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19 March 2021 | Story Mosa Moerane
Mosa Moerane
Mosa Moerane from the UFS Liaison, Advocacy and Awareness Officer at CUADS

by Mosa Moerane, Liaison, Advocacy and Awareness Officer at CUADS

Annually, the month of March marks Human Rights Month in South Africa. This month also commemorates the Sharpeville massacre that took place on 21 March 1960, where police opened fire on a group of protesters who sought the banning of the repressive pass laws of that era. Sixty-nine people were killed. We honour their sacrifice by, firstly, observing Human Rights Month and, secondly, persistently seeking to ensure that we dismantle systems that uphold and maintain the status quo so that nobody has to protest in order to have their voices and needs heard and addressed. We acknowledge that we are still some distance from this ideal.

It is against this background that the article seeks to invite some thinking around disability rights and disability justice within higher education. According to the World Health Organisation (WHO), people with disabilities make up 15% of the world population. Disability transcends gender, class, race, and origin. However, society appears to be constructed to negate this fact.

South Africa is party to international laws and agreements such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD) of 2006, which South Africa ratified in 2007. This means that the country accepts all the legal obligations imposed by this instrument. The CRPD seeks to promote, protect, and ensure the full and equal enjoyment of all human rights by persons with disabilities. According to the CRPD, persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments, which, in interaction with various barriers, may obstruct their full and effective participation in society on an equal basis. This is a clear recognition that persons with disabilities are equal and valuable members of society and should be recognised in all aspects of life. There is no single definition of disability that has achieved international consensus, since the concept of disability is evolving. The concept evolved from the initial charity or welfare approach that viewed persons with disabilities as objects of pity who required help, to the medical approach that sought to treat the disability in isolation, to the current social and human rights approach.

Universal Access in Higher Education
Universal access addresses, among others, structural barriers such as accessibility to facilities and infrastructure, the lack of support services or technology, the lack of availability of information in accessible formats, and the lack of reasonable accommodation in schools and workplaces. To this end, it is imperative that we align ourselves with the values of universal accessibility and universal design. Universal access is when the focus of attention is shifted from the individual with the disability to the environment in which they live. In this instance, universal access demands that the environment and society be more adaptable and flexible. The universal access approach conceptualises a disability as an experience where the environment in which a person functions or interacts is inaccessible, and may include social, attitudinal, learning, administrative, and physical barriers for a student. Therefore, while universal access does benefit people with disabilities, other demographics of people enjoy the advantages brought about by this approach.

Let us use two examples to illustrate this: Firstly, ramps are indeed useful for wheelchair users and people who use canes/crutches to gain entry to buildings. However, it is also useful for students and professionals who may regularly cart around large volumes of documents, files, and/or books – hello Accounting students! The second example is one highlighted by the current COVID-19 pandemic: creating opportunities for multiple methods of submitting assessments. In responding to the pressures and threat that COVID-19 posed for the academic year, it quickly became obvious that the stringent methods of assessment that we were accustomed to would simply not suffice, as students grappled with varying degrees of access to equipment and infrastructure in order to make these submissions. Therefore, more academic staff embraced and opened opportunities for submissions through alternative platforms that require significantly less data and is therefore less expensive. While this was helpful to students who faced unprecedented pressure due to lack of access to university computer labs, it also expanded the opportunities for more diverse student-teacher engagement beyond the often-inaccessible methods previously available.

Universally Accessible Communication
With the advent of COVID-19, various institutions have embarked on aggressive communication campaigns to ensure that they convey their messages as clearly and to as wide an audience as possible. However, unfortunately these were not always successful, as they often failed to prioritise people with disabilities by not ensuring that the methods of communication were accessible to all. For example, in order to simplify the message of COVID-19 transmission, a lot of organisations developed animation videos. However, these videos would either have audio not accompanied by closed captions/subtitles, which resulted in deaf, hard-of-hearing, and deafened members of our communities not being able to access the message. Alternatively, the video would only have subtitles, thereby excluding blind and partially sighted people.

This finally brings us to the crux of this article: to encourage all of us to treat universal access as the primary approach of communication in order to avoid the exclusion of significant sections of society. This approach further ensures that the constitutionally mandated right of access to information is upheld for all people. Access to information is vital to ensure maximum participation and opportunities for success, particularly for those who have previously been denied their human rights – such as persons with disabilities, through ostracism, exclusion, and discrimination.

In keeping with the UFS Language Policy, our university communication is conveyed in English. However, statistically speaking, the majority of the university staff and students indicate English as their second and sometimes even third language. To this end, a universally accessible strategy would improve the quality of communication and encourage wider engagement if it employed multiple methods of conveyance, for example, audio, closed captions, and screen-reading software, and (where material is printed for distribution) different formats should be available, such as electronic text, Braille or enlarged font. The reason for this is that we all have different styles of learning and understanding; creating opportunities to cater for this variety serves to accomplish – instead of deterring – the ideal that the Integrated Transformation Plan (ITP) articulates as “a transformed university which strives for social justice in everything it does.”

To this end, the Centre for Universal Access and Disability Support (CUADS) at the University of the Free State has developed the Universal Access Checklist in an effort to equip and support the university community, as it continuously strives to create and cultivate a demonstrably inclusive culture. The Universal Access Checklist is a useful resource for planning a variety of in-person and virtual events and situations. It seeks to express, in a simple manner, the basic elements to achieve accessibility in our various endeavours – whether in the planning of events, communicating vital information, or creating resources. The Universal Access Checklist can therefore be used in a variety of situations. CUADS is also available to provide training and support on this document to faculties, divisions, and departments seeking it. Requests and enquiries can be sent to MoeraneMM@ufs.ac.za

CUADS contact information
Email: cuads@ufs.ac.za
Bloemfontein Campus: MirandaMH@ufs.ac.za / +27 51 401 3713
Qwaqwa Campus: ThuloTB@ufs.ac.za / +27 58 718 5189
South Campus: MotaungEG@ufs.ac.za / +27 51 505 1355
Facebook: Centre for Universal Access and Disability Support (CUADS)

CUADS offers academic support to students and staff with disabilities through services such as:

Disability Support Programme, which entails the provision of specialist and a holistic coordinated approach in student support, while also availing information for data collection and reporting purposes.  The aim of the programme is to create enabling environments that empower students with disabilities to participate equally.  
• Accessible Transport Programme, which includes the provision of accessible transport to students with disabilities between the Bloemfontein and South Campuses.
• Liaison, Awareness and Advocacy Programme for the development of awareness and advocacy for persons with disabilities across all three campuses. Partnerships here are the Centre for Teaching and Learning, Student Life, and Communities.
• Staff with Disabilities Programme to advance optimal support for staff members with disabilities, together with Human Resources.
• Staff Development and Training Programme in partnership with Human Resources, to develop an institutional knowledge-based culture of mindfulness regarding the diverse student population of the UFS.
• Accessibility Programme to ensure access to all buildings and facilities for all users according to the principles of Universal Access and Universal Design, together with University Grounds and Estates.
• Accessible Study Material Production Programme for the provision of academic support through the coordination and production of accessible learning material and lectures with academic departments and lecturers.
• Communication Access Programme for the provision of academic support through the facilitation and coordination of communication access together with Interpreter Services.
• Alternative Assessment Programme by facilitating and coordinating alternative assessment options together with the Examination Division and Student Development and Counselling.
• Student Academic Support Programme to move away from all academic support services to persons with disabilities predominantly being the responsibility of CUADS in collaboration with the Centre for Teaching and Learning – WriteSite, A_Step Programme.

News Archive

Qwaqwa Campus opens: Prof. PA Mbati's speech
2005-01-22

Official welcome speech by Prof. PA Mbati for 2005 first year students held on Saturday 22nd January 2005. Program Director, The Chief Director Operations Rev. Kiepi Jaftha, Dean of Students Dr. Natie Luyt, Program Head of the Faculty of Humanities, Dr. Elias Malete, Program Head of Faculty of Natural and Agricultural Sciences, Prof. Riaan Luyt, Acting Program Head of the Faculty of Economics and Management Sciences Prof. Andries Venter, Deputy Director Student Affairs Mr. Teboho Manchu, Coordinator Finance: Mrs. Elizabeth Nchapi, Senior Librarian Mr. Stoffel Kok, Senior Magistrate Mr Saul Mohosho, SRC President Mr. Tello Motloung, members of staff, invited guests, parents, guardians, my dear students, ladies and gentlemen.

It is indeed my pleasure to welcome you to the official welcoming ceremony of the UFS-Qwaqwa Campus 2005 first year students. Our Rector and Vice Chancellor Professor Frederick has requested me to pass to you his warmest wishes and regards on this special occasion. I am confident that the orientation exercise in which you have participated has achieved the desired effect of introducing you to your new way of life here on campus, and that you are now sufficiently prepared to get on with the rigors of being a student at this University.

Following the restructuring of the higher education landscape, the Qwaqwa campus was incorporated into the University of the Free State with effect from January 1 2003 . As a consequence, Management was faced with a whole complex series of challenges including, primarily making the campus financially viable, but also ensuring that it remains relevant in it’s core business as a satellite campus of the University of the Free State in terms of its teaching, learning, research and community service responsibilities.

A whole series of strategic planning workshops were conducted last year with both internal and external stakeholders. Various important strategic objectives were flagged out, and the next level of consultation will take place soon. I know that there is a lot of eagerness, sometimes to the level of impatience to see this process completed as quickly as possible. But again on the other hand, due to the far reaching consequences of any hasty decisions, plus the need for a carefully planned process, we need to be a little more patient before the implementation of the strategic objectives is implemented. You will be kept informed as this important and critical aspect in the evolution of our campus takes place.

As a response to the need for a more effective governance model on the Qwaqwa campus, a review of the governance structure was completed towards the end of 2004 and will soon serve before the Executive of the Executive Management for approval.

Due to the importance that top management attaches to the development of an effective governance on the Qwaqwa campus, the process was facilitated by an internationally acclaimed consultant. Again the contents of the revised governance model will be made known to the campus and the broader community once it is approved.

I am glad to report that in recognition of the need to improve the infrastructure on campus to provide a conducive learning atmosphere to our students, a total of 8.2 million rands was made available towards the end of 2004 for recapitalization of specifically our student residences and lecture venues. The first phase of the residence renovation is completed and residences C, D and E have now been officially handed over to the University by the Contractor. Among the features of the renovated residences is that they will now computer rooms, kitchenettes for cooking, and a redesigned TV room. The rooms have even been fitted with heaters. Our challenge will now be to maintain our newly acquired facilities and to ensure that they do not again deteriorate to an un-acceptable level. The second phase of renovation will start soon.

As indicated in my address during the orientation week, our obligation to you as a campus is to offer you quality training to the best of our ability, and to disseminate this knowledge to you within a conducive atmosphere worthy of good learning. On the other hand, our students have to take advantage of this opportunity to acquire the necessary skills and training in the various academic programs that we offer on campus.

We have a very simple agenda on this campus – our vision is to continuously strive to build and develop the Qwaqwa campus of University of the Free State into a truly quality institution of higher learning in our country. To develop a tradition and culture in which we are proud of who we are, and constantly and tirelessly working towards excellence in our academic programs, and other non-academic but core and important aspects in your growth and development such as sport and community service. To nurture young conscientious citizens who are aware of their duties and responsibilities. Ultimately to produce hard working young people who fully exploit their potentials, and who will serve this country with diligence when unleashed into the real world in effectively managing their roles and responsibilities in society, whether in private or government civil service.

I would like to encourage that the various stake holders of this campus, the students, academic, administrative and support staff, and our broader community, to work together in harmony for the well being of our campus. For this campus to continue to be relevant in the environment that we find ourselves, there is a need for continuous engagement of its various stake holders, and genuinely listening to each other. We must continuously and regularly keep our feelers on alert in order that we can remain relevant.

I am particularly inviting our parents and guardians, the alumni of this campus, and leaders from our community to join hands with us in seeking solutions to the various challenges that we continue to face on campus. I am open for frank and honest discourse on the best way forward for our campus.

The University of the Free State is committed in making tertiary education accessible to as many students as possible. In this regard, students who do not have the required ‘M’ score to gain entry into main stream classes are given an opportunity to study in the highly successful ‘bridging program’ in which learners are integrated with main stream students but with fewer courses to tackle in order to ensure success. This is done on the premise that such students have the potential to pursue a degree course, and that therefore within a well structured program, they can make a success of their lives.

The University is conscious of the fact that in many instances several academically deserving students fail to be admitted into university due to financial reasons. For students who are academically deserving but who because of reasons of poverty cannot pay the requisite fees, the university is able to assist such students through the National Financial Aid Scheme – commonly known as NSFAS, and University Merit Awards. Other incentives such as Sports bursaries are also available.

Please remember that it is important to balance your life on campus and the phrase ‘a healthy mind in a healthy body’ aptly describes this statement. Ensure that you participate in sport and cultural activities of this campus so that you can develop and strengthen the various God-given talents that you have been blessed with.

A second major ingredient for your success on campus is discipline and respect for rules, policies and procedures that govern the University of the Free State , and respect for your fellow students. Good discipline is a major contributory factor to success in life, and more so in your formative academic life at University. This means for example that you must attend all your lectures, complete your assignments on-time and visit the library frequently. Please manage your time wisely and responsibly. Remember that as a university student, you are basically the master and architect of your own destiny.

Think very carefully when you are confronted with difficult situations, be they negative peer pressure, or temptations to indulge in intoxicating drugs, and make the right choice.

The University has well trained personnel including a social worker, a psychologist and counselor, and members of the student affairs division under the leadership of Mr. Teboho Manchu, Deputy Director Student Affairs, who are available to assist whenever you require their help.

Today is also a special day because we have officially inaugurated the SRC President and the rest of the SRC leadership. I am sure that you all join me in congratulating the SRC for being elected to their leadership roles for 2005. Mr. SRC president and your team, please remember that you now have a huge responsibility in carrying out the aspirations of the student body on campus. I want to wish you luck and success as you champion the rights of your constituents, which I believe and trust will be compatible with management’s expectations with regard to quality teaching and learning on campus. As you are aware, Management values the input that the student leadership makes in the operational management of the affairs of this campus, and we look forward to a cordial, non-confrontational working relationship with a view of rendering un-paralleled service on campus.

Mr. Program Director, allow me to wish everyone here a successful and prosperous year. May the good Lord give us the strength and courage to overcome any obstacle that may be placed in our way in the course of our work in 2005.

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