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06 February 2020 | Story Lacea Loader

During meetings between the management of the University of the Free State (UFS) and the Bloemfontein Campus Student Representative Council (CSRC) the week of 27 January 2020, an agreement regarding accredited and non-accredited accommodation was reached. Although it has been communicated to students on the university’s campuses earlier this week, it is important to clarify the agreement: 

• For 2020, students on the three campuses of the UFS who receive funding from the National Student Financial Aid Scheme (NSFAS) and who live in accredited and non-accredited accommodation, will receive the monthly accommodation allowance that will be paid directly into the student’s bank account.  Please note that the matter of the lease agreement is between the student and the service provider and the UFS does not take responsibility for payments to any supplier. The payments will only be made once funds are received from NSFAS.  

• Registered NSFAS beneficiaries must log in on Self Service and apply online for the private accommodation allowance. The application process requires that the lease agreement should be uploaded on the Self-Service portal. This lease agreement must be signed by both the student and the service provider. 

• Approved private accommodation applicants will receive their private accommodation allowance payment during the first week of each month for a period of 10 months, depending on the date of approval and the rental period.

• If the service provider does not have a lease agreement, students can download a basic lease agreement form here. This form must be signed by the student and the service provider.

• A process will be in place to verify the accommodation during 2020, as required by the Department of Higher Education, Science and Technology (DHET).  This process will start with the completion of the application form for accreditation by the service provider.  The application form can be obtained here.



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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