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20 March 2019 | Story Xolisa Mnuwka | Photo Charl Devenish
Stagedoor Finals
Houses Vergeet-My-Nie and NJ van der Merwe won over the judges at the 2019 Stagedoor finals.

‘Vergeet van der Merwe’, a hybrid of female residences Vergeet-my-Nie and NJ van der Merwe, are the 2019 Stagedoor competition’s overall winners. The dynamic girl duo showed up and showed off during the 2019 Stagedoor finals in the Kopanong Auditorium on the UFS Bloemfontein Campus over the weekend.

The girls enthused the audience with a soul-filled sing-off and a relatable theatrical performance, which earned them both the audience’s and the judge’s best votes. Teams Welwitschia and Imperium (Welperium), and Outeniqua and Soetdoring (Outdoring), walked away with the second and third positions respectively, as each of the residences were recognised for team excellence and spirit when it came to creativity and overall acting in each of their performances.

The UFS Stagedoor competition is an annual event that employs first-years to take cognisance of the day-to-day societal issues and pressures that university students are faced with. In 2019, the event was for the first time entirely organised and ran by students for students.

The competition has over the years become a major highlight on UFS students’ arts and culture calendar and continues to be a platform of expression for residence and off-campus first-year students. Stagedoor performances are traditionally themed to tackle modern-day issues such as infrastructure and economic inequality, land reform, and education. However, this year’s competition engaged students in telling their stories without any restrictions, and still being able to effectively examine the pressures that come with varsity life, and many other issues that face South Africa, but more specifically the youth. The 2019 Stagedoor event was successfully coordinated and structured by UFS Bloemfontein Campus SRC: Arts and Culture, Patrick Chirilele, with help from Residence Committee (RC) Culture members.

News Archive

Science 4Fun, collaboration between CUT and UFS community engagement
2017-08-16

 Description: Community Enagement Tags: : Nzame Primary School, Charles Busack, Global University for Lifelong Learning, Community Engagement, Science4Fun  

For Grade R learners at Nzame Primary, their
basic Geometry insight about shapes advanced
to engineering skills when they built modern pyramids,
connecting jelly sweets and sosatie sticks. 
Photo: Supplied 


Any phase in a learner’s life can be the right time to explore science. As for Grade R learners at Nzame Primary School in Mangaung, it all started when their Deputy Principal, Charles Busack, attended the Global University for Lifelong Learning (GULL) workshop coordinated by the university’s Community Engagement in October 2016. The GULL network enables its affiliated organisations to recognise the individual and collective efforts of those who are creating progressive transformation in communities and in the workplace. Consequently, a community-based initiative, Science4Fun, was developed and launched at the primary school, where learners would start to experiment with science through play.

University students instrumental in teaching
Every Tuesday morning, these fun science activities form part of the foundation phase programme, in which Dr Elizabeth Conradie of the Central University of Technology (CUT) and four postgraduate Science students from the UFS, engage teachers and learners in exciting experiments and demonstrations. 

Most people just know pyramids as big, impressive structures built a long time ago in Ancient Egypt. However, for Grade R learners at Nzame Primary, their basic Geometry insight about shapes advanced to engineering skills when they built modern pyramids, connecting jelly sweets and sosatie sticks.

Laying a foundation for the future
According to Dr Conradie, more fun exercises are lined up for curious minds, exploring other sciences such as Chemistry and Mathematics, combined with music. The initiative will assist to equip learners with the basics of Science into more advance learning phases of the schooling years, giving them an advantage.

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