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21 April 2022 | Story Leonie Bolleurs | Photo Leonie Bolleurs
Walena and Elize
Walena Marambakuyana and Elize Swartz.

Her love of numbers and analysing data – to such an extent that she, just for the fun of it, did university Mathematics in her spare time in Grade 10. This not only resulted in an A for Maths in matric, but also contributed to Walena Anesu Marambakuyana’s success during her postgraduate studies, as she was announced the best honours student in her year group in the Faculty of Natural and Agricultural Sciences. 

Solutions to Africa’s challenges

For this prestigious achievement, she was presented the Dean’s Medal, which she collected during the faculty’s graduation ceremony on 21 April 2022. “I can't begin to say how much this means to me. I think of the struggles that I've faced, and it just proves to me that anything is possible if you set your mind to it,” says Walena, who believes this achievement will also motivate her little sisters to aim higher in life. 

Walena, who completed her undergraduate studies in Actuarial and Financial Mathematics at the University of Pretoria, continued with her honour’s degree in Risk Analysis at the UFS.

“Thinking back, it was always clear that I would take this route. Throughout primary school and high school, the Math teachers particularly liked me. I think it was because they saw that I really enjoyed Mathematics. I also remember that at the tender age of seven, my dad's colleagues would call me a mathematician,” recounts Walena.

She, like her aunt and role model, Dr C Gandidzanwa, is working towards obtaining a PhD. Currently, Walena is enrolled for the master’s degree in Risk Analysis at the UFS. “In my view, a PhD would enable me to contribute to innovative ideas that will provide solutions to the various challenges we are facing in Africa and the world at large. I specifically would like to inspire younger generations coming after us to safeguard against risks by anticipating, assessing, and taking the necessary steps to mitigate against risks,” she says.

“I believe risk assessment and mitigation not only contribute to my day-to-day activities; it also affects bigger global challenges such as climate change. Through my studies, I have a clear picture of what can be done to mitigate these risks. However, the challenge is always to ensure that this filters to practical action,” says Walena.

This is where I belong

Receiving the Dean’s Medal for the best marks in the group of master’s students in the Faculty of Natural and Agricultural Sciences at the University of the Free State (UFS), was another mathematician, Elize Swartz. “Receiving the Dean's Medal is a great honour for me. It reminds me that hard work pays off and it encourages me to continue with my studies.”

She completed her honours degree, majoring in Mathematics and Applied Mathematics, in 2019 and her master’s degree in Mathematics in 2021. For both, her mini thesis was in the field of graph theory.

Currently a lecturer in the UFS Department of Mathematics and Applied Mathematics, she is looking forward to starting with her PhD later this year. Elize, who already knew in primary school that she wanted to be a teacher, is hoping to one day be a full-time lecturer at the UFS. “My passion is to work with young people. I hope to make a difference in their lives by teaching, sharing my knowledge, and helping them in such a way that they experience the love of Jesus Christ,” she says. 

She continues: “I cherish the instances when my lecturers gave me advice, encouraged me, and recognised my hard work. I want to share and continue that positive experience with other people and students by teaching them to work hard and be responsible, while treating them with kindness, patience, and love.”

Her favourite part of studying was the moment when she did homework and assignment problems and everything just started to fall into place. “For me, Maths problems are almost like a little game or puzzle. I also enjoyed receiving my marks after each assignment, test, or exam, knowing that this was the result of all my hard work,” says Elize, who also enjoys campus life, especially after the lockdown, “walking on campus – feeling safe, at home, and the sense of knowing this is where I belong”.

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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