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08 December 2021 | Story Leonie Bolleurs | Photo Supplied
UFS loveLife Computer Graduations
The group of 90 members of the Botshabelo community who successfully completed the 12-week ICT Services short-learning course through a collaboration between the UFS Directorate Community Engagement, the Department of Computer Science and Informatics, and the youth leadership organisation, loveLife.
With the COVID-19 pandemic, many people will look back at 2020 and 2021 with emotions of depression, anxiety, and hopelessness. But for a group of close to 200 community members in Botshabelo, the past two years have not only signified one of their biggest achievements in life; for them, the day that they graduated is also holding the promise of a new beginning.

Both this year’s group and the group of 100 community members who enrolled for the two ICT short learning courses in 2020, successfully completed the programme.

“After 12 weeks of training, the community members were very happy to receive their certificates,” says Alfi Moolman of the Directorate Community Engagement at the University of the Free State (UFS).

According to Moolman, this Information Technology service-learning project is a wonderful example of how the UFS responds to the needs of the community and addresses the digital divide through its Service-Learning programme.

Aiming for 100% digital literacy

Rouxan Fouché, Lecturer in the Department of Computer Science and Informatics who is also doing his PhD in Computer Information Systems, is focusing on the digital divide in his research study, titled: An exploration of service-learning strategies to address the South African digital divide: A Critical Utopian Action Research Approach. He quotes Molawa, who defines the digital divide as the separation of those who have access to digital information and communications technology and those who do not. “Molawa has confirmed that some of the challenges to information and communication technology (ICT) access in Africa have been caused by poverty due to high levels of unemployment, illiteracy, and skills shortage.”

In his study, Fouché states that South Africa is aiming for 100% digital literacy and skills to leverage the power of modern ICT for economic appropriation and to address inequity.

In his investigation, Fouché found that increasing the level of digital skills is the responsibility of many different stakeholders, from governments to universities. “Universities may play a vital role in helping to bridge the digital divide by providing free or affordable access to digital skills training and qualifications focused on groups from marginalised areas.”

He is currently concluding the last phase of his PhD study, which included the implementation of the service-learning action plan with the Botshabelo community – engaging them to strengthen the response to digital literacy.

Equipped with 21st century computer literacy skills

Moolman says they had to think of innovative ways to ensure that students continue to achieve their learning outcomes during lockdown. “A blended learning approach was decided on, where we introduced videos of the sessions that would have been facilitated face to face in the past.”

“As a collective change facilitator in the process, I connected Fouché and loveLife, a youth leadership organisation that has a Cyber Y lab at their youth centre in Botshabelo.”

“The match was a win. loveLife was equipping their target audience with 21st century computer literacy skills, Fouché could continue with his PhD, and his students have achieved their learning outcomes.”

Felix Morobe, the provincial manager of loveLife, believes the skills development opportunities provided by the UFS through their service-learning programmes are benefiting and growing young people in the community.

He says this programme has meant a great deal to the community, as it adds to their CVs. “Moreover, it also carries the logo of one of the best and most well-recognised universities. This course was a big motivation for the members of the community who attended; saying to them, ‘yes you can do it, despite the challenges that the country is facing in terms of youth unemployment’.”

Feedback from some of the attendees of the course, include, “I wish this course could continue and benefit others”; "I am one step ahead of those who did not attend the course"; and "I am going to apply for work now that I have this additional certificate".

“This is a brilliant example of engaged scholarship,” concludes Moolman.

News Archive

UFS policies want to help all students
2005-03-09

The death of Hannes van Rensburg, a first-year student from the JBM Hertzog residence, this past weekend, placed various aspects of student life in the spotlight.  Dr Natie Luyt, Dean:  Student Affairs at the University of the Free State (UFS), and the Student Representative Council (SRC) of the UFS explain which policies are in place to counter these practices.

At all tertiary institutions there are rules and policies to guide students and provide direction for certain behaviour and practices.  The same applies to the University of the Free State (UFS).

“At the beginning of the year the UFS provides every residence committee with a manual to establish a framework for meaningful and orderly relations within and among residences on the campus,” said Dr Natie Luyt.

However, it is one thing to set rules, but it is an impossible task to enforce all aspects thereof.  Policies currently in place include an alcohol policy, a policy on the induction of first years and a policy on banned practices in residence orientation. 

“The alcohol policy was compiled in cooperation with students and their input was constantly asked,” said Dr Luyt.  We also liaise on a continuous basis with residences and senior students to encourage the responsible use of alcohol, especially around activities like intervarsities and Rag. 

In the policy, recognition is given to the right and voluntary and informed choice of every individual to use alcohol on the UFS campus in a responsible way. 

Guidelines for the use of alcohol on campus include among others the following: 

Only authorised points of sale will be permitted on campus.  In this case it is the various league halls in most of the male residences on campus.

Alcohol will only be made available during fixed times and is not permitted in residence rooms.    

All alcohol-related functions are regulated and an application for a temporary alcohol license must be obtained from the Dean:  Student Affairs.     

The UFS obtained a liquor license in March 2004 which must be administered by senior leagues in various residences on campus.   Normal liquor license conditions and the county’s liquor laws apply.  Liquor can only be sold to members of the senior league (or special guests) and also to persons over the age of 18 years.  Liquor may not be used in public (outside the senior league) or on campus.    

The senior leagues may only be open three nights per week and within prescribed times.  No liquor could be used in any other place than the senior league halls.  Senior leagues could buy liquor from club monies generated by themselves. 

The right of senior leagues to serve liquor was suspended by the Rector and Vice-Chancellor the UFS, Prof Frederick Fourie, on Monday 7 March 2005 – pending an investigation of the recent events on campus. 

The policy on banned practices include among others that no swearing and shouting at first-years may take place, no first-year student may be targeted individually, no senior may enter the room of a first-year student without an invitation or permission from that first-year student and no senior under the influence of alcohol may have contact with first-year students. 

The induction of first-year students takes place by means of three functions, namely an information function (the introduction to the various facets and possibilities of the university system), an induction function (the first-year student becomes involved in various campus and residence activities) and a development function (the first-year student is motivated to take charge of his development potential). 

No first-year induction activity may commence before the residence committee’s contracting with the senior students is not completed.  This meeting is attended by the residence head and all senior students.  The induction policy, residence induction policy of first-year students and first-year rules are discussed.

The senior students sign an attendance list to show that he/she was informed about the policies.  A senior who does not sign, may not be involved with any induction session with first-year students.  

No physical contact is allowed during the conclusion of the first-year students’ official induction period.  The induction of first-year students as full members of the residence is a prestige event, presented by the residence committee.  No physical or degrading activities may take place. 

The Dean:  Student Affairs also has a daily meeting with the primarii of all the residences during the induction period.  This helps to monitor the situation and counter any problem behaviour or tendencies.

“Enforced behaviour – where a senior student forces a first-year student to do something against his/her own free wil – is not allowed.  Where there is any sign of this, it is met wortel en tak uitgeroei,” said Dr Luyt.

“In any group of people – whether it is a group of students or people at a workplace – there will always be those who will break the rules or those who would like to see how far they could push it.

The SRC, the UFS management and myself are and will stay committed to make each student’s life on this campus a school of learning and an experience which would be remembered for ever,” said Dr Luyt.

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