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20 January 2022 | Story Ruan Bruwer | Photo Supplied
Keenan Carelse.

University of the Free State (UFS) Alumni may be based all around the world, but the United Kingdom (UK) Alumni Chapter aims to reconnect with all those members.

The UK Chapter is a hub of a developing UFS international programme. “We want to provide an opportunity for alumni to share their university experiences with wider audiences,” explains Carmenita Redcliffe Paul, Assistant Director: Alumni Relations and Business Development at the UFS.

Platform to celebrate successes

“The programme aims to provide a platform to alumni to celebrate their successes and provide a window to the landscape of the life and times of the university and the people who shaped it.”

“We also want to celebrate the diversity of our former students and the many touchpoints which unite them.”

Two key projects, Global Citizen and Voices from the Free State, came to life as a result of the collective collaboration of this chapter. The Global Citizen invites people in a series of “courageous conversations” to rethink their relationship with the world. Voices from the Free State is a series of personal podcast narratives by outstanding alumni wherein they reflect their experiences at the UFS. They tell their stories and explain how their university years shaped their future and paved the way to their respective successes.

Relevant association with the UFS

“Furthermore, they motivate why their ongoing association with the UFS is still relevant and important,” says Redcliffe Paul.

The UK Alumni Chapter is led by alumni Francois van Schalkwyk and Keenan Carelse and supported by Adrienne Hall.

Redcliffe Paul says Carelse and Van Schalkwyk have been instrumental in the Voices from the Free State initiative as they are strategically and operationally invested. They create and co-host the podcast series.

Van Schalkwyk is an entrepreneur and innovator consulting with clients globally. Carelse is employed in the healthcare sector in the UK.

News Archive

‘Miratho’ seeks to drive policy-changing research through international collaboration
2017-09-29

Description: ' AM Bathmaker CRHED Miratho Tags: AM Bathmaker CRHED Miratho

From the left: Phathu Mudau (Thusanani Foundation),
Prof Melanie Walker (UFS), Prof Ann-Marie Bathmaker
(University of Birmingham), Prof Monica McLean
(University of Nottingham), and Fulu Ratshisusu
(Thusanani Foundation).

Photo: Eugene Seegers

Miratho is a TshiVenda word that refers to informal, self-made bridges, which are usually built by rural community members during floods or other natural disasters. These are usually dangerous, unstable constructions, and only the brave tend to use them. When community members build miratho, though, they create opportunities for stranded students to attend school. Miratho symbolise the determination to access education even in the face of danger, and working with others to make progress.

The Miratho Research Project is led by the Centre for Research on Higher Education and Development (CRHED) at the University of the Free State (UFS), in partnership with the Universities of Birmingham and Nottingham in the UK, and the Thusanani Foundation. The project is jointly funded by the Economic and Social Research Council and the Department for International Development in the UK, as well as the National Research Foundation in South Africa. The project research team consists of Prof Melanie Walker, Prof Merridy Wilson-Strydom and Dr Mikateko Höppener from CRHED at the UFS, Prof Monica McLean from the University of Nottingham, and Prof Ann-Marie Bathmaker from the University of Birmingham.

Miratho is a four-year project, stretching until August 2020, which seeks to investigate multidimensional dynamics shaping or inhibiting disadvantaged students’ capabilities to access higher education, participate and succeed in it, as well as move from higher education to work. By means of a systematic, integrated and longitudinal mixed-methods investigation, Prof Walker and her team, in close collaboration with the Thusanani Foundation, aim to develop an inclusive, capabilities-based higher education Index, which in turn would serve to inform policy and practice interventions that challenge inequalities that have an impact on learning outcomes.

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