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09 October 2019 | Story Xolisa Mnukwa | Photo Barend Nagel
Braille Signage
Big on Braille: Members of the Kovsie community who are living with visual impairments can now access directions through the new braille system.
The University of the Free State (UFS) commemorate World Sight Day, which is celebrated annually on the second Thursday of October. The day has been set aside and aimed at drawing attention to blindness and vision. This was originally initiated by the #SightFirstCampaign of the Lions Club International Foundation in 2000. 
The university aims to contribute to the development and social justice of all students through the production of globally competitive graduates. Thus, the development and implementation of co-curricular programmes, activities, services, and mutual infrastructure will allow for humanising daily lived experiences among students, which are essential for universal access, student academic success, social behaviour, engagement, and an inclusive institutional culture.

With this in mind, the university rolled out a capital project that included the construction of tactile pathways with braille indicators on the pathways, designed to support and caution pedestrians who are blind or visually impaired. The indicators are universally accessible, because it includes Braille and text. The text then gives indications to new students who are also struggling to find their way around campus.

A UFS Bachelor of Social Sciences student who dreams of becoming a social worker, Tshegofatso Nkatlholang, who was born partially blind, but is now completely blind is motivated by the prospect of living a life where she has the ability to help the less fortunate. Her opinion of the construction and implementation of the new tactile pathways on the UFS Bloemfontein Campus is that they are extremely helpful. She went on to say, “That is my road, and I am grateful for a university that strives to operate an inclusive infrastructural environment where I don’t feel sidelined.”
Kovsie student Keamogetswe Mbele was born partially blind with very low vision, eventually losing her eyesight. She explained that she had no knowledge of the newly built braille indicators on the tactile pathways, but that she felt appreciative of the university’s initiative to constitute an inclusive academic and infrastructural environment for all students on campus. Motivated by her personal goals of independence and financial freedom, ‘Kamo’, as her peers refer to her, is determined to live a prosperous academic life throughout the course of her studies at the UFS.

According to Mookgo Moloi, a Kovsie student who was not born blind but gradually lost her sight at the age of 15, said, “Life on campus is very caring”. She reflected on the opportunities, as well as the technical and emotional support that the Center for Universal Access and Disability Support (CUADS) has provided her, which has made her academic career a lot easier, and more advantageous for her to graduate. 
CUADS further strives to facilitate, create opportunities, and enhance students’ understanding of multiple intersections and ways of being that are consistent with human rights and the principles of social justice.




News Archive

Enhancement of social justice focus at research colloquium
2010-10-07

At the third Education for Social Justice Research Colloquium the publication Praxis towards sustainable empowering learning environments in South were handed to Prof. Ezekiel Moraka, Vice-Rector: External Relations at the UFS. At this occasion were, from the left: Prof. Dennis Francis, Dean of the UFS Faculty of Education; Prof. Sechaba Mahlomaholo, Research Professor in the Faculty of Education Sciences at the North-West University; Prof. Moraka; and Dr Milton Nkoane, Senior Lecturer in the UFS Faculty of Education.
Photo: Leonie Bolleurs

 

This year, the University of the Free State (UFS) was the host for the Research Colloquium: Education for Social Justice for the very first time. It is the third time that this colloquium has been presented.

Prof. Ezekiel Moraka, Vice-Rector: External Relations at the UFS, opened the colloquium, stating that academics, through their research, are ultimately in a good standing to advise government on important issues such as social justice for them to address these issues accordingly.

Prof. Sechaba Mahlomaholo, Research Professor in the Faculty of Education Sciences at the North-West University, delivered the opening address on the theme: Validating community cultural wealth towards sustainable empowering learning environments for social justice. He said that the legacy of our recent past as South Africa still continues to haunt us, especially as exemplified in the dysfunctionalities that are rife in our education.

“With the colloquium we manage to bring together the ideas, thoughts, resources and efforts of educators and/or educationists concerned with the creation of a more equitable, equal, free, hopeful, peaceful and socially just society. Through our teaching, our community engagement and research activities we strive towards a more humane, caring, respecting and respectful South Africa and the world,” he said.

According to Prof. Mahlomaholo, education and its research are some of the most potent mechanisms at the very centre of social transformation. The papers at the colloquium focused on investigating, understanding and responding to issues of amongst others:

  • The medium of teaching and learning which continues to be a barrier to many learners to perform to the best of their abilities in the majority of the education institutions in South Africa;
  • Health, sexuality, HIV/Aids, stigmatisation and other deseases plaguing our communities currently;
  • Self-fulfilling prophecies and stereotypes about some learners not being as intelligent as the rest and this finally being reflected and confirmed in their poor academic achievements;
  • Differentiated levels of parental involvement in the activities of their children’s learning due to long absences from their families as they have to work in far-off places of employment;

Papers delivered at the colloquium moved beyond merely identifying the problems; they also suggested possible and plausible research-based solutions to these, such as integrating HIV/Aids education in curricula, listening to the aspirations of significant stakeholders such as mothers and parents generally in teaching and facilitating more rigorous community engagement practices.

At the colloquium gala dinner the book Praxis towards sustainable empowering learning environments in South Africa by authors Dr Milton Nkoane, Senior Lecturer in the UFS Faculty of Education, Prof. Mahlomaholo and Prof. Dennis Francis, Dean of the Faculty of Education at the UFS, was launched. The publication consists of a collection of the best peer-reviewed papers from a conference with the theme Creating sustainable empowering learning environments through scholarship of engagement. The main criterion for inclusion was that the paper should contribute to the theme by means of an original, tight, theoretical and empirical study conducted with the aim of informing the practice of creating sustainable empowering learning environments. The concrete cases examined in many of the chapters are very useful to helping readers understand the specific, on-the-ground concerns related to higher education and schools.

Media Release
Issued by: Leonie Bolleurs
Strategic Communication
Tel: 051 401 2707
Sel: 0836455853
Email: bolleursl@ufs.ac.za  
30 September 2010
 

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