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15 September 2022 | Story NONSINDISO QWABE | Photo UFS Photo Gallery
UFS Qwaqwa Campus
The UFS Qwaqwa Campus.

Recent global happenings have challenged communities and humanity’s capability to solve immediate and major problems. Science has been one of the spaces in which the communities have looked for solutions regarding real threats to lives related to climate change, wars, as well as social and health pandemics. The Qwaqwa Campus will be showcasing Qwaqwa Campus research and scholarship at this year’s research conference, a two-day event which will be held in person, on 29-30 September 2022 at the Senate Hall on campus.

‘Scholarship, Innovation and Science: how can research be used as a tool for the betterment of society?’

Under this theme, the conference will be a space for intellectual debate and the processing of scholarship in innovation, said Prof Pearl Sithole, Vice-Principal: Academic and Research. “Some of the societal challenges have been urgent and pressing, yet some are slow dilemmas shattering the hope of generations for a better future. This conference will present the products of ‘disciplinary and scholarly crafts’, but it also seeks to explore whether science does (or should) have a strategic direction, and perhaps this is what the concept of innovation should entail. It will ponder on whether in the age-old binary between exploratory research and praxis there is a defeating taming of the entrepreneurial edge for the expanse of science in Africa,” she said.

Prof Sithole said the campus would also be launching its research strategy for 2022 to 2026.

Guest speakers include:

• Prof Percy Hlangothi is an Associate Professor of Physical and Polymer Chemistry at the Nelson Mandela University. He is also the inaugural Director of the Centre for Rubber Science and Technology, a research entity in the Faculty of Science at the same institution.

• Mr Lukhona Mnguni is a governance, politics, and development specialist and prolific political analyst specialising in Africa and international relations, as well as a PhD intern at the University of KwaZulu-Natal. He currently serves as the Head of Policy and Research at the Rivonia Circle. His work includes a current affairs analytical show on eNCA dubbed On the Spot with Lukhona Mnguni.

• Prof Dipane Hlalele is a Professor of Education and a C2 NRF-rated researcher. He is a highly rated scholar in inclusive education, critical pedagogy, and educational psychology at the University of KwaZulu-Natal. Prior to joining UKZN as an associate professor in 2017, he was an assistant dean and senior lecturer at the UFS, a college of education lecturer, and a high school deputy principal and teacher. 

To RSVP please click here on or before 19 September 2022.

News Archive

Spanish academic discuss frameworks for successful higher education
2013-08-29

Prof Melanie Walker, Senior Research Professor at CHECaR, Prof Sandra Boni and Dr Sonja Loots, Postdoctoral Research Fellow at the CHECaR seminar.
29 August 2013
Photo: Thabo Motsoane

In the latest Centre for Higher Education and Capabilities Research (CHECaR) seminar, Prof Sandra Boni from the Universidad Politécnica de Valencia in Spain presented on ‘Competencies in Higher Education: A Critical Analysis from the Capabilities Approach.’ The presentation focused on the significant transformation taking place in universities and how that is affecting teaching and learning practices. The competencies approach plays a key role in this transformation process by associating the mastering of certain skills with successful completion of higher education qualifications.

Prof Boni and her colleagues argue that the competencies approach is flawed and too narrow to be used in evaluating successful higher education and that a broader human development perspective has to be applied. She argues that the capabilities approach represents a more inclusive framework for guiding the holistic development of students through the expansion of all human choices to achieve what they value most, not just to benefit economically from education. The inclusion of the human development framework in universities’ training would lead to generating ‘public-good professionals’ who are equipped prepared with the necessary competencies to enter their chosen career – but who will also be the bearers of a social consciousness.

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