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29 January 2024 | Story Leonie Bolleurs | Photo Supplied
Zola Valashiya
Nearly a decade ago, Zola Valashiya completed his LLB at UFS and is currently working towards his second LLM in Technology and Innovation at the Seattle University School of Law.

Zola Valashiya graduated from the UFS almost ten years ago with an LLB. Since then, amid life’s twists and turns, he obtained an LLM from the University of Washington, secured a job with a successful law firm in the US, and married the love of his life. Currently, Zola is pursuing a second LLM in Technology and Innovation with the Seattle University School of Law.

Following the advice of a dear friend, Zola figured out what drives him and pursued it relentlessly. “This very simple piece of advice taught me the value of my time, and how much power you take back when you prioritise and protect it,” he remarks.

Advancing the greater good

Fast forward nine-plus years since UFS graduation day, Zola works as a strategic adviser at Coopersmith Law + Strategy, a boutique firm in Seattle specialising in health care, global health, gender/racial equality, and climate health.

“The legal work I do involves various tasks, from drafting legal contracts to conducting data analysis, and developing business strategies for deploying new technologies in health systems or addressing climate change. I value this environment because our efforts are focused on advancing the greater good. I have the opportunity to work on projects that I know will benefit individuals, communities, and the planet,” says Zola.

One of the highlights of his career occurred during the pandemic when he played a key role in preserving one of the largest US training programmes for physicians from diverse backgrounds who serve marginalised communities.

He explains, “The pandemic placed a strain on health-care systems worldwide, leading to cost-cutting measures in private hospitals, the termination of community health programmes, and the closure of small clinics in remote areas, in order to recover from the financial losses. However, these programmes and clinics are vital to the communities they serve because the nurses and doctors are often the only health-care providers for miles around. My contributions have helped to ensure the programme’s continuation, and the continued delivery of quality health care to underserved communities.”

Diversifying his skill set

For the future, Zola says he is working towards diversifying his skill set. “The modern-day lawyer needs to know more than just the law. I have learned coding skills, and I am currently focused on expanding my knowledge of artificial intelligence. In so doing, I am equipping myself with the necessary tools and expertise to thrive in this rapidly evolving field, thereby future-proofing my career.

News Archive

A bridge to the future for school leavers
2009-03-04

 
Ms Merridy Wilson-Strydom, Research Consultant at the Centre for Higher Education Studies and Development at the UFS. 
 Photo: Supplied)

Thousands of learners in the country’s high schools fail to qualify for post-school education and training. Now a unique project funded by the Ford Foundation and being piloted at the University of the Free State (UFS) seeks to provide such learners with a lifeline.

The 2008 Grade 12 results showed once again that the schooling system is – and has been for a long time – in the throes of a severe crisis. The most disturbing feature of this crisis is that the system does not produce learners with the required level of literacy, numeracy and other cognitive skills to further their education or to become part of the country’s workforce.

Clearly this situation is untenable in a developing country such as ours, facing the immense challenges of a severe skills shortage, poverty and unemployment. We cannot afford to have hundreds of thousands of young people walking the streets without any prospect of a decent living and a future of opportunity.

The UFS and partners in the Free State Higher Education Consortium (FSHEC) have devised a unique programme to help underprepared and even unprepared school-leavers who have fallen through the cracks of the school system.

“We are hoping to make a meaningful contribution to the challenging field of creating educational opportunities for post-school study and the world of work through the generous support of the Ford Foundation,” says Ms Merridy Wilson-Strydom, Research Consultant at the Centre for Higher Education Studies and Development at the UFS.

“The Skills for a Changing World Programme is specifically aimed at removing barriers to educational opportunities for school-leavers who are not able to access higher education – mainstream or extended degrees. At the moment there are few, if any, meaningful opportunities for those learners who come through the school system un/underprepared,” she says.

The primary target group for the NQF Level-5 Programme is young people between the ages of 18 and 25 who are currently excluded from post-schooling educational opportunities. The duration of the programme is one year.

According to Ms Wilson-Strydom, the core modules of the activity-driven curriculum are English Literacy and Language Development, Mathematical Literacy, Information and Communication Technology and Your Global Positioning System (YGPS), which focuses on study skills and critical life skills, e.g. dealing with diversity. Students will also be supported to make informed choices about their future study or career directions.

“The development of the core-module materials is almost complete and from the second semester we plan to test the programme by means of a pilot project, which will be conducted on the UFS’s South Campus in Bloemfontein,” says Ms Wilson-Strydom.

“The pilot study will involve a group of 20-50 learners who have finished Grade 12 but do not qualify for the UFS bridging programme known as the Career Preparation Programme or any other higher-education programmes,” says Ms Wilson-Strydom.

Although not yet accredited, the project team aims to have the programme accredited as a Higher Certificate and is also exploring the possibility of registering the programme as a Short Learning Programme.

“One of the challenges with access and bridging programmes in the country is that students do not obtain a formal qualification for their bridging year. Hence those who do not continue with higher-education study (or cannot continue for various reasons such as finances), do not gain the recognition they should get for what they have learnt during their bridging year.”

“Our focus on developing the Skills for a Changing World Programme as a qualification in its own right is a key innovation in the current education and training landscape,” says Ms Wilson-Strydom.

Media Release
Issued by: Lacea Loader
Assistant Director: Media Liaison
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl.stg@ufs.ac.za  
4 March 2009
 

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