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10 October 2024
iCAN Book Cover

The Centre for Teaching and Learning recently unveiled the fourth volume of the Initiative for African Narratives (iCAN), a vibrant celebration of diverse voices at the University of the Free State (UFS). This latest anthology features 48 stories presented in 10 of South Africa’s official languages: Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sesotho, Sepedi, siSwati, Tshivenda and Xitsonga. Contributors include Kovsie writers from all three UFS campuses, reflecting the university’s rich linguistic and cultural diversity.

“This initiative forms part of the university’s commitment to promoting multilingualism while providing a platform for a wide array of narratives,” said Dr Peet van Aardt, iCAN Coordinator. “Every student at the university has stories to tell – whether drawn from their personal experiences or shaped by their imagination.”

The launch, held on the Bloemfontein Campus, attracted around 150 students. Attendees were treated to musical performances by the Conlaures Choir, conducted by Omphemetse Phaswana, and a captivating saxophone solo by Thabo Dlamini from the Odeion School of Music. Representatives from the Academy for Multilingualism and African Languages Press were also present, underscoring the event’s focus on the intersection of language and expression.

This year's anthology, iCAN Vol. 4, is the ninth publication under the iCAN initiative in the past seven years. In addition to these collaborative anthologies, iCAN has also published several standalone works by solo student authors. Coordinated by senior student writer Siphila Dlamini, this volume showcases some of the finest writing talent across the UFS campuses.

Student of the year

Shortly after the iCAN launch, the Office of the Executive Dean of Student Affairs announced that Siphila Dlamini had been awarded the prestigious EDSA Student of the Year 2024 title. His contributions to student success and well-being were lauded as being aligned with the university’s strategic objectives.

Currently completing his Postgraduate Diploma in Governance and Political Transformation, Siphila plans to pursue a master’s degree next year. Reflecting on the award, he said, “This recognition, stemming from my work with iCAN, is a humbling reminder of the power of storytelling to transcend boundaries. It reaffirms my belief that by amplifying diverse voices and fostering creativity, we can spark change, inspire growth, and leave an indelible mark on our collective narrative.”

Siphila’s accolade marks the second consecutive win for an iCAN writer. Last year, the award was bestowed upon Tlotlisang David Mhlambiso from the Faculty of Education, further highlighting the initiative’s role in nurturing outstanding talent.

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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