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Planting seeds of hope – Dr Busi Ntsele’s journey of building a just society

11 December 2024 | Story Leonie Bolleurs | Photo Supplied

Dr Busisiwe Ntsele, a first-generation interdisciplinary scholar with a rich background in law, sociology, and human rights, returned to South Africa this year after completing a joint PhD degree between the University of the Free State (UFS) and Vrije Universiteit Amsterdam (VUA) in the Netherlands. Her mission is clear: to plant seeds of hope and drive transformative change in her community.

“My purpose is to share transformative narratives of change by spreading pockets of hope for young black girls who are often perceived to be at the bottom of the barrel in any given society,” says Dr Ntsele.

Her encounter with gender-based violence and involvement in advocacy and mobilisation of communities to stop gender-based violence sparked her passion for human rights and social justice.

Recognised for her contributions to building a just society, Dr Ntsele was awarded the prestigious Desmond Tutu Fellowship by the National Research Foundation, which supported her in pursuing this dual-degree opportunity. The title of her PhD thesis is A Critical Study of Community Engagement at a South African University.

Walking across the stage on Monday 9 December 2024 to receive her PhD during the UFS December Graduation Ceremonies on the Bloemfontein Campus marked the second time Dr Ntsele has celebrated this achievement in 2024. Earlier this year, in June, she defended her PhD in Amsterdam. In addition to her PhD, she holds a Bachelor of Arts in Law (UNESWA), a BA Honours in Industrial Sociology (UJ), and an MA in International Human Rights Law (Wits).

A double-barrel PhD

Speaking about her PhD, Dr Ntsele says the focus of her work was to critically study community engagement in South African universities using the UFS as a case study. “This case study equips us to understand community engagement (CE) and engaged scholarship (ES) within South Africa's higher education context,” she adds.

Her research explored how CE aligns with the UFS vision of supporting social justice, while addressing its broader role in post-apartheid South Africa. Through document analysis, interviews, and observations, she investigated the experiences of community members, students, staff, and policy makers involved in CE programmes.

Completing a joint PhD with four supervisors across two institutions not only exposed her to different skills, experiences, and varying personalities, but also offered a range of benefits. “In my case, it provided access to diverse expertise, research facilities, and methodologies, enriching the academic experience and strengthening innovative, interdisciplinary thinking.” The collaboration expanded her professional networks and connected her with global academic communities.

“As a first-generation student, I was never confident about my capabilities, but such exposure to varied academic systems and cultural perspectives improved my adaptability,” she explained.

“For the first time I saw myself as black, and I was not ashamed of my blackness. Instead, I was determined to put my community on the map by telling stories of hope. This hope inspired me to showcase the rich narratives of communities, highlighting how co-creating solutions alongside them can lead to epistemic justice, decolonisation, and the breaking down of knowledge hierarchy,” she reflects.

Decolonising education

Central to her study is the Meraka community, which beautifully tells the story of students, teachers, and community members who came together to build an indigenous cultural village using traditional methods combined with academic and scientific knowledge. “Meraka is not just a construction project; it’s about building relationships and valuing humility. The Meraka project is a typical example of how we can decolonise education by centring indigenous knowledge and supporting it with scientific research and lived experiences of the community,” she notes.

“By hearing the voices of the people in the community and treating them as equal contributors, my study contributed to an understanding of CE and its potential for co-creative and socially just outcomes in a rapidly evolving South African higher education context,” she states.

In the future, Dr Ntsele plans to pursue postdoctoral research, publish her findings, and advocate for the importance of integrating different forms of knowledge. Her goal is to educate graduates on the value of conducting research that addresses community needs with the community and by the community, emphasising the mutual benefits of such collaborative efforts.

Engaging with communities from start to finish of the project, Dr Ntsele found that universities must recognise the critical role academics play in addressing the invisible power dynamics that hinder engaged scholarship from reaching its full potential. “If universities are to break down institutional cultures, they need to confront normalised power structures and embrace partnerships that are mutually beneficial. They must also start treating communities as equal partners who have their own voice, rather than as blank slates or vulnerable groups in need of empowerment,” says Dr Ntsele.

Also read and listen

Click to view document Meraka Blog

Click to view document Narratives of Change Podcast

Click to view document Common Good Digital story

News Archive

Important message to UFS students on NSFAS and financial aid in general

2013-02-01

31 January 2013

Dear Students

There remains some uncertainty as well as misinformation within the student body concerning NSFAS and financial aid in general. This communication is intended to provide the facts on the state of student funding at the University of the Free State (UFS). I hope you find this information helpful and that it would guide you in your decisions as you wait to hear from, or hopefully receive funding from NSFAS or any other source.

Every year the Department of Higher Education and Training (DHET) determines how much funding is available to fund students at all universities in South Africa; this is determined in part by the student numbers. Universities do not ask for, or determine the DHET allocation and are instructed by government that “NSFAS will ensure that the universities comply with the processes, procedures…for the allocated funds.”
On 14 December 2012 the UFS received notice from the DHET that our total allocation would be R108,331,215.66 and that this amount must be apportioned in the following categories:
General NSFAS Funding R85,174,275.07
Teacher Training R2,291,940.59
Disability Funding R1,265,000.00
Final-Year Programme R19,600,000.00
The UFS received 5 952 applications for NSFAS funding and with the available funding we can only finance up to 3 000 students on the Qwaqwa and Bloemfontein Campuses, provided that those students satisfy the stringent criteria, e.g. the so-called “national means test” determined for all universities in the country. If we funded more students that the available monies allow, the university would be held accountable by the NSFAS Board and the DHET and this would threaten future funding.
Students apply in the previous year and therefore late applications are less likely to receive funding.
Academic merit also counts, therefore students who fail one or more modules are less likely to receive new or ongoing support from NSFAS. The combination of academic standing and financial need are among the important criteria in decision-making on NSFAS funds.
The UFS is one of the few universities with a very efficient record in using every cent made available to support poor students; we are proud of this record. No money is sent back to NSFAS, except small amounts not claimed by students in the disability category. The university is not allowed to shift funds between categories as described in point #2 above.
Allocations are not based on campus, but need.
The UFS sets aside an additional R35,7 million (in 2013) from within its own budget as bursaries so that we can accommodate as many students as possible. We spend every cent of this funding on students.
The UFS also raises millions in bursaries from the private sector to support poor and promising students, though these funds are often linked to the industry granting the money, e.g. Investec for Accounting students and SASOL for Chemistry students. This recruitment of bursaries is a 24/7 commitment of the Marketing Office and the Faculties and Heads of Departments are also active in raising funds from government agencies, parastatals and the private sector for students in their units.
After almost all our 2013 funds were allocated in favour of students, we calculated a shortfall in the NSFAS allocation of approximately R51 million. We are in the process of making an urgent submission to NSFAS to consider this additional allocation, but we cannot guarantee that this plea can or will be met.

Finally, I want all our students to know that the University of the Free State works very hard to raise every cent we can to provide poor students with funding for their studies. Many of my colleagues, including support staff, who do not earn very much, use some of their meagre personal resources to help a student with money for registration or clothing or food. In fact, the No Student Hungry Campaign that raises more than R600,000 by UFS volunteers annually, is another mechanism for trying to assist students who might have money for studies, but not much else.

We do this because we care, and because this is what The Human Project at Kovsies is all about.

I therefore ask for your patience as we continue our labour of raising the funds that enable every deserving student to continue their studies at the University of the Free State.

Should you have any further questions about NSFAS, please leave an email inquiry on choanet@ufs.ac.za or mallettca@ufs.ac.za and we will endeavour to provide you with the information you require.

Sincerely Yours

Jonathan D Jansen
Vice-Chancellor and Rector
University of the Free State

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