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09 July 2021 | Story Ruan Bruwer | Photo UFS Photo Archive

Two athletes, both employees of the University of the Free State (UFS), are now giving back to the sport in administrative roles.

Kesa Molotsane and Louzanne Coetzee are making time in their work and training schedules to serve the sports in which they have represented their country – Molotsane in cross-country and Coetzee in the 1 500 m and 800 m T11 category for athletes with a disability.

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Louzanne Coetzee Photo: UFS Photo Archive 

Coetzee is again heading for the Paralympic Games in Tokyo. She is a nominee for the International Paralympic Committee Athletes’ Council. Six representatives will be chosen at the Paralympics.

Coetzee was recently elected to the South African Sports Confederation and Olympic Committee Athletes’ Commission. She is also an athlete representative of the South African Sports Association for Physically Disabled.

Molotsane was co-opted into the National Executive Committee of University Sport South Africa as an assessor. She is also the new vice-chairperson of the Athletics South Africa Athletes Commission.

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Kesa Molotsane. Photo: Supplied

“My biggest dream is to enable athletes to dream big, and for their dreams to be recognised. I would like to see them enjoy their sport,” said Molotsane.

“I think I probably missed a lot of opportunities in my career due to a lack of funding, so I don’t want to see anyone face the same situation.”

Molotsane was also recently named as one of two ambassadors for the SPAR Grand Prix Series. 

According to Coetzee, a former member of the Student Representative Council at the UFS, she believes that it is important for a current sportsperson to contribute and give input in their sport. 

“I enjoy leadership, it is perhaps a gift of mine. Serving the sport in that capacity is not something that is too much of an effort or takes too much of my time. I enjoy contributing and to see something move in a direction.”

News Archive

Education is the key to the unification of black and white masses of South Africa
2015-11-13


From left are Dr Victor Teise (Head of School of Higher Education), Dr Mafu Rakometsi (CEO of UMALUSI), and Prof Sechaba Mahlomaholo (Dean of Faculty of Education).
Photo: Valentino Ndaba

In view of the divisive nature South Africa’s (SA) schooling system during the pre-1994 period, education appears to be one of the most potent unifying mechanisms of the democratic dispensation. With the elimination of Bantu education and the subsequent gain of access to basic and higher education by the historically-disadvantaged of this country, the schooling system is said to be building and reconstructing bridges which were burnt by the apartheid administration.

This opinion was shared by Dr Mafu Rakometsi, Chief Executive Officer (CEO) of UMALUSI – the Council for Quality Assurance in General and Further Education and Training. Dr Rakometsi, a University of the Free State alumnus, presented a guest lecture titled: “Educational transformation in South Africa – lessons for the future” on Thursday 5 November 2015 at the Bloemfontein Campus.

The discussion of salient matters regarding education and transformation was hosted by the Faculty of Education in collaboration with Institutional Advancement: Alumni.

According to Dr Rakometsi, the transformation of education in SA can be viewed in the same light as that of government; where the nationalist policy was succeeded by democracy. “Education promoted the agenda of ensuring that there was no integration of the South African population,” he said of the past.

“Simply put, in SA, the black person was denied, and deprived of, human rights,” he added. Nonetheless, the declaration of human rights as enshrined in our constitution, and the conviction held by lobby groups, such as the Black Sash, that the young should seek and receive education led to transformation within the education sector.

Although that transformation has been accomplished, poverty continues to hinder access to education. Approximately 80% of the black students in higher education are from poor families, meaning that their parents are unable to fund the completion of their studies. Financial exclusion then translates to social exclusion, which relegates these underprivileged students into narrow enclaves. This results in a counter-transformation situation as a consequence.

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