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01 July 2020

The composition of the UFS Council is stipulated in the UFS Statute, which was published in the Government Gazette on 26 January 2018 and amended by publication in the Government Gazette on 29 March 2019.

The Convocation has to elect one (1) external (neither employee nor student of the UFS) representative to the Council to represent the Convocation and Alumni on Council, following the expiry of the term of office of the current representative on 23 November 2020. The elected representative will serve for a period of four years on Council.

The Convocation comprises all persons who obtained a formal qualification from the UFS, as  well as all permanent academic staff members.

Members of the Convocation are invited to submit written nominations by using the Nomination Form attached hereto.
 
Every nomination form must be signed by 4 (four) members of the Convocation and must contain the written acceptance of the nomination by the nominee under his/her signature, as
well as an abridged CV and a motivation of ± 200 words.

All nominations must reach the office of the Registrar no later than 16:30 on 4 September 2020.
 
If more than one person is nominated an election will be held as stipulated in the Institutional Rules.  More information regarding this process will follow at that stage. 


Nominations are to be submitted to:
 
• or by post (strongly advised not to use this method due to delays):
Mr NN Ntsababa  
Registrar
University of the Free State
PO Box 339
Bloemfontein
9300

• or hand-delivered to:   (depending on the lockdown level and the regulations that are in place).
Mr NN Ntsababa
Room 51, 1st Floor
Main Building
UFS Bloemfontein Campus
 

For enquiries, please contact Mr NN Ntsababa at registrar@ufs.ac.za or +27 51 401 3796.

Kindly take note that late or incomplete nominations will not be accepted or considered.
Every nomination must be submitted separately.

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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