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05 April 2022 | Story Lacea Loader
Qwaqwa Campus

The preliminary finding of the urgent investigation into the fire on the Qwaqwa Campus of the University of the Free State (UFS) on the evening of Monday 4 April 2022, indicates that the two buildings were intentionally set alight. This was established by the South African Police Service (SAPS) and the university’s Protection Services this morning.

Since the outbreak of the fire, one person – who is a registered student – has been arrested by SAPS, and a process is underway to identify more suspects. The UFS will institute the necessary disciplinary action against suspects who are registered students. Similarly, criminal charges will also be instituted.

The buildings, which housed the clinic and a computer laboratory, were almost completely destroyed, with damage to both buildings estimated at R35 million.

The university management condemns the destructive behaviour of the students and condemns criminal behaviour such as this in the strongest terms. “The Qwaqwa Campus, as well as the entire university community, are shocked by this devastating and irresponsible act – especially after the campus experienced violent protest action this year, which significantly affected the academic programme,” said Prof Francis Petersen, Rector and Vice-Chancellor of the UFS.

The academic programme on the Qwaqwa Campus continues, mostly online for this week, and students will be informed by their faculties about the revised schedule, as well as arrangements regarding tests and assessments scheduled for this week on the campus.

The campus remains open; the university's Protection Services is on high alert and is monitoring the situation on campus closely.

It is alleged that students were unhappy about the payment of allowances they are due to receive from the National Student Financial Aid Scheme (NSFAS) in April 2022. To alleviate this, the UFS has so far this year offered students allowances for food and books amounting to more than R71 million, while they are waiting for their NSFAS subsidies to be released. 


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Lacea Loader (Director: Communication and Marketing)
Telephone: +27 51 401 2584 | +27 83 645 2454
Email: news@ufs.ac.za | loaderl@ufs.ac.za


News Archive

Visiting UK professor presents research project at CRHED
2017-04-12

Description: ' AM Bathmaker CRHED  Tags: AM Bathmaker CRHED

Prof Ann-Marie Bathmaker, University of Birmingham,
during her presentation at the UFS.

Photo: Eugene Seegers

Paired Peers: Pathways to social mobility—Investing in the future? Moving through HE and into employment was recently presented to staff and postdoctoral students by Prof Ann-Marie Bathmaker, from the University of Birmingham, during her visit to South Africa while working on the Miratho Research Project with CRHED. Prof Bathmaker’s research interest particularly focuses on issues of equity, social mobility, and social class inequalities. Her presentation, the second in the Higher Education Research Seminar series presented by CRHED, was based on research resulting from a seven-year project in England.

In the UK, higher education (HE) is considered a key route to social mobility. Interest has grown in graduate destinations, particularly the prospects and obstacles faced by graduates from different social backgrounds. Paired Peers followed 70 students throughout their undergraduate studies and into the working world.

The project explored the processes of social mobility, highlighting different orientations and practices towards investing in the future, which ranged from investing in the present to cultural entrepreneurship for the future.

Participants were selected from two universities in Bristol, England. The research team focused on three key themes: “Getting In” (access to HE), “Getting On” (financial limitations, friendships, accommodation), and “Getting Out” (holiday work, internships, and finding suitable graduate employment).

Prof Bathmaker was able to highlight key research findings, many of which resonated with those attending. From the question-and-answer session, it was clear that many issues regarding inclusivity, whether across gender, ethnic, or language barriers, find their parallels in the South African context and can be of benefit to higher education practitioners here.

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