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20 January 2022 | Story Lunga Luthuli | Photo Supplied
Merceline Mercia Geises, Chief Executive: Standard Bank Namibia.

Her father belonged to a "book club, used to order books and encyclopaedias, and would at times order special gifts for her mother". The daughter of a school principal, Mercia Geises, developed a love for reading at a young age. A trip to the Post Office "provided a connection to the rest of the world".

Growing up in Kalkfeld, a small village in central Namibia, Mercia, her father’s “most trusted child”, saw herself fulfilling messenger duties, sending money to siblings at boarding schools. When the youngest of seven children herself enrolled at a boarding school, the love relationship with the world outside and what it offers continued; more so with "heart-warming letters and a R2 note" from her father every now and then.

Mercia, an alumnus of the University of the Free State and current Chief Executive Officer of Standard Bank Namibia, says her runs to the Post Office and bank made her believe there must be a big world out there; one where Post Office deliveries are made, and money is printed. With dreams to see life outside her village, opportunity beckoned with studies at the UFS.

Carving her destiny 

In matric, with all her peers destined for varsities in South Africa, an aspiration she too had, Mercia found a career guide in a Life Skills classroom. She "scanned through it, jotted down details", and made her way to the Post Office only this time to "carve her own path ignoring everyone’s limited view of the world".

She got accepted at the UFS, an institution which became a home away from home getting mentored by among others Professor Johan Henning, Professor Voet du Plessis, Professor Elizabeth Snyman-Van Deventer, Professor Johan van Schalkwyk, and Professor Gerhard Fjik to complete her LLB Degree (cum laude) and LLM in Mercantile Law.

Her biggest dream, Mercia says, “I always wanted to work for Cliffe Dekker Hofmeyr Attorneys in Cape Town, but because I was sponsored for my studies by the Namibia Power Corporation I had to go back and work in Namibia.”

“I got an opportunity to work for one of the biggest law firms, M. Slabbert Attorneys and completed my articles, an opportunity I am forever grateful for,” she says.

After completing her articles, Mercia fell pregnant and the biggest motivation for applying for a corporate job was driven by the "need to deliver her baby at a private hospital and having a medical aid".

Seeing a job advert at Old Mutual Namibia in a local newspaper and knowing that she did not meet the requirements, Mercia was called for a junior role, leading her to discover corporate finance and asset management.

Working for Old Mutual for 12 years and obtaining an MBA from Stellenbosch University, Mercia credits the leadership for investing significantly in her growth and development.

Whilst at Old Mutual Investment Group in Namibia as the Chief Executive, Mercia saw a growth opportunity at Standard Bank, Namibia’s leading retail banking franchise and she took a “leap of faith”.

Holding high positions in corporates during her tenure Mercia believes ‘Old Mutual Namibia was the best incubation centre for many young women and the organisational culture was conducive to thrive.’

She says, “We were exposed to leadership that believed in increasing women roles in leadership and business strategy which meant that we were entrusted with big and bold mandates and were provided with necessary mentorship.”

Mercia believes that “working in an environment like this is extremely beneficial, but like all things in life, the other side of it is that it comes with sacrifices, some of which can be costly if one does not have the right support”.

The role of tertiary institutions 

“Tertiary institutions also play the biggest role in upliftment and how we think about things. It has surely taken me from rural Namibia to the world stage, whereas a young executive I could engage in complex issues in boardrooms across the world. I still find my engagements in executive development programmes with institutions of higher learning to be ones that provide me with the edge to lead effectively,” she says.

On challenges facing the banking industry in the continent, Mercia says, “Traditional banks are finding it hard to penetrate the unbanked population who leapfrogs the banking step and participates in the mainstream economy through mobile operators. Accelerating digital capabilities has become a top strategic priority for the banking sector, more so during the pandemic.” She says, “Regulatory authorities have a critical role to play in making this happen, as they are needed to continue to promote innovation while keeping their checks and balances.” 

In her leisure time, Mercia puts her focus on her three children, the youngest of which is two months old. She has an interest in agricultural technology and has a small piece of land where she experiments with various intensive farming concepts.

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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