14,55 – 110 m hurdles), and the women’s 4x100 m relay team (Mogwasi, Elsabé du Plessis, Joviale Mbisha, and Micháela Wright).

Four athletes just missed out on podium positions, achieving fourth places.

The second Varsity athletics meeting will take place in Potchefstroom on 15 March 2019.

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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