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30 March 2021 | Story Dikgapane Makgetha | Photo Supplied
Social Work students at the UFS are working with the relevant stakeholders in an Engaged Teaching and Learning service-learning project to promote and respect children’s rights.
The protection of children’s rights is the principal achievement on the Sustainable Development Goals (SDGs) 2030 Agenda. Emphasis has always been on the promotion and respect of children’s rights. Since the SDGs are grounded in a child rights-based approach, the University of the Free State (UFS) Social Work students – by engaging in a multi-disciplinary methodology – involve all the relevant stakeholders in their Engaged Teaching and Learning service-learning module project. 

The social partners, which included the South African Police Service (Child Protection Unit), the Department of Social Development, the Department of Home Affairs, the Department of Health, faith-based organisations, and other children’s advocacy agents, were involved from inception until the apex launch of the project. 

Access to basic human rights

In their exit level, fourth-year Social Work students participate in community work practicums, which incorporates the theoretical development process in adherence to the objectives of their community work. The initial phase of the project involved the situation analysis exercise, which the students implemented through collaboration with the Rekgonne Primary School action committee. 

The outcome of the survey indicated that some learners were exposed to physical and sexual abuse. It was also found that they did not have access to basic human rights such as education, health care, and social grants due to the absence of the required legal documents. From the interactive discussions that took place during the launch, it emerged that some children do not have birth certificates required for school registration and access to social grants. 

Through the students’ community project, a platform was created where important skills and information could be shared among all important role players (who are in different professions and guardians of children’s human rights). It is believed that since learners are spending more hours in school, educators would be the primary detectors to notice signs of negligence and potentially adverse circumstances among their learners.

Role players collaborate to make a difference

Through the scholarship of engagement, students succeeded in engaging with the community to attend to societal challenges (violated children’s rights). In order to realise the outcome of the project, continuous collaboration among all role players must be sustained. All parties adopted a resolution to create safe environments both at school and at home by supporting families and caregivers.

Government partners that participated were determined to strengthen protection systems and improve child welfare, reinforcing the implementation of the Children’s Act 38 of 2005.  Educators were empowered and supported in the mandate of the Quality Learning and Teaching Campaign (QLTC). This is an initiative that involves stakeholders in improving the quality of education for all children and addresses issues of safety and well-being for all children. 

News Archive

UFS discontinues one Masters programme
2006-07-26

As from next year, the University of the Free State (UFS) will no longer offer one of its specialist master’s degrees in education – the M Ed in Education Management.

 The other six M Ed programmes that are currently being offered at the UFS will continue as normal.

 The decision to discontinue one of the M Ed programmes follows a national review of M Ed programmes in Educational Management and Leadership by the Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE).

 Of the 23 tertiary institutions whose M Ed programmes in Educational Management and Leadership were reviewed by the HEQC, only 7 received full accreditation.   

 “The findings of the HEQC affect only one of our M Ed degree programmes, namely the M Ed in Educational Management,” said Prof Magda Fourie, Vice-Rector: Academic Planning at the UFS

 “We will be paying full attention to the findings of the HEQC with a view to correcting some of the shortcomings that have been identified by the HEQC and will consider submitting a reviewed proposal for such a qualification in two years time,” she said.

 According to Prof Fourie, the programme currently has 30 students enrolled.  “These students – spread across their first and second years of the degree programme – will be allowed to complete their studies with the full support of the UFS and the School of Education,” said Prof Fourie.

 “The qualification that has been awarded to students who have already completed their studies for this specific M Ed in Education Management degree programme remains a valid qualification and is not affected by the HEQC review,” said Prof Fourie.

 She said the UFS welcomed the efforts of the HEQC to ensure that all academic programmes offered by higher education institutions meet certain standards.

“One of the primary problem areas in the M Ed in Educational Management offered by the UFS identified by the HEQC, was that the programme is too practice orientated and must be more theoretical to comply with the academic requirements of a master’s degree.  This was a result of the fact that the programme was initially compiled in consultation with principals and the provincial Department of Education to address their needs,” said Prof Fourie.

“The UFS will in the mean time offer an advanced certificate in Educational Management and Leadership from next year.  This is a new course that will stretch over a period of two years and will ensure that we can still address the needs of teachers and principals,” said Prof Fourie.

 “The UFS remains committed to providing top quality degree programmes in all its six faculties and will continue to work with the HEQC in ensuring that this actually happens,” said Prof Fourie.

Media release
Issued by: Lacea Loader
Media Representative
Tel:   (051) 401-2584
Cell:  083 645 2454
E-mail:  loaderl.stg@mail.uovs.ac.za 
25 July 2006

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