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09 June 2025 | Story Tshepo Tsotetsi | Photo Tshepo Tsotetsi
Broadening Curricula Debate
Debaters from the Faculty of Economic and Management Sciences’ 2025 Broadening Curricula Debate.

In an engaging and thought-provoking session, the Faculty of Economic and Management Sciences (EMS) at the University of the Free State hosted its Broadening Curricula Faculty Debate Series under the motion: The current Economic and Management Sciences curricula, pedagogical approaches, and research endeavours perpetuate colonial legacies. Held on the Bloemfontein Campus on 3 June 2025, the debate brought together academics and, for the first time, students – making space for dynamic, intergenerational dialogue on the transformation of teaching and learning in higher education.

 

Creating space for critical pedagogical reflection

Annari Muller, manager of Teaching and Learning Manager in the faculty, said the aim was to provide a platform for constructive, sometimes challenging, engagement. “We create a platform for staff to debate these things and ultimately inform our practice, policy, pedagogy, and what we teach and how we teach,” she said.

For the first time, students were formally included in the debating teams, following feedback from previous events. “It is very important to include student perspectives as well,” Muller noted. “We want to continue these discussions, take them forward into our research practices and learning and teaching committees, where we will dissect them and act on the next step.”

This inclusion added new layers to the debate. Elda Nhalunga responsible for master’s student administration, said the topic immediately resonated with her. “When I saw decolonisation and curriculum in one motion, I found it very interesting and decided that this was something I wanted to be part of. I also wanted to hear what other scholars were saying.” She added: “Through these small initiatives, we are working towards transformation. And it’s important that students be there so that their voices are heard.”

 

Towards a more inclusive and just Academic Project

Prof Frans Prinsloo, Vice-Dean for Learning and Teaching, Innovation and Digitalisation,  believes that debates of this nature play a vital role in shaping inclusive academic spaces. “Debates, such as the one on decolonisation, enable us to engage with and reflect deeply on complex issues and to challenge existing assumptions. Through this process, the faculty can enhance its teaching practices and curriculum development.”

According to Prof Prinsloo, this kind of engagement is just the beginning. “The debate is but the start of the faculty’s plan to ensure that its Academic Project is decolonised. Research is currently in process to gather perceptions of staff and students on the topic. This research will drive action.”

Lukhanyo Lekeno, Economics master’s student, echoed this sentiment, calling the topic timely and essential. “We’re living in a world where there are certain standards and norms that, in most cases, exclude and marginalise people,” he said. “When we start having conversations about decoloniality, we are taking a step closer to actually dismantling certain legacies and ideologies that keep people constrained within a mindset.” Lekeno encouraged others to engage in such conversations, describing it as an ‘exchange of knowledge, systems, and perspectives’, which contributes to both personal growth and academic transformation.

Previous sessions in the series, such as the 2024 debate on socio-environmental sustainability, have prompted internal curriculum reviews, underscoring the faculty’s intention to link dialogue with institutional reflection.

News Archive

Emotional health of vulnerable children needs urgent intervention
2014-02-04



In South Africa, thousands of children under the age of 18 are orphaned as a result of HIV/Aids. Experts are worried that these orphans and vulnerable children will experience serious socio-emotional problems and behaviour disorders, should urgent intervention programmes not be implemented urgently.

A study was undertaken by the Centre for Development Support at the UFS, in conjunction with Stellenbosch University and the Houston University in America. The research found that in the Free State province alone, about 15% of orphans and vulnerable children showed signs of psychiatric disorders. Almost half of the children in the study showed signs of abnormal or maladjusted behavioural functioning.

The research team believes that the South African government and the numerous non-governmental organisations put too much emphasis on the physical needs of orphaned and vulnerable children and that their socio-emotional or mental wellbeing receives very little attention.

The nominal financial grant is a welcome relief for some of the needs of this risk group. Researchers are worried, though, that the lack of reliable and culturally-sensitive diagnostic methods for the early detection of psychiatric disorders may pose a challenge when the children reach puberty.

The current study is focusing on the detection of emotional behavioural problems even before adolescence. Questionnaires were distributed across the Free State at clinics, schools and non-governmental organisations dealing with these children. The questionnaires enabled researchers to establish the children's socio-emotional needs.

"Overcrowding in houses where orphans and vulnerable children often live is directly linked to poor socio-emotional health in children," says Prof Lochner Marais from the Centre for Development Support. "The state institutions offering programmes for orphans and vulnerable children overemphasise the physical and/or financial needs of these children. The programme provides, for example, food for the children, grants for the [foster] parents, assistance with school clothes and ensures clinic visits for the children. Of these, only the supply of food has a direct impact on the improved mental health of children."

The study provides, for the first time, a profile of the state of mind of this group, as well as the emotional impact of HIV/Aids – an "urgent matter" according to Dr Carla Sharp from the University of Houston's Department of Psychology. According to Dr Sharp, much more could be done to assist foster parents in addressing the emotional needs of these children. The early detection of behavioural disorders should be the key in intervention programmes.

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