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Sello from Soutpan now striking in Texas

24 December 2022 | Story Jóhann Thormählen | Photo Asem Engage/Hannes Naude

Come to Kovsies and go places!’ is a motto used at Kovsie Soccer, and Sello Diphoko’s journey exemplifies this. The UFS striker’s humble beginnings and rise to the United States of America is one that inspires.

Two years ago, he didn’t even play club soccer, but he was scouted by the UFS and given an opportunity that changed his life. Diphoko recently received a scholarship at the University of the Incarnate Word in San Antonio, Texas.

Playing street football

It all started in February 2020 when he was invited to UFS soccer trials by a friend, Lwanda Ciko, who is also from Soutpan outside Bloemfontein.

“Before I came here, I was playing street football,” says Diphoko. “I have never played in a professional or semi-professional league; I came straight from the streets.” And it took Tebogo Motsamai, UFS head coach, only 25 minutes to identify his talent.

According to Godfrey Tenoff, Diphoko was attending Motheo College and gained access to the UFS through the University Preparation Programme.

“We are totally proud of Sello,” says the Head of Soccer at KovsieSport. “He is a perfect example of preparation meeting opportunity and that opportunity creating a great opportunity.”

In 2021, his Varsity Football debut year, Diphoko was crowned Player of the Tournament and received the Golden Boot award. A year later, he can barely believe it happened. “Yoh. It is huge! But it was all about the teamwork and support I got from my teammates.”

Changing students’ lives

A few South African teams wanted to sign him up, but his education was non-negotiable. A move abroad was eventually the best for Diphoko’s career – on and off the pitch.

Tenoff says the “talent identification pathway has now been paved”. The UFS understands the processes, what it is capable of, and it shows the university can equip and prepare students for international opportunities.

“It says that KovsieSport is serious about changing the lives of the students that come into our programme. It tells me that we have the will to make a way for our students. This is a small part of what is to come in KovsieSport, Kovsie Soccer, and the UFS.”

News Archive

Rhodes professor calls for accountability in teacher education

2013-11-14

Prof Jean Baxen of Rhodes University and Prof Dennis Francis, Dean of the Faculty of Education of the UFS.
Photo: Stephen Collett
15 November 2013

Lecture (pdf)

“Our education system needs quality teacher education.”

This was the message from Prof Jean Baxen, Deputy Dean of Research at Rhodes University in Grahamstown. She delivered the Education Public Lecture on ‘The lives of children, citizenship and teacher education: challenges and opportunities’ at the University of the Free State’s Bloemfontein Campus.

Growing up in White River, the rural areas of Eastern Transvaal (as it was previously known), Prof Baxen took the audience on a journey of the imagination. She shared stories of how she and fellow learners walked miles to get to school and how her son found himself in a situation of being unsure about his own racial identity, questioning what it meant to be ‘coloured’. She also related stories of how teachers are not sufficiently prepared to mediate information on HIV/Aids.

These stories revealed how little teachers cared, and also how difficult and challenging it is for learners to cope in such teaching and learning environments – thus calling for quality teacher education.

She stressed the fact that quality teacher education is needed in South Africa to assist in curbing the challenges children and fellow citizens come across in our broader society. “It is important that, as teacher educators, we should groom teachers to find and understand their identity, sexuality, and also the world they live in. There is an urgent need for us to hold ourselves and others accountable and to not distance ourselves and make it someone else’s responsibility – it is our joint responsibility as citizens,” she said.

We need a pedagogy that would navigate and start formulating a language that we could use to face these challenges, she proposed.

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