Teaching and Learning

Shaping the future of sustainable agriculture

BELINDA BANTHAM — Wed, 14 May 2025 06:46:40 +0000

Shaping the future of sustainable agriculture

BELINDA BANTHAM Wed, 05/14/2025 - 08:46

The School of Agricultural Sciences at the North-West University’s (NWU’s) Mahikeng Campus is preparing a new generation of agricultural professionals through a combination of academic training, practical experience and sector-focused initiatives.

Comprising four core disciplines, namely agricultural economics and extension, animal health, animal sciences, and crop sciences, the school offers undergraduate and postgraduate programmes aimed at meeting industry needs.

Students gain practical exposure at the school’s teaching and research farm which has beef and dairy cattle, goats, sheep, poultry, arable land and greenhouses supported by irrigation systems.

The school also houses the Centre for Animal Health Studies which trains animal health technicians and supports research through laboratories equipped for a range of projects.

As part of its forward planning, the school recently held a strategic retreat to define its direction for the next five years. The resulting plan outlines key goals focused on research, academic delivery, operational stability and engagement with stakeholders.

“We are aligning our work with national developmental goals and sector expectations. Our focus is to train graduates who are prepared to contribute meaningfully to agricultural production and food systems,” says Prof Simon Letsoalo, director of the School of Agricultural Sciences.

The school also runs two major initiatives aimed at supporting farmers. The Agri Hub assists with breed improvement, goat farming and crop production. Alongside it is the Nguni Cattle Project, a joint venture with government that loans cattle to qualifying farmers. These farmers return calves after a set period, allowing the programme to support others entering the field.

Integration of the project into the Agri Hub is under consideration to streamline its management.

The school will be holding an Agriculture Day at the Molelwane Farm in Mahikeng on 30 June 2025 to showcase the work they do to industry and the community, and to demonstrate how students gain exposure to the realities of the sector.

The school is encouraging learners interested in agriculture to explore its programmes and participate in its efforts to contribute to local and global food systems. “For us, it all starts here,” says Prof Letsoalo

Prof Linda du Plessis rebukes Dawie Roodt’s university closure comments

BELINDA BANTHAM — Tue, 13 May 2025 10:14:52 +0000

Prof Linda du Plessis rebukes Dawie Roodt’s university closure comments

by Bertie Jacobs

BELINDA BANTHAM Tue, 05/13/2025 - 12:14

South Africa has too many public universities, and most of them should be closed. Furthermore, only 10% of the population should pursue a university education, “while there is a big shortage at other skill levels”. These are some of the comments recently made by economist Dawie Roodt, who also labelled South Africa’s primary education sector as one of the worst in the world, arguing that the quality of state-owned universities has declined and that universities should be more selective when admitting students. He also proposes that South Africans should receive educational vouchers to spend at whichever institution they want.

This begs the question: Do South Africa’s 19 public universities and seven universities of technology still have a significant role to play in the country’s education sector, or does the future – as Roodt argues – increasingly lie in private universities?

According to Prof Linda du Plessis, vice-principal and deputy vice-chancellor for teaching and learning at the North-West University (NWU), Roodt’s statements fail to consider all the facts.

“Roodt’s argument oversimplifies a complex educational and socio-political landscape. South Africa produces high-quality graduates across numerous fields, and his sweeping statements fail to acknowledge the significant strides made in research, teaching, learning, and community engagement. Given a graduate unemployment rate below 10%, compared to a youth unemployment rate exceeding 40%, a degree remains a sound investment,” she says.

According to her, Roodt’s focus is almost exclusively on the shortcomings of a handful of public universities, without acknowledging the many achievements in various disciplines.

“These include globally recognised researchers and world-class programmes, substantial high-quality, widely cited research output, and critical contributions to public health, science, and national policy. His narrative is one-sided and overlooks the essential fields that underpin the country’s functioning, such as law, accountancy, engineering, nursing, social work, and teaching. Of particular concern is the ongoing underperformance of the Technical and Vocational Education and Training (TVET) sector and the persistently low enrolment numbers. He barely addresses this or the fact that TVET students are part of the post-school education system and receive NSFAS funding.

Moreover, public universities are not merely educational institutions; they are engines of social mobility, redress, and transformation. Suggesting that only 10% of the population should attend university disregards the national imperative to expand access to higher education, as set out in the National Development Plan (NDP).”

She also notes that Roodt compares the performance of public and private institutions without providing empirical evidence or comparative data on student outcomes or employment rates.

“Most private universities in South Africa do not engage in significant research, offer limited postgraduate opportunities, and cater to a small segment of the population. They also often lack the research infrastructure necessary for impactful academic work. By contrast, public universities, despite their challenges, have made significant progress in establishing research networks, international collaborations, and strategic partnerships with national funding bodies such as the National Research Foundation (NRF) and the Department of Trade and Industry (DTI). The proposal to introduce vouchers lacks clarity on how they would make a meaningful difference. Students already have the freedom to choose their institution of study. Roodt overlooks critical issues such as planning, accommodation, and transport, which are integral to the student experience. The current NSFAS funding model is determined by government policy, not by public universities. One of its greatest benefits has been the promotion of more equitable access to education. Roodt’s argument does not address how a privatised system would avoid exacerbating existing inequalities. It might be more appropriate to explore alternatives, such as converting NSFAS to a partial loan scheme, with repayment linked to academic performance – an idea that could merit further economic analysis.

The suggestion to "level the playing field" between public and private universities assumes that they operate under similar mandates and constraints. They do not. Public universities have a constitutional mandate to serve the public good and advance social justice. These are roles that do not align with the profit-driven models typical of private institutions. Ultimately, Roodt’s assertions lack a solid evidentiary foundation. While the public university sector has areas requiring improvement, a blanket call to dismantle it in favour of private alternatives reflects a fundamental misunderstanding of the sector’s role in society and its broader impact,” Prof du Plessis concludes.

To return to the question of whether the country’s public universities still have a significant role to play in the country’s education sector, the answer seems to be an unequivocal yes.

Prof Linda du Plessis

New teaching centre will empower students as critical thinkers and change agents

BELINDA BANTHAM — Fri, 09 May 2025 12:51:11 +0000

New teaching centre will empower students as critical thinkers and change agents BELINDA BANTHAM Fri, 05/09/2025 - 14:51

By Gofaone Motsamai and Phenyo Mokgothu

Spearheading curriculum change, empowering educators to use decolonial syllabi and engaging students as critical thinkers and change agents is the mission of the new Centre for Teaching Excellence and Curricular Engagement (CTECE) at the North-West University.

The new centre, marking the university’s commitment to redefining education in the Faculty of Humanities, was launched at Mmabatho Palms Hotel and streamed online on 8 May 2025.

Addressing academics, students and community members, Professor Mpho Chaka, deputy dean for teaching and learning, described the centre as “a base where pedagogy meets purpose”.

Referring to the CTECE as “an academic heartbeat” of the NWU, he said it is more than an administrative entity. “We are here not just to launch a centre, but to ignite a revolution in teaching and learning,” he said. “This centre will empower educators to teach fearlessly through decolonial syllabi, digital repositories of marginalised voices and pedagogies that interrogate power while striving for social change.”

Prof Chaka highlighted the research of scholars Prof Toyin Falola and Prof Hopeton Dunn in shaping the centre's academic vision. He cited Prof Falola's work on decolonial African studies, describing the classroom as a space for intellectual emancipation. “A syllabus is a political document,” Prof Chaka said, emphasising the centre’s mission to reclaim African epistemologies.

Prof Dunn's research on digital equity and media policy also influenced the centre's goals, particularly his advocacy for bridging the digital divide and preparing for the Fourth and Fifth Industrial Revolutions. “Our curriculum must dissolve boundaries between disciplines, between experts and communities, between the analogue and digital,” Prof Chaka said.

The CTECE aims to renew the curriculum in ways that are globally dialogic while remaining rooted in African relevance. It seeks to empower educators through workshops, student-led teaching labs and experience-based learning. It also encourages co-designed engagements where students actively participate in shaping pedagogical approaches.

Prof Chaka urged the NWU academic community to disrupt, connect and transform. “Let us teach with excellence, as NWU expects. Let us prepare boldly for tomorrow’s uncertainties. And let us ensure that our students not only think critically but also shine as agents of change within and beyond the university.”

From left to right, Prof Toyin Falola, Prof Hopeton Dunn, Prof Dumi Moyo, Prof Mpho Chaka and Prof Gilbert Motsaathebe unveiling the new centre of teaching excellence.

Culture and crisis communication in focus with visit from global expert

BELINDA BANTHAM — Wed, 23 Apr 2025 08:34:49 +0000

Culture and crisis communication in focus with visit from global expert

by Belinda Bantham

BELINDA BANTHAM Wed, 04/23/2025 - 10:34

Culture and crisis communication took centre stage at the North-West University (NWU) when the institution was honoured to host internationally acclaimed scholar Prof Krishnamurthy Sriramesh from the University of Colorado, Boulder.

With a global academic footprint and numerous accolades to his name – including the prestigious Pathfinder Award and PRIDE Awards – Prof Sriramesh delivered a powerful public lecture titled “The link between culture and crisis communication: Global case studies”.

The event offered a unique opportunity for students and staff to engage with the socio-cultural complexities that shape how different societies respond to crises.

Prof Lynette Fourie, research director for social transformation in the School of Communication, delivered the opening remarks. She admired Prof Sriramesh’s passion for communication and ability to connect with people.

“You can see his love for communication and his deep desire to empower others through knowledge sharing,” she said. Prof Fourie also announced that Prof Sriramesh would soon join the school as an extraordinary professor – a move she believes will significantly support the development of younger colleagues by opening up access to his international network.

During his lecture, Prof Sriramesh emphasised the need for a more holistic and global approach to crisis communication. “Political, economic, societal, activist and media cultures are major influences on how crises unfold and are managed,” he explained. “Yet, they are often overlooked or only subtly addressed.” He urged educators to demonstrate to students how these cultural forces shape the development and handling of crises.

He further stressed that effective communication is not simply about disseminating information. “Listening is more important,” he said. “Only by listening can we align our messages with the people we are trying to reach – and that is something I hope most organisations will strive towards.”

Prof Sriramesh commended the School of Communication for its strong infrastructure and collaborative spirit. “The faculty and staff operate as such a cohesive unit,” he noted. “It was a revelation to see you function this well together. The cohesion within the Faculty of Humanities truly impressed me.”

Watch as Prof Sriramesh shares his insights on his lecture and reflects on his overall experience at the North-West University.

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Academic joins the launch of InnovateHER to support young women in STEM

BELINDA BANTHAM — Mon, 14 Apr 2025 12:34:11 +0000

Academic joins the launch of InnovateHER to support young women in STEM

by Mafumane Tlhapi

BELINDA BANTHAM Mon, 04/14/2025 - 14:34

Dr Moleboheng Mokhele-Ramulumo, senior lecturer in the Faculty of Education and member of the Research Unit for Self-Directed Learning, has been invited as a panellist for the upcoming InnovateHER project launch, under the African Female Voices platform, which will be held at the University of Johannesburg on 10 May 2025.

Adding to the line-up, the Department of Science, Technology and Innovation has confirmed that Deputy Minister Nomalungelo Gina will deliver the keynote address at the project launch. Gina, a long-time advocate for gender equity in science, technology, engineering and mathematics (STEM) and a former teacher, brings political and educational insights to the event.

"I was not initially aware of the InnovateHER project until I was approached and invited to participate," said Dr Mokhele-Ramulumo. "But the moment I learned about its purpose to empower young women in STEM through mentorship, visibility and voice, it immediately resonated with me."

Dr Mokhele-Ramulumo brings her background as a researcher, mother, and advocate for self-directed learning (SDL) to the initiative. "This initiative is far more than just another event," she said. "Growing up, science was not easy for me. It often felt abstract and disconnected from my everyday reality. Yet, even then, I made myself a promise: One day, I will be the reason a child finds joy and confidence in science."

For Dr Mokhele-Ramulumo, participating in InnovateHER is a continuation of that promise. She believes the project creates space for women to lead through education, mentorship and innovation. "My identity as a mother and a scientist is not a contradiction. It is my greatest strength."

When asked about the barriers women face in innovation and entrepreneurship, Dr Mokhele-Ramulumo pointed to the impact of internalised beliefs. "One of the most significant barriers women face is the belief that we are not capable, that these spaces are not designed for us," she said. "These limits are reinforced by systems

that overlook the unique challenges women face, especially women from marginalised communities or caregiving roles."

She cited leaders like Prof Kelebogile Motaung, founder and CEO of Global Health Biotech, as examples of individuals who challenge these norms. "She powerfully balances the roles of scientist and entrepreneur. It reminds me that not only is it possible, it is transformative."

Dr Mokhele-Ramulumo is currently co-developing Renewable Rangers, a digital educational game aimed at children aged 4 to 6. The project, run in collaboration with Prof Byron Bunt and Dr Lance Bunt, focuses on renewable energy and is grounded in SDL principles. "The game transforms complex concepts into playful experiences. It makes science more inclusive and accessible."

According to Dr Mokhele-Ramulumo, InnovateHER offers a platform for grassroots innovations like Renewable Rangers to be acknowledged and supported. "It provides mentorship, community and the affirmation that we belong. We are already building the future we want to see."

She also shared a message for young women considering careers in STEM. "Choose a path that excites and inspires you. If you choose science, let it be because it lights you up inside. We are often told we must choose between motherhood and ambition, but that is a myth. I create, nurture and lead, while raising a child and designing learning experiences that serve others."

Dr Mokhele-Ramulumo emphasised the importance of lifelong learning. "Be self-directed. Learn beyond the textbook. Innovation is not a straight line, it is a mindset. And it begins with trusting your own journey."

Looking ahead to the InnovateHER event, Dr Mokhele-Ramulumo said she is looking forward the most to engaging with Grade 12 girls. "I want to hear their stories, share mine, and hopefully inspire them. If even one girl walks away from the event feeling seen, heard and capable, then this initiative will have served its purpose."

She concluded by sharing her hopes for the long-term future of the initiative. "I hope InnovateHER evolves into a platform for sustained mentorship, scholarship opportunities and learning networks that promote critical thinking, creativity and

lifelong learning. I envision it helping to build a generation of women who not only enter STEM fields but transform them."

Dr Moleboheng Mokhele-Ramulumo joins the InnovateHER project launch as a panellist, bringing her expertise in STEM Education to inspire the next generation of young women in STEM.

Leaders engage at Times Higher Education Africa Universities Summit 2025

BELINDA BANTHAM — Thu, 10 Apr 2025 08:19:45 +0000

Leaders engage at Times Higher Education Africa Universities Summit 2025 BELINDA BANTHAM Thu, 04/10/2025 - 10:19

Prof Dumi Moyo, executive dean of the Faculty of Humanities, and Prof Herculene Kotzé, deputy dean, represented the North-West University (NWU) the Times Higher Education Africa Universities Summit 2025 in Kigali, Rwanda, from 18 to 21 March.

Equitable partnerships took centre stage at the summit. Experts shared insights on how universities can collaborate across borders to drive impactful research. Reflecting on the NWU’s role in global education, Prof Kotzé noted, “Hearing from experts reinforced the importance of nurturing partnerships that are truly mutually beneficial rather than one-sided resource extractions.”

Digital transformation also emerged as a key theme. Speakers explored the rapid shift to AI-driven learning and how institutions are adapting. A presentation on tech-driven education models in rural areas particularly stood out. “It was fascinating to see how digital tools can expand access to quality education, especially in underserved communities,” said Prof Kotzé.

“The conference focus on digital and AI transformation was a clarion call for institutions like ours to take the AI leap seriously and make deliberate efforts to integrate AI in all our work - including teaching and learning, research, and community engagement. This requires agility both within the institutions and the higher education regulatory bodies to enable curriculum and other innovations,” added Prof Moyo.

Sustainability in research provided an inspiring highlight. A young researcher from Ghana shared her work on climate-resilient agriculture, reinforcing how African universities are developing solutions for global challenges.

Beyond the formal discussions, the summit created invaluable networking opportunities. “Engaging with faculty from universities across the continent allowed us to exchange ideas on funding models and interdisciplinary collaboration, strengthening connections that can lead to future partnerships,” Prof Kotzé added.

Prof Herculene Kotzé and Prof Dumi Moyo represented the North-West University (NWU) the Times Higher Education Africa Universities Summit 2025

Academic elected as the new president of the African Astronomical Society

MARELIZE SANTANA — Mon, 07 Apr 2025 11:48:18 +0000

Academic elected as the new president of the African Astronomical Society

by Mafumane Tlhapi

MARELIZE SANTANA Mon, 04/07/2025 - 13:48

Prof Amare Abebe, research director at the Centre for Space Research at the North-West University (NWU), has been elected as the new president of the African Astronomical Society (AfAS).

AfAS was established to create a globally competitive and collaborative astronomy community in Africa.

Prof Abebe’s focus will be on expanding membership, fostering research collaboration and enhancing astronomy education and outreach across Africa.

He highlights the need to increase membership across African nations, noting that Africa, with a population of nearly 1,5 billion people, has about 500 active AfAS members.

"To put matters in perspective, in the United States, with 340 million people, the American Astronomical Society has more than 6 000 members, and in the United Kingdom, with 68 million people, the Royal Astronomical Society has over 3 000 members."

Prof Abebe also emphasises the importance of building stronger ties between AfAS, governments, industries and international organisations to foster interdisciplinary research, industry partnerships and policy support.

"Out of the more than 50 countries in Africa, no more than 20 of them have any meaningful astronomy programme. There is a lot of room for growth, and there needs to be enhanced public awareness of astronomy across Africa, particularly in underserved regions."

He identifies outreach programmes, educational initiatives and integration into school curricula as key to increasing interest in astronomy. "Improving data-sharing infrastructure across African nations, possibly facilitating better collaboration and access to global astronomical databases, will lead to enhanced collaboration," he says.

Prof Abebe mentions the Square Kilometre Array (SKA) project, led by South Africa, as an example of infrastructure that supports collaboration between African countries and scientists.

"One of AfAS’s objectives is to bring leading African and international scientists together during its different annual activities to foster collaboration and create professional networking opportunities for its emerging astronomers and students."

He stresses the need to use traditional media and digital platforms to raise awareness. He says active outreach and education campaigns, especially in astronomically speaking underdeveloped regions, as well as formal workshops and conferences, are a great way to introduce astronomy to future astronomers.

Prof Abebe notes that astronomy has long captured human imagination and encourages critical thinking. "On the practical side, it encourages interest in science, technology, engineering and mathematics (STEM), fostering a skilled workforce and driving technological innovation. Astronomy has become a highly collaborative endeavour, enhancing collaborations among people from different cultural, geographical, and socio-economic backgrounds."

Prof Amare Abebe, research director at the NWU's Centre for Space Research, has been elected as the new president of the African Astronomical Society (AfAS).

2025 SAICA and ICAN results reaffirm NWU as a leader in accounting education in South Africa

MARELIZE SANTANA — Mon, 07 Apr 2025 11:27:04 +0000

2025 SAICA and ICAN results reaffirm NWU as a leader in accounting education in South Africa

by Oscar Mosiane

MARELIZE SANTANA Mon, 04/07/2025 - 13:27

The North-West University (NWU) has again emerged as a leader in accounting education in South Africa. Its candidates achieved an overall pass rate of 95% in the January 2025 Initial Assessment of Competence (IAC) examinations of the South African Institute of Chartered Accountants (SAICA) and Institute of Chartered Accountants of Namibia (ICAN).

This compares to the national average pass rate of 70%, according to the results, which were announced on Friday, 4 April 2025.

“This year, a total of 141 candidates from the NWU passed the SAICA and ICAN exams, which is the highest number of successful passes in these exams in the history of the university,” says Prof Heleen Janse van Vuuren, director of the NWU’s School of Accounting Sciences. Among the university’s SAICA candidates, the pass rate was 95%, while the figure for ICAN candidates was 100%.

The latest results also reaffirm the NWU as a top contributor to the transformation of the chartered accountancy profession: 88% of the NWU’s African, coloured and Indian SAICA candidates passed, compared to the national average of 64%.

A total of 42 African, coloured and Indian candidates from the NWU passed the SAICA exam, 10 of whom are part of the SAICA Thuthuka programme. This is the highest number in the history of the university.

Prof Janse van Vuuren attributes these outstanding results to the support the faculty and its flagship programmes receive from the university’s management. “We celebrate our contribution to the transformation of the accounting profession, this year and over many years,” she says.

The January 2025 IAC exams were the first held under SAICA’s new Chartered Accountant of the Future Competency Framework. This updated framework reflects global trends in digital transformation and integrated thinking, focusing not only on financial but also on non-financial performance, ensuring a future-ready profession.

SAICA has applauded all the high performers and notes that the overall pass rate of 70% marks an improvement from the previous year’s overall pass rate of 67%, reflecting the effectiveness of SAICA’s initiatives aimed at supporting candidates.

NWU participates in microcredentials development in Southern Africa

BELINDA BANTHAM — Thu, 27 Mar 2025 12:01:03 +0000

NWU participates in microcredentials development in Southern Africa

by Willie du Plessis

BELINDA BANTHAM Thu, 03/27/2025 - 14:01

Change is fast and constant in the new world of work, and degrees no longer safeguard job security or ensure skills relevance. Continued learning, upskilling and reskilling after graduation are essential. Microcredentials could be the answer.

Microcredentials are recognised and certified units of learning outcomes which encompass formal education and validated non-formal learning with pathways to larger qualifications. They are poised to play a pivotal role in facilitating widened access to learning, higher education and completing studies towards formal qualifications. Microcredentials also contribute to improved employability outcomes and the development of a more skilled and adaptable workforce for various industries.

In its mission to strategically position itself to offer microcredentials and viable alternatives to students, the NWU has taken a leading role as one of the first South African universities making the process of learning and obtaining a formal degree more flexible and affordable.

This started in earnest in 2023 when the university adopted a framework on microcredentials. This framework makes provision for giving recognition to the various “standalone” building blocks or credits of formal qualifications.

PoMiSA project highlights transformative potential of microcredentials

“We are currently one of seven countries ― including Namibia, Lesotho, Mauritius, Belgium, Estonia and Ireland ― that are at the forefront of developing a policy framework for microcredentials for the Southern African region,” says Prof Alida Herbst, deputy dean for teaching and learning at the Faculty of Health Sciences.

This policy framework development forms part of the “Potentials of microcredentials in Southern Africa” (PoMiSA) project.

Financed by the European Union, the initiative aims to strengthen higher education and workforce development across the region. It is a collaborative effort among leading African and European universities, national and regional councils, and strategic partners to explore and leverage the transformative potential of microcredentials.

The project’s core objective is to develop higher education capacity through a microcredentials policy in Southern African countries.

According to Prof Herbst, the first part of the PoMiSA project is nearing completion. This part comprises the seven countrys’ reports on the state of play in the partner countries. These reports provide insights into how education systems can adapt to changing industry demands. (The reports are available to view and download from the PoMiSA website at https://pomisa.hec.mu/).

The NWU team is responsible for Work Package (deliverable) 2* of these reports. The first deliverable consisted of the different countrys’ reports, which were published in the second week of February this year. The next, scheduled to be released by the middle of March, will entail a synthesis report. This is currently under review.

Further work packages in the project are ongoing and will be concluded with a conference in Mauritius in October 2025.

NWU’s microcredentials journey

Microcredentials can bring the curriculum closer to the world of work. To enable the development of microcredentials that offer this flexibility, the NWU Senate has approved a microcredential framework. Its purpose is to ensure accountability for the evidential links between microcredentials and the credentials of which they are part (i.e. the credits and the programmes or qualifications associated with them).

The intention is to ensure the transparency and integrity of the processes involved in identifying, recommending, approving and monitoring microcredentials.

From the NWU’s point of view, the value proposition of microcredentials is being able to deliver the highest quality of service to registered students, as well as non-registered participants enrolled for a microcredential, by providing accurate, timeous and relevant information

“We are excited about the possibilities opened up by microcredentials, both for our students and our external stakeholders, and have progressed significantly with our plan to launch microcredentials at the NWU,” says Prof Linda du Plessis, deputy vice-chancellor for teaching and learning.

Workshop assesses the NWU'S readiness

In September 2024, Prof Herman van der Merwe and the PoMiSA team acquired the expertise of international expert Dr Caroline Steel to conduct an NWU Microcredentials Readiness workshop.

This workshop used Dr Steel’s structured, benchmarked framework to assess the university’s institutional readiness and maturity for microcredentials, aligning with global trends. It focused on the questions “Why?”, “Who?”, “How?” and ‘What?” of microcredentials in relation to the NWU

The assessment found that the NWU is at an experimental stage of readiness and maturity, actively exploring microcredentials.

Prof Herman indicated that the findings clearly highlighted opportunities, challenges and strategic recommendations to advance the NWU's readiness and maturity for microcredentials.

The next step in the NWU’s microcredentials journey is to create a "Microcredentials pathways project" that will guide it in creating a collaborative roadmap that aligns microcredentials with workforce needs, digital learning trends and NWU strategy.

Some of the immediate tasks that are part of this include:

· hosting a strategy workshop to refine a future-facing microcredential roadmap;

· developing and piloting research and artificial intelligence (AI)-related microcredentials; and

· developing and piloting industry-aligned microcredentials via a grant programme (investigate the possibility of co-funding from industry).

"By taking strategic action in these areas, the NWU can scale microcredentials sustainably, positioning itself as a national leader in this form of education," says Prof Herman.

* More about Work Package 2

The primary deliverable of Work Package 2 is a synthesis report. This report examines the state of micro-credential conceptualisation, policy development and implementation in Estonia, Belgium (Flanders), Ireland, Lesotho, Mauritius, Namibia and South Africa.

According to Prof Herman, each country produced a report structured around a common template covering four research themes: microcredential conceptualisation, public and private sector providers, implementation and effectiveness, and policy development.

“The report consolidates findings to provide an overview of microcredential practices and policies, although context and data consistency variations present some limitations. The analysis employed a framework analysis methodology (FAM), specifically the 'best fit' framework synthesis, to ensure a comprehensive and adaptable synthesis of findings,” he says.

** More about microcredentials

A microcredential is a “standalone building block” of a formal qualification. At the NWU, a bachelor’s degree consists of at least three years of studying. Each of these years comprises various modules, each bearing credits. A student in South Africa needs 120 credits per year adding up to 360 in total. Most international universities have a similar practice. This is where microcredentials might play an essential role. Smaller microcrenditials can add up to a full medule. Students can, for instance, complete two or three microcredentials and receive a badge for each that will count toward the eventual module.” To learn more visit: https://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/i-media/I-life-20…

Prof Alida Herbst

Prof Linda du Plessis

Prof Herman van der Merwe

The NWU has a spring in its North Carolina State University step

BELINDA BANTHAM — Wed, 26 Mar 2025 04:42:03 +0000

The NWU has a spring in its North Carolina State University step

by Bertie Jacobs

BELINDA BANTHAM Wed, 03/26/2025 - 06:42

Spring is in the air here in the USA where a large delegation from the North-West University (NWU) is visiting North Carolina State University (NCSU). The trees on their beautiful main campus are coated with colourful emerging blossoms, and although the sights like the majestic Memorial Bell Tower at Henry Square are something to behold, that is not why we are here.

We are here to learn and to build partnerships that will see us excel even more on the international stage.

It was dripping wet on our first day here, Monday, 24 March, but that did not prevent us from soaking up the information provided by our generous hosts. Our visit to the NCSU’s Department of Nuclear Engineering saw us visit the Nuclear Assay and Retrospective Dosimetry Laboratory, where Dr Rob Hayes told us that magic happens. It is hard to dispute that sentiment after the presentation he and Dr Lisa Marshall delivered, but allow me to add to that: Magic happens when people connect, when they share a common purpose and delight in their shared resolve to reach goals that transcend their individual needs. That is magic.

We saw this at the Nuclear Materials Ultrafast Spectroscopy Characterization Laboratory we visited later, as well as at our meeting with Dr Mark Hoversten, the dean of the College of Design, during our discussion with Robert Sandruck, director of Global Programs, and at the College of Natural Resources.

On Tuesday we visited the College of Humanities and Social Sciences at Caldwell Hall. This building is named after NCSU’s former chancellor, John Tyler Caldwell, who was renowned as a progressive thinker in his time. I think he would have enjoyed hearing the story about the NWU’s journey and where we are heading. Our day also included a meeting with Dr Garey Fox, dean of the College of Agriculture and Life Sciences, and concluded with a tour and overview of their Plant Sciences Initiative.

It is wonderfully exciting, and our week is far from over. Fair weather is expected over the next few days, which is perfect for new friendships to blossom as well.

Warm regards

Prof. Mzubanzi Bismark Tyobeka
Principal and Vice-Chancellor

The NWU delegation in discussions with their North Carolina State University counterparts.