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UFS pioneers student teacher registration with SACE, setting national standard

01 July 2025 | Story Precious Shamase | Photo Supplied

The University of the Free State (UFS) has taken a groundbreaking step in teacher education, becoming the first university in South Africa to facilitate the provisional registration of its student teachers with the South African Council for Educators (SACE) before they embark on their crucial Work Integrated Learning (WIL) phase. This landmark achievement follows the recent signing of a Memorandum of Understanding (MOU) between the UFS and SACE, solidifying a collaborative commitment to regulatory compliance and professional development for future educators.

Direct SACE support for student teachers

In June 2025, SACE representatives, led by Harold Tlomatsana, the Provincial Head for SACE in the Free State Province, conducted a dedicated support visit to the Qwaqwa Campus. The purpose of their visit was to directly assist student teachers in completing their online provisional registration applications. The university's Faculty of Education, through its Teaching Practice Directorate, played a pivotal role in this initiative, graciously providing access to its computer laboratories to ensure a seamless and efficient registration process for all students.

This proactive approach ensures that all UFS student teachers are officially registered with SACE, a vital prerequisite for their upcoming July practice teaching component. It is important to note that this provisional registration is distinct from employment-related functions; rather, it stresses the commitment of both institutions to ensure that all aspiring educators are properly recognised and compliant with national standards before gaining practical experience in classrooms.

The signing of the MOU by Prof Loyiso Jita, Dean of the Faculty of Education, alongside SACE representatives, marks a significant milestone. It not only formalises the partnership but also highlights the UFS' dedication to upholding the highest professional standards in teacher training.

A national precedent set

Prof Thuthukile Jita, Director of the Teaching Practice Directorate (TPD), expressed her enthusiasm for this pioneering collaboration. "This initiative is a testament to the hard work and foresight of our team in the Faculty of Education and the TPD office," said Prof Jita. "By partnering with SACE, we are not only streamlining a crucial administrative process for our students but also setting a national precedent for how universities can ensure that their future teachers are fully prepared and compliant with professional regulations from the very outset of their practical training."

The positive impact of this initiative will resonate across all UFS campuses – Bloemfontein, South, and Qwaqwa – stressing the comprehensive reach of the TPD office under Prof Jita's leadership.

Formalising a key partnership: a culmination of continued collaboration

The recent signing of the MOU formal agreement representing not only a new beginning, but rather a culmination of robust, continued collaboration between the UFS and SACE. Both institutions have long shared a commitment to ensuring the highest professional standards for future educators. The MOU formalises and strengthens these existing ties, highlighting the UFS' dedication to upholding the highest professional standards in teacher training and streamlining critical processes for its students.

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Moving towards creating a more accessible UFS for mobility-impaired students

2015-07-21

Centre for Universal Access and Disability Support’s logo for persons with mobility impairments.
Design: Karoo Republic

Hi, my name is Jackson, and I am a wheelchair user following an accident that left me paralysed.

We often take for granted the ability to navigate obstacles, and to move readily from place to place. Few people have to worry about mobility on campus, but for students with mobility impairments, it presents many challenges that few of us are aware of.

The biggest struggle for students with mobility impairments is often encountered in the lecture room/hall. Once they arrive at the class (often struggling to get there on time), their next challenge might be entering the classroom and finding a suitable place where they can sit comfortably. As it is, there are only a few loose tables in most lecture halls. Consequently, the students have to sit through the lecture taking notes and working with their laptops resting on their laps. Obviously, this is uncomfortable and not conducive to their learning process.

When students have limited hand function, the result is that they write more slowly and with difficulty. However, the UFS does offer assistance from scribes, adapted computer hardware/software, assistive devices, and/or modified furniture. Such adaptations can be arranged by the Centre for Universal Access and Disability Support (CUADS), which boasts an official test and examination venue where students with mobility impairments can proceed with their tests and exams if they prefer.

Students with Cerebral Palsy may experience difficulties with quick, sudden physical movements, and delayed processing of information. Stressful circumstances can result in their experiencing difficulty when having to write or process information quickly enough during test and examination situations. The Extra Time Panel, in collaboration with Student Counselling and Development, determines the time concession for those students with mobility impairments who have such needs.

The importance of accessible parking spaces exclusively designated for wheelchair users not only involves such places being closer to a building entrance but also wide enough for a wheelchair user to get in and out of a vehicle safely.

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