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26 February 2020 | Story Leonie Bolleurs
Vegetable tunnels
Two vegetable tunnels were recently established on the UFS Bloemfontein Campus to contribute to the fight against food insecurity.

Food insecurity is a problem on university campuses worldwide. The three campuses of the University of the Free State (UFS) are not exempt from this plight. Research findings indicate that more than 64% of students at the university go through periods of hunger.

Annelize Visagie, , from the Division of Student Affairs who is heading the Food Environment Office at the UFS, confirms that food insecurity at higher education institutions is not a new phenomenon.

In a study with first-year students as focus, Visagie found that academic performance declines and coping mechanisms increase as the severity of food insecurity increases.

“Students use different coping mechanisms, with an alarming percentage of students (40,6%) using fasting as an excuse to friends for not having food, 60% of students skipping meals because they do not have enough money, and 43,2% of students being too embarrassed to ask for help.”

Visagie states that various factors contribute to this alarming scenario, with the main reason being that the majority of students come from impoverished economic and social circumstances. This suggests that although students receive NSFAS funding or any other bursary, it is not a guarantee that they are food secure.

Focus on student wellbeing
Aligning with the UFS strategic goal of improving student success and wellbeing, UFS staff is working hard to implement initiatives and obtain sponsorships and food donations to ensure that students do not go hungry.

Members of the university’s Food Environment Project, Drs Johan van Niekerk and JW Swanepoel from the Centre for Sustainable Agriculture, Rural Development and Extension (CENSARDE), and Karen Scheepers from the Division of Student Affairs who is heading KovsieAct partnered to move the existing vegetable tunnels on the UFS experimental farm to the Bloemfontein Campus.

The construction of the tunnels and boxes was financed by Tiger Brands. Professor Michael Rudolph and Dr Evans Muchesa who are involved with the Siyakhana Food Gardens, assisted with the training of students and consultation throughout the project.

The two tunnels (30 m x 10 m each) are covered with netting, and two water tanks with pumps are fitted to provide the necessary irrigation.

Vegetables add value
Dr Swanepoel explains: “In each tunnel there are 20 raised wooden boxes. Each residence received one box where they planted one type of vegetable crop, including Swiss chard, cabbage, carrots, beet, kale, and broccoli.”

Residence Committee members from all on- and off-campus student communities in civic and social-responsibility portfolios, as well as civic and social-responsibility student associations, received the necessary training to plant vegetables.

The vegetables were planted in mid-February and the first harvest is expected around mid-April.

This initiative, which will help students in the near future to keep the hunger pangs at bay in a healthy way, adds to the existing No Student Hungry programme. Visagie says it is important for the university to assist students in making healthy choices and to educate them on decisions to secure nutritional food for themselves.

In addition, the university also received food parcels from Rise Against Hunger, together with donations from organisations such as Gift of the Givers – providing 200 food parcels to students on the Qwaqwa Campus, and the recent donation from Tiger Brands – providing 500 food parcels to students.

News Archive

UFS hosts sign language workshop to educate parents
2017-05-22

Description: Sign language workshop to educate parents Tags: Sign language workshop to educate parents

Back row; from left; John Keitsemore from
Bartimea School for the Deaf; Philip Cook,
the headmaster at De la Bat School for the
Deaf in Worcester; Jeannie Cook, De la Bat School
for the Deaf; front, from left; Marisa Vermeulen, mother
of two deaf children and teacher at Bartimea
School for the Deaf in Thaba Nchu; Marianne Kühn,
audiologist, and Susan Lombaard, acting Head of the
Department of South African Sign Language.
Photo: Rulanzen Martin

“Ninety percent of deaf children are born into hearing families. When parents first receive the news, they are shocked, angry and confused,” says Susan Lombaard, Acting head of the Department of South African Sign Language at the University of the Free State (UFS).

The department hosted a workshop, “Early intervention options for the child with a hearing loss”, on Friday 12 May 2017 on the Bloemfontein Campus. “It is the first time a sign language workshop of this kind was hosted by the Department of South African Sign Language at the UFS,” says Lombaard, who facilitated the workshop. They hope to make it an annual event.

Parents of deaf children do not always know how they will communicate with their children or where the child must attend school. The workshop aimed to provide parents with the necessary information on different communication options and also touched on school placement.

Support group for parents established
A support group for parents was also established, the first of its kind in the province. It will provide much-needed support, information and guidance for parents of deaf children.

Some of the speakers at the workshop included Anri Esterhuizen, an audiologist; Marianne Kühn from the Carel du Toit Centre, Marisa Vermeulen, who is a mother of two deaf children, and Phillip Cook, the headmaster at De la Bat School for the Deaf in Worcester, in the Western Cape. Jeannie Cook, also a presenter, provided information on sign language acquisition of the small deaf child, which is done through creative play.

Professionals have responsibility
South African Sign Language is a language in its own right and is not international. “Sign language is a visual language with its own grammar and syntax different from spoken language,” Lombaard said.

There has been much controversy surrounding teaching deaf children to speak and teaching them to sign. “We as professionals have the responsibility to provide information on all options. This is to help the parent make informed decisions about communication and school placement.”

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