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22 July 2021 | Story Ruan Bruwer | Photo Roger Sedres
Can Wayde van Niekerk repeat his amazing feat from the 2016 Olympics – now five years later – at the next Games?

It is a year later, but the Tokyo 2020 Olympics finally started on Friday, 23 July 2021. In team South Africa, a couple of the athletes and management, many of them medal contenders, call themselves Kovsies.

From 1 August, the progress of the country’s golden boy, Wayde van Niekerk, will be closely followed when he tries to hold on to the title as Olympic 400 m champion – he is still the world record holder (set at the 2016 Games). The final of the 400 m is scheduled for 5 August.

One of only five female athletes in the South African team, Gerda Steyn will compete in the marathon on 7 August. This is her first time at the Olympics. 

She is in red-hot form. In April, she broke a 25-year record in Italy when she ran the fastest-ever marathon by a South African woman, finishing in 2:25:28. She is the defending Comrades and Two Oceans champ.

Protea hockey player, Nicole Erasmus, will become a fourth-generation Olympic contender in her family. Her mother, Lynne Walraven (née Tasker) was a Zimbabwean swimmer, her great-uncle, Anthony Tasker, was a member of the South African rowing team, and her great-great-uncle, Frank Rushton, was a South African hurdles athlete. 

From 26 to 28 July, the South African sevens rugby team, with former Shimlas Chris Dry as a team member and Neil Powell as head coach, will aim to improve on their bronze medal achieved in 2016. Powell was also the head coach at the time, and another former Kovsie, Philip Snyman, captained the Blitzboks.

Kate Murray (formerly Roberts), head coach and high-performance manager of Triathlon South Africa, will act as the SA triathlon coach. She is a double Olympic participant, having raced for South Africa at the 2008 and 2012 Olympic Games.

 


News Archive

‘Miratho’ seeks to drive policy-changing research through international collaboration
2017-09-29

Description: ' AM Bathmaker CRHED Miratho Tags: AM Bathmaker CRHED Miratho

From the left: Phathu Mudau (Thusanani Foundation),
Prof Melanie Walker (UFS), Prof Ann-Marie Bathmaker
(University of Birmingham), Prof Monica McLean
(University of Nottingham), and Fulu Ratshisusu
(Thusanani Foundation).

Photo: Eugene Seegers

Miratho is a TshiVenda word that refers to informal, self-made bridges, which are usually built by rural community members during floods or other natural disasters. These are usually dangerous, unstable constructions, and only the brave tend to use them. When community members build miratho, though, they create opportunities for stranded students to attend school. Miratho symbolise the determination to access education even in the face of danger, and working with others to make progress.

The Miratho Research Project is led by the Centre for Research on Higher Education and Development (CRHED) at the University of the Free State (UFS), in partnership with the Universities of Birmingham and Nottingham in the UK, and the Thusanani Foundation. The project is jointly funded by the Economic and Social Research Council and the Department for International Development in the UK, as well as the National Research Foundation in South Africa. The project research team consists of Prof Melanie Walker, Prof Merridy Wilson-Strydom and Dr Mikateko Höppener from CRHED at the UFS, Prof Monica McLean from the University of Nottingham, and Prof Ann-Marie Bathmaker from the University of Birmingham.

Miratho is a four-year project, stretching until August 2020, which seeks to investigate multidimensional dynamics shaping or inhibiting disadvantaged students’ capabilities to access higher education, participate and succeed in it, as well as move from higher education to work. By means of a systematic, integrated and longitudinal mixed-methods investigation, Prof Walker and her team, in close collaboration with the Thusanani Foundation, aim to develop an inclusive, capabilities-based higher education Index, which in turn would serve to inform policy and practice interventions that challenge inequalities that have an impact on learning outcomes.

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