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The long road to graduation: Proving delays don't define destiny

04 April 2025 | Story Precious Shamase | Photo Supplied

Ennie Mkotywa walked across the stage in the iconic Mandela Hall this morning, Friday 4 April, graduating with a Bachelor of Arts Degree (Honours) specialising in English. This is a testament to the power of passion, perseverance, and the transformative potential of education. Working as an assistant officer in the Centre for Teaching and Learning (CTL), Ennie's story is one of balancing professional responsibilities with academic aspirations – a journey that has culminated in a remarkable achievement.

Passion ignited

Mkotywa’s love for literature began in high school, blossoming during her undergraduate studies where she excelled in literary analysis. "I've always been passionate about reading books and poetry," she recalls. "During my undergraduate studies, I discovered that I was good at analysing literature, which led me to become a tutor." However, financial constraints initially delayed her pursuit of an honours. It was her appointment at CTL that reignited her dream, as she discovered the study benefits available to staff.

Balancing act and triumph

The journey was far from easy. "The most challenging part was balancing work, studies, and personal life," Ennie admits. "Juggling work deadlines with academic responsibilities was incredibly difficult." Working in a student-facing role, finding time for study was a constant challenge, requiring her to dedicate evenings to her coursework. Yet, the rewards were profound. "The most rewarding aspect was submitting my research and passing. Receiving my results was one of the happiest moments of my life."

Inspiration and mentorship

Ennie credits Dr Nonki Motahane from the Department of English as a significant source of inspiration. "Dr Motahane's journey resonates deeply with me," she says. "Witnessing her growth from a master's candidate to a PhD holder has been incredibly motivating." This mentorship fuelled Ennie's own academic aspirations, demonstrating the power of role models within the UFS Qwaqwa community.

Decolonial analysis and insight

For her honours research, Ennie focused on a decolonial literary analysis of Yewande Omotoso's Bom Boy (2011). Her dissertation, ‘Images of a Democratic South Africa: A Decolonial Analysis of Yewande Omotoso’s Bom Boy (2011)’, explored the contradictions within South Africa's post-apartheid ‘rainbow nation’ agenda. "My research portrays the enduring racial and socioeconomic inequalities in post-apartheid South Africa," Ennie explains. Her analysis highlighted the persistent colonial structures and the failure to achieve true equality and inclusivity.

Transformative impact and future aspirations

Ennie's studies have had a profound impact on her perspective, particularly regarding the #FeesMustFall movement. "Researching for my honours allowed me to understand the movement’s significance and the concept of decoloniality," she shares. Her enhanced English skills will benefit her work at the Write Site, supporting students with academic writing, and align with Vision 130's goal of increasing research output.

Looking ahead, Ennie plans to pursue a master’s degree and a PhD, aiming to deepen her expertise and expand her career opportunities.

A message of lifelong learning

Ennie's advice to fellow UFS Qwaqwa Campus staff is to embrace lifelong learning. "Pursuing further education is a powerful way to enhance your professional and personal growth," she says. "Take advantage of the resources and support systems available at the UFS, and don’t be afraid to reach out for help."

Community and support

Ennie emphasises the strong sense of community on the UFS Qwaqwa Campus. "The Department of English, my supervisor Dr Peter Moopi, and my colleagues were incredibly supportive," she notes. "The library services and the shared experiences with fellow students were invaluable." She also recounts a story of a librarian remembering her when she was waiting for a book from Bloemfontein, and how that personal touch meant a lot.

Resilience and triumph

Even when faced with challenges, such as a difficult lecturer, she persevered. "Looking back, I realise that such experiences are the ones that build resilience," she reflects.

Mkotywa’s graduation is not just a personal achievement; it is a testament to the supportive environment on the UFS Qwaqwa Campus and the transformative power of education. Her story serves as an inspiration to the entire university community, proving that with dedication and support, any goal is achievable.

As a parting shot: "Remember that the process may sometimes be difficult, but the results are transformative. Stay focused on your goals and trust in the value of the journey, because the experience of learning is just as important as the final achievement." – Ennie Mkotywa.

News Archive

Central SRC constitution for UFS approved by Council

2005-07-20

University of the Free State Fact Sheet

1. The Council of the University of the Free State (UFS) on 10 June 2005 unanimously approved the establishment of a Central Student Representative Council (CSRC) to constitute a legitimate basis for the democratic participation of students of all three of its campuses in the governance of the university.

2. In a major breakthrough and transformation step for student governance, the Central SRC will include representatives of the main campus in Bloemfontein, the Vista Bloemfontein campus and the Qwaqwa campus of the UFS.

3. The need to establish the Central SRC follows the incorporation of the Qwaqwa campus into the UFS in January 2003 and the incorporation of the Vista campus in Bloemfontein into the UFS in January 2004.

4. The constitution of the Central SRC is the outcome of a consensus reached during a lengthy process of negotiation between the SRCs of the three UFS campuses, indirectly involving diverse student formations such as Sasco, ANCYL, YCL, Pasma, SASO, SADESMO, AZASCO, SCO, HEREXVII, KovsieAlliance, ACDP, etc. Independent constitutional and political experts facilitated key parts of the negotiation process.

5. In this process, the UFS management went out of its way to ensure the participation of all student formations, especially Sasco and the ANC Youth League, as well as the duly elected SRC officials of the three campuses.

6. With the establishment of a Central SRC, the UFS has adopted a federal student governance model whereby the CSRC is the highest representative student body on matters of common concern for all students. The three campuses of the UFS will retain SRC structures for each campus with powers and responsibilities for matters affecting the particular campus.

7. The central SRC will have 12 members made up of delegates of the different campus SRCs, including the presidents of these three SRCs. In total, the main campus will have 5 representatives, the Qwaqwa campus will have 4 representatives and the Vista campus will have 3 representatives. This ratio ensures a strong voice for the smaller campuses in the central SRC.

8. This arrangement will be reviewed after a year to make allowance for the phasing out of undergraduate (pipeline) students at the Vista campus, as was agreed in the negotiations preceding the incorporation of that campus into the UFS.

9. From these 12 members a central SRC president will be chosen on a quarterly basis to represent the general student body at Executive Management, Senate and Council.

10. The historic official inauguration of the first Central SRC is scheduled to take place in early August 2005.

11. This event, like the adoption of a broadly negotiated new constitution for the main campus SRC, represents a breakthrough in that all three campus SRCs delegations and all relevant student organizations have been part of the process and have accepted the outcome of the process.

20 July 2005

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