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21 May 2019 | Story Thabo Kessah | Photo Ian van Straaten
Dr Thandi Gumede
Dr Thandi Gumede graduated with a PhD in Polymer Science. She is from Intabazwe, Harrismith.

The Qwaqwa Campus of the University of the Free State was a hive of activity on 17 and 18 May 2019, when over 800 degrees, diplomas, and certificates were conferred on deserving achievers. These included six PhDs and 14 master’s degrees across the four faculties.

Congratulating the graduates on both days, was Africa’s youngest PhD and Industrial Psychology lecturer, Dr Musawenkosi Saurombe, and Prof Francis Petersen, Rector and Vice-Chancellor.

Be like heat

Dr Saurombe started her address by relating her school journey that saw her starting Grade 1 at age 5, thus later matriculating at the age of 15, having skipped Grades 3 and 10. She went on to emphasise the importance of building an honourable character.

“As a graduate, you will soon realise that your degree is useless if you do not have character,” she said to an attentive audience that continued to marvel at her remarkable school history. She encouraged graduates to be like heat that cannot be seen but can only be felt. “Noise can often be seen and heard, but it cannot be felt. However, while heat cannot always be seen, it is always felt. Be like heat and may your presence always be felt,” she said.

Do not focus on yourself

Prof Francis Petersen also encouraged graduates to look beyond their degrees by developing a set of critical values.
 
“For us as the university, this ceremony is not just about your degrees. It is about the values that you must live by,” he said. “As a graduate of the UFS, do not just believe what you are told. Ask questions and engage critically. Secondly, do not just focus on yourself. Remember that you are part of a community and it is your responsibility to make our world a better place for others. You need to be socially responsive to the needs of your community. Thirdly, remember that integrity plays a very important role. This will determine how others value you,” he said.

The two ceremonies also saw three current SRC members graduating. They are Lebohang Miya (BEd FET – Accounting and Business Studies), Duduzile Mhlongo (BA – Geography and isiZulu), and Mhlongo Sinemfundo (BA – Geography and isiZulu).

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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