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UFS and US Consulate strengthen century-long academic partnership

05 September 2025 | Story Kagiso Ngake and Dr Nitha Ramnath | Photo Stephen Collett

The University of the Free State (UFS) recently had the honour of hosting Stephanie Bunce, Consul General of the United States (US) in South Africa, and her delegation on the Bloemfontein Campus. The visit came at a significant moment, shortly after the first 100 days of Prof Hester C. Klopper’s tenure as Vice-Chancellor and Principal.

The meeting marked an important introduction between two leaders new in their respective roles: Prof Klopper at the UFS, and Consul General Bunce, who began her posting in Johannesburg in September 2024. Their discussions offered an opportunity to align the strategic ambitions of the UFS with the priorities of the U.S Mission in South Africa, while reflecting on the longstanding and fruitful relationship between the UFS and American universities.

Consul General Bunce commended the depth of UFS’s academic partnerships with the United States and expressed enthusiasm about the university’s future direction. “I’m really excited to hear what you’re looking for in the next few years and how we can continue to work together,” she said.

Advancing clinical training and collaboration

The delegation toured the world-class Clinical Simulation and Skills Unit (CSSU), where Prof Mathys Labuschagne, Head of Clinical Simulation and Skills Unit, School of Biomedical Sciences, and his team showcased how advanced simulation technologies prepare students for clinical practice. “Hands-on practice in a safe, non-threatening environment is one of the best ways to build confidence and skills,” explained Prof Labuschagne.

The CSSU was developed based on a model from Penn State University following a visit 15 years ago - a collaboration that has continued to thrive. “Collaboration with US universities opens doors for joint teaching, student exchanges, and research partnerships that drive innovation,” Prof Labuschagne added.

Deepening a century of partnership

Collaboration between the UFS and the U.S universities dates back more than a century. In the 1920s, the University of Michigan established the Lamont-Hussey Observatory on Naval Hill, and Harvard University relocated the Boyden Observatory to Maselspoort. Both observatories, now part of the UFS, symbolise a legacy of shared scientific discovery.

These historic ties have since evolved into formal agreements with universities across the United States. Between 2020 and 2024, the US was the leading country collaborating with the UFS, producing more than 929 co-authored publications across 648 institutions. Today, partnerships continue to expand through research, academic exchanges, and staff mobility programmes that leave a lasting impact on students and society alike.

Consul General Bunce highlighted the distinctive nature of these partnerships. “In many countries, academic exchange is driven by government. Here, it grows organically from strong relationships and programmes.”

Prof Lynette Jacobs, interim Director in the Office for International Affairs, emphasised the value of these ties: “Our partnership with the United States shows how a strong and mature relationship can drive diversified internationalisation, advancing our strategic goal of global engagement with real impact. We look forward to welcoming the Consul General on our other two campuses.”

Driving innovation and commercialisation

In her address, Prof Klopper outlined the university’s vision to translate research into real-world solutions and commercial opportunities. “The UFS is learning from many American universities’ innovative models, which leverage multiple income streams and strong industry partnerships,” noted Prof Klopper. Prof Klopper emphasised that diversifying income is not only about sustainability but also about ensuring research has impact. Recent spin-off companies are an example of this vision becoming reality.

Charting the future

The US delegation expressed strong interest in UFS’s areas of strength, including community engagement, entrepreneurship, and student success initiatives. They also highlighted the potential for US students to study at the UFS, with consular support services in place to assist visiting students in emergencies.

“It is wonderful to see relationships that grow and change but continue to bring in new partnerships and exchanges,” Consul General Bunce remarked.

With plans for new mobility schemes, joint research projects, and a shared commitment to innovation, the UFS and its US partners are well-positioned to shape the next chapter in their century-long story of collaboration.

News Archive

Socially inclusive teaching provides solution to Grade 4 literacy challenges

2017-01-23

Mots’elisi Malebese, postdoctoral Fellow of the Faculty
of Education at the University of the Free State (UFS) tackles
Grade 4 literacy challenges.
Photo: Rulanzen Martin

Imagine a teaching approach that inculcates richness of culture and knowledge to individual learners, thus enhancing equity, equality, social justice, freedom, hope and fairness in terms of learning opportunities for all, regardless of learners’ diversity.

This teaching strategy was introduced by Mots’elisi Malebese, postdoctoral Fellow of the Faculty of Education at the University of the Free State (UFS), whose thesis focuses on bringing together different skills, knowledge and expertise in a classroom environment in order to enhance learners’ competence in literacy.

A teaching approach to aid Grade 4 literacy competency
Titled, A Socially Inclusive Teaching Strategy to Respond to Problems of Literacy in a Grade 4 Class, Malebese’s post-doctoral research refers to an approach that improves listening, speaking, reading, writing, technical functioning and critical thinking. Malebese, who obtained her PhD qualification in June this year, says her research confirmed that, currently, Grade 4 is a bottleneck stage, at which learners from a low socio-economic background fall behind in their learning due to the transition from being taught in their home language to English as a medium of instruction.

Malebese, says: “My study, therefore, required practical intervention through participatory action research (PAR) to create conditions that foster space for empowerment.”

PAR indoctrinates a democratic way of living that is equitable, liberating and life-enhancing, by breaking away from traditional teaching methods. It involves forming coalitions with individuals with the least social, cultural and economic power.

Malebese’s thesis was encouraged by previous research that revealed that a lack of readiness for a transitional phase among learners, teachers’ inability to teach literacy efficiently, and poor parental involvement, caused many learners to experience a wide variety of learning barriers.

A co-teaching model was adopted in an effort to create a more socially inclusive classroom. This model involves one teacher providing every learner with the assistance he or she needs to succeed, while another teacher moves around the room and provides assistance to individual learners.

“Learners’ needs are served best by allowing them to demonstrate understanding in a variety of ways, because knowledge is conveyed and accomplished through collaborative work,” Malebese said.

She believes the most important benefit of this model is assuring that learners become teachers of their understanding and experiences through gained knowledge.

Roleplayers get involved using diverse expertise in their field
Teachers, parents and several NGOs played a vital role in Malebese’s study by getting involved in training, sewing and cooking clubs every weekend and during school holidays. English was the medium of teaching and learning in every activity. A lodge, close to the school, offered learners training in mountain biking and hiking. These activities helped learners become tour guides. Storyteller Gcina Mhlophe presented learners with a gift of her latest recorded storytelling CD and books. Every day after school, learners would read, and have drama lessons once a week.

AfriGrow, an organisation that works with communities, the government and the corporate sector to develop sustainable community-driven livelihoods through agricultural and nutrition programmes, provided learners with seedlings, manure and other garden inputs and training on how to start a sustainable food garden. The children were also encouraged to participate in sporting activities like soccer and netball.

“I was aware that I needed a large toolbox of instructional strategies, and had to involve other stakeholders with diverse expertise in their field,” Malebese said.

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