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28 November 2022 | Story Edzani Nephalela | Photo Edzani Nephalela
UFS Creative Clubs
Joleen Hamilton assists learners with their activities.

In an ever-changing, increasingly complicated world, the youth must be prepared to bring knowledge and skills to solve issues, make sense of information, and know how to acquire and analyse evidence to make judgements. Science, Technology, Engineering, and Mathematics (STEM) education encourages discussions and problem-solving among students, developing practical skills and an appreciation for collaborations. 

The Social Responsibility Projects department on the UFS South Campus is running a Creative Clubs programme that speaks to STEM education and collaboration.

Opening opportunities 

The primary goal of Creatives Clubs, a MerSETA-funded programme, is to open opportunities to develop problem-solving, critical thinking, and reasoning skills. One aspect Creative Clubs focuses on is identifying potential in the pupil and supporting them in participating in the Eskom Expo for Young Scientists. Learners participate in mathematics, science, and coding activities at the club.

According to Joleen Hamilton, the coordinator and founder of Creatives Clubs, they currently host top-achieving learners in maths from eight schools from Grades 8–12 in Bloemfontein. These schools are split into two groups, which meet at the South Campus on Tuesdays and Thursdays. “We need maths daily, since it stimulates the intellect and aids problem-solving. That’s why, no matter how complicated the sum looks, keep trying and do not give up,” Hamilton said at one of the maths sessions.

Enhancing critical thinking

Matheko Thamae, also a coordinator, mentioned that this programme significantly improves maths and science outcomes for high school learners. “With a dynamic world of innovation and the 4th Industrial Revolution (4IR), the club also assists learners with critical thinking and in solving their communities’ socio-economic issues,” Thamae said. 

“Attending these sessions assists me in thinking out of the box and realising that every problem has a solution. I will continue to attend the programme so that I can find solutions to unresolved problems,” Sechaba Ramakatsa, a Grade 9 learner from Lekhulong Secondary School, said. Ramakatsa, who enjoys assisting others, aspires to be a medical doctor so that people might have better healthcare experiences.

News Archive

"Participation without insight leads to pronouncements without prospects"
2004-08-30

Taking the poor off the streets and encouraging their participation in the planning process is not always empowering them but it might be robbing them of their power, said Prof Das Steyn, of the Department of Urban and Regional Planning at the University of the Free State (UFS).

Speaking on public participation in the planning process during his inaugural lecture, Prof Steyn said this meant that people in the streets sometimes have more power than people in the system.

“Public participation is an overgeneralization that is often defined as providing citizens with opportunities to take part in governmental decisions and planning processes. But there must be a balance between power and responsibility,” he said.

According to Prof. Steyn, public participation in town planning plays a vital role and can be both deliberation and participation.

After 1994 there was a widespread insistence on democracy, and legislation passed since then was based on the belief that the community must be involved in the planning process.

He said the experience of the Department of Urban and Regional Planning at the UFS was that in some cases people showed lack of interest in public participation.

He believed that the aim of public participation is to improve the effectiveness of planning and that public participation democratises project planning.

“Public participation can help us know how the public feels about certain issues. It has the potential of resolving a conflict, but this is not guaranteed,” Prof Steyn said.

 

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