Behind every resilient community is a network of resolute public servants. The University of the Free State (UFS) is strengthening this foundation by equipping frontline workers with the tools they need to drive meaningful change. Through a new partnership with the KwaZulu-Natal (KZN) Department of Social Development (DSD), the university is taking academic knowledge directly to those tasked with supporting society's most vulnerable.

In addition to being the first university to offer a four-year Bachelor of Community Development degree in South Africa, the UFS broke new ground by also offering an online PGDip in Community Development, which addressed an urgent need in the sector. To satisfy this need, the UFS and the KZN Department of Social Development have formalised a partnership to upskill the province's social development workforce. Through a targeted workplace skills development plan for community development practitioners, eligible employees are awarded bursaries to pursue distance-learning qualifications and community skills development programmes at the UFS.

Prof Hester C. Klopper, Vice-Chancellor and Principal, said the partnership reflects the university’s responsibility to contribute meaningfully to societal development through responsive education. “The University of the Free State welcomes this partnership, because it strongly aligns with our institutional mandate and our strategic commitment to engaged scholarship and partnerships. We recognise that universities must contribute beyond teaching and research by strengthening professional practice and supporting development-oriented public institutions.”

The ‘human engine’ of transformation

This partnership responds to a critical skills gap identified in a 2023 audit, which revealed that less than 5% of KZN community development practitioners (CDPs) hold qualifications aligned with national norms and standards. In response, the department has committed significant resources to professional development.

An initial investment of more than R2,5 million was allocated to the first cohort, with a further R1,7 million earmarked for intakes in 2025 and 2026. In total, 68 CDPs are currently enrolled at the UFS for a Postgraduate Diploma in Community Development (PGDip).

“A skilled, qualified community development practitioner is deemed to be the human engine of the transformation from welfarism to social development,” says Velaphi Gumede, Chief Director of Corporate Management Services in the KZN Department of Social Development. He adds that the PGDip equips practitioners with “the ethical compass, analytical depth, and practical toolkit necessary to operationalise social development”.

Speaking at the signing in Bloemfontein, Head of Department for the KwaZulu-Natal Department of Social Development, Onkemetse Kabasia, said the department wanted to help shift South Africa from “a welfare mindset to a development mindset”.

“This agreement helps to strengthen the capacity of the KZN DSD to work towards the promise that was almost deferred for the country after 1994, as South Africa continues to face widespread poverty and inequality,” he said.

Kabasia added that strengthening the professionalism of the social development workforce formed part of a broader effort to restore dignity and hope in communities.

“The professionalisation of the social development workforce is part of the transition towards giving people hope again.”

The PGDip offered on the Qwaqwa Campus is a fully online programme designed to equip community development practitioners with contemporary knowledge and innovative approaches to support the transition from welfarism to social development. For the UFS, this direct contribution to the professionalisation of the public sector reflects the institution’s core values and strategic priorities.

“Our purpose as a university is to contribute to responsible societal futures – we do not exist for ourselves, nor for the here and now. We exist for the societies we serve and for the futures we are creating,” says Prof Klopper. She further states: “The university commits itself to supporting the department through responsive academic and professional development interventions. This commitment is particularly relevant in a rapidly changing social development environment where community development practitioners require expanded competencies in facilitation, programme planning, monitoring and evaluation, integrated service delivery coordination, and developmental policy literacy.”

“The DNA of a university is communities – local and international,” says Prof Mogomme Masoga, Dean of the Faculty of the Humanities. “We are not removed from the society we find ourselves in. We take the challenges of growth, stability, and progress seriously. This agreement attests to our commitment and demonstrates our core business.”

Tapping into the societal atlas

Through this partnership, the UFS is actively engaging with the complex social realities facing South Africa. Rather than observing societal challenges from a distance, the university is embedding itself in the public service space, bringing together academics and practitioners to deliver programmes that are closely aligned with workplace demands and the realities faced by communities.

To support academic success while maintaining service delivery, the department provides participating employees with dedicated time to focus on their online studies. This approach reflects the principles of engaged scholarship, ensuring that those addressing poverty, inequality, and social care challenges are equipped to drive systemic change. 

Expanding access to education

A cornerstone of the Memorandum of Agreement (MOA) is its commitment to inclusivity. The agreement outlines access pathways for employees who may not meet traditional admission requirements, enabling them to enrol through a structured Recognition of Prior Learning (RPL) approach that supports access. This approach recognises the value of lived experience, prior learning, dedication, and a commitment to public service.

Prof Klopper says the Recognition of Prior Learning pathway also speaks to the university’s broader transformation agenda. “Talent, commitment, and lived experience are valuable forms of knowledge. Expanding access through flexible and inclusive models allows universities to recognise the potential that already exists within communities and the public sector workforce.”

“Access to education is a key area that the university is committed to,” says Prof Masoga. “This is a timely and progressive step. I am confident that the design and structure of these programmes will add practical and theoretical depth for students, ensuring that our offerings remain relevant and accessible. This becomes part of a transformative curriculum and agenda.”