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01 June 2020 | Story Rulanzen Martin | Photo Stephen Collett
Prof Nico Luwes at the 2019 June Chancellor's Dinner.

It is a double honour for Prof Nico Luwes, emeritus professor at the University of the Free State (UFS), who received both the Gerhard Beukes Prize and the Medal of Honour for Drama from the Suid-Afrikaanse Akademie vir Wetenskap en Kuns. Not only is the prize a great honour, but also the fact that Prof Luwes could attend the Afrikaans class of the same Prof Gerhard Beukes as a student at the UFS.

“For this very reason – and because it was unexpected – it is really a great honour for which I am deeply grateful,” says Prof Luwes, who is currently working in the Department of Drama and Theatre Arts.  Prof Luwes is a leading figure in local and national theatre circles and has written many plays. “I was able to realise myself at the UFS for so many years. I am also grateful that the university and the Department of Drama and its staff have given me and fellow artists so many opportunities to create in our excellent theatres.”

Prof Luwes retired as Head of Department at the end of 2019 and is currently a research fellow in the same department. He is also working on a PhD in creative writing in the Department of Afrikaans and Dutch, German and French at the UFS, under the guidance of Prof Henning Pieterse. “I am also cleaning up two novels that will hopefully be published this year,” he says.

Prof Luwes part of several theatre initiatives 
Over the years, Prof Luwes has been involved in various initiatives for the well-being and survival of the theatre industry, such as the Sanlam theatre initiative and the UFS Department of Drama and Theatre Arts’ Free State Theatre Acts. “The Sanlam theatre initiative was devised by me and Rudie van Rensburg. The project has been able to boost the careers of professional playwrights and students for years.” Drama and Theatre Arts students from the UFS dominated the Sanlam project “with many awards for plays and producing”. 

The Free State Theatre Acts (FACTS) was launched with great financial support from the Lottery and has kept theatre going and created jobs in the Free State for many years. 

The therapeutic function of theatre
For Prof Luwes, theatre is the barometer of a people’s soul. He refers to the therapeutic function of theatre as “the surgeon who reveals and cuts out evil, the court jester who mocks the ridiculous and falsehoods, the comfort of the heart that proves that we are all created with weaknesses, but can also taste the joys of life and the beauty thereof.”  

He summarises it as the thoughts of the man in the street being conceived, experienced, and recreated by theatre artists on behalf of those who are unable to express and realise it themselves.  Prof Luwes’ advice to emerging playwrights is simple: “Write about your experiences and feelings and never try to write like someone else. Trust your intuition and be willing to place your name and thinking on the altar of other people’s opinions in public.” 

The Suid-Afrikaanse Akademie vir Wetenskap en Kuns announced its awards on 21 May 2020. The official presentation will take place at a later stage. 

News Archive

Spanish academic discuss frameworks for successful higher education
2013-08-29

Prof Melanie Walker, Senior Research Professor at CHECaR, Prof Sandra Boni and Dr Sonja Loots, Postdoctoral Research Fellow at the CHECaR seminar.
29 August 2013
Photo: Thabo Motsoane

In the latest Centre for Higher Education and Capabilities Research (CHECaR) seminar, Prof Sandra Boni from the Universidad Politécnica de Valencia in Spain presented on ‘Competencies in Higher Education: A Critical Analysis from the Capabilities Approach.’ The presentation focused on the significant transformation taking place in universities and how that is affecting teaching and learning practices. The competencies approach plays a key role in this transformation process by associating the mastering of certain skills with successful completion of higher education qualifications.

Prof Boni and her colleagues argue that the competencies approach is flawed and too narrow to be used in evaluating successful higher education and that a broader human development perspective has to be applied. She argues that the capabilities approach represents a more inclusive framework for guiding the holistic development of students through the expansion of all human choices to achieve what they value most, not just to benefit economically from education. The inclusion of the human development framework in universities’ training would lead to generating ‘public-good professionals’ who are equipped prepared with the necessary competencies to enter their chosen career – but who will also be the bearers of a social consciousness.

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