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12 February 2021 | Story Leonie Bolleurs | Photo Charl Devenish
Dr Alice Ncube says that since coming to South Africa and working with vulnerable communities in the disaster (risk) management field, she has gained extensive knowledge and perspectives on the real-life situations of humanity.

While working in human resources and industrial-relations management portfolios, Dr Alice Ncube saw a window of opportunity to get into research, focusing on the challenges that was threatening the human capital management sectors and the general operations of governments and the private sector. 

Today, Dr Ncube is teaching students and doing research in the Disaster Management Training and Education Centre (DiMTEC) at the University of the Free State (UFS), where she is a Senior Lecturer and Programme Director.

On 11 February – International Day of Women and Girls in Science – the UFS is celebrating Dr Ncube, who chose to be a scientist due to her desire to make a difference. 

Being a migrant facing several challenges in her host country motivated her to do her PhD on international migration, specifically on women from developing countries to other developing countries such as South Africa.

Her research also covers related topics, including social vulnerability and resilience, international forced migration, gender issues, climate change and adaptation, and sustainable livelihoods of disadvantaged communities.

Demystifying perceptions

“Many persons who do not reside in the country believe that South Africa is a land of opportunities – socially, politically, and economically – due to its position on the African continent. This all-round positive picture of the country painted to the outside world is the main reason for the huge inflow of migrants into the country,” believes Dr Ncube. 

She envisaged that her study would assist in demystifying the perception that migrants are those who come to a host country to take local jobs and put pressure on local resources.

“I felt that gender migration in this space is under-researched, particularly migration of women. Migration is not gender neutral, but gender biased, as evidenced by the 1960s and early 1970s, where terms such as ‘migrants and their families’ were coded to refer to male migrants and their wives and children. Although women were nearly invisible, there is evidence of them migrating as independent agencies and also taking along their families, including husbands,” she explains.

Exploring the coping and adaptation strategies that women employ in the host country, she found that although faced with many challenges, the migrant women cope and adapt well.

Her research as well as her work of more than 10 years with the vulnerable communities, including migrants, has established that the resilience of vulnerable communities is bigger than the intervention strategies that governments and other stakeholders envisage.

People are hungry for knowledge that will better their lives. – Dr Alice Ncube

Impacting lives

“Since coming to South Africa and working with vulnerable communities in the disaster (risk) management field, I have gained extensive knowledge and perspectives on the real-life situations of humanity, let alone in our continent and region,” she says.

She has worked with government departments at local, district, provincial, and national levels in an effort to change the conditions faced by poor, marginalised, and disadvantaged communities. Dr Ncube was also involved in community capacity-building activities through short courses and short learning programmes. 

She considers the training she has presented as one of the biggest achievements of her life. “People are hungry for knowledge that will better their lives.” 

“This has been so fulfilling to me as I have made an impact on the lives of the people,” says Dr Ncube.

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
 

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