Latest News Archive

Please select Category, Year, and then Month to display items
Previous Archive
30 April 2021 | Story Dr Cindé Greyling | Photo Supplied
René and Richann as Reën.

In the same week, a lecturer at the University of the Free State graduated with a master’s degree in Political Science and topped the charts with her first single as part of the duo, Reën. Within the first week of its release, Vrystaat Vlaktes was the number one hit on iTunes, got more than 300 000 views, and the duo’s Instagram boasts more than 10 000 followers. Not bad for the shy – as she describes herself – René de Klerk. 

An interesting start 

After living in Canada for about four years, René’s family moved back to Bloemfontein where she completed the last three years of high school. She decided to return to Canada after matric for a gap year, which “turned out to be nothing like that at all!” she says. Life was much harder on her own without the protection and support of her family. “Eventually I got a job, and part of my duties were to clean the restrooms – seriously. That is where I started.” 

After applying for dozens of scholarships, René eventually got a bursary to study abroad. “I’ve always wanted to help people in some way – I really want everyone to be OK, to at least have their basic needs met.” She enrolled for a degree in International Studies, which she later completed at the UFS as a BA majoring in Political Science and Communication. Her academic potential did not go unnoticed, and she pursued further studies in Political Sciences while working and lecturing in the department.

A twist in the tale 

René met her partner, Richann Brüssow, during the reality show, Boer Soek ‘n Vrou. “Since I am shy by nature, being so exposed was unnerving, but then again, I got so much out of it.” The two hit it off as a couple, and their shared love for music soon turned into much more than either of them foresaw. “We were honestly just having fun,” René recalls, “and then a production company contacted us!” 

Initially, they thought of becoming wedding singers as a hobby, but Select Music found out about their endeavour and offered them an artist development deal. “I’m astonished,” René says, “my music background included school and university choirs. I never even considered becoming a performing artist. But then I met Richann …”

More to come

This is just the beginning of the road for René and for Reën. René will continue to leave a positive footprint wherever she goes, and Reën is soon to release their second single. “I will always be working in the field of Political Sciences and spend time in the music scene as a bonus,” she concludes. 


News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

We use cookies to make interactions with our websites and services easy and meaningful. To better understand how they are used, read more about the UFS cookie policy. By continuing to use this site you are giving us your consent to do this.

Accept