Prof Wendy Foden is the second South African conservation scientist to receive the George Rabb Award for Conservation Innovation from the Species Survival Commission (SSC) of the International Union for Conservation of Nature (IUCN).

Prof Foden, general manager of Cape Nature's Cape Research Centre and associate professor at Stellenbosch University, received the award in recognition of her “innovative, dynamic and thoughtful leadership of SSC's work on climate change, especially for breaking new boundaries in the use of traits-based analyses and the IUCN SSC Guidelines for Assessing Species' Vulnerability to Climate Change".

The award, which includes a prize of US$5 000, was announced at the SSC's leaders meeting in Abu Dhabi on 9 October 2019. Mr Michael Hoffmann, currently based at the Zoological Society of London, won the award in 2015 for inter alia his “inspirational leadership of the IUCN Red List Committee".

Since 2012 Prof Foden has chaired a group of about 50 experts from around the world that provides guidance to the IUCN's Species Survival Commission on how to minimise the impact of climate change on biodiversity. This committee, called the Climate Change Specialist Group, also won a Chair's Citation of Excellence award. There are now more than 160 specialist groups advising the IUCN. Two other groups chaired by South Africans also won the Chair's award: the Crane Specialist Group under the leadership of Kerryn Morrison, manager of the African Crane Conservation Programme, and the African Rhino Specialist Group under the leadership of the wildlife ecologist Dr Mike Knight.

Prof Foden says she is very grateful for the recognition of her work, but she also wants to use the opportunity to draw attention to the IUCN's urgent appeal to the world's governments, international agencies and the private sector to halt species decline and prevent human-driven extinctions by 2030. Click here for a media release on the Abu Dhabi Call for Global Species Conservation Action.

​Rebuilding trust and building an inclusive culture, was the key message that Prof Tania Ajam, associate professor in Public Policy, Economics and Finance at the School of Public Leadership, left her audience with during a talk at a gender enrichment workshop held at SU recently.

T​he workshop, which drew students, staff and academics alike, was organised by Prof Pregala (Solosh) Pillay, Vice-Dean: Social Impact and Transformation in the Faculty of Economic and Management Sciences.

“The higher education landscape in South Africa, Africa and across the globe is undergoing a plethora of changes. Every day we hear about new trends, concepts, challenges and innovations. Here at Stellenbosch University, like many other universities, we are confronted with the challenges of redress, diversity, access, equity, equality, gender representation, gender violence and many other social and economic challenges.

​“The aim of this talk then is to offer our staff, students, researchers, the wider university community and the external environment the platform to debate and discuss how to make the spaces we find ourselves in better, and to celebrate our differences and uniqueness," said Pillay in her introduction.

Ajam, who was last month selected by President Cyril Ramaphosa as one of the 18 members of his new Presidential Economic Advisory Council, based her talk on her research paper  entitled “Epistemic redress and access: co-creating an inclusive academic culture".

This paper draws on a controversial 2019 retracted journal article by SU researchers on cognitive functioning in “Coloured" women (Nieuwoudt et al) as an illustration of how racial thinking persists in the South African academe, despite a growing global scientific consensus that race as a biological construct holds no legitimacy.

The paper builds a cogent argument that the article is not an egregious incidence of epistemic failure which is a product not only of a particular researcher team, research supervisors, ethics committee or university. The shortcomings of the international journal peer review suggest a more pervasive dysfunction in the global academic knowledge production system. It goes on to say that these challenges are not peculiar to SU; similar leitmotifs play themselves out across academic campuses across the country – and indeed the world. It argues that SU, however, has to confront its role in the epistemic corruption of the apartheid era, preceded by centuries of colonialism, and commit to epistemic redress by remedying institutional shortcomings that gave rise to the ethically dubious and methodologically compromised Nieuwoudt et al article.

Ajam pointed to a number of issues to motivate why having this conversation is so important.

These include the #RhodesMustFall and #FeesMust Fall student protests which, she said, were basically calls to decolonise curricula.

“The students' perception is that the current curriculum is out-of context and far removed from their lived experiences. At the heart of it is an acknowledgement that while student demographics might have changed, the profiles of faculty, curricula and academic culture have not changed as much."

Other issues are barriers to epistemic access such as the poor quality of the basic education system that does not prepare black students properly to enter the academic domain, language of instruction, institutional culture and epistemic injustice (distortions in the knowledge production machinery in certain disciplines which created and perpetuated stereotypes).

She said in order to foster epistemic redress we need to acknowledge what happened in the past and create a culture which will be more inclusive and which will rebuild epistemic trust.

“There are certain things we as individuals can do to cultivate epistemic diversity and trust, such as looking at new channels of knowledge, diversifying reading lists, qualitative research, digital storytelling and challenging stereotypes. Many individual academics and some departments and schools have already embarked on this journey.

​“But the big question for us here, and indeed all at Stellenbosch University, is what practical steps can we take to foster epistemic redress and an inclusive academic culture at Stellenbosch University?" Ajam said in conclusion, emphasizing the need for institutional mechanisms to address systemic epistemic dysfunctions.

• ​Photo:​  Organiser of the gender workshop, Prof Pregala (Solosh) Pillay, Vice-Dean: Social Impact and Transformation, with presenter Prof Tania Ajam, associate professor in Public Policy, Economics and Finance at the School of Public Leadership.
  
  

During the recess in September, the Institute for Plant Biotechnology (IPB) celebrated its 21st anniversary on Friday 13 September. In the week leading up to the big bash on Friday afternoon, the IPB's international collaborators and industry partners visited the Institute for feedback and future planning sessions. At the main event, stakeholders – in the form of founding members, alumni staff and students, industry partners, local and international collaborators and service providers – met with current staff and students at the Stellenbosch Institute for Advanced Study (STIAS). The celebrations started with a meet-and-greet in a big reunion of old friends and colleagues. Surprised comments on never-seen-before grey hair – or no hair – extra wrinkles and “What have you been doing?" and “Where are you now based?" were heard from numerous excited conversations taking placed in the STIAS foyer.

The formal part of the afternoon's celebrations started with a welcome address by Prof Danie Brink, the Dean of the Faculty of AgriSciences. He was followed by Prof Frikkie Botha, under whose directorship the IPB was established in 1998 and who flew all the way from Australia to attend the reunion, recalling the historic aim and mission of the IPB. He gave an insightful view on how industry can benefit from long-term funding and collaboration with the academic world, of which the IPB and the sugar cane industry are an outstanding example. He also recalled the negotiations with leadership at Stellenbosch University and the initial partnership agreement with the South African Sugar Association, which was fundamental in the establishment of the IPB. Prof James Lloyd then entertained the audience with a humoristic comparison of world events, emphasising, of course since being British, England's sports achievements , but also IPB milestones and its changing face over the past 21 years, giving statistical data on students trained, research published, patents developed etc. The talks ended with an address by Mr Willem Botes, the Head of the Department of Genetics, in which the IPB operates as an independent unit, on future challenges and perspectives.

The event concluded with an early cocktail dinner, during which the attendees had more opportunity to socialise. Good old days were remembered, gossip was exchanged, friendships were renewed, partnerships were cemented, appreciation was aired for work done and future collaborations were discussed. Overall, the function was considered a huge success and the general opinion voiced by the attendees was that the IPB can be proud of all its achievements over the past 21 years.

​​

Lt. Col. André Pretorius believes that being a hands-on teacher and finding innovative solutions in the classroom can offer many more learning opportunities to the students he teaches in the Faculty of Military Science at Stellenbosch University (SU).

He shares why teaching is so important to him and some of his career highlights that helped him win a 2019 SU Teaching Excellence Award.

What motivated you to teach in this field and how long have you been teaching?

I have been in some form of teaching since 1990, when I started as a junior instructor in the military and progressed in the 20+ years after that to senior educator and e-learning designer in the military. It has really been a calling and passion for me to discover new ways to teach and learn. This experience served me well to be become a lecturer at the Faculty of Military Science.

Having a keen interest in the field also helped, but my main motivation was to find solutions to everyday user problems and in particular how to assist students in their online learning experience. A fortunate consequence of this is that I have a wealth of data available to improve my courses, almost in real-time. Also, the fine granularity of the activities that generate active user data for analysis means that one can predict and remedy learning challenges.

What have been some of your career highlights?

Leading in the military since a young age while teaching other young soldiers laid the foundation for me to progress to advance teaching technologies at the time when such technologies were still in its infancy. This lead to my appointment as project officer for the first e-learning platform to be used in the SA Defence Force and was an honour for me. In turn, this laid the foundation for me to implement the first fully online course that was successfully used by distance education and residential students at the Faculty of Military Science.

What does the SU Teaching Excellence award mean to you?

Winning this teaching award confirms that my work in this field is recognised by my peers as important to our organisation's future. It makes me proud to know that I have somehow helped to achieve the future vision of an organisation, which lies close to my heart.

What impact will this award have on your teaching career going forward?

This award is a symbol of my continued efforts to improve teaching which serves as inspiration to continue for the rest of my career. I am determined to distinguish myself further in the field of teaching through research and scholarship as it provides opportunities to improve the lives of others.

What do you hope your students will take away from your teaching?

I hope that my students will discover their own potential in learning new and complex concepts while also embracing some of the values that our society have in this field. I hope that I will set the standard by which they judge their future studies and level of professionalism.

*Pretorius, along with the other Teaching Excellence winners, will receive their awards during a ceremony at the end of the fourth quarter.

For more information about the Teaching Excellence Awards, contact Dr Karin Cattell-Holden at kcattell@sun.ac.za or 021 808 3074.

​Stellenbosch University (SU) is the first university in South Africa to make use of the SnapScan in-app payment solutions for payments on its campuses, so that students no longer have to carry cash with them for certain payments.

SnapScap is a mobile application that enables cashless payments. Initially two of SnapScan's in-app payment mechanisms will be available for students to do bill payments for their student fees, as well as for pre-paid internet and printer credits. These payments previously had to be made (in cash or with card) at the University's cashiers in the central administration building.

“The University is constantly renewing itself by adopting smart technology to create a better, simpler and safer environment for students and the broader campus community," says Prof Stan du Plessis, Chief Operating Officer of SU. “Apart from SnapScan, we will be rolling out more cashless options in the next few months. We encourage our students to make use of these payment options to reduce risk and help us to make studying at the SU a safer experience."

SU is one of more than 50 000 merchants and vendors in South Africa to embrace the SnapScan technology. SnapScan integrates with the University's financial systems to ensure that less cash is in circulation on its campuses. 

Using the SnapScan app is quick and effortless. It is free to use, and just requires data or wifi. Students need to download the SnapScan app to their smart phones from their app store and complete a quick registration process to add their card details. Thereafter, they need to scan a QR code (a square barcode) that is linked to a merchant's SnapScan account or use the in-app payment options (bills or prepaid payments), enter payment details (the amount and a PIN) and the transaction is done. SnapScan only works with most ecommerce enabled debit or credit cards from any South African bank, as well as most international credit cards. 

Apart from SnapScan in-app payments, students also have an online option on the SU's website where they have the options of pre-paids (for internet, meals, washing, printing credits and rides) and bill payments (for student fees).

BRICS countries (Brazil, Russia, India, China and South Africa) should establish more networks of researchers dedicated to invasion science if they wish to curb the spread of invasive species within and outside of their borders.

This is one of the major recommendations of an international study published in the Journal PLoS Biology recently.

“BRICS countries are home to a large proportion of the world's biodiversity which is threatened by among others, invasive species, habitat conversion, exploitation, climate change and pollution. To protect this rich biodiversity against invasive species in particular, these countries must form a facilitated network of existing invasion biologists and social scientists with specialties across their biomes (ecosystems characterised by their distinctive association of plants and animals)," says lead author Prof John Measey from the Centre for Invasive Biology at Stellenbosch University. Measey conducted the study with colleagues from universities and research institutions in other BRICS countries.

He says that while developed countries are producing policies to reduce the flow of invasive species and control or eradicate existing invasions, most developing countries are under-resourced to tackle either aspect without help.

Helping to address this, Measey and his colleagues came up with a model for a 'facilitated' network and made suggestions of how it could be implemented by BRICS countries to meet the next set of targets of the Convention on Biological Diversity (CBD) in 2030.

“Implementing a proactive 'facilitated network' model is urgently required to build capacity and stimulate effective appropriate invasion science. Equal to the requirement of rapid responses to research of emerging alien species is the need to substantially increase the capacity to tackle existing and future invasions in BRICS countries."

Measey says while the standard approach to building institutions is to concentrate resources at a single location, a facilitated network approach would allow BRICS countries to respond efficiently to invasion threats and to build and maintain capacity for the future.

“Capacity built by the networks can be rapidly absorbed into government and NGO sectors, and there will be an assured continuation of invasion biologists in academic positions. Once established, these networks can form cross-network links – building on the response of the global network on biological invasions – to positively influence the global response to invasions among developed and developing countries alike."

Measey points out that this network revolves around a hub-and-spoke model that draws on existing excellence in invasion biology research within each country to quickly grow capacity and collaboration.

“The hub (at the institution of the director) contains administrative staff to facilitate the network and disburse finances to Core Team Members (CTMs), already employed through their home institutions, and their associated researchers.

“While the hub may serve as a physical home representing the network, the network serves to study invasions in multiple contexts within the often-unique cultural and biological situations that exist elsewhere in the countries."

Measey adds that a facilitated network would allow for annual research meetings where all CTMs and students can be brought together in a conventional conference.

“It will also create opportunities for funding to have international plenaries present contextual, cutting-edge research that will include representatives from other BRICS networks."

He calls for social scientists to be included in this network, adding that when it comes to tackling problems such as invasive species, economics and psychology traditionally took a back seat.

Measey says it is important to have a network of dedicated researchers because BRICS countries share invasive plant and animal species and also have large areas with matching biomes. He adds that some of the world's most highly impacting species also come from these countries.

“These commonalities among BRICS countries call for an interconnected facilitated network dealing with invasive species."

Measey points out that, as signatories of the CBD, BRICS countries are busy preparing their responses to the CBD's Aichi Biodiversity Target 9, which include the need to recognise invasive species, as well as to determine by 2020 the ways in which they spread.

“Once the Aichi targets have been met, the CBD will set new targets relating to invasive species. Meeting new targets will require a growing national capacity of invasion scientists with knowledge that relates to specific biomes within each BRICS nation.

“Achieving this will require more than the transitory international collaborative projects advocated previously but rather in-country institutions that can maintain recruitment and extend beyond the careers of individual researchers, extending scientific knowledge to applied management carried out by government institutions and the nongovernmental organisation (NGO) sector."

Measey is optimistic about the impact of a network of researchers in each of the BRICS countries, saying that it could start making meaningful policy input as well as building capacity within their country and positively influencing their region within five years, and with minimal cost to each host nation.

He adds that an increased number of networks of researchers dedicated to invasion science will ultimately be beneficial to all.

• SOURCE: Measy, J, Visser V, Dgebuadze Y, Inderjit, Li B, Dechoum M. et al 2019. The world needs BRICS countries to build capacity in invasion science. PLoS Biology 17(9).

FOR MEDIA ENQUIRIES ONLY

Prof John Measey

Centre for Invasive Biology

Stellenbosch University

Tel: 021 808 2385

Email: jmeasey@sun.ac.za

ISSUED BY

Martin Viljoen

Manager: Media

Corporate Communication

Stellenbosch University

Tel: 021 808 4921

Email: viljoenm@sun.ac.za

As one of the 2019 Distinguished Teachers awards winners, Dr Karel Kruger, a lecturer at Stellenbosch University's Department of Mechanical and Mechatronic Engineer, says he finds great satisfaction in witnessing the development of his students.

Bagging an award in the category “Developing Teacher'' for the Faculty of Engineering, Kruger says growing up in a household where both parents were teachers meant that teaching would always have a permanent presence in his life.

Launched in 2017, the awards acknowledge lecturers in two categories, “Distinguished Teacher" and “Developing Teacher", based on their experience and leadership in the scholarship of teaching and learning.

Applicants had to submit a portfolio that demonstrated their reflection on and evidence of four main components: context, students, knowledge and professional growth. They also had to indicate the lessons they had learnt on their journey to becoming excellent teachers.

“I have been teaching formally since my appointment in the Department of Mechanical and Mechatronic Engineering in 2016. However, I taught in informal settings (i.e. small group tutoring and mentoring) since I finished my undergraduate degree in 2010," says Kruger.

He says it is uplifting to receive this recognition. However, he does not consider such recognition as motivation for striving for excellence in his teaching.

“This has always been driven by my passion for student development. What this award does represent is a reaffirmation of the importance of teaching and facilitating student learning within Stellenbosch University, which inspires me to continue to improve my own contribution to teaching and learning at this institution," he adds.

He describes the award as a representation of the support of the teaching and learning community at SU, which inspires him and gives him confidence to continue developing his teaching philosophy and initiatives.

With his passion for working with young people, Kruger says he hopes to instil an excitement and passion for learning and wants to encourage his students to find value in knowledge through its application.

Kruger mentions the completion of his PhD and his appointment as the biggest highlights of his academic career. “The teaching of my first lecture was both a terrifying and exhilarating experience at the same time. Another highlight has been the recognition through my teaching award."

He says his biggest challenges occurred during the three years when he was doing his PhD part-time, when he had to juggle his new appointment as a full academic staff member and the birth of his daughter.

“For my entire teaching career I have enjoyed the continuous support of the teaching and learning community at the Faculty of Engineering. These people have advised and guided me in all my teaching endeavours and initiatives, and it was they who nominated me for this award. For that I am extremely grateful," he says.

*The above-mentioned candidate will receive his awards during a ceremony at the end of the fourth quarter.

For more information about the Teaching Excellence Awards, contact Dr Karin Cattell-Holden at kcattell@sun.ac.za or 021 808 3074.

​ 

The 2018 John Todd Morrison-medal for the best MSc-student in Applied Mathematics in SU's Faculty of Science was awarded to Jacoline van Jaarsveld, a former learner from Tygerberg High School.

Her MSc-project, titled “Predicting the effect of biofilm growth on the pressure drop over a biofilter" has already led to two research articles and a presentation at an international conference.

Jacoline says originally she wasn't even aware of the existence of a field called Applied Mathematics, and decided to study Engineering because of her love for Mathematics. But after her first year she decided to change her studies to a BSc in Applied Mathematics.

“At school and as undergraduate student I could never achieve an A-level average. I only started to achieve when I became really excited about what I was learning about," she says.

She is full of praise for her lecturer and study leader, Dr Sonia Fidder-Woudberg, who advised her over the three years, from her BScHons to her MSc-degree: “Sy supported me and gave me so much of her time. I really appreciate her efforts!"

She is also thankful towards her parents, Martin and Sonja van Jaarsveld, who allowed her to find her own career path: “They were very patient with me, because it wasn't always easy. I would not have been able to achieve this without their support."

Jacoline currently works as a data scientist at the Simera Group, a South African engineering company established in 2010, and specialising in engineering simulations and data management systems.

At Simera she is responsible for data analysis and data visualisation, but ultimately she wants to specialise in machine learning: “I want to be part of a team where I can use my knowledge and experience in the preparation and manipulation of data," she concludes.

During the awards function on 21 August 2019, the Applied Mathematics Division also rewarded its top undergraduate students. The best first year student for 2018 was Emma Nel with an average of 95%. The best second year student was Jacobie Mouton (99.5% average) and the best third year student was Fred de Villiers (90.25%). The top honours student, Esmari Maré (87%) is currently continuing with an MSc in Applied Mathematics. Each of the top students received a certificate and a book, sponsored by Cambridge University Press South Africa.

More about the John Todd Morrison research medal

In 1891 Prof John Todd Morrison was appointed as lecturer in Physics and Chemistry at the then Victoria Kollege, which became Stellenbosch University in 1918. From 1906 until 1923 he held the research chair in Applied Mathematics, followed by the research chair in Physics until his retirement in 1934. The John Todd Morrison research medal is awarded annually to the best MSc student graduating cum laude in Applied Mathematics or Physics. 

​Prof Matilda Burden, senior researcher in cultural history at the University Museum of Stellenbosch University and extraordinary professor in History and Ancient Culture at North-West University in Potchefstroom, has been honoured with an award by the Suid-Afrikaanse Akademie vir Wetenskap en Kuns (South African Academy for Science and Art).

Prof Burden offers accredited short courses in cultural history, heritage conservation, museology and architectural styles for the public at large and acts as a consultant for the installation of new museums and exhibitions across the country.

She has been a member of, among others, the Council of Heritage Western Cape and the Western Cape Cultural Commission and chairperson of the Western Cape Geographical Names Council. In 2016, she was elected vice-president of the international Kommission für Volksdichtung (International Folksong Society) and, for the second time, chairperson of the South African Society for Cultural History.

Prof Burden is widely published and is one of the recipients of the prizes for the four best scientific articles published in an accredited journal in 2018 awarded by the Suid-Afrikaanse Akademie vir Wetenskap en Kuns and the Afrikaanse Taal- en Kultuurvereniging (Afrikaans Language and Culture Association). The former body honoured Prof Burden for her article “Argitektoniese elemente en motiewe in Ou-Kaapse meubels" (“Architectural elements and motifs in Old Cape furniture"), which was published in the Suid-Afrikaanse Tydskrif vir Kultuurgeskiedenis (South African Journal of Cultural History). 

Since she was not available to receive her prize at the award ceremony on 14 August 2019, however, it was awarded at an informal ceremony on 18 September by a former chairperson of the Suid-Afrikaanse Akademie vir Wetenskap en Kuns, Prof Wessel Pienaar, and the chairperson of the Wes-Kaapse Werksgemeenskap (Western Cape Work Community) of the Suid-Afrikaanse Akademie vir Wetenskap en Kuns, Prof Johan de Villiers. Prof Wessel Visser of the Department of History delivered a short commendation.

The spring edition of the Talent Development Programme was hosted during the September school holidays.  The Talent Development Programme (TDP) is a joint project between the Department of Science and Innovation (DSI) and Stellenbosch University Centre for Pedagogy (SUNCEP).  It is a prestigious residential and academic enrichment intervention that aims to bridge the gap between school-leavers and universities.

A total of 324 Grade 12 learners attended the programme. The participants joined the programme in 2018 and attended a total of six holiday camps during the last two years.  An academically rich programme was followed with a practice based approach that provides participants with an opportunity to engage in challenging academics and critical.  In-class activities in both Mathematics and Physical Sciences was delivered by a dedicated team of education specialists.  The programme also included support from dedicated Career Guidance Coordinators and all learners were assisted with their university and bursary applications.

The foundational skills programme included a live broadcast from Stellenbosch University's Centre for Learning and Teaching, themed - “Becoming a moneywise student" 

Ongoing support is delivered between contact sessions through the Siyavula intelligent platform. A session with the focus on the effective use of platform's exam preparation section was also broadcasted to the TDP learner community.  

We would like to wish the TDP class of 2019 well with their preparations for the National Senior Certificate examinations.  A sincere word of gratitude goes out to all our partners, the provincial education departments and the department of science and innovation for their contributions towards the success of the programme.  

​On 10 October 2019 an important cooperation agreement was signed between Stellenbosch University (through its Development and Rule of Law Programme), the Pan-African Parliament (PAP) and the German Environment Agency (Umweltbundesamt). With this Memorandum of Understanding (MoU), Stellenbosch University (SU) enters the realm of academic diplomacy and policy development. On behalf of SU the MoU was signed by Professor Eugene Cloete (Vice-Rector, Research, Innovation and Postgraduate Studies) and Professor Oliver Ruppel (Director, Development and Rule of Law Programme). 

On behalf of the PAP, the MoU was signed by its President the Rt. Hon. Roger Nkodo Dang. The PAP is an organ of the African Union established to ensure the full participation of African peoples in the development and economic integration of the continent with its objectives including to promote peace, security and stability, the principles of human rights and democracy in Africa and encourage good governance. In support of this mandate, SU’s Development and Rule of Law Programme (DROP) which was founded in 2012 is now tasked to cooperate with the PAP in the context of the implementation of the Sustainable Development Goals (SDGs) with regard to policy development projects. The focus here lies on reconciling the tensions between environmental sustainability, economic development, and human welfare, with a view on burning legal, political, economic and social developments in Africa. DROP is affiliated to SU’s Water Institute and the Faculty of Law. Its activities are trans-disciplinary in nature, with a strong legal and socio-political focus on climate change, justice, sustainability and transformation.

The two partners, PAP and DROP are supported by the German Environment Agency (UBA) which is Germany’s central federal authority for environmental matters under the supervision of the German Federal Ministry for the Environment, Nature Conservation and Nuclear Safety (BMU). Dr Harald Ginzky, a Director at UBA strongly encouraged the MoU between the three parties teaming up in SDG diplomacy and policy development for the benefit of the African continent and beyond.

The main objective of the new partnership is to implement the sustainable development goals (SDGs) of the United Nations 2030 sustainability agenda effectively. As a first project the partners team up on the issue of land degradation neutrality (SDG target 15.3) and sustainable soil management on the continent. The Project is financially supported by the German Ministry for Development Cooperation (BMZ), through the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ). It aims at developing a Model Legislation for Sustainable Soil Management in Africa. Professor Eugene Cloete at the occasion expressed that DROP and SU at large together with UBA are breaking ground in Africa in terms of SDG diplomacy, providing policy makers with non-prescriptive but highly qualified policy advice.

For more information on DROP, please visit: 

https://drop.sun.ac.za/

​Stellenbosch University (SU) launched its first Africa-UK Trilateral Research Chair, Mainstreaming Gender for Energy Security in Poor Urban Environments, on 10 October 2019 at the Stellenbosch Institute of Advance Studies (STIAS). The Trilateral Research Chair, situated in the School of Public Leadership (SPL), Faculty of Economics and Management Sciences, is led by Prof Josephine Musango, in collaboration with partners from Brunel University London in UK, Dr Fabrizio Ceschin, and University of Nairobi in Kenya, Dr Amollo Ambole.

The overall objective of the Trilateral Research Chair is to “build research capacity and produce knowledge across Africa concerning gender-informed innovation and commercialisation opportunities in alternative energy technology and services".

The launch brought together participants from the three collaborating universities, including, Prof Johan Burger, Director of SPL; Prof. Geoff Rodgers, Vice-Rector for Research, Brunel University London; and Prof Madara Ogot, Deputy Vice-Chancellor, Research Production and Extension, University of Nairobi; Dr Nico Elema, Manager: Centre for Collaboration in Africa.

In addition, the launch was attended by representatives from National Research Foundation (NRF) of South Africa, Ms Promise Shabangu; British Council, Ms Jean September; Head of Africa Science and Innovation in the British High Commission, Mr David Barnes; Dean of Faculty of Engineering, Prof Wikus van Niekerk; Directors from various centres, institutions and NGOs; representatives from Commission of Gender Equality; Division of Research Development at SU; scholars and students from SU and various institutions; as well as entrepreneurs.

Welcoming the guests at the launch, Prof Johan Burger indicated that, the Trilateral chair positioning in the SPL is to contribute to public policy and create public value. Prof. Geoff Rodgers similarly added “this project focusses on engaging the potential users of the research which is very important for impact". Prof. Madara Ogot highlighted how the University of Nairobi has grown to be a strong international collaborator. He added “we are pleased to welcome this Trilateral Chair to join our existing international collaborations and networks".

Speaking at the launch, Ms Promise Shabangu (Professional Officer: Research Chairs and Centres of Excellence) highlighted the enthusiasm that the trilateral initiative is enhancing its co-sponsorship with Newton Fund, as well as knowledge and capacity building advancement in Africa. She recommended the collaborators to “communicate, spend and report".  Similarly, Ms. Jean September (Deputy Country Director South Africa) said “This research will have practical implications for an important development area in South Africa and we wish the Trilateral Chair the very best in this exciting collaborative journey".

At the launch, the Prof Musango, Dr Ceschin and Dr Amollo introduced to the purpose of the Trilateral Research Chair, its inner workings, and discussions to forge collaborations and networks.

The event hosted over 60 participants.

To stay abreast of the Trilateral Research Chair activities and events, click this link: https://gens.sun.ac.za/

​In marking the 10th anniversary of the largest financial crisis since the Great Depression, this research, published by the Bureau for Economic Research (BER), looked back at the performance of the South African economy between 2010 and 2017.

Since the financial crisis, domestic economic growth has underperformed relative to both South Africa's emerging market peers and average global growth. Since 2014, domestic growth has also come in lower than the average for advanced economies. The reasons for the malaise have been well documented, with the lacklustre performance of the SA economy post-crisis ascribed to both global and domestic factors.

The research suggests that domestic factors, rather than global factors, explain the lion's share of the underperformance. These domestic factors include falling confidence, widespread policy uncertainty, mismanagement of state resources, and various other structural constraints which conspired to weigh on domestic economic activity. This is borne out by the fact that domestic growth tracked the global average quite closely pre- 2008, but began diverging notably in 2010.

The research attempts to quantify the cost of these “lost years" in terms of the size of the economy, employment growth and tax revenue. Based on relatively simple assumptions, it is determined that the domestic economy could have been up to 30% larger than was the case in 2017. Under the assumption that the domestic growth trajectory matched that of our emerging market peers, the economy could have been around 30% (or close to R1 trillion) larger. Under the more realistic assumption that we tracked average global growth post-crisis, the domestic economy would have been 15%, or R500 billion, larger in 2017.

The underperformance of the SA economy between 2010 and 2017 also had a significant negative effect on its ability to create meaningful employment opportunities. In fact, under different sets of assumptions, we could have had between 500 000 and 2,5 million more job opportunities over the 8-year period, with the unemployment rate dropping as low as 15% in 2017 under the most optimistic scenario.

Another direct consequence of the weak post-crisis performance of the economy can be seen in the deterioration of the government's financial position. Persistent tax revenue shortfalls over this period, which can be partially linked to the weak state of the SA economy, contributed to the deterioration in government finances and escalating government debt levels.

Under a post-crisis growth trajectory that closely matches that of our peers, combined with a sustained improvement in collection efficiency, total tax receipts over the eight years would probably have been higher by between R500 billion and R1 trillion.

While these results are based on a range of relatively simple assumptions, these simple “back-of-the-envelope" calculations do provide some insight into the cost of the stagnation in the economy between 2010 and 2017. It will take several years to undo the damage done over the post-crisis period through domestic policy missteps and mismanagement of public resources. The new administration under President Cyril Ramaphosa needs to urgently implement clear and well-articulated policy to boost private economic activity. Only then can SA start along the path to recovery.

*The article appears in the latest edition of the Stellenbosch University Research Publication. Click here to read more. ​

​Stellenbosch University (SU) launched its first Africa-UK Trilateral Research Chair, Mainstreaming Gender for Energy Security in Poor Urban Environments, on 10 October 2019 at the Stellenbosch Institute of Advance Studies (STIAS). The Trilateral Research Chair, situated in the School of Public Leadership (SPL), Faculty of Economics and Management Sciences, is led by Prof Josephine Musango, in collaboration with partners from Brunel University London in UK, Dr Fabrizio Ceschin, and University of Nairobi in Kenya, Dr Amollo Ambole.

The overall objective of the Trilateral Research Chair is to “build research capacity and produce knowledge across Africa concerning gender-informed innovation and commercialisation opportunities in alternative energy technology and services".

The launch brought together participants from the three collaborating universities, including, Prof Johan Burger, Director of SPL; Prof. Geoff Rodgers, Vice-Rector for Research, Brunel University London; and Prof Madara Ogot, Deputy Vice-Chancellor, Research Production and Extension, University of Nairobi; Dr Nico Elema, Manager: Centre for Collaboration in Africa.

In addition, the launch was attended by representatives from National Research Foundation (NRF) of South Africa, Ms Promise Shabangu; British Council, Ms Jean September; Head of Africa Science and Innovation in the British High Commission, Mr David Barnes; Dean of Faculty of Engineering, Prof Wikus van Niekerk; Directors from various centres, institutions and NGOs; representatives from Commission of Gender Equality; Division of Research Development at SU; scholars and students from SU and various institutions; as well as entrepreneurs.

Welcoming the guests at the launch, Prof Johan Burger indicated that, the Trilateral chair positioning in the SPL is to contribute to public policy and create public value. Prof. Geoff Rodgers similarly added “this project focusses on engaging the potential users of the research which is very important for impact". Prof. Madara Ogot highlighted how the University of Nairobi has grown to be a strong international collaborator. He added “we are pleased to welcome this Trilateral Chair to join our existing international collaborations and networks".

Speaking at the launch, Ms Promise Shabangu (Professional Officer: Research Chairs and Centres of Excellence) highlighted the enthusiasm that the trilateral initiative is enhancing its co-sponsorship with Newton Fund, as well as knowledge and capacity building advancement in Africa. She recommended the collaborators to “communicate, spend and report".  Similarly, Ms. Jean September (Deputy Country Director South Africa) said “This research will have practical implications for an important development area in South Africa and we wish the Trilateral Chair the very best in this exciting collaborative journey".

At the launch, the Prof Musango, Dr Ceschin and Dr Amollo introduced to the purpose of the Trilateral Research Chair, its inner workings, and discussions to forge collaborations and networks.

The event hosted over 60 participants.

To stay abreast of the Trilateral Research Chair activities and events, click this link: https://gens.sun.ac.za/

​Dr Robbie Pott, a senior lecturer at Stellenbosch University's (SU) Faculty of Engineering, says it is gratifying to be honoured as one of the 12 winners in the SU Teaching Excellence Awards for 2019.

Waking away with an award in the category for “Developing teacher", he says this shows that excellent teaching is encouraged, supported and recognised at SU.

“My main goal is to impart an inquisitiveness and sense of fascination in my students. We have tools at our fingertips to change the world and create new things – I hope to help them realise that they also have access to these tools, and to teach them how to use these," says Pott.

Launched in 2017, the awards acknowledge lecturers in two categories, “Distinguished Teacher" and “Developing Teacher", based on their experience and leadership in the scholarship of teaching and learning.

Applicants had to submit a portfolio that demonstrated their reflection on and evidence of four main components: context, students, knowledge and professional growth. They also had to indicate the lessons they had learnt on their journey to becoming excellent teachers.

“I am not only a teacher – I chose to stay in academia because I believe in the impact one can have as a researcher and a lecturer. I spend much of my energy on my research and my postgraduate students. I also enjoy my undergraduate students, and relish the challenge of trying to meet them where they are and induct them into engineering – as they will be the ones building our nation in years to come."

Pott describes working with young people as a privilege. The lecturer says he has been involved in teaching since he finished his undergraduate studies in 2004, when he started out as a tutor, working in both South Africa and the United Kingdom (UK).

“I was privileged enough to have the opportunity to read for my PhD in the UK, and then bring the ideas and skills I learned home to South Africa. I was an assistant lecturer before my appointment as lecturer at Stellenbosch," he says.

Pott says it is critically important for one to evaluate your own teaching, and the process one goes through as part of the application. He says he also values feedback from peers and experts in the field, as it helps one hone and enhance one's teaching and learning methodologies.

“The transition from only doing research to having to balance a full research program with postgraduate students, as well as trying to make an impact in undergraduate teaching was a bit tricky. It is easy to focus on one or the other, but thankfully, I enjoy both."

He says the award is a reminder that teaching is important to him and it will allow him to refocus on his efforts with his undergraduate students.

When he is not teaching, Pott attends escape rooms with friends. These involve problem solving and teamwork.

*The above-mentioned candidate will receive his awards during a ceremony at the end of the fourth quarter.

For more information about the Teaching Excellence Awards, contact Dr Karin Cattell-Holden at kcattell@sun.ac.za or 021 808 3074.

The university years are a critical time period when students experience the challenging transition into adulthood. Although student years are characterized by positive experiences and personal growth, it is also a peak period for the onset of many common mental disorders, including mood, anxiety, and substance use disorders. 

The high prevalence of these conditions is significant not only because of the distress and disability it causes, but also because it is associated with reduced academic performance. It is for this reason that universities should take note of their students' mental health and their risk for common mental disorders – so that they can perform optimally during this important developmental period. 

With this in mind, the South African MRC Unit on Risk and Resilience in Mental Disorders in the Department of Psychiatry has been working with a range of universities and colleges around the world on a mental health survey project aimed at keeping track of students' mental health and the risks they face. 

Professor Christine Lochner from the MRC Unit on Risk and Resilience in Mental Disorders said that in South Africa, researchers at the MRC Unit, a cross-university unit of Stellenbosch Universities (SU) of and the University of Cape Town (UCT), have been working together with international mental health experts at McLean Hospital (Columbia University, USA); Harvard Medical School (Harvard University, USA) and KU Leuven University (Belgium) on the WHO World Mental Health Surveys International College Student Project (WMH-ICS). 

The WMH-ICS Initiative is designed to “generate accurate epidemiological data … for the treatment of mental, substance and behavioural disorders among college students worldwide; to implement and evaluate web-based interventions for the prevention and treatment of these disorders; and disseminate the evidence-based interventions found to be effective using a continuous quality improvement approach designed to prevent degradation of these interventions in dissemination and successively to improve targeting of interventions using precision medicine procedures," says Lochner. 

“There have been a number of important publications based on data collected by the WMH-ICS, with Dr Ron Kessler from Harvard Medical School as the senior author on many of these. Locally, the work is done collaboratively at SU and UCT, with me, Dr Jason Bantjes (Psychology, SU) and Professor Dan Stein (Psychiatry, UCT) and Ms Janine Roos from the Mental Health Information Centre (MHIC) as leading researchers," Lochner explained. (For more information, see www.mentalhealthsa.org.za).

Lochner cited the latest paper published in BMC Public Health which was focused on the prevalence and sociodemographic correlates of Common Mental Disorders (CMDs) among 1^st year students in SA (and at SU and UCT specifically).

The study investigated the prevalence and sociodemographic correlates of lifetime and 12-month CMDs among university students in SA with a particular focus on vulnerability among students in historically excluded and marginalized segments of the population.

Data was collected through self-report measures in an online survey of first-year students registered at the two universities – UCT and SU. They were assessed for CMDs with previously-validated screening scales.

The research concluded that, “despite advances to promote greater social inclusion in post-apartheid South Africa, students who identify as female, students with atypical sexual orientations and students with disabilities are nonetheless at increased risk of CMDs."

The study found, among other things, that a total of 38,5% respondents reported at least one lifetime CMD, the most common being major depressive disorder (24,7%). “Twelve-month prevalence of any CMD was 31,5% with generalized anxiety disorder being the most common (20,8%). The median age of onset for any disorder was 15 years, suggesting that most of the CMDs has its onset during adolescence already. Female students, students who reported an atypical sexual orientation and students with disabilities were at significantly higher risk of any lifetime or 12-month disorder and internalizing disorders such as depression and generalised anxiety disorder, whereas male gender, identifying as white and reporting an atypical sexual orientation were associated with elevated risk of externalizing disorders such as alcohol use disorder or substance use disorder. Older age, atypical sexual orientation and disability were associated with elevated risk of bipolar spectrum disorder."

Lochner said the research highlighted the need for universities to be alert to student mental health. She stressed that students have many opportunities to find help for mental challenges. “It would be important, however, to extend the reach and if needed, adjust the format of some of the existing services and break down barriers to treatment-seeking going forward," she said. Some of these issues have already been addressed and published on by the researchers and should be taken notice of by all tertiary institutions.

​​​In the light of recent #climatestrikes around the world, Prof Ntshengedzeni Sampson Mamphweli’s work as director of Centre for Renewable and Sustainable Energy Studies (CRSES) is more important than ever.

CRSES, based in the Faculty of Engineering, serves as a national hub for postgraduate studies into the development of renewable and sustainable energy. This includes bioenergy, solar photovoltaics, solar thermal, wind and hydro power options. The Centre, which also conducts anything from initial feasibility studies to highly technical investigations into new technologies, was established in 2007. A decade later, Prof Mamphweni followed in the footsteps of outgoing founding Director Prof Wikus van Niekerk, when he became dean of the SU Faculty of Engineering in mid-2017.

For his talk on 16 October 2019 as part of the Division of Research Development’s Forward with Research Impact lecture series, Mamphweni will be focusing on thermochemical and biological techniques can be used to convert biomass into energy. It takes place at 13:00 in the Old Main Building on campus.

South Africa’s renewable energy future

South Africa has committed to supplying at least 32% of its energy needs by 2030 through clean technology and renewable energy sources. This is the target set out in the Integrated Resource Plan 2018.

“Although it’s higher than the national target, I think at least 40% is possible for us,” challenges Mamphweli, who is inspired by the likes of India, a country heading towards a 90% renewable energy target.

Among his many responsibilities, he coordinates renewable energy research between South Africa and India, under the BRICS banner. This initiative will ensure more combined research projects and student exchanges between the countries.

He also drives stronger coordination of renewable energy research matters between African universities and centres, as co-director of the Centre of Excellence in Energy. This forms part of the African Research Universities Alliance.

Although he’d like to see that more of the technologies that have been developed or studied at local universities over the past decade actually be implemented, he remains a realist.

He believes the country can be pricewise competitive when it comes to producing the infrastructure needed to generate wind energy, biogas and solar thermal energy. The much cheaper photovoltaic infrastructure available via China is however a totally different story. An option would be to aim for at least the partial assembly of technology on the home front, to ensure that jobs are created locally.

Biogas expert                                                                                                                    

Mamphweli’s renewable energy expertise was shaped through his studies of biogas and syngas (synthetic) production, with waste materials such as wood waste, mealie cobs and manure as fuel. If he could have his way, there would be more biodigesters to generate biogas in back gardens in South Africa than is currently the case. Such technology would also be used in urban areas, instead of only being dotted around the countryside. He also sees room for municipal sewage works to generate their own electricity, using the methane gas that is in any case generated as part of their mandatory cleaning of wastewater, and is currently merely burnt.

A biodigester, in short, is a dome-shaped, roofed construction made from brick, plastic or steel fitted into the ground. It is filled with waste that may be animal dung or even human faeces. When water and bacteria interact with it, the material decomposes to release methane gas. An outlet pipe then takes the gas to whatever needs to be powered – be it a gas engine, a gas turbine or a stove. Gas can also be trapped in a canister or special bag for later use.

Biodigesters are widely used in China and India. While explaining the basics behind it, Mamphweli makes quick sketches on a blank piece of paper. After years of experimentation, he knows that it takes a near-perfect 50/50 match between manure and water to generate methane gas.

“About 25 kg of cow dung gives you 1 cubic meter of gas. That’s 6 kilowatt hours or six units of electricity, with which you can cook for five to six hours,” he sets out, making the technology look deceptively easy.

As a panel member of the National Biogas Platform, he however knows that there’s more to it than just trapping gas. One has among others to do gas scrubbing, which is a way of purifying and filtering the gas.

He acknowledges that some people find feeding such systems with available dung from livestock too tedious a household chore, even if it is giving them free energy. There are ways to sidestep such qualms, too, he says. The solution is to basically connect the system directly to a household’s sewage system.

“What you need is an inlet and an outlet, and a container to trap the gas in,” Mamphweli explains, still sketching away. Pre-empting the groans of the squeamish, he quickly adds: “You don’t even have to come in contact with it (the effluent).”

One of his PhD students has recently started to build a biodigester on the University’s Mariendahl experimental farm outside Stellenbosch. Manure, obtained from the pigsties on the farm, will be used to produce and capture methane gas, which will drive a 10 kW gas engine. If successful, it can be used to power outdoor lighting on the farm.

Early years

Mamphweli came to Stellenbosch via the University of Fort Hare, where he started as an Eskom Research fellow in 2005. It was in the Eastern Cape where he started to think about the nitty-gritty of biomass conversion, as part of the PhD in Physics he obtained in 2010. It was about biomass gasification. After graduating, he started research on biogas digesters. It led to hundreds of biodigesters and solar panels being installed in the rural Eastern Cape and areas bordering on Lesotho as part of his research endeavours.

He’s always had a particular affinity for physics. Today, he laughs at his younger self who tried to explain everything happening around him to his teenage friends in terms of physics. In his final matric exam he scored 100% for the subject, but was let down by the chemistry part, which he did not like during his days at high school.

This younger self dreamt of becoming a pilot, and as a second choice, a doctor. However, after matriculating from Lwenzhe Secondary school in Limpopo in 1997, the would-be bespectacled professor wasn’t even invited for an interview by the national carrier’s cadet academy. A lack of funds stopped him in his tracks after being accepted for medical studies at MEDUNSA.

“The letter (of acceptance) indicated how much I had to pay and all that. It was about R20 000 that I needed, which we did not have at home. I did not have a bursary, so I walked into the University of Venda, and applied to study there,” he remembers how it came about that he started to study 20 kilometres from home.

His choice fell on environmental science, because of his soft spot for nature.

“I told myself that one day I’d be working in the Kruger National Park,” Mamphweli remembers the challenge he put himself.

That’s one dream that did materialise. After completing his honours degree, Mamphweli found himself in the Kruger Park between 2002 and 2004, studying the impact of elephants on the trees along rivers to the southern side of Africa’s oldest nature reserve. He used the time and data collected to complete a masters degree on the subject.

“I still think my best life was in the Kruger National Park,” says this avid birder with also has a penchant for fast cars. “I go there every chance I get.”

He had the option of studying elephants for his PhD too, but was intrigued by an advert for a PhD position to study biomass gasifiers at the University of Fort Hare, as part of the Eskom Research Fellowship Black Researchers Development Program.

“I am not at all, not at all sorry about that decision,” he reiterates, saying that he believes he is making an impact on community level by the installation of biodigesters, and also on a national level.

“I love nature, but I also love the energy side of things,” says the professor, who is currently editing a book on independent power producers in Africa.

​

Dr Melanie Skead, Director of CTL, participated as local expert in the development of a Master's degree on climate change and recently shared some of the good news on RSG radio programme Die Kwik Styg.   RSG acknowledged the contribution of this Master's programme as empowering in the fostering of knowledge and insight on climate change among a new generation of researchers and experts.

Dr Skead was instrumental in the curriculum development of the Master's degree on climate change within the framework of the Southern African Regional Universities Association (SARUA). SARUA's objective with the development of this Masters degree was to educate a new generation of researchers, practitioners and decision-makers in climate change and sustainable development in the Southern African region.

The Need for Such a Curriculum

The need for such a curriculum was identified in 2014 by SARUA in a research study and needs assessment to ascertain the capacity for climate-focused research in die tertiary education sector of 12 Southern African countries.  The study considered multiple disciplines and role players outside the academic context, such as governments, business and employment sectors, research and community organisations.

The study found that very few academic programmes were specifically aimed at climate change and sustainable development, and thus a decision was taken to develop such a curriculum. 

The first step was for SARUA's Curriculum Innovation Network to make funding available and to call for research proposals.  The University of Cape Town's African Climate and Development Initiative (ACDI) took initiative and invited various other universities to collaborate.  A consortium of 7 universities from 5 Southern African countries (South Africa, Zimbabwe, Mauritius, Tanzania, Mozambique) was established to develop the curriculum.   So the project team started from the context of the funder's guidelines to conceptualise a possible curriculum framework with objectives, learning outcomes, credits, core and elective modules, delivery modes, assessment and research component.  An important step was to approach potential employers in the private and public sectors of each participating country to get a clear picture of the knowledge and skills required of graduates.

The Target

The Master's degree is on NQF level 9 and is aimed at universities.  It is offered by lecturers from various disciplinary backgrounds and students from a wide range of disciplinary backgrounds would collaborate on it, for instance from Science, Economy, Law and Social Sciences.  The curriculum allows them to collaborate in the learning and research processes.  Climate change and sustainable development cannot be offered from a single discipline, as it impacts on various aspects of humanity.

The curriculum has been endorsed by the Western Cape Department of Agriculture.

Criteria for the Curriculum

The curriculum had to meet the following requirements of SARUA:

• An overarching conceptual framework endorsed by review and involvement of networks from each participating country or university.
• Curriculum design in the form of 3 core and 4 elective modules with guidelines to adjust the curriculum for local needs and different accreditation requirements.
• Inter- and transdisciplinarity in the curriculum design.
• Focus on group work, strong research component and balancing theory and practice.
• Flexibility to offer the curriculum either as a whole or as modules without additional expense, and open access to any university who wants to offer the curriculum.
• Contributing to curriculum development for Southern African tertiary postgraduate learning in the process.
• Designing learning material and an online platform for teaching and learning which is accessible to students.

Regional Differences

Interaction among curriculum developers from various universities was a benefit arising from the process.  Accreditation requirements among the participating countries differed in the number of required credits for a Master's degree.  For South African MSc degrees, 120 to 180 credits are required and 1 credit represents 10 notional hours.  In Mauritius it is 36 to 45 credits, with 1 credit as 15 teaching hours or 30-45 hours' practical work.  There weren't big differences in terms of curriculum design principles and the team members all agreed on the main topics to be covered, except that South African curricula appeared to focus more on social justice than in other countries.

Curriculum Content

The curriculum consists of seven modules plus a research project (33-50% of the credits).  The three compulsory modules focus on core concepts in climate change and sustainable development, transdisciplinary thought and skills, and the promotion of initiatives for relevance, socially inclusivity, environmental sustainability and resilience.  Four elective modules include a wide variety of topics such as agriculture, food security, ecosystems, urban development and social justice.

Lecturers from 22 universities have been trained in applying the curriculum.  A survey in August 2018 indicated that 8 universities offered the curriculum in part or as a whole:  Mulungushi University, Zambia; Bindura University of Science Education, Zimbabwe; University of Dodoma, Tanzania; University of Mauritius; University of EeSwatini; Lilongwe University of Agriculture and Natural Resources, Malawi; and in SA, the University of Cape Town at the African Climate and Development Initiative (ACDI).  ACDI has registered between 10 and 20 students per annum and 59 students have already graduated here.  At the other universities,  cohorts of between 17 and 34 students are set to graduate later in 2019.

Excitement

Dr Skead said it was exciting that a curriculum which focuses on such a vital knowledge area, also provided opportunity for colleagues from Southern African countries to learn together in a dynamic process about the kind of curriculum needed in Africa in this century.  The interaction with such a large group of academics and the exposure to the challenges in our neighbouring countries opens one's eyes to our own context. This is an instance of African creativity, collaboration and knowledge sharing to solve our own problems.

Dr Skead encouraged this generation to not leave their problems for the next generation to solve.  “We have to start now to think and act differently in order to leave an earth for them on which to live and flourish.  If I may use an African Proverb – 'The world is not ours, the earth is not ours. It's a treasure we hold in trust for future generations'. And I often hope we will be worthy of that trust. “

​You'll most likely recognise his voice from SAfm, but when Stellenbosch University (SU) alumnus and law graduate, Songezo Mabece, is not dissecting social justice, economic and political issues of the day on The View Point radio show, he's serving as Legal Counsel and Executive Assistant to the Commissioner of the Competition Commission of South Africa.  

On Friday, 18 October, Songezo will be the guest speaker at the Careers Café hosted by the Alumni Relations division in the Arts building on the corner of Merriman and Ryneveld Street between 13:00 and 14:00. If you are an undergraduate or postgraduate student and wish to attend the event, please visit http://bit.ly/CareersCafeSMabece to reserve your seat or contact  Marvin Koopman at marvin@sun.ac.za before Wednesday, 16 October.

For Songezo, education has always played a key role in his life. He grew up in Sada in the former Ciskei (now Eastern Cape) and attended Selborne Primary School and Selborne College before heading to Fort Hare University to complete an LLB Law degree. In 2017, he completed an LLM in International Trade Law at the Law Faculty at SU, this after completing a short course in Competition Law at the University of Cape Town and the General Manager Programme Certificate in the General Management Program at the IEDC-Bled School of Management in Slovenia a year earlier.

It is this unrelenting pursuit of knowledge that Songezo hopes to awaken in the hearts of students at SU as he shares his life and career journey with them during his talk this Friday.

“When it came to going to university, I had no choice. Mama and Tata were teachers, and Sisi and Bhuti studied teaching and, too, became teachers themselves. Education runs deep in the family. Not going to school and university would have made me the black sheep, as everybody at home had tertiary qualifications," he explains.

“The first year of university was a revelation for me in many ways and that was the beginning of my own journey to self-discovery," says Songezo, adding that it is something he will delve into in more detail during his talk.

His family history and his quest to encourage others to seek out knowledge is also what inspires him to anonymously contribute to the school and university fees of many learners and students in South Africa.

As a learner, Songezo was an avid debater, runner and rugby player, activities he continued once he arrived at Fort Hare. Later the sportsperson in him would give way to debating at Fort Hare and, later, at SU too.  

“All of this was in the name of keeping active and meeting people. Debating is what I did the longest and this took me across the length and breadth of the country, where I was fortunate to meet many people who I am still friends with today. At some point, I was a national champion after being selected as the Best Speaker at the Southern African National Universities Debating Championships held at Rhodes University in 2007."

Since graduating from SU, Songezo has worked at Cliffe Dekker Hofmeyr and Bagraims Attorneys in Cape Town, Tralac in Stellenbosch, the Constitutional Court in Johannesburg, the World Bank in Washington DC in the United States and the Competition Commission of South Africa. But, he admits, in spite of all the successes, it has also been “a challenging journey" that has taught him a lot about the working world.

“While there have been challenges, nothing in my career has come as a surprise to me. Both from a desire perspective and personality front, I was always going to be a lawyer and broadcaster, but I just did not think the challenges would be as much as they have been in getting to where I am now."

The Careers Café series was launched in 2016 by the Alumni Relations Office to provide a platform for alumni to engage with the university in a different manner by offering their time and skills to help current students prepare for the careers they want.

For more information about the Careers Café, follow the Alumni Relations Facebook page at www.facebook.com/stellenboschalumni and the SU Facebook page at www.facebook.com/stellenboschuniversity. To attend, RSVP at http://bit.ly/CareersCafeSMabece or contact  Marvin Koopman at marvin@sun.ac.za before Wednesday, 16 October.

Two students can each win a seat at the dinner table with Songezo on the evening of the Careers Café by writing a motivation about why they believe they are the best candidate to benefit from a personal conversation with Songezo and send it to marvin@sun.ac.za.

Photo: Stellenbosch University alumnus, lawyer and SAfm radio host, Songezo Mabece, will be the next Careers Café speaker on 18 October.

“The 10-months experience at the Science and Mathematics at Stellenbosch University (SciMathUs) programme surpassed my entire five years of high school," said Taariq Willemse at the SciMathUs closing ceremony held at the Stellenbosch Institute for Advanced Study (STIAS) earlier this week.​

Willemse was one of 100 students who were selected to participate in the 2019 SciMathUs programme.

“I can proudly say that we are intelligent and extravagant now. Iron sharpens iron and I can confirm that my blade is sharper now than ever before. We have grown in so many respects, and for this, I would like to express my gratitude to the staff members and our mentors. This programme does change lives and it has given us a second opportunity," added Willemse.

The programme, which is presented by the Stellenbosch University Centre for Pedagogy (SUNCEP), offers students from educationally disadvantaged circumstances across the country a second chance to qualify for higher education by improving their National Senior Certificate result in specific subjects to enable them to reapply for university programmes. After completing the SciMathUS programme, many of these same students choose to further their tertiary education at Stellenbosch University (SU).

 Phumeza Gova, a former SciMathUs student and now a mentor who will be graduating at the end of the year with her BSc in Geology and Postgraduate Certificate in Education (PGCE), shared a few words of departure with the students.

“I am honoured to have been entrusted with the responsibility of mentoring these young people. It has been quite challenging, but those struggles do not define who we are."

Gova said she hoped the students would take all the knowledge with them, as they will one day be donors of similar programmes.

Nokwanda Siyengo, SciMathUS Programme Manager, said it was great having former students guiding current students as mentors. Siyengo said this helped because they were almost peers and could discuss things and show each other the ropes.

SciMathUs facilitator Dr Elza Lourens said this was the 19^th SciMathUs group they have had since the programme's inception in 2001.

“You are an outstanding group of students. I am always amazed by your strength and how you claim your space at the University. We wish you well on your respective journeys to lifelong learning. We will be at your graduation ceremonies, cheering you on. Go out, live it and make it your reality," she students.

During his talk at the closing function, Prof Mbulungeni Madiba, Dean of the Faculty of Education, encouraged students to join the Faculty of Education. He also gave funders the assurance that their investments had been put to good use.

The following students, who drastically improved their marks, were honoured and celebrated:

• Amelia Adams: Computer literacy – 92%
• Norma-Jean Daniels: Academic literacy – 82%
• Craig Verhoog and Onthathile Motlhasedi: Both achieving 82% in Accounting
• Kabelo Tlhabira: Physical Science – 92%
• Keneilwe Mataboge: Mathematics – 94%