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28 May 2024 | Story Anthony Mthembu | Photo Jon Vincent
Ibali
Educators, academics, and policymakers in attendance at the Ibali Education Stakeholders Forum.

The Centre for Development Support (CDS) at the University of the Free State (UFS), in collaboration with Ibali, hosted the Ibali Education Stakeholders Forum on 10 May 2024 at the Centenary Complex on the UFS Bloemfontein Campus. 

According to Prof Faith Mkwananzi, Associate Professor at the CDS, the event, an initiative of the Ibali Project, aimed to ‘’inform and disseminate project findings to individuals with an interest in educational exclusion and inclusion. It also served as a forum for stakeholders to share insights on the matter. “ The forum was well attended by educators, school leaders, academics, and policymakers from the Free State. Additionally, the event saw representation from Ibali, including Dr Alison Buckler, Deputy Director of the Centre for the Study of Global Development (CSGD) at The Open University.

A platform for engagement

Discussions at the forum focused on creating inclusive learning environments for learners and students within the province and beyond. Stakeholders had the opportunity to discuss the challenges they face in fostering inclusive learning spaces through panel discussions and presentations. ’’The involvement of stakeholders and presentation of diverse perspectives contributed to a robust engagement, indicating that individuals and organisations are motivated to support an inclusive and sustainable education system at every level in South Africa,’’ said Prof Mkwananzi.

The Ibali initiative

Dr Buckler explained that Ibali is a network of researchers, practitioners, and educators interested in how storytelling can support different understandings around complex issues in education and development. One of Ibali’s projects, funded by the United Kingdom Arts and Humanities Research Council (AHRC), explores what inclusion and exclusion look like within education in countries like Nigeria, South Africa, and the United Kingdom.

Insights from the engagement

Dr Buckler highlighted several insights from the forum. She noted that inclusive practice can manifest in various ways. ‘’People talked about mixing groups of students in lectures, creating a supportive community for their deaf sibling, mainstream schools inviting children from ‘special schools’ for play sessions, and so on,’’ she said. Moreover, she emphasised that a key takeaway is that “underpinning hugely diverse examples of inclusive practice are a fairly small number of key principles around empathy, communication, ubuntu, and seeing someone as whole instead of defining people by certain characteristics that align with inclusion policies.”

As the engagement session concluded, both Prof Mkwananzi and Dr Buckler expressed hope that stakeholders could learn from one another’s experiences, fostering a more inclusive educational environment.  

News Archive

Annual Stagedoor music competition on 12 March 2016
2016-03-11

Description: 2016 KL Stagedoor Tags: Stagedoor

In action: Soetdoring and Kagiso residences, the winners of Stagedoor 2015.
Photo: Supplied

First-year students from all 26 residences on the Bloemfontein Campus are warming up their vocal chords for the annual Stagedoor competition. Double the fun and double the drama are in store this time around as residences will serenade the audiences in pairs.

An exciting twist has been added to this year’s competition: all performances will feature Justin Bieber’s hit song What do you mean.

Last year Soetdoring and Kagiso residences took the trophy home. Who will it be this year? Find out by getting your ticket before they are all grabbed up.
 
Details
Time: 17:00
Place: Kovsie Church (access via Agriculture gate/Gate 5)
Tickets: R30 for students | R60 for the public

To get your tickets or for more information, please visit Office 8, 9 or 49 at the Student Affairs Building, Thakaneng Bridge, Bloemfontein Campus. Alternatively, email Delia Moumakwe at moumakwemd@ufs.ac.za  or Tonderai Chiyindiko at chiyindikot@ufs.ac.za .

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