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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. 

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Prof Tim Murithi calls for Africa to design new global order
2016-06-02

Description: Prof Tim Murithi calls for Africa to design new global order Tags: Prof Tim Murithi doen ’n oproep op Afrika om ’n nuwe wêreldorde te skep

From left: Prof Heidi Hudson, Head of Centre for Africa
Studies (CAS); Prof Tim Murithi, Extraordinary Professor
at CAS; Prof Lucius Botes, Dean of the Faculty of
the Humanities; and Prof Prakash Naidoo, Principal of
Qwaqwa Campus.
Photo: Stephen Collet

“What do Africans have to say about the remaking of the global order?” was the opening question of Prof Tim Murithi’s lecture which was hosted by the Centre for Africa Studies (CAS) of the University of the Free State (UFS) to celebrate Africa Day on 25 May 2016.

The annual Africa Day Memorial Lecture, entitled: Africa and the Remaking of the Global Order, doubled as Prof Murithi’s inaugural lecture. He is CAS’s newly-appointed Extraordinary Professor, as well as the Head of the Justice and Reconciliation in Africa Programme at the Institute for Justice and Reconciliation in Cape Town. He made a compelling argument for the need for Africa to exert an active influence on international narratives of peace, governance, justice, and reconciliation.

“If we are waiting for American leadership to get us out of the quagmire of a situation we are in, we will be waiting for a long time,” said Prof Murithi.

The Head of the Centre, Prof Heidi Hudson, concurred with Prof Murithi’s suggestion of devising African solutions for African problems. She quoted Audre Lorde’s well-known assertion that “The master’s tools will never dismantle the master’s house.”

Remembering 1963
Over five decades ago, on 25 May 1963, the Organisation of African Unity was formed, and was renamed the African Union in 2002. Africa Day marks this pivotal point in the continent’s history. On this day, we reflect on the continent’s journey into democracy, peace, stability and socio-economic development. It is also an opportunity to celebrate African identity and heritage.

Continent-building dialogues
The UFS Sasol Library celebrated Africa Day with a book launch. Facets of Power. Politics, Profits and People in the Making of Zimbabwe's Blood Diamonds by Tinashe Nyamunda is a reflection of some of the challenges that Zimbabwe continues to face. It details the disadvantaged position which the country finds itself in due to greed, maladministration, and corruption, despite possessing large deposits of minerals.

In celebration of Africa Month, CAS has held a series of lectures by esteemed scholars from across the globe.  Earlier in the month, Prof Henning Melber presented lectures on Namibia’s independence and the African middle class. Kevin Bloom and Richard Poplak unpacked the issues surrounding Africa’s continental shift, while Prof Joleen Steyn Kotze focused on the possible fall of the African National Congress.

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