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UFS campuses inclusive and accessible

17 March 2021 | Story University Estates | Photo UFS Photo Archive

wheelchair ramp_web read more — The UFS is committed to providing inclusive and accessible living, teaching, and learning spaces that are welcoming to all.

In accordance with its vision to be a university that is recognised across the world for excellence in academic achievement and human reconciliation, the University of the Free State (UFS) is committed to providing a universally accessible environment for all students, staff, and visitors on all three of its campuses.

A sense of belonging and togetherness

Creating an accessible environment that is conducive and welcoming to everybody on the campuses – which were not designed with accessibility in mind – is not an easy task. When the principles of universal design and access are applied, the environment and spaces can be enjoyed by all users alike, creating a sense of belonging and togetherness. The common perception that accessibility only provides equitable access and opportunities for persons in wheelchairs is refuted by universal access, stating that it is to the advantage and for the use of everybody. Parents with infants in strollers, delivery persons with trolleys or carrying heavy material, library patrons carrying an armful of books, academic staff with wheeled (rolling) laptop bags, and older people all benefit from the availability of a ramp, elevator, or automated door.

The current accessibility project of the UFS was initiated in 2009, evaluating the accessibility status of the UFS at the time. Priority inaccessible areas and spaces were identified and listed to be converted and improved over a period of five years, revising the list every year. The focus of the project was primarily on areas and spaces where most student activities take place, where specific needs and challenges have been identified, and where specific departments/divisions of the UFS have requested the improvement of access. The project does not only include access to buildings, but also accessible bathrooms, sufficient accessible parking spaces, accessible walkways, and accessibility within the classroom. The emphasis of the project is not only on wheelchair users and persons with mobility impairments, but also on creating an environment that can easily be navigated and used by everybody.

All new infrastructure incorporates accessibility measures

University Estates updated the accessibility reports mid-2020 and identified project priorities up to 2024. Among other things, the key focus areas were to make all walkways wheelchair-friendly, to create ablution facilities for persons with disabilities, to install lifts in buildings, and to install ramps. All new infrastructure by default incorporates accessibility measures in the planning stage.

On the South Campus, ramps were installed around the campus and pathways were made wheelchair-friendly. Entrances to existing lecture halls and other buildings have also been made more user-friendly for persons with disabilities. Additional to the above-mentioned initiatives, the institution has also embarked on a project that seeks to assist the visually impaired to better navigate the campus.

For our Qwaqwa Campus, immediate critical interventions that are in the planning stage and that should be done within the next year, are the creation of accessible ablution facilities in the Administration Building, library, and the Humanities and Education buildings.

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Projects of the South Campus inspire excellence

2014-12-18

The University of the Free State’s (UFS’s) South Campus in Bloemfontein runs several projects to make a difference in the lives of learners and educators in the central region. These projects are based on the very essence of the UFS – to ‘inspire excellence, change lives’.

Three projects which have been very successful since the outset are the UFS Schools Partnership Project, the Family Math and Family Science Project and the Internet Broadcast Project.

The Schools Partnership Project attempts to empower teachers by improving their teaching skills in critical Gr 10 – Gr 12 subjects (Physical Science, Mathematics and Accounting).

Poorly performing schools are invited to join in the programme. A mentor, providing guidance to teachers in the planning of lessons, transferring knowledge and creating a healthy learning environment in the classroom, is assigned to each subject teacher. Management and leadership skills are also improved.

Hercules Dreyer, Programme Manager, says the success of the programme can be seen in the lessons, the results and the progress which have been made.

“In 2013, the pass rate of participating schools has grown from 71.5% to 85%. We had an increase in donors and the project went from 22 schools with 12 mentors in 2013 to 72 schools and 34 mentors in 2015.”

The UFS Family Math and Family Science Project, which is already in its sixth year of existence, are extremely popular. This intervention programme focus on bringing about a better understanding of Mathematics and Science in learners, teachers and parents.

Dr Cobus van Breda, Programme Director of the Family Math and Family Science Project, says that judging by the feedback from teachers, it is evident that the programme is growing from strength to strength and that it is making a real difference in Mathematics and Science education in the early school years.

The UFS’s Internet Broadcast Project (IBP) has thus far received four awards for their successes. In this project, lessons in Mathematics, Accounting and Physical Science are broadcasted from the UFS’s South Campus through internet presentations to schools in rural areas.

“To date, the IBP catalogue contains over 2 000 video lessons and in 2013 alone, the 68 schools accessed and used these videos 69 305 times. The project has the potential to reach more than 40 000 learners and 1 765 teachers every week,” says Sarietjie Musgrave, Project Manager.

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