Education

NWU B.Ed alumni reconnect to celebrate the power of teaching

BELINDA BANTHAM — Thu, 10 Jul 2025 10:48:57 +0000

NWU B.Ed alumni reconnect to celebrate the power of teaching BELINDA BANTHAM Thu, 07/10/2025 - 12:48

Byline: Mafumane Tlhapi and Nikelo Mehlomakulu

In the same lecture halls where many first discovered their calling, B.Ed graduates of the North-West University (NWU) gathered once again. This time, not as students, but as teachers united by a shared purpose.

On Thursday, 4 July, the NWU Mahikeng Campus hosted a reunion for B.Ed alumni, transforming the university’s education block into a space for connection, reflection and future planning.

Dr Thapelo Mokgadi, deputy director in the Faculty of Education, welcomed attendees with a reminder of the deeper impact of the profession.

“It is about honouring the shared experiences that unite us as scholars, as professionals and as human beings,” said Dr Mokgadi. “Education is not merely the transmission of curriculum content. It is the art of connection.”

He added, “Many of us are here today because someone believed in us before we believed in ourselves.”

Prof Sonia Swanepoel, deputy vice-chancellor at the Mahikeng Campus, addressed the alumni on institutional progress and challenges. “We want this university to be an ongoing concern. We do not want it to go bankrupt. We must manage our resources,” she said.

Speaking on transformation and the demands of the digital age, she remarked, “We are in the Fourth Industrial Revolution, we cannot do anything manually anymore.”

Prof Swanepoel also detailed the ongoing infrastructure upgrades at the NWU, including water-wise systems, solar panels, eco-friendly initiatives and student-centred facilities. “We are banning plastics. It is not good for the environment,” she said. “Our roadmap is to transform and position this university as a unitary, sustainable institution committed to academic excellence and social justice.”

She highlighted the scale of student demand: “We received 390 000 applications for first-year students, but could take in only 12 000.”

Prof Muchativugwa Hove, acting director of the Research and Innovation Hub, reflected on the evolution of the faculty. “The Faculty of Education has reconstructed and reconstituted identities and ways of belonging,” he said.

He urged alumni to support the university in return. “As alumni, it is critical that we reflect not only on what we gained, but on what we can give back, whether through a trust fund or mentorship, or by supporting social justice in education.”

Mr Thoriso Maseng, senior manager for Career Services and Alumni Relations, closed with a call to action. “We go to great lengths to strengthen relationships with our former students,” he said. “Beyond reconnecting, we invite you to become mentors, to share opportunities, and to give back in ways that enrich our students’ education and employability.”

“Your legacy is in good hands,” Maseng told the room. “We want you to be part of building the NWU brand and opening doors for those who come after you.”

From left - Ms Rebaone Mmileng, Mr Thoriso Maseng, Dr Thapelo Mokgadi, Prof Sonia Swanepoel, Prof Muchativugwa Liberty Hove, Mr Sbusiso Gwala and Ms Keabetswe Gopane

Prof Muchativugwa Hove

Prof Sonia Swanepoel

Bridging motherhood, STEM and early childhood education

BELINDA BANTHAM — Thu, 03 Jul 2025 05:45:15 +0000

Bridging motherhood, STEM and early childhood education

by Mafumane Tlhapi

BELINDA BANTHAM Thu, 07/03/2025 - 07:45

What began as a mother’s effort to support her own children blossomed into a doctoral study exploring the links between early exposure to science, technology, engineering and mathematics (STEM) and cognitive development in young children.

The research of North-West University (NWU) academic Dr Moleboheng Mokhele-Ramulumo is profoundly shaped by her personal experience as a mother. When both her sons, Wavhudi and Rivhavhudi, experienced speech delays as toddlers, she sought digital educational games to support their language development. To her surprise, it was not just their vocabulary that grew; their curiosity for science, mathematics and complex puzzles became evident as they interacted with STEM-based games on her phone.

Now a senior lecturer in the Faculty of Education and a member of the Research Unit for Self-Directed Learning at the NWU, Dr Mokhele-Ramulumo’s PhD research shows that early exposure to STEM concepts significantly enhances visual and conceptual reasoning in young learners.

Head start for youngsters exposed to STEM

Her study, which focused on Grade R learners from private schools in Bloemfontein, found that children in schools with integrated STEM curricula outperformed their peers in spatial reasoning, visual interpretation and conceptual understanding. These schools incorporated hands-on science experiments, visual problem-solving tasks and interactive logic games, offering young learners a head start in cognitive development.

When asked why early STEM education matters, Dr Mokhele-Ramulumo points to broader developmental benefits. “This is not just about careers in science or technology. It’s about critical thinking, logical reasoning and adaptability, skills that matter across all professions.”

Her findings have received notable attention from education stakeholders.

Opportunity to influence education policy

“The response has been overwhelmingly positive, particularly from the Free State Department of Education,” says Dr Mokhele-Ramulumo. “They invited me to present a report on the findings of my PhD, and following that engagement, I am now implementing my Thuthuka NRF-funded project in collaboration with the department.”

This project, which is officially underway, focuses on fostering global citizenship education through science education, visual literacy and indigenous knowledge systems. “This will be achieved by reviewing the current Grade R curriculum and integrating key recommendations from my doctoral research. The project has already received full ethical approval and represents a significant step toward bridging research and policy. It’s incredibly fulfilling to see academic work directly contributing to meaningful change in the public education system.”

Dr Mokhele-Ramulumo also reflects on how her personal experience has shaped her academic work. “My academic work is deeply grounded in my lived experience as a mother,” she explains. “Motherhood has given me a lens of empathy and urgency. I don't just want to publish, I want change. I want to help create an education system that is not only fit for my own children but for all South African children. I want to see the same spark in other children that I saw in my boys when they engaged with educational tools that respected their intelligence and curiosity.”

Dr Mokhele-Ramulumo’s study links early STEM education to improved visual literacy and scientific reasoning among preschoolers, inspired by her sons and driven by a vision for inclusive, transformative education in South Africa.

Celebrating purpose, passion and progress with Khululwa Shibani

BELINDA BANTHAM — Thu, 26 Jun 2025 12:14:52 +0000

Celebrating purpose, passion and progress with Khululwa Shibani

by Bertie Jacobs

BELINDA BANTHAM Thu, 06/26/2025 - 14:14

As South Africa commemorates Youth Month – a time to reflect on the courage, resilience and vision of young people – we turn the spotlight on Khululwa Nosipho Shibani. At just 29, she is not only shaping young minds as an educator at Christiana School for the Blind and Partially Sighted, but also contributing to groundbreaking community research. Her journey reflects the spirit of Youth Month: bold leadership, unwavering dedication, and a passion for building a better, more inclusive future.

Here, she shares her remarkable journey:

What did you study at the NWU?

In 2016, I enrolled for a Bachelor of Education in Senior and FET Phase at the NWU, majoring in Geography and Mathematics. I completed my studies in 2019.

What is your current profession/occupation?

I am currently an educator at Christiana School for the Blind and Partially Sighted, and a community researcher in the North West Province, assisting the University of Pretoria’s Faculty of Health Sciences with research focused on motherhood and albinism.

What gives you the most joy in your current position?

What I love most about my job is my learners – how extraordinary and talented they are. Discovering their abilities and unique gifts each day gives me the motivation to look forward to tomorrow.

What is your fondest memory from your time at the NWU?

My fondest memories are those I created while serving in leadership roles: hosting meaningful events, participating in them, and learning from other leaders who shared best practices. I also treasure the memories made with student political leaders, some of whom went on to serve in the Students’ Campus Council.

Apart from your studies, what are some of the most important things you learned at the NWU?

Strong leadership practices.

What inspires you?

I am most inspired by women in leadership, those who lead by example. These women have cultivated inclusive, diverse working environments in their institutions and continue to make waves, proving how great leadership can help build a strong and safe nation. The institutions they have led continue to grow and flourish. I would like to mention Ms Agnes Rasesemola, Circuit Manager of the Boitshoko Local Education Office in the Bojanala District, North West, and former Principal of Sunrise View Secondary School; and Professor Mamokgethi Phakeng, the former Vice-Chancellor of the University of Cape Town.

What makes you positive about our country’s future, what doesn’t, and what would you like to change?

Our country may face many complex challenges that make it difficult to see its unique growth. Despite the rise in youth unemployment and crime, we must also recognise the positive developments in sport, academia and beyond. South Africa is home to prestigious institutions like the NWU, which are introducing programmes aimed at addressing our pressing social challenges through research. Our sportspeople are making their mark globally, showcasing their God-given talents in both sports and the arts. In recent months, our country has also stood as a symbol of peace, harmony and stability. With strong leadership, South Africa has the potential to become a powerful force on the global stage.

If you could give one message to our country’s youth on how to succeed in life, what would it be?

The youth must begin to prioritise their future – as individuals, community members and patriots. They should take the time to learn about our country’s history to better understand present-day affairs. Young people must become vocal advocates against the social ills affecting our communities and stand up to anything that hinders their progress. Those who have succeeded in their careers must take responsibility to lead – and as they rise, they must uplift others. It is time to take mental health seriously and stop relying on substances to cope. Success has no shortcuts; it demands hard work, determination and resilience. The youth should view life through the lens of reality rather than through social media filters. They must understand their purpose, knowing that we are all here for a reason and that life, ultimately, has no manual.

Khululwa Nosipho Shibani.

Teacher education project launches in Italy

MARELIZE SANTANA — Fri, 20 Jun 2025 11:23:32 +0000

Teacher education project launches in Italy

by Mafumane Tlhapi

MARELIZE SANTANA Fri, 06/20/2025 - 13:23

Florence, the Italian city made famous by Renaissance artists such as Michaelangelo and Leonardo da Vinci, is also a modern-day hub for leaders in science, technology, engineering and mathematics (STEM) education.

In May this year, the city ushered in a new phase in STEM teacher education as global partners gathered to launch the Erasmus+ Capacity Building project, aimed at transforming how future teachers learn and teach.

Funded by the European Union, the project is led by the North-West University (NWU) under the coordination of Prof Dorothy Laubscher, holder of the UNESCO Chair in Multimodal Learning and Educational Resources. The project’s full title is “Transforming STEM teacher education in South Africa through self-directed open educational Practices (Ted-SOEP)”.

The project’s first in-person transnational meeting on 22 and 23 May 2025 brought together STEM education specialists from institutions in South Africa and Europe.

“Our goal is to support lecturers and students by developing sustainable, open learning environments that empower all participants in the education system,” said Prof Laubscher.

Seven universities join forces

South African universities involved in the project include the NWU, UNISA, University of Pretoria, University of the Witwatersrand and Sol Plaatje University. European institutions are Pixel International Education and Training Institution based in Florence and the University of Florence in Italy, along with the Instituto Politécnico de Bragança in Portugal.

The meeting in Florence focused on developing a training package aimed at integrating open educational resources (OERs), open educational practices (OEPs) and self-directed learning into STEM teacher education. The agenda included planning national workshops and reviewing strategies for embedding open practices into existing curricula.

“Building a shared understanding of how to implement open educational approaches and self-directed learning was a central outcome of our discussions,” Prof Laubscher said.

Following the meeting, the University of Florence hosted a workshop from 26 to 30 May 2025. The workshop was held at Il Fuligno, a historical complex in the Florence city centre. This served as the site for practical sessions, academic dialogue and collaborative learning.

According to Prof Laubscher, these sessions help contextualise educational practices for local environments. “The collaboration makes real change possible.”

The workshop included contributions from various renowned academics from the University of Florence, including Prof Maria Ranieri and Prof Luigi Barletti. The workshops covered best practices, capacity-building and context-sensitive approaches to implementing OEPs and OERs in teacher training.

NWU participants in the Florence events included Prof Laubscher, Dr Moleboheng Mokhele-Ramulumo, Dr Annalie Roux, Dr Judicial Sebatana and Dr Sukie van Zyl. Other NWU team members involved in the broader project include Prof Chanelle Bosch, Dr Donnavan Kruger, Prof Neal Petersen and Dr Gordon Sekano.

“The project strengthens our collaborative networks and supports transformation in education,” said Prof Laubscher. “We are building something that can have lasting value.”

For more information visit the Ted-SOEP project website: www.tedsoep.org.

The NWU team that attended the transnational workshop in Florence: from left are Dr Annalie Roux, Dr Moleboheng Mokhele-Ramulumo, Prof Dorothy Laubscher, Dr Judicial Sebatana, and Dr Sukie van Zyl.

Academic offers mental health support to education assistants placed at North West schools

BELINDA BANTHAM — Tue, 17 Jun 2025 13:00:45 +0000

Academic offers mental health support to education assistants placed at North West schools

by Phenyo Mokgothu

BELINDA BANTHAM Tue, 06/17/2025 - 15:00

As Phase 5 of the Basic Education Employment Initiative (BEEI) prepares to place thousands of young education assistants in schools across South Africa, support for their mental and emotional well-being is coming into sharper focus. In the North West province, an academic from the North-West University (NWU) is stepping in to provide such support to the 1 326 assistants allocated to the province.

Dr Khido Ramadie, a mental health counsellor and academic in the NWU’s Faculty of Education, is working closely with the North West Provincial Department of Education to offer mental health and wellness support to the province’s youth education assistants.

“These young assistants are often caught between being learners and authority figures,” says Dr Ramadie. “That can lead to identity challenges, self-doubt and social isolation, especially in unfamiliar school environments.”

BEEI Phase 5, scheduled to begin in June 2025, forms part of the Presidential Youth Employment Initiative. It provides job opportunities to young people while easing the workload on educators. However, the psychological toll on participants has drawn increasing attention.

“Many of them experience anxiety, burnout and financial stress due to delayed or inconsistent stipends,” says Dr Ramadie. “Support must be holistic, covering emotional care, financial literacy, physical wellness and a sense of belonging.”

Her services include wellness workshops, peer support structures and access to counselling. The initiative also promotes physical health through education on nutrition, managing fatigue and encouraging balanced workloads to reduce absenteeism.

“We are not addressing mental health in isolation,” she explains. “We are creating a framework that equips youth to cope in demanding school settings and develop personally while contributing meaningfully to the education sector.”

Using research-informed methods, Dr Ramadie and her team will monitor participant well-being throughout the programme, providing data-driven insights to inform support strategies.

“This is about more than just filling posts,” she says. “It’s about ensuring that those who are placed in schools are emotionally and physically ready to make a lasting impact.”

As BEEI Phase 5 gets underway, the focus is shifting from placement alone to sustainable support, ensuring that those who are hired are also heard.

Dr Khido Ramadie

Expert warns of long-term risks of schools dropping pure mathematics

BELINDA BANTHAM — Fri, 23 May 2025 05:53:37 +0000

Expert warns of long-term risks of schools dropping pure mathematics

by Phenyo Mokgothu

BELINDA BANTHAM Fri, 05/23/2025 - 07:53

When as many as 464 public schools in South Africa have elected to stop offering pure mathematics, the question is no longer about underperformance in mathematics, it is about absence.

While most of these schools still teach mathematics literacy, pure mathematics underpins engineering, science and certain types of problem-solving. When that subject is missing from the school curriculum, the long-term impact on learners and the economy is cause for concern.

Dr Judicial Sebatana, an education expert from the North-West University’s (NWU’s) Faculty of Education, says the reasons behind this shift are complex but interconnected. “There has been a shortage of mathematics teachers. At one stage, we had to rely on foreign nationals to teach maths and science,” he says.

Schools are also responding to performance pressures. According to Dr Sebatana, the pursuit of a 100% pass rate plays a significant role in discouraging learners from taking mathematics. “When learners fail mathematics, schools do not achieve a perfect pass rate. As a result, some schools encourage more learners not to take the subject.”

The consequences are wide-reaching. “Mathematics is the language of most engineering and science disciplines. It is also a prerequisite for entering many careers at higher education institutions,” says Dr Sebatana. He believes removing the subject from the curriculum undermines students' access to technical fields and their ability to navigate a data-driven economy.

Beyond academia and employment, there are deeper implications. “Surviving in everyday life requires one to be a critical thinker and a problem solver, skills which in many cases are acquired from doing mathematics,” he says.

To reverse the trend, Dr Sebatana outlines several strategies: “Teaching and learning strategies must be innovative and relevant for classroom content and context to align. The curriculum must be revisited to ensure it caters to both national and global goals.”

He adds that mathematics could be made compulsory again and that support must be expanded. “Extra financial support is needed for student teachers, current teachers and learners studying mathematics.”

Dr Sebatana also calls for greater collaboration between universities and the Department of Basic Education (DBE). “Institutions of higher learning must partner with the DBE to ensure the preparedness of newly qualified mathematics teachers.”

The decline of mathematics in public schools may be gradual, but its long-term effects are already in motion. For Dr Sebatana, halting the slide requires both urgency and coordination across sectors.

Dr Judicial Sebatana

Holly’s final bow: Lize graduates with her faithful companion by her side

BELINDA BANTHAM — Wed, 23 Apr 2025 08:05:28 +0000

Holly’s final bow: Lize graduates with her faithful companion by her side

by Belinda Bantham

BELINDA BANTHAM Wed, 04/23/2025 - 10:05

It was a bittersweet day for North-West University (NWU) graduate Lize Marais, who celebrated her academic achievement and marked the final public appearance of her beloved service dog, Holly.

Lize received her Bachelor of Education in Senior and FET Phase in English, on 16 April, with Holly—her steadfast companion since 2018—right by her side. The moment was deeply symbolic, as Holly prepares to retire after nearly a decade of loyal service.

Diagnosed with Type 1 diabetes just before her first birthday, Lize has lived with the condition for most of her life. In 2016, she suffered a severe seizure due to low blood sugar levels and was hospitalised. After two more similar incidents, her mother began searching for alternative ways to help her manage the condition—leading them to Holly.

Holly, once a stray, was rescued and trained for over a year and a half to become Lize’s service dog. Though her exact breed is unknown, they suspect she is a Samoyed cross. “I paid R50 000 for her—funds I raised by selling fudge, which is quite ironic for a diabetic,” Lize says with a laugh.

Holly has been trained to detect changes in Lize’s blood sugar levels by scent. “She alerts me 30 minutes before my meter picks it up, and 15 minutes before my continuous glucose monitor does,” Lize explains. “She scratches my leg or gets very antsy. In extreme cases, she barks—but that’s rare.”

Now nearing ten years old, Holly is preparing for a well-earned retirement. Fortunately, Lize has already started training Nova, a spirited pit bull puppy who will take over Holly’s duties in time.

Reflecting on her time at the NWU, Lize describes the university as incredibly supportive. “The NWU was extremely welcoming to my situation. I’m very grateful,” she says. “I’d encourage students living with similar challenges to go for it—don’t be scared.”

She fondly recalls many special moments with Holly on campus – including one that still makes her giggle. “We once swam in the Ratau Lebone fountains. It wasn’t really allowed, but that’s what made it so much fun,” she says. “Holly loved it too!”

Having majored in English and Afrikaans, Lize is eager to begin her teaching career and hopes to pursue a postgraduate degree next year. “I love working with children and can’t wait to start teaching,” she says.

Outside of her studies, Lize enjoys reading, baking, and exploring new places with Holly. “Holly always gets a treat when I bake—maybe that’s why she’s a little chubby,” she jokes affectionately.

As Holly retires and Nova takes over, Lize’s story reminds us to stay strong, value friendship, and face life’s challenges with courage.

Dr Dolly Dlavane inaugurated for second term on PanSALB Board

BELINDA BANTHAM — Wed, 16 Apr 2025 10:06:06 +0000

Dr Dolly Dlavane inaugurated for second term on PanSALB Board

by Belinda Bantham

BELINDA BANTHAM Wed, 04/16/2025 - 12:06

Dr Dolly Dlavane, director of the Centre for African Language Teaching (CALT) at North-West University (NWU), has been inaugurated for a second term as a board member of the Pan South African Language Board (PanSALB). The official engagement recently took place at the Constitutional Court.

Dr Dlavane served on the PanSALB Board for five years, concluding her initial term in March last year. It was these five years that she chaired a committee that dealt with the core mandate of PanSALB (Core Mandate Committee – CMC). Following a nomination for reappointment, she completed the rigorous interview and selection process. Her inauguration marks the beginning of another five-year term dedicated to promoting multilingualism and the advancement of South Africa’s linguistic heritage.

This board membership complements her role as Director of CALT, serving as a valuable catalyst for engaging with key stakeholders interested in the development and promotion of African languages in education.

Reflecting on her reappointment, Dr. Dlavane expressed deep gratitude for the opportunity to continue advocating for and protecting linguistic diversity and promoting the development of African languages in education and society. She feels deeply honoured and humbled to serve on the PanSALB Board, especially in 2025—a landmark year in which South Africa's Basic Education system begins implementing Mother Tongue-Based Bilingual Education in Grade 4.

Grade 4 has long been recognized for low reading proficiency in African languages nationwide, making this initiative particularly significant. She is also especially enthusiastic about the recent signing of the Basic Education Laws Act 2022 (BELA) Bill, which represents an important step forward in recognising African languages and South African Sign Language at schools.

Dr. Dlavane envisions a future where African languages are fully integrated into the school system, enhancing discipline-based epistemic access for African language speakers. This vision is already being realized at North-West University’s Faculty of Education, where efforts are underway to produce teachers equipped to teach in multilingual classrooms. According to Dr. Dlavane, a key driver in achieving this at the school level is the implementation of the Incremental Introduction of African Languages (IIAL) policy. As a flagship programme of the Department of Basic Education, IIAL promotes social cohesion by embracing linguistic diversity, a value deeply rooted in South Africa’s National Development Plan (NDP).

A passionate advocate for the advancement and intellectualisation of African languages, she consistently calls for their increased use in both universities and schools, and for true parity of esteem among all twelve official South African languages. She is particularly impressed by improved numbers in African languages postgraduate registrations with students writing their thesis in their African languages. Also, the way private institutions, such as Curro Schools, offer African languages aligned with the linguistic demographics of each province.

She encourages communities to make use of PanSALB’s language services through its structures available at provincial offices. Alternatively, individuals can visit the PanSALB website or follow its social media platforms to stay informed about its achievements and ongoing initiatives.

Dr Dolly Dlavane

Ditsobotla Public School learners inspired by NWU exposure

BELINDA BANTHAM — Tue, 01 Apr 2025 08:29:48 +0000

Ditsobotla Public School learners inspired by NWU exposure

by Belinda Bantham

BELINDA BANTHAM Tue, 04/01/2025 - 10:29

"Education is the most powerful weapon you can use to change the world." These words by Nelson Mandela encapsulate the spirit of a recent initiative by the North-West University (NWU) Mahikeng Campus Student Campus Council (SCC).

This initiative provided primary school learners from Ditsobotla Public School in Lichtenburg, Boikhutso, with a transformative experience through an induction and university exposure programme.

The Representative Council of Learners (RCL) from Ditsobotla Public School had the unique opportunity to immerse themselves in the university environment, gain valuable leadership skills, and expand their academic aspirations. The SCC facilitated the initiative to equip these young student leaders with essential communication, teamwork, problem-solving, conflict resolution, and time management skills.

Edward Doyi, an educator and NWU alumnus, emphasised the significance of the programme. “The skills and knowledge acquired by the RCL learners during the induction programme will undoubtedly enhance their leadership roles. They will be better equipped to collaborate with their peers, resolve conflicts, and drive positive change in their school community,” said Edward, who holds a BEd degree in senior and further education and training, an honours degree in special needs education, and a master’s degree in special needs education, all obtained at the NWU.

For many learners, stepping onto a university campus for the first time was an eye-opening experience. “Their excitement was evident as they walked through the university’s vibrant environment and state-of-the-art facilities. The exposure left a lasting impact, motivating them to work harder and aspire towards academic excellence,” said Edward.

The idea for this initiative stemmed from his experience as an NWU postgraduate student. Having benefited from the university’s leadership development programmes, he saw an opportunity for RCL learners to gain similar exposure. “Given the NWU’s reputation for excellence in leadership training, I approached the SCC at the Mahikeng Campus to request an induction programme for our learners. Their exemplary leadership in resolving student issues on campus reinforced my confidence in their ability to mentor young leaders,” he explained.

The NWU’s commitment to nurturing future leaders was evident throughout the initiative. As the learners departed, many expressed their reluctance to leave - proof of the impact of their university experience. Looking ahead, Ditsobotla Public School aims to build on this partnership, ensuring that more young learners benefit from similar initiatives.

The school’s newly appointed principal, Mr Senokwane, is determined to take the school to new heights. Under his leadership, Ditsobotla Public School prioritises academic excellence and leadership development, ensuring its learners are well-prepared for future success.

Ditsobotla Public School prioritises academic excellence and leadership development

The NWU’s commitment to nurturing future leaders was evident throughout the initiative.

Edward Doyi, an educator and NWU alumnus, emphasised the significance of the programme.

Transforming our world, one seed at a time

BELINDA BANTHAM — Mon, 31 Mar 2025 07:35:18 +0000

Transforming our world, one seed at a time

by Angeline Marokoane

BELINDA BANTHAM Mon, 03/31/2025 - 09:35

On Friday, 7 March, students and staff gathered at the Vanderbijlpark campus garden, near Kumba Residence to take part in an inspiring initiative led by Prof Magda Kloppers and the staff of the School of Mathematics, Science and Technology Education (SMSTE) at the Faculty of Education.

The gathering marked the launch of the "Adopt a 4-Door-Sized Spot" Garden Project, a movement aimed at fostering food security, sustainability, and community engagement on campus.

Participants eagerly embraced the opportunity to claim their own garden spots, planting vegetables, herbs, indigenous plants, and edible flowers in prepared soil beds and recyclable containers. With compost, fertilizer, and expert guidance provided, the initiative encouraged students to nurture their own green spaces while learning valuable sustainable gardening techniques.

Several campus societies actively supported the project, including Ch@s Peer Helpers from Student Counselling and Development, UNICEF, and the Royal House Society. Their presence highlighted the collaborative spirit of the event and reinforced the project's mission of contributing to the UN Sustainable Development Goals, particularly Zero Hunger, Good Health, and No Poverty.

Beyond the physical benefits of fresh produce, the initiative also emphasized mental well-being, reflection, and community-building. Students committed to sharing their gardening journeys through bi-weekly reflections while also inviting friends and family to join the movement. Meetings with students from the Faculty of Health Science and the Faculty of Agriculture will provide further opportunities for knowledge exchange and growth.

The "Adopt a Spot" Garden Project proved to be more than just a gardening initiative—it became a platform for empowerment, education, and sustainability. “With every seed planted, participants took a step toward a healthier and more self-sufficient future, demonstrating that small actions can indeed transform our world,” said Prof Kloppers

A group of enthusiastic B.Ed. students actively participate in a gardening activity as part of their community outreach programme, harvesting fresh vegetables, including spinach, from a well-maintained garden. Two students proudly display their freshly picked spinach while Prof Magda Kloppers observes in the background, overlooking the garden with keen interest.