Education

Education Association of South Africa awards Prof Elsa Mentz their medal of honour

BELINDA BANTHAM — Wed, 19 Feb 2025 12:39:16 +0000

Education Association of South Africa awards Prof Elsa Mentz their medal of honour

BELINDA BANTHAM Wed, 02/19/2025 - 14:39

A mindset change in favour of self-directed learning could solve many of the problems in education and possibly in the workplace too, according to award-winning North-West University (NWU) expert Prof Elsa Mentz.

The Education Association of South Africa (EASA) awarded Prof Mentz the EASA Medal of Honour during its annual conference at Sun City in January.

Prof Mentz is the director of the NWU Research Unit for Self-Directed Learning– believed to be the only such unit in the international education research community.

According to EASA, the medal was awarded to Prof Mentz in recognition of “outstanding service to education by an individual over a sustained period of time”.

A career dedicated to education

Prof Mentz has devoted her research to self-directed learning (SDL) and to enhancing it in formal and informal education. “To me it is very special that I receive this award 50 years after pioneering American educator Macolm Knowles first conceptualised self-directed learning in 1975.

“There is a vast body of literature on self-directed learning, and it is continually growing. I am convinced that many of our problems in education, and even in the workplace, can be solved if we all change our mindset from teaching and being taught, to learning and taking responsibility for our own learning.”

Prof Elsa, with the assistance of her colleagues, established self-directed learning as a strategic priority for teaching and learning, initially specifically in the Faculty of Education, but later at the NWU as a whole as well.

She says she would not have been able to do it alone and makes special mention of Prof Lloyd Conley, the executive dean of the Faculty of Education, her colleagues at the Research Unit for Self-Directed Learning and her international colleagues.

“It is heartwarming and inspiring to be told by international collaborators that the Unit for Self-Directed Learning at the NWU is the only one of its kind in the world.”

Prof Elsa knows the impact of her work will continue. “My research on self-directed learning is much bigger than myself and it will carry on long after I have stepped back. I believe it is the future of education, and I see myself as a small contributor to the scholarship thereof.”

This is not the first recognition Prof Elsa has received for her work in the field. Her dedication and expertise also earned her the Lifelong Contribution in Promoting Self-Directed Learning in Praxis, Theory and Research Award during the 7th International Self-Directed Learning Conference in November last year.

In January 2020 she also received international recognition for her research when she received the Malcolm Knowles Award from the International Society for Self-Directed Learning in Florida in the USA. This was the first time that the recipient was from outside the USA or Europe. It is awarded to those who have made significant lifelong contributions to the field of SDL.

Commenting on her recent EASA award, Prof Mentz says, “I am humbled to be the recipient of this award and truly appreciate it. It is a wonderful honour to receive awards and I give all the glory to God for it.”

Prof Elsa Mentz dedicated her EASA Medal of Honour to her husband, Prof Kobus Mentz, for his support, encouragement and understanding over the years. “I am fortunate to have a husband who is also in academia and understands the long hours, the challenges, and the time away from home.”

Academic to represent South Africa at RightsCon 2025 in Taiwan

BELINDA BANTHAM — Wed, 12 Feb 2025 06:39:42 +0000

Academic to represent South Africa at RightsCon 2025 in Taiwan

by Mafumane Tlhapi

BELINDA BANTHAM Wed, 02/12/2025 - 08:39

Dr Moleboheng Ramulumo, a senior lecturer in the Faculty of Education, Research Unit Self-Directed Learning has been invited by the Disability Cluster of the South African Youth Forum (SAYOF) to represent South Africa at RightsCon 2025, taking place in Taipei, Taiwan, from 23 to 29 February 2025.

Dr Ramulumo will participate in a round-table discussion under the theme: “Leveraging Technology to Advance Access to Education for Deaf and Visually Impaired Youth”. This discussion will bring together policymakers, researchers, AI experts and academic leaders to explore how digital innovations can break down barriers to education.

Dr Ramulumo will also do a presentation on ReneWable Rangers,it is a collaborative project with Prof Byron Bunt, deputy director of the School of Commerce and Social Studies in Education, Research Unit Self-Directed Learning and Dr Lance Bunt, senior lecturer in Computer Science and Information Systems.

ReneWable Rangers is an inclusive digital game designed to introduce young learners to renewable energy concepts while ensuring accessibility for children with disabilities.

“This educational game aims to bridge the gap between environmental education and self-directed learning, leveraging storytelling and interactive game play to engage young minds,” explains Dr Ramulumo.

The game follows Dr Ramulumo’s two sons – Wavhudi and Rivhavhudi Ramulumo – on a mission to restore electricity in a power-deprived South Africa, introducing players to renewable energy solutions.

“What sets ReneWable Rangers apart is its deep commitment to inclusivity, with accessibility features designed for visually and hearing-impaired children. This ensures that all learners, regardless of their abilities, can actively engage in STEM education,” she says.

Dr Ramulumo says this invitation from the SAYOF Disability Cluster holds deep personal significance. “As a mother of two boys who experienced speech impediments, I have witnessed first-hand the transformative power of technology in

education. In addition to improving language skills, digital tools can ignite a passion for STEM subjects, fostering confidence and independence in young learners.”

She adds that one of the most compelling aspects of ReneWable Rangers is its dedication to integrating indigenous knowledge systems (IKS) into environmental education. Rather than presenting renewable energy concepts in isolation, the game contextualises scientific learning within South African cultural and environmental realities. Therefore, by doing so, it fosters a deeper connection between young learners and the sustainability practices rooted in their heritage.

“Representing South Africa at RightsCon 2025 provides an invaluable opportunity to advocate for inclusive and culturally responsive education. My goal is to highlight the potential of digital educational games as tools for preserving indigenous knowledge and for promoting self-directed learning among children with disabilities. Through collaboration with policymakers, researchers and tech innovators, we can work towards a future where all children, regardless of their abilities, have equal access to quality education.”

She extends her sincere gratitude to Prof Lloyd Conley, executive dean of the Faculty of Education, and Dr Elize Küng, deputy dean for community engagement and stakeholder relations and a heartfelt gratitude to her Research Unit Self-Directed Learning, for their unwavering support and belief in her work.

“RightsCon 2025 is a milestone in my professional journey and a crucial step towards shaping a more inclusive and equitable educational landscape for future generations. Together, let us harness the power of technology to empower all learners.”

Dr Moleboheng Ramulumo will highlight the role of inclusive digital education at RightsCon 2025.

Study explores LEGO® Six Bricks® in teacher training

BELINDA BANTHAM — Fri, 31 Jan 2025 06:44:46 +0000

Study explores LEGO® Six Bricks® in teacher training BELINDA BANTHAM Fri, 01/31/2025 - 08:44

By: Gofaone Motsamai

The North-West University (NWU) has integrated LEGO® Six Bricks® into its Bachelor of Education programme to enhance teacher training. Research conducted by Tarien Breytenbach, Prof Elma Marais, Prof Carolina Botha and Florence Coertzen demonstrates how this tool bridges the gap between theory and practice in teacher education.

The study focused on third-year pre-service teachers at the NWU who used LEGO® Six Bricks® during their school-based training. While traditionally applied in early childhood education, the bricks were repurposed to improve classroom practices in subjects such as Mathematics, Science and Language.

The research found that the approach helped participants develop creative teaching strategies, manage classrooms effectively and foster cognitive and social development among learners. “LEGO® Six Bricks® allows pre-service teachers to experiment with strategies that promote active learning and learner participation,” the researchers stated.

A key objective of the study was to address the challenges pre-service teachers face in applying theoretical knowledge to real-world classroom settings. The researchers noted that integrating the tool helped participants discover practical ways to engage learners and deliver lessons more effectively.

The study also highlighted the versatility of LEGO® Six Bricks®, showing how it supports differentiated instruction and active participation. This approach, the researchers stated, redefined pedagogy as a dynamic and interactive process, encouraging pre-service teachers to reflect on their roles as educators.

Challenges such as scepticism from mentor teachers and logistical issues, including time and resources, were identified. The researchers recommended structured mentoring programmes and increased flexibility in curricula to overcome these barriers. Access to resources and training was also emphasised as crucial to supporting innovative teaching methods.

The study underscores the potential of tools like LEGO® Six Bricks® to enhance teacher training and equip future teachers with the skills needed to meet diverse classroom demands.

Construction commences on Mahikeng teaching facilities

RONEL ROSCHER — Tue, 28 Jan 2025 08:48:49 +0000

Construction commences on Mahikeng teaching facilities

by Phenyo Mokgothu

RONEL ROSCHER Tue, 01/28/2025 - 10:48

The North-West University’s (NWU’s) Mahikeng Campus is increasing its teaching spaces by constructing new laboratories and lecture halls this year to address the growing needs of students and staff.

The construction of geography and life sciences laboratory spaces under the Faculty of Education began on 15 January. These facilities are located in the central parking area of the A4, A3, A9 and A10 buildings. New lecture halls are also being constructed behind the nursing building.

The new laboratory structure, spanning 1 600m², will include two 400m² laboratories dedicated to student practical learning, each with a capacity to accommodate 120 students. Additionally, a 300m² GIS computer lab equipped with 84 computers will be available to support student research and learning.

The facilities will be specialised for the subject groups Geography and Life Sciences within the Faculty of Education, providing tailored spaces to support practical learning modules. This development aims to address the growing annual student intake and enhance the overall learning experience.

According to project manager Thapelo Moela, the new lecture halls will be able to accommodate 650 students. "This facility includes a 350-student lecture theatre and two 150-student lecture theatres. The design caters to flexible learning configurations and reflects input from early engagements with end-users and university stakeholders," says Thapelo.

He explains that the lecture halls were designed to meet various student group needs. "The forecourt provides pause areas under a partially covered canopy. These spaces support interaction, relaxation and preparation. The facility design ensures universal access, allowing all users to participate fully."

The project team analysed the needs of students and lecturers to ensure the spaces meet academic requirements. "Advanced sound attenuation measures were integrated to meet stringent acoustic standards. We also included state-of-the-art audio-visual systems with displays positioned for optimal visibility, as well as smart controls for lighting and sound. The furniture design considers ergonomic needs for both able and less-abled students."

The lecture halls are also equipped with interactive learning technology. "These spaces support student-lecturer engagement. Each theatre has sound lobbies to minimize noise interference, ensuring the functionality of the spaces," adds Thapelo.

“We keep the project on track by meeting bi-weekly to review progress and address issues promptly. We are confident that, despite a delayed start, the projects will be completed within the revised timeline."

These developments are part of the NWU’s commitment to enhancing academic spaces and supporting a conducive learning environment.

NWU hosts 33rd SAARMSTE International Conference

BELINDA BANTHAM — Fri, 24 Jan 2025 12:35:44 +0000

NWU hosts 33rd SAARMSTE International Conference

by Steve Maphakathe

BELINDA BANTHAM Fri, 01/24/2025 - 14:35

The North-West University (NWU) hosted the 33rd annual conference of the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE) on the Potchefstroom Campus from 13 to 16 January 2025.

This international conference, hosted in collaboration with the North West SAARMSTE chapter, was aimed at promoting research to improve and develop Mathematics, Science, and Technology Education (MSTE) programmes in response to current and future needs.

The theme of the conference was Adapting to a changing landscape of STEAM education in the era of artificial intelligence, and it featured delegates from the African continent, the USA and Australia.

During his welcome address, the president of SAARMSTE, Dr Million Chauraya from the Midlands University, emphasised that the conference was expanding and attracting international collaborators.

In turn, the deputy dean of Teaching and Learning from the Faculty of Education at the NWU, Prof Maryna Reyneke, stated that teachers have the responsibility to redefine how they engage with education and learning environments.

Prof Nnenesi Kgabi, chief director of Research and Postgraduate Support at the NWU, commended SAARMSTE for creating a sense of community among researchers. She further stated that “AI is a technology that should be welcomed rather than viewed as a threat. It is our responsibility as researchers to minimise the negative effects of this technology.”

Strategies that will shape the future of STEAM education

Throughout the four-day conference, several keynote speakers contributed their perspectives to the discussions around mathematics, science and technology education.

Chief research expert Dr Nazeem Mustapha conducted the first plenary address. He discussed the South African profile of artificial intelligence (AI) in science, technology, and innovation (STI). Prof Katie Makar from the University of Queensland then spoke about data science education, focusing on how it may be utilised to get primary school learners ready for the rapidly evolving world.

Prof Joseph Krajcik from Michigan State University stressed the need for feedback and explained how to use knowledge-in-use assessment activities in classrooms to encourage learning.

The fourth plenary was delivered by Prof Martin Braund, research associate at the Nelson Mandela University. The title of his presentation was The Arts and Sciences – Crossing the “Great-Divide”. He discussed three themes: creativity expanding scientific (STEM) thinking, the human brain-arts-science thinking, and arts-science collaboration.

Dr Chauraya acknowledged the plenary speakers' contributions and said the theme of the symposium was echoed in their discussions. Reflecting on the successful conference, Dr Chauraya stated: “It was a well-organised conference – I was impressed by the reception. The local leadership fully supported it. Thank you to the North-West University community, the ushers, the sponsors, and everyone who helped organise this conference and made it a success.”

The SAARMSTE choir provided a musical item at the closing ceremony and gala dinner held at The Roots, with the programme being directed by Dr Sonto Mthembu-Mwamwenda and Mr Lucky Ncala.

Musical group Setswana sa Nyelela blessed the audience with an outstanding performance during their opening and welcoming ceremony.

Dignitaries at the 33rd annual SAARMSTE conference on the Potchefstroom Campus.

The plenary sessions built capacity and fostered collaboration among researchers.

The president of SAARMSTE, Dr Million Chauraya, during his welcoming address.

Forum explores challenges in short-learning programmes

BELINDA BANTHAM — Thu, 05 Dec 2024 09:15:08 +0000

Forum explores challenges in short-learning programmes

by Steve Maphakathe

BELINDA BANTHAM Thu, 12/05/2024 - 11:15

Short-learning programmes bridge the gap between traditional education and the demands of the modern workforce, fostering an environment of adaptability, innovation and lifelong learning.

The director of the Unit for Continuing Education (CED) at the North-West University (NWU), Yolanda Kirsten, took part in a conference tailored to discuss short-learning programme challenges in public higher-education institutions (HEIs).

Due to the intense competition among HEIs, short-learning course management practices are thoroughly monitored to increase benchmarking opportunities.

The unique short-learning programme coordination forum, held at Stellenbosch University, covered significant topics, and dissected the competitive environment between public and private institutions. Among the topics covered at the forum were agreements, intellectual property, micro-credentialing, academic quality control, management software and brand management.

Yolanda Kirsten and other directors from several participating universities expressed their distinct perspectives on overseeing short-learning programmes and overcoming obstacles at higher-education institutions.

Consensus evolved on the difficulty of striking a balance between the flexibility needed for administering short-learning courses and the necessity for scalability while retaining academic quality and user satisfaction.

One of the challenges brought up was the increasing complexity of implementing intellectual property programmes, particularly for online and hybrid design learning, multimedia production, and of co-producing short-learning programmes in universities.

More importantly, one notable aspect was that a number of institutions are still in the early stages of developing their own administrative software and learning management systems.

Several university delegates noted that some of their departments were created to mitigate previous risky business practices that had impacted the reputation of the institutional board.

Some of the major differences among institutional practices included the annual renewal of short-learning courses and the decision by institutions not to compensate lecturers for curriculum development and facilitation.

Above all the forum is expected to become an annual event and will soon be hosted by the Unit for CED at the NWU.

Education expert weighs in on North West Department’s mother-tongue education pilot

BELINDA BANTHAM — Fri, 15 Nov 2024 12:06:36 +0000

Education expert weighs in on North West Department’s mother-tongue education pilot

by Phenyo Mokgothu

BELINDA BANTHAM Fri, 11/15/2024 - 14:06

Mother-tongue education for North West Province school learners is set to be expanded through a pilot project in January 2025. The expert view of Dr Judicial Sebatana of the North-West University’s (NWU’s) Faculty of Education is that the provincial government’s plans are a critical step forward for mother-tongue learning. However, some foundational issues will need to be addressed for the initiative to succeed.

Commenting on the North West Department of Education’s planned Mother Tongue-Based Bilingual Education (MTbBE) project, Dr Sebatana lauds the department’s commitment to mother-tongue education.

“The MTbBE project is about extending the use of the home language beyond Grade 3, which has historically been the limit for non-English and non-Afrikaans speakers,” says Dr Sebatana.

“English and Afrikaans speakers have access to mother-tongue instruction from early years through to Grade 12. This initiative will extend mother-tongue instruction for African language speakers to eight years, covering Grades R to 7 for mathematics, science and technology (MST) subjects.”

The pilot project will see core subjects such as natural science, technology and mathematics taught in Setswana, IsiXhosa and Sesotho to support students in learning through their mother tongue.

The aim is to integrate African languages into instruction for Grade 4 learners in 300 schools, potentially fostering a stronger connection to their culture and promoting cognitive development.

However, Dr Sebatana raises several concerns about the feasibility of the project, particularly around language development and teaching capacity.

Are African languages ready?

“One of my main concerns is the readiness of African languages to handle the complexities of technical subjects like the MST subjects,” he explains. “It was only in 2019 that we saw our first PhD in Setswana with Dr Justice Legodi from Zeerust, so there is a gap in higher education for African languages, especially in technical fields.”

The Department of Higher Education has invested in initiatives to develop African languages, but Dr Sebatana cautions that progress has been slow. “At the NWU, we struggle to find candidates qualified to teach or study in Setswana and Sesotho at advanced levels. This shortage is particularly acute for technical subjects.”

He also highlights challenges in staffing for the pilot project. “Many African language teachers are not trained in technical subjects, and technical subject teachers may lack proficiency in African languages. In some cases, these teachers might not even be from South Africa, which can complicate language integration further,” he notes.

In his view, while the MTbBE project reflects a positive goal of expanding educational accessibility, there are foundational issues that need to be addressed for the initiative to succeed.

“The intention is good, but it needs stronger positioning and support to ensure effective implementation.”

Dr Judicial Sebatana.

North-West University expertise addresses catastrophic teacher shortfall

BELINDA BANTHAM — Thu, 14 Nov 2024 07:27:34 +0000

North-West University expertise addresses catastrophic teacher shortfall

by Bertie Jacobs

BELINDA BANTHAM Thu, 11/14/2024 - 09:27

Thirty-one thousand. That is the conservative estimate of the current teacher shortage in South Africa. Classrooms are overcrowded, with ballooning learner-to-teacher ratios, especially in rural and under-resourced schools. This severely impacts dropout rates and education quality.

This is not where the woes of future learners end. It is estimated that nearly half the teaching workforce will retire within the next decade, meaning the demand for new teachers will only keep increasing.

Immediate action is needed if the country’s degrading educational system is to be salvaged. The current situation in KwaZulu-Natal, where there are insufficient funds to pay more than 11 000 teachers, cannot become the norm.

How do we keep enticing potential teachers to follow a career path where uncertainty and a lack of top-level support is coupled with a crumbling infrastructure that is ill-equipped to meet the needs of their chosen profession?

According to Prof Maryna Reyneke, deputy dean for Teaching and Learning in the Faculty of Education at the North-West University (NWU), both the university and its Faculty of Education fully understand the challenges prospective teachers face in the South African context.

“The education landscape indeed presents significant obstacles that leave aspiring teachers grappling with questions of stability and job security, professional growth and fulfilment. However, there are compelling reasons and strategic approaches to attract motivated individuals to and retain them in this noble profession,” she explains.

“Firstly, we must reaffirm and elevate the essential purpose of teaching as a deeply impactful, transformative career. Through the ages teachers have always held and continue to hold the power to shape society, to inspire young minds and to spark change, not only in communities where teachers find themselves, but also in national and international contexts. Teaching and learning in the Faculty of Education are aligned with the attainment of teacher competencies and of NWU graduate attributes such as flexibility, adaptability, resilience, creative and critical thinking, and lifelong learning. Our aim is to deliver prospective teachers who see themselves as agents of change in diverse contexts who can rise above obstacles.”

Communicating an integrated teacher education approach is also crucial: “Secondly, we are highlighting the advantages of our integrated approach to teacher education, which combines content expertise with pedagogical skill-building. This ensures that our graduates are well prepared, not only with the knowledge they need to teach but with the adaptive strategies required for diverse and evolving classroom environments. By building confidence and capability through this comprehensive approach, we manage to instil a sense of preparedness and empowerment.”

She also emphasises how the NWU is fostering support networks in education through mentorship and professional development programmes, and by advocating for better resources.

“In addition, while issues like infrastructure require systemic change, we are developing strong support networks in the education community, including mentorship and ongoing professional development. In the latter regard we offer various short leaning programmes, as well as formal qualifications such as a BEd Honours, an Advanced Certificate in Teaching, an Advanced Diploma in Education and master’s-degree and doctoral programmes. Our faculty is committed to advocating for our teachers at all levels, working with policy makers to secure better support and resources. By creating a culture that champions collaboration, encourages innovation and supports professional growth, we can help teachers feel sustained and valued on their journey.”

The NWU has been providing the country with teachers for more than a century, and its Faculty of Education is an undisputed leader in its field.

The faculty boasts five teaching and learning schools, namely Language Education, Psycho-Social Education, Professional Studies in Education, Mathematics, Science and Technology Education, as well as Commerce and Social Studies in Education.

Producing quality teachers is critical for South Africa, as the country’s education system faces severe shortages and significant performance gaps. Teachers are vital in reducing dropout rates and improving foundational literacy and numeracy, which are crucial for long-term socio-economic stability. A strong, well-prepared teaching workforce can help address inequalities by equipping learners with the skills needed to succeed.

Quality teachers also enhance the country’s ability to innovate, build a skilled workforce and foster social cohesion, making them indispensable in overcoming South Africa’s developmental challenges and realising sustainable growth.

Prof Reyneke: “The country needs more teachers, and in attracting potential teachers we are presenting an honest, realistic view while empowering them with the skills, resilience and community support they need to thrive.”

Educational psychologist offers vital mental health support during exam season at schools

MARELIZE SANTANA — Fri, 08 Nov 2024 07:55:27 +0000

Educational psychologist offers vital mental health support during exam season at schools

by Phenyo Mokgothu

MARELIZE SANTANA Fri, 11/08/2024 - 09:55

Exam season at South African schools can give rise to stress, anxiety and self-doubt among learners, especially in Grade 12, as well as educators.

Dr Khido Ramadie, educational psychologist and senior lecturer at the North-West University’s (NWU’s) Faculty of Education, is collaborating with the North West Department of Education to support mental health during the National Senior Certificate examination period.

Through a series of mental health sessions, Dr Ramadie is reaching out to learners, parents and educators with strategies to manage the emotional challenges of exams.

Dr Ramadie says the mental health talks are a combination of interactive group-based discussions, individual guidance and recorded online videos shared through the Department of Education’s media platforms.

“The talks are designed to foster open communication and address the specific needs of students while offering tailored advice,” she adds.

She highlights the importance of a supportive environment during this period. "Exams can bring about intense pressure for learners, who may feel their future depends on their performance. Our goal is to offer them coping tools that allow them to manage these feelings constructively."

The mental health talks are structured to be interactive, creating a space where learners can share their concerns and learn effective stress-management techniques.

In addition to supporting learners, her programme addresses the mental health needs of educators, who face their own challenges during exam season. By introducing concepts such as adaptive intelligence, she encourages teachers to develop positive coping mechanisms, both for themselves and in guiding students.

"Adaptive intelligence helps educators to stay resilient under pressure and set a calm, supportive tone for their students," she says.

Watch one of Dr Ramadie’s online videos here.

NWU educational psychologist Dr Khido Ramadie.

BEd alumni reunion strengthens the NWU community

BELINDA BANTHAM — Wed, 23 Oct 2024 10:06:33 +0000

BEd alumni reunion strengthens the NWU community

by Mafumane Tlhapi

BELINDA BANTHAM Wed, 10/23/2024 - 12:06

The importance of alumni involvement in shaping the future of the North-West University (NWU) and ensuring its transformation was stressed during a recent reunion for BEd alumni.

On 26 September, the Alumni Office, in collaboration with the Faculty of Education, hosted a memorable reunion for BEd alumni, bringing together graduates from various years.

The event was an opportunity for alumni to reconnect, share their professional journeys and reflect on their time at the university.

Thoriso Maseng, manager of career services and alumni relations, emphasised the crucial role of alumni in strengthening partnerships through various events such as reunions and career empowerment seminars. He touched on the importance of fundraising, noting that 33,6% of graduates are facing employability challenges post-Covid.

He briefed the gathering on the various communication channels the alumni office uses to keep alumni informed, from online magazines to social media.

In addition, Bongani Mahlangu, an NWU Convocation Exco member who addressed the significance of the Convocation, encouraged members to join for a one-off fee of R50.

Noting the Convocation’s influence on university governance, he highlighted its power to elect members of the university Council and called for greater diversity and representation.

Bongani also pointed out the need for transformation to align with the university's transformation charter, including changes in the Convocation’s constitution and budget allocation.

Many left the event feeling inspired, eager to participate in future alumni activities and with a renewed sense of pride in their alma mater.

The NWU BEd alumni reunion celebrated achievements encouraged the strengthening of ties and addressed alumni challenges post-pandemic.