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11 January 2021 | Story Leonie Bolleurs | Photo Supplied
Dr Ria de Villiers is passionate about education as a vehicle to ensure that people are fully engaged in work and life.

The world is rapidly changing, and the Department of Education (DBE) is responding with a plan that aims to prepare learners to adapt to a new world. Ecubed (E3), a DBE programme using playful project-based learning as a learning methodology, unlocks an entrepreneurial mindset in school learners. The E3 programme focuses on entrepreneurship, employability, and education, emphasising learning as a lifelong process. Dr Ria de Villiers is the Curriculum and Schools’ Implementation Manager for E3.

Dr De Villiers, an alumna of the University of the Free State (UFS), is passionate about education as a vehicle to unlock competencies and agency, ensuring that people are fully engaged in work and life. Dr De Villiers therefore invests great effort in contributing to a more relevant education system. “I feel compelled to do something about the challenges we see in education, especially since it is such a vital part of our human (and societal) development,” she says. 

Loving the buzz at schools, the smell of dust and chalk, Dr De Villiers really has a heart for teachers. “Teachers are often unacknowledged, and the work they do is critical,” she believes. She realised that as a teacher, her reach was too small to solve the problems in the South African education system. Therefore, she works as a teacher trainer, where she feels she can have a broader impact.

Her work as implementation manager for E3 allows her to make a positive impact on the education sector, while managing the creation of new learning materials online and face to face, as well as working in teacher development.

The difference in a changed world

Talking about E3, she says the programme prepares learners to acquire skills, knowledge, attitude, and mindset to be business owners or employers while being lifelong learners. The traditional way of teaching is changing, and with skills acquired through the E3 programme, school leavers will be ready to attend a tertiary institution, be prepared for the job market, and/or be able to start a business.

This is not the first time that Dr De Villiers has found herself in the education arena. She received her doctorate in Applied Linguistics from the UFS Faculty of the Humanities under the supervision of Prof Willfred Greyling in the Department of English. Her dissertation was titled, The impact of a discourse-based teacher counselling model in training language teachers for outcomes-based education. Assisting government and teacher unions with the training of teachers helped her to obtain the data for her PhD, in which she proposed a teacher-counselling model to promote teacher efficacy and agency. 

Teaching across borders

A big part of her career was spent in the education environment, although she worked as a businesswoman and freelance consultant for more than 30 years – first as teacher and university lecturer, and later as co-founder of Future Entrepreneurs, a publishing and teacher-support business. 

But it was when she started a language school that her communication business, Jika Communication and Training, came into being; it was not long before this enterprise developed into a leading training organisation for entrepreneurship education programmes endorsed by the International Labour Organisation (ILO). Together with the ILO, she worked on a series of 30 business simulation games and role-plays to promote progressive teaching methodologies, learner-centredness, and activity-based experiential learning. 

Teaching others about learning also allowed Dr De Villiers to cross South African borders when she facilitated the reworking of the vocational curriculum for the Indonesian government. She has done training at all teacher-training colleges in Dar-es-Salaam and Zanzibar for the Ministry of Education in Tanzania. 

A more humane, learner-centred approach

In our changing world, and as it pertains to the education system, Dr De Villiers truly believes that training and teaching needs a more humane, learner-centred approach, with mutual respect between trainer and learner. 

She remains inspired to continue making a difference in the sector. “I want schooling to improve and gear itself for a rapidly changing world. I want young people who are out of work to find their voice and place in the economy. I want every school learner to develop the agency and confidence to stand up in class and ask a question without any fear of losing face. And I want teachers to develop that agency too as they become more and more autonomous, self-reliant, and confident enough to teach using progressive methodologies.”

News Archive

“To forgive is not an obligation. It’s a choice.” – Prof Minow during Reconciliation Lecture
2014-03-05

“To forgive is not an obligation. It’s a choice.” – Prof Minow during the Third Annual Reconciliation Lecture entitled Forgiveness, Law and Justice.
Photo: Johan Roux

No one could have anticipated the atmosphere in which Prof Martha Minow would visit the Bloemfontein Campus. And no one could have predicted how apt the timing of her message would be. As this formidable Dean of Harvard University’s Law School stepped behind the podium, a latent tension edged through the crowded audience.

“The issue of getting along after conflict is urgent.”

With these few words, Prof Minow exposed the essence of not only her lecture, but also the central concern of the entire university community.

As an expert on issues surrounding racial justice, Prof Minow has worked across the globe in post-conflict societies. How can we prevent atrocities from happening? she asked. Her answer was an honest, “I don’t know.” What she is certain of, on the other hand, is that the usual practice of either silence or retribution does not work. “I think that silence produces rage – understandably – and retribution produces the cycle of violence. Rather than ignoring what happens, rather than retribution, it would be good to reach for something more.” This is where reconciliation comes in.

Prof Minow put forward the idea that forgiveness should accompany reconciliation efforts. She defined forgiveness as a conscious, deliberate decision to forego rightful grounds of resentment towards those who have committed a wrong. “To forgive then, in this definition, is not an obligation. It’s a choice. And it’s held by the one who was harmed,” she explained.

Letting go of resentment cannot be forced – not even by the law. What the law can do, though, is either to encourage or discourage forgiveness. Prof Minow showed how the law can construct adversarial processes that render forgiveness less likely, when indeed its intention was the opposite. “Or, law can give people chances to meet together in spaces where they may apologise and they may forgive,” she continued. This point introduced some surprising revelations about our Truth and Reconciliation Commission (TRC).

Indeed, studies do report ambivalence, disappointment and mixed views about the TRC. Whatever our views are on its success, Prof Minow reported that people across the world wonder how South African did it. “It may not work entirely inside the country; outside the country it’s had a huge effect. It’s a touchstone for transitional justice.”

The TRC “seems to have coincided with, and maybe contributed to, the relatively peaceful political transition to democracy that is, frankly, an absolute miracle.” What came as a surprise to many is this: the fact that the TRC has affected transitional justice efforts in forty jurisdictions, including Rwanda, Sierra Leone, Cambodia and Liberia. It has even inspired the creation of a TRC in Greensborough, North Carolina, in the United States.

There are no blueprints for solving conflict, though. “But the possibility of something other than criminal trials, something other than war, something other than silence – that’s why the TRC, I think, has been such an exemplar to the world,” she commended.

Court decision cannot rebuild a society, though. Only individuals can forgive. Only individuals can start with purposeful, daily decisions to forgive and forge a common future. Forgiveness is rather like kindness, she suggested. It’s a resource without limits. It’s not scarce like water or money. It’s within our reach. But if it’s forced, it’s not forgiveness.

“It is good,” Prof Minow warned, “to be cautious about the use of law to deliberately shape or manipulate the feelings of any individual. But it is no less important to admit that law does affect human beings, not just in its results, but in its process.” And then we must take responsibility for how we use that law.

“A government can judge, but only people can forgive.” As Prof Minow’s words lingered, the air suddenly seemed a bit more buoyant.

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