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UFS is truly proud of our Springboks

30 October 2019 | Story Ruan Bruwer | Photo Sonia Small

Like the rest of the country, we are behind our Springboks all the way. This is what Prof Francis Petersen, Rector and Vice-Chancellor of the University of the Free State (UFS), told alumnus Rassie Erasmus in a letter this week.

Prof Petersen wrote the letter to Erasmus, the head coach of the Springboks, to wish him everything of the best in the team’s preparation and for the game on Saturday (2 November 2019) at which they face England in the Rugby World Cup final in Japan.

"On behalf of the staff and students of the University of the Free State, I would like to wish you and the Springbok team all the best with your preparations this week and for the final. I know that Saturday’s match will be played with vigour and determination,” Prof Petersen wrote.

Prof Petersen said the UFS community was extremely proud of the Springboks’ achievements during the 2019 Rugby World Cup – especially with Erasmus at the helm of the team. The Boks defeated Japan in the quarter-final and Wales in the semi-final to reach their first final since 2007.

“As a former Shimla player and Kovsie Alumnus of the Year 1998, we are truly proud of what you have achieved during your career in South African rugby, and especially during the World Cup tournament. We are also proud of our other alumni – Jacques Nienaber as defence coach, and referee Jaco Peyper.”

Peyper refereed one of the quarter-finals and will be an assistant referee in the bronze medal play-off between New Zealand and Wales on 1 November 2019.

Under Erasmus the Springboks won the Rugby Championship this year, the first time since 2010. Erasmus and Nienaber have a long relationship. They met in the army in 1991. Later Nienaber served as physiotherapist with the Shimlas and Erasmus captained the team. They worked together at the Cheetahs, Cats, Stormers, Munster and now the Springboks.

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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