doctoral degrees and student numbers increase in faculty of

Doctoral degrees and student numbers increase in Faculty of Education

The Faculty of Education at Stellenbosch University is committed to the implementation of the strategic framework. The successes of the Faculty confirm its strive towards excellence in research, teaching, learning and community engagement.

The Faculty’s strategic framework constitutes the values of equity, participation, transparency, readiness to serve, tolerance and mutual

The Faculty of Education is the oldest of its kind in the country. By virtue of its history and character, the Faculty of Education as part of Stellenbosch University, shares the responsibility tomeet the needs of diverse communities.

respect, dedication, scholarship, responsibility and academic freedom. Making a case for a pedagogy of hope, implies that these institutional values ought to be connected to the transformation of education in South Africa.

The Faculty is progressing well with its strategic research goals set for 2016. The number of staff members with doctoral degrees has increased to 73.3 percent. In 2010, the Faculty saw a

stable increase in its research output. This year, thirteen students received doctoral degrees which makes it the highest in the history of the Faculty.

In 2010, the Faculty had the highest registration of students in the history of the BEd programme. Due to limited capacity and quality assurance, the University decided on a selection process for the BEd programme from 2011.

In the light of the HOPE Project, the goal will be to give students from previously disadvantaged groups the opportunity to have access to the Faculty of Education. It is important to prepare these potential students well before they apply for admission. Preparation takes place during Winter- and Spring Schools where the focus of support is mainly on Mathematics and Physical Sciences.

The programme is known as Saturday Schools and it can accommodate 48 learners. The programme has achieved great success and 17 of the learners of the 2010 year were admitted to the BEd Programme for 2011. They also had a high pass rate during this year.

BEd students, specialise in the Foundation-,Intermediate- or Senior Phase.

Students benefit from the high-technological computer facilities on campus. The Biokinetics Centre offers top-class service.

Universi te i t • Stel lenbosch • Universi ty2

The University remains vulnerable, which implies that the University has a connection with the universe – it can therefore not be isolated and independent of world context.

Professor Yusef WaghidDean of the Faculty of Education

Editorial

EduVoice is the official newsletter of the Faculty of Education at the University of Stellenbosch.

More copies may be obtained from the Office of the Dean, Ground Floor, GG Cillié Building, Faculty of Education, University of Stellenbosch.

You may also call Melinda Snyman at (021) 808 2258 or send her an e-mail at [email protected]

Editor: Annalize Brynard E-mail: [email protected]

Design and layout: Glenda Brits E-mail: [email protected]

South African Universities must be shaped by the global and global shaped by the local. In every nation, the university is universal. Communicative rationality is important in South Africa. It means that our students need to be educated to be analytical and reflective about society, to feel solidarity with society and, to be responsive towards society. Every person must have an embodied commitment and have compassion, which implies that people must respond to solving problems in society.

Teachers are important as they have become the soul of the society. They have to educate learners and teach them to become citizens of the future. The Faculty of Education operates within a critical spirit. The staff in the Faculty must examine their own practices and come to agreements and disagreements of what is educationally defensible or not.

A major challenge in the Faculty is to diversify the number of offerings and to respond to various other challenges in society. The Faculty constantly has to address the increasing numbers of learners in schools. It has to find solutions to prepare educators to deal with large classes and to attend to escalating numbers of learners in schools.

It is also expected of the Faculty to play a role in shaping the curriculum rather than only developing it. We need to establish sustainable relationships – rather than just to be reactionary.

The Faculty of Education faces some challenges and those include creating conditions and opportunities to stimulate the imagination; to remain committed to the education of citizens and to offer practical solutions through innovative teaching and learning in schools.

The work the Faculty of Education does is research-grounded and it can be utilized to solve problems in schools which include ethical morality; indiscipline; school governance; teaching and learning. The Faculty can proudly say that it maximizes the potential of people. We prepare students for life and for work and we prepare them for the benefit of society and for their own advancement.

The aim of the Faculty is not to produce only technical professionals but to cultivate professionals with an emancipating agenda – people who care about others and actually do something to change their impoverished situations.

The Faculty of Education has set itself goals to encourage others to live in harmony with one another and to encourage one another to aspire towards democracy and justice. It is expected of the staff to gain both theoretical and practical knowledge for which moral conduct is required in and beyond school.

Prof Yusef Waghid (Dean)

Message from the Dean

Ms Annalize BrynardEditor: EduVoice

The HOPE Project was launched in July 2010 to entrench the University of Stellenbosch as a leading tertiary institution of the 21st century. The University’s three core functions are teaching and learning, research and community interaction. The objective is to conduct world-class research on local, regional and African challenges in state-of-the-art facilities with the best expertise available, while providing the most advanced opportunities for learning and developing a new generation of thought leaders.

The HOPE project focuses mainly on the following objectives:

• Eradicating poverty and related conditions • Promoting human dignity and health • Promoting democracy and human rights• Promoting peace and security • Promoting a sustainable environment and a competitive industry

Central to a pedagogy of hope is the notion that students ought to become active participants in the pedagogical process – that is, they should not be merely passive recipients of knowledge, but ought to become active agents in their encounters with others. This would hopefully create conditions whereby they could serve our country with the professionalism and technical competence required of a responsible citizenry.

HOPE Project – Stellenbosch University’s five development themes

Faculty of Education proud of 14 NRF rated researchers

B-EvaluationProfessor Yusef Waghid, Dean of the Faculty of Education, Department of Education Policy Studies

B-EvaluationProfessor Asmal Fataar, Chair of the Department of Education Policy Studies

C-Evaluation Professor Jan Heystek, Department of Education Policy Studies

C-EvaluationProfessor Lesley le Grange, Vice-Dean, Department of Curriculum Studies

C-Evaluation Professor Eli Bitzer, Director of the Centre for Higher and Adult Education, Department of Curriculum Studies

C-EvaluationProfessor Arend Carl, Vice-Dean, Department of Curriculum Studies

C-EvaluationProfessor Doria Daniels, Department of Educational Psychology

C-EvaluationProfessor Chris Reddy, Chair of the Department of Curriculum Studies

C-EvaluationProfessor Estelle Swart, Department of Educational Psychology

C-Evaluation Professor Elmarie Terblanche, Chair of the Department of Sport Science

C-Evaluation Professor Floris van der Merwe, Department of Sport Science

C-Evaluation Professor Christa van der Walt, Department of Curriculum Studies

C-Evaluation Associate Professor Berte van Wyk, Department of Education Policy Studies

L-Evaluation Associate Professor Peter Beets, Department of Curriculum Studies

The evaluation and rating of individual researchers is a peer-review system used by the National Research Foundation (NRF) to measure the quality of their research outputs over a period of eight years.

The evaluation is undertaken by national and international reviewers who are requested to critically scrutinise the research completed during the assessment period, and the NRF rating is then used as a national indicator of research excellence.

Key to rating categories: A: Leading international researcher B: Internationally acclaimed researcher

C: Established researcher L: Late entrant into research (category terminated at the end of 2009)

Stellenbosch University is very proud of its 270 rated researchers of which 14 is from the Faculty of Education.

Facul ty of Educat ion newslet ter • July 20113

Achievements


Achievements

Ms Caroline Foubister was awarded the Stellenbosch University’s Medal for the best Master’s student in Education in 2010. She graduated cum laude with an average of 90 per cent.

Caroline completed her Master’s degree under the supervision of Dr Azeem Badroodien from the Department of Education Policy Studies. Her thesis is entitled ‘Navigating their way: African migrant youth and their experiences of schooling in Cape Town’.

Caroline conducted much of her research among the African migrant youth in Cape Town. “Getting to know the 20 refugee youth in my sample group, learning about their lives and dreams and the way that they navigate their way through the obstacles they face, I realized that they have an incredible story to tell. Despite the obstacles they face, they are able to rise above them. Many are very successful learners and have a much to teach South Africans. Working with Dr Badroodien, who taught me to listen to the voices of the youth, added a lot of value to my studies,” she said.

The bursaries she received allowed Caroline to spend time researching and reading widely. Her research focuses mainly on the various experiences of schooling of the 20 refugee youth selected from a school in Cape Town.

To Caroline, being awarded the degree cum laude was a special achievement as she was pregnant when she had to complete her thesis

Where there is a will … there is a way

and, as their house was being renovated at the time, they had to live in a garage for five months while she brought her thesis to fruition.

Caroline runs a project sponsored by the UNHCR at Maitland High School in Cape Town and she appreciates the fact that both her input and that from the Faculty of Education make a difference to the lives of young refugees. The learning support and the Extra English Project at Maitland High School is known as the ‘Africa Smiles Project’. The school has approximately 200 refugee learners. “Many of these learners do not speak English as their mother tongue and then have to study in English and also take English as a Home Language. They come to our extra lessons for support. We also offer them emotional and psychological support, as many of them have been through difficult times before they arrived in South Africa, as well as on their way here, and while residing here,” she said. Caroline added that her dream was to take the project to other schools in the Western Cape and to act as a liaison education specialist for refugee youth in the Western Cape.

In 2007, she was the awarded the BEd Honours degree with a research report on ‘Community Engagement and Learning Support’. She also attained the degree cum laude with an average of 84 per cent and was top of her Honours’ class.

During her tertiary studies, she received several Merit Awards from Stellenbosch University: a Dean’s Award for Excellent Academic

Achievement; the Ernest and Ethel Eriksen Trust Scholarship; the Harry Crossley Bursary on two occasions, as well as funding from the National Research Foundation.

“I eventually wish to work for an Non Governmental Organisation. I wish to continue being involved in the lives of refugee youth. I will also continue doing research and writing papers in this field. One day I might do my PhD but, for now, I simply wish to remain in the field,” a contented Caroline said.

United Nations Award to Education student

Ms Caroline Foubister, best Master’s student2010.

Mr Johan van Vuuren, received a United Nations Security Council Award.

His interest in public speaking and his enthusiasm for world politics has earned Johan van Vuuren, Third Year BEd student in the Faculty an exclusive United Nations Award.

Johan received the award after entering for a competition focusing on the United Nations (UN) and how important the Security Council is to the function of the UN.

In past years, resolutions have been debated on a diverse range of topics such as nuclear disarmament, terrorism in the Middle East, the United Nations’ financial crisis, refugees, the conflict in Afghanistan, civil wars in Africa, landmines and other contemporary issues.

This year’s topic for debate was: ‘Terror: Iran, Pakistan and the threat to international security’. Johan was part of the team who represented the United States of America during the mock Security Council debate.


Achievements

Professor Lesley le Grange, Vice-Dean: Research, in the Faculty of Education, received the Education Association of South Africa (EASA) Award for his excellent achievements in the field of education. This award also took cognizance of his contribution to both the theory and practice of education; of his outstanding service and commitment to education across a broad spectrum of fields; and of his contribution to raising the status of education as a science and a practice. Professor Le Grange was also the recipient of EASA’s Research Medal and the Association’s Medal of Honour.

Professor Le Grange’s scholarly work has made a contribution to a number of sub-fields of education, including environmental education, higher education studies, science education, curriculum studies and educational research methodology. His work draws creatively on insights from Western disciplines such as the history, sociology and philosophy of science, as well as indigenous knowledge -- insights he has uniquely brought to bear on the theory and practice of education in South Africa. His teaching reflects a symbiotic relation with his research and, through his teaching he has stimulated his students to engage in academic inquiry. In recognition of his contribution to research and teaching he has received numerous awards.

In 2001, he received the SAJHE Prize, awarded for the best article published in the category of Research in Higher Education published in the South African Journal of Higher Education. In 2003, he received the EASA Young Researcher’s Medal for outstanding research conducted within the first few years of holding

EASA Medal of Honour to Vice-Deana full-time academic position. In 2004, he was awarded the Stellenbosch University Principal’s award for Excellence in Teaching, and in 2005, the EASA Santam Research Medal for excellence in research. In 2004 he received the Stellenbosch University Principal’s award for Excellence in Teaching and respectively, the prestigious award for Excellence in Research in 2005 and 2010.

Professor Le Grange has produced more than 140 publications as author or co-author, including publications in national and international journals. Several of his publications have been invited responses to edited collections and special issues of journals. A notable recent contribution was to the Sage Encyclopaedia of Curriculum Studies (2010), where he wrote a piece on the African Continental Overview of Curriculum Studies and was the only African scholar to have contributed to the Encyclopaedia. He has delivered more than 100 academic presentations, 28 as guest speaker. He received a Y2 rating from the NRF in 2002 and a C2 rating in 2007.

His service to higher education communities has been wide-ranging and his involvement in the following areas is worth highlighting: membership of professional/academic associations, doing editorial work, the organization of academic conferences and involvement in national quality assurance processes.

He has also served in several capacities that have helped the University of Stellenbosch and the Faculty of Education to achieve its strategic targets. As Chair of the Department

Professor Lesley le Grange, Vice-Dean: Research

of Curriculum Studies between 2006 and 2007, he introduced processes which resulted in the Department achieving the highest number of publication units in its history. In his tenure as Vice-Dean: Research, the number of staff holding doctorates in the Faculty of Education, the number of publication units and the number of NRF rated researchers have all increased.

Over the years he has served on several task teams and Senate Committees within Stellenbosch University. These have had an impact on the University’s appointments, the quality of research, the processes for obtaining student feedback on academics’ work, the institution’s budgeting/financial model, and so on. He is currently Acting Chair of the Research Committee for Human and Social Sciences, a committee that reviews research proposals, NRF rating applications, and research related issues. In his more activist role, he has effected significant changes in both policies and processes at Stellenbosch University over the past decade.

Professor Peter Beets saam met Jessi Hartley en Jessica Barrella.

Professor Peter Beets se voortreflike onderrig het vrugte afgewerp met sy benoeming as Beste Dosent in die afgelope twee jaar. Die Eerstejaarstudent wat die beste in die Fakulteit Opvoedkunde gepresteer het is gevra om ‘n dosent te benoem wat die grootste impak op haar/sy pretasie en vordering gehad het. Professor Beets is in 2010 deur Jessica Barrella en in 2011 deur Jessi Hartley benoem.

Professor Beets het ook aan die einde van 2010 ‘n toekenning van die Visekanselier en Rektor, professor Russel Botman vir Voortreflike Onderrig ontvang. “Die toekenning sal my help om my onderrig verder te verbeter,” het Prof Beets gesê.

Oor sy belewenisse het professor Beets gesê: “My eie menswees lê onlosmaaklik verweefd in die menswees van ander – daarom sal ek nie huiwer om die ekstra tree te gee om beter voorbereid te wees vir my lesings nie. Elke dieper insig wat studente in my interaksie met hulle ontwikkel, gaan weer uiteindelik ‘n impak hê op die kwaliteit van onderrig op duisende leerders wat in hul klasse sal bywoon.”

Hy het aan die Universiteit Wes-Kaapland studeer, was onderwyser by ‘n hoërskool op die Kaapse Vlakte, dosent aan ‘n onderwyskollege,

Dosent vir voortreflike onderrig vereer

Kurrikulum-adviseur en later Senior Kurrikulumbeplanner vir Geografie in die Wes-Kaapse Onderwysdepartement waarna hy die pos in die Fakulteit Opvoedkunde aanvaar het. Hy doseer Sosiale- en Natuurwetenskappe vir BEd-studente, Geografie-Kurrikulumstudie vir Nasionale Onderwyssert i f ikaat-studente (NOS) en is ook Voorsitter van die program. Hy is ook betrokke by nagraadse studieleiding asook dosering van in die Gevorderde Onderwyssertifikaat (GOS).


Achievements

The Top Achievers in the Faculty of Education for 2010, were honoured at a function on 16 March 2011. The event, which was organized by the Student Committee with Xhavier Taylor as Chair and Jessica Barella as Deputy Chair, was held in the GG Cillié Building.

The Top Achievers were all awarded certificates. Professor Yusef Waghid, Dean of the Faculty of Education, awarded the medals to the eight Top Achievers in the different programmes.

Top Achievers in 2010

First Year BEd Intermediate and Senior PhaseMs Jessi Hartley

BEd Foundation Phase Ms Andrea Kirstin

BEd Second YearIntermediate and Senior Phase Ms Jessica BarrellaMs Marike Pienaar

BEd Foundation PhaseMs Ulana BritzMs Kirstin Goddard

BEd Third Year Intermediate and Senior PhaseMs Anneke van der Merwe

BEd Foundation Phase Ms Ruth du Plessis

BEd Fourth YearIntermediate and Senior Phase Ms Christa Holt

BEd Foundation Phase Ms Hanlie du Toit

BEdPsig Ms Maritza Steyn Ms Jacqueline Hurwitz

PGCEMs Lizanne Nortier

BEd HonsMs Cornelia Botha

BHons Sports Science Mr Kyle Miles

BHons in BiokineticsMr Bradley James Fryer

Professor Chris Reddy with Anneke van der Merwe.

The Top Achievers are, front from left: Jessica Barrella, Anneke van der Merwe, Marika Pienaar, Bradley Fryer, Ulana Brits and Jesse Hartley. At the back from left: Charissa Holt, Ruth du Plessis, Martiza Steyn, Andrea Kirsten and Kirsten Goddard.

The Student Organising Committee of the Faculty of Education with Ms Melinda Snyman (centre back).

Professor Yusef Waghid congratulates Maritza Steyn on her achievement.

Recipients of the Dean’s Medal

BEd HonsMs Cornelia Helena Botha

PGCEMs Lizanne Nortier

BEd Foundation Phase Ms Hanlie du Toit

BEd Intermediate and Senior Phase Ms Charissa Anne Holt

BEdPsig Ms Maritza Steyn Ms Jaqueline Hurwitz

BHons Sports Science Mr Kyle Craig Miles

BHons in Biokinetics Mr Bradley James Fryer

Best postgraduate student in Master’s studiesMs Caroline Foubister

Top Achievers Awarded

Speaker of the evening ms Hermien Slabber, Principal of Hoër Meisieskool Rhenish.


Research

The post of Vice-Dean: Research was created in 2007, when Professor Waghid was appointed Dean of the Faculty of Education. Two new Vice-Dean positions were created to focus on the achievement of strategic management indicators derived from Stellenbosch University’s Vision 2012. Professor Lesley Le Grange was appointed as Vice-Dean: Research, and Professor Arend Carl and Vice-Dean: Academic.

Professor Lesley le Grange’s main priority is not only to improve the Excellence in Research, but also to improve the publication output in the Faculty of Education. It is also a priority to increase the qualifications of staff members, especially with a focus on the acquisition of doctorates. The increase in the number of NFR rated staff members is also a major focal point. One of the other focal areas is to increase the throughput rate of master’s and doctoral students.

Looking at the publication units per full time academic staff members, one sees that on average each staff member has to produce at least 1.2 articles per annum. The current tendency is 0.94 per annum.

The system of incentives is an encouragement to staff. For every unit a person produces, he/she gets R11 000 towards his or her research funds, which also generates R2 000 per unit towards the Faculty. For every additional unit, the amount is increased by R500.

In 2007, 62.7 per cent of the staff had doctoral degrees. In 2011, 75 per cent of the staff members have doctorates. “Rewarding staff for their research work, encourages them immensely,” said Professor le Grange. Ms Carina America and Ms Karin Horn all received

Faculty in line with University’s research-driven approach Andrew Mellon Awards. The award allows them to focus on their research for a certain period of time and to appoint someone else in their posts for any period up to a year.

Professor le Grange, is also responsible for staff career development, looking into each staff member’s role as an academic and advising the member on how he or she can position him or herself in the research environment, which also includes the induction of younger members of staff.

In the Faculty of Education at Stellenbosch University, a staff member cannot be considered for professorship unless the person is an NRF rated researcher.

Professor le Grange is also looking into improving the postgraduate success rate in the Faculty. Strategies were developed where heads of departments and all staff play a role in improving the pass-rate statistics of the Faculty. “I regard this as challenge in my position as Vice-Dean,” he said.

His portfolio also entails the coordination of the examination of doctoral and master’s candidates. With the help of Ms Sally le Roux, Professor le Grange captures details of all publications for subsidy purposes, and awareness is created among staff of the funding available, the processes and the results.

Professor le Grange represents the Faculty of Education on the University’s Research Committee for Human and Social Sciences. He is currently the Acting Chair and is therefore also a member of the Senate Research Committee. In his view, the Faculty of Education is uniquely positioned in the Western Cape and is nationally balanced if the undergraduate and

postgraduate composition is considered. “We can therefore produce quality teachers,” he said. The fact that there is a healthy balance between the undergraduate and postgraduate component means that staff members have an opportunity not only to focus on learning, engage in research. Whereas one university in the region does not have undergraduate students, others focus more on undergraduate development and not so much on postgraduate studies.

“This is a research-intensive Faculty with 14 NRF rated researchers; we are one of the five top Faculties when it comes to research output and we are strongly aligned with the vision of our ‘Research-driven University’” said Professor le Grange.

Die Subkomitee van die Aanstellingskomitee van die Senaat van die Fakulteit Opvoedkunde het tien personeellede Ad Hominem vanaf 1 Julie 2011 bevorder.

• Professor Chris Reddy, Voorsitter van die Departement Kurrikulumstudie is van Mede-professor tot Professor in die Departement bevorder.

• Professor Doria Daniels van die Departement Opvoedkundige Sielkunde is van Mede-professor tot Professor in die Departement bevorder.

Tien personeellede Ad Hominem bevorder

• Professor Jan Heystek van die Departement Departement Opvoedingsbeleidstudie is van Mede-professor tot Professor in die Departement bevorder.

• Professor Berte van Wyk van die Departement Opvoedingsbeleidstudie is van Senior Lektor tot Mede-professor in die Departement bevorder.

• Professor Peter Beets van die Departement Kurrikulumstudie is van Senior Lektor tot Mede-professor in die Departement bevorder.

• Dr Marietjie Oswald van die Departement Opvoedkundige Sielkunde is van Lektor tot Senior Lektor in die Departement bevorder.

• Dr Faaiz Gierdien van die Departement Kurrikulumstudie is van Lektor tot Senior Lektor in die Departement bevorder.

• Dr Liezel Frick van die Departement Kurrikulumstudie is van Lektor tot Senior Lektor in die Departement bevorder.

• Dr Heinrich Grobbelaar van die Departement Sportwetenskap is van Lektor tot Senior Lektor in die Departement bevorder.

• Mev Marguerite Macrobert van die Departement Kurrikulumstudie is van Junior Lektor tot Lektor in die Departement bevorder.

Professor Lesley le Grange focuses on Research.


Navorsing

Sentrum beklemtoon nodigheid van nagraadse opleiding

Professor Eli Bitzer, Direkteur van die Sentrum.

Professor El i Bitzer, Direkteur vir die Sentrum vir Hoër en Volwasse Onderwys is verantwoordelik vir nagraadse opleiding, navorsing en publikasies met die spesialisasie op nagraadse studieleiding van meesters- en doktorale studente.

Die derde jaarlikse internasionale konferensie van ‘Postgraduate Supervision: Promoting a Culture of Postgraduate Scholarship’ is tussen 18 en 21 April 2011 in Stellenbosch gehou. Die doel van die konferensie was om navorsers en promotors van nagraadse studente byeen te bring waar hul hul navorsingsuitsette kon deel. In 2009, het die konferensie gefokus op die studieveld van Hoër Onderwys: wat die universiteit is; wat hoër onderwys is; professionele ontwikkeling; beheer in hoër onderwys; navorsingsareas en agendas.

Die Sentrum fokus op selfgeïnisieerde en kwalitatiewe navorsing op veral

gebiede soos die selfevaluering van kwaliteit in hoër en verdere onderwys; verskeie aspekte van wat verband hou met onderrrig en leer; personeelontwikkeling en kapasiteitsontwikkeling; die toepassing van diversiteit in hoër en verdere onderwys as ‘n strategie van kwaliteit en gelykheid; leierskap en bestuur; personeelontwikkeling en die bevordering van studiegeleenthede in hoër onderwys.

Daar word ook jaarlikse reekse opleidings-werkswinkels as deel van die gemeen-skapsdiensprogramme deur die Sentrum aangebied. Die onderwerpe is geselekteer om geidentifiseerde behoeftes in hoër en verdere onderwys aan te spreek. Dit sluit in onderwerpe soos werkplek leeromgewing; departementele leierskap; nagraadse promotorskap; beoordeling van onderrig en die evaluaring van die kwaliteit van hoër onderwys.

Die nagraadse programme wat die Sentrum aanbied sluit in: Die MPhil in Hoër Onderwys; die MPhil in Onderwys en Opleiding vir Lewenslange Leer asook die PhD wat voortvloei uit die twee genoemde areas van spesialisasie. Komplimentêr tot die opleidings-, diens-, en navorsingsprogramme, lewer die Sentrum ook konsultasie- en fasiliteringsdienste aan organisasies; fakulteite; departemente; eenhede en individue in hoër en verdere onderwys.

In sy persoonlike hoedanigheid is Professor Bitzer tans besig met die skryf van ‘n boek ‘Curriculum Enquiry in die Higher Education’ wat voorbeelde insluit van hoe dosente die navorsingskurrikulum in die omgewing ondersoek.

‘n Projek binne die Sentrum wat deur die Ford Foundation geborg word, lei leiers uit die Verdere Opvoeding en Opleiding (VOO) op om mense wat vir ‘n leierskapsposisie aspireer, voor te berei. Mense reg oor die land wat belangstel in bestuursopleiding vir VOO, raak by die projek betrokke.

Professor Bitzer se hoof verantwoordelikhede is om die Sentrum se doelwitte na te streef; om die missie en visie tot uitvoer te bring en die algemene bestuur van die Sentrum. Benewens sy algemene bestuurstake begelei hy ook 20 meestersgraadstudente en nege doktorale studente. Hy bied ook vele werkswinkels aan en is aktief besig met akademiese onderrig en met navorsing.

Professor Bitzer se spesialisasieveld is Hoër Onderwys. “Die veld motiveer my baie. Dit wat ons by die Universiteit doen is hoër onderwys. Ek gebruik dus die Universiteit as my ‘laboratorium’ waar ek navorsing kan doen oor bestuur; leierskap en alles wat gedek word in die veld van hoër onderwys. Omdat hierdie alles die Sentrum se gebied is, gebruik ek die universiteit as unieke leeromgewing. Ek werk dus elke dag in die omgewing wat ek bestudeer,” sê Professor Bitzer.

Me Marina Swart en Dr Helena Wessels tydens ‘n informele byeenkoms van die Departement Kurrikulumstudie.

Mnr August Cyster, Tegniese Assistent in Kunsonderrig.


Uitmuntendheid

Professor Arend Carl, Visedekaan: Onderrig.

Professor Arend Carl is in 2007 as Visedekaan, Onderrig, in die Fakulteit Opvoedkunde aangestel. Hy is primêr verantwoordelik vir gehalteversekering van alle onderrig leerverwante aspekte van die akademiese program-aanbod op beide voor- en nagraadse vlak.

Leierskap binne hierdie portefeulje vereis dat die akademiese aanbod nie net op die fakulteit se strategiese rigting sterk gefokus is nie, maar ook op dié van die Universiteit van Stellenbosch strategiese rigtingwysers. Hierdie veelkantige portefeulje vereis dinamiese leierskap op vele terreine en as sodanig ressorteer aspekte soos studentesukses, alle beursaangeleenthede, alle studente-aangeleenthede (klagtes, akademiese kwessies, ens), inskrywingsbestuur tov getalle, programbelyning met die Hoër Onderwys Kwalifikasieraamwerk binne sy portefeulje. Professor Carl bevorder navorsing ten opsigte van onderrigvernuwing en leer. Hy is ook verantwoordelik vir die koordinering van die Eerstejaarsakademie binne die Fakulteit waar hy op studentesukses fokus. Dit sluit monitering en fasilitering van die tutorstelsels. Professor Carl is gevestig as professor in die Departement Kurrikulumstudie waar hy onderrig op nagraadse vlak aanbied, sowel as studieleiding aan magister-en doktorale studente. Hy lewer ook ‘n bydrae tot die navorsingsuitsette van die

Visedekaan fokus ook op dinamiese leierskapbetrokke departement. Sy eie navorsing fokus op kurrikulumstudie en hy het vir ‘n tweede agtereenvolgende jaar fondse van die Nasionale Navorsingsinstituut (NNS) ontvang vir sy navorsingsprojek oor ‘Die stand van kurrikulumstudie as studieveld in fakulteite opvoedkunde aan Suid-Afrikaanse universiteite’. “Benewens my take is dit ook vir my belangrik om my eie navorsing binne die raamwerk volhoubaar te hou en om steeds uitsette te lewer ten einde ‘n bydrae tot akademieskap te maak”, het professor Carl genoem. Sy boek Teacher empowerment through curriculum development, word tans wyd in SA aan opvoedkunde fakulteite gebruik. Dit is vir professor Arend Carl van groot belang dat die studente in die Fakulteit kwaliteit-dienslewering ontvang. “In die proses lei ons gehalte-onderwysers op in belang van die ontwikkeling van ons kinders in in die skoolsisteem se potensiaal. Gehalteopleiding is dus ononderhandelbaar.”

Die Fakulteit Opvoedkunde by Stellenbosch Universiteit bly vir professor Carl die beste plek, ‘n plek wat reeds bykans 29 jaar sy akademiese tuiste is en waardeur hy ‘n verskil tov die onderwys probeer maak. Wat dit besonder uniek maak is die feit dat die werk in die Fakulteit indirek op skoolonderwys impakteer. “Die integrasie van onderrigleer, navorsing en gemeenskapsinteraksie lei daartoe dat gehalteprogramme gelewer kan word. Dit is ‘n

dinamiese omgewing wat jou heeltyd uitdaag, die opwindende tye in terme van transformasie en die uitdaging om ‘n bydrae tot die onderwys van SA te lewer, maak dit spesiaal,” sê hy met trots. Hy beklemtoon die belang om ‘n balans te handhaaf en nie net ‘n akademiese leier en bestuurder te wees nie, maar steeds op die kernterreine van ‘n universiteit te presteer.

Professor Carl het al sy voor- en nagraadse kwalifikasies aan Stellenbosch Universiteit verwerf. Hy het in 2009 ‘n C-gradering vir navorsing vanaf NNS ontvang. Hy stel dit duidelik dat sy geloof vir hom baie belangrik is. “Sonder my geloof sou ek nie die Universiteit en Fakulteit optimaal kon dien nie, want in essensie gaan dit oor dienslewering aan mense.”

Professor Sthinus Barnard

Professor Sthinus Barnard, Hoof van die Sentrum vir Biokinetika is reeds sedert 2000 by die Departement betrokke, wat eers as die Departement Menslike Bewegingskunde bekend gestaan het.

Professor Barnard hou van individuele sportsoorte omdat dit besonderse eise aan die sportman stel. “Dit is wonderlik om te sien hoe die verskillende fasette van aanverwante akademiese dissiplines (anatomie, fisiologie, biomeganika ) mekaar aanvul om die sportman in staat te stel om optimaal te presteer. Die uitdaging is altyd om ‘n brug te bou tussen wetenskap en sportbeoefening,” meen hy.

Professor Barnard wat in die laat tagtigerjare die Suid Afrikaanse Sportmerietetoekenning van die Staatspresident ontvang het vir gimnastiekafrigting was ook vir jare by die Rapport-fietstoer betrokke. Dié jaarlikse toer het oor ongeveer 2000 kilometer gestrek.

Die terugvoer van studente wat hulself in privaat praktyke suksesvol gevestig het; die uitbouing van die Biokinetikasentrum asook die samewerkingsooreenkoms wat die Sentrum met die Medi-Clinic Groep tot stand gebring is, is vir hom uitstaande.

“Ons studente onderskei ons van ander tersiêre instansies” – Sthinus Barnard

Dan meen Professor Barnard ook dat hy deur die jare opnuut bewus geword van die hoë kwaliteit dosente en studente in die Fakulteit. “Dit is verrykend om saam met so ‘n groep mense te kan werk.”

“Die feit dat die Departement jaarliks meer as 80 aansoeke vir toelating tot biokinetika van regoor die land ontvang, vertel sy eie storie. Daar is by my geen twyfel dat die opleiding en spesifiek die praktiese blootstelling, ons studente onderskei van die in ander tersiêre instellings. Die privaatsektor raap reeds van studente tot so vroeg as agt maande voor die voltooiing van hulle honneurs kursus op,” het hy met trots gesê.

Univers i te i t • Ste l lenbosch • Univers i ty

History

The University of Stellenbosch began in 1866 as the Stellenbosch Gymnasium. This developed into the Stellenbosch College, which was later renamed the Victoria College. On 2 April 1918, the University Act was promulgated by which the Victoria College became the University of Stellenbosch.

Since it was one of the first four faculties, the Faculty of Education is one of the oldest of its kind in the country. By virtue of its history and character, the Faculty of Education, as part of the University of Stellenbosch, shares the responsibility of meeting the needs of diverse communities. Over its long history, it has played a significant role in education in South Africa, and will continue to do so in the future.

Faculty of Education has a rich history from 1918 - 2011

1918-1947: Professor G.G. Cillié

1948-1949: Professor H.P. Cruse

1950-1952: Professor B. Taute

1953: Professor J.G. Meiring

1954-1955: Professor P.S. du Toit

1956-1957: Professor C.F.G. Gunter

1958-1959: Professor A.J. la Grange

1960-1961: Professor P.S. du Toit

1962-1963: Professor C.F.G. Gunter

1964-1965: Professor J.F.A. Swartz

1966: Professor C.F.G. Gunter

1967-1968: Professor. C.F.G. Gunter

1969-1970: Professor. P.S. Du Toit

1971: Professor. C.F.G. Gunter

1972-1974: Professor P.S. Du Toit

1975-1979: Professor J.F.A. Swartz

1980-1997: Professor. W.L. Nell

1997-2007: Professor T. Park

2007-2012: Professor Y. Waghid

Deans of Education over 93 years

Professor G.G. Cillié Professor P.S. du Toit Professor H.P. Cruse

Professor C.F.G. Gunter Professor A.J. la Grange Professor J.G. Meiring

Professor. W.L. Nell Professor T. Park Professor J.F.A. Swartz

Professor B. TauteProfessor Yusef Waghid

10

Professor Yusef Waghid was appointed as Dean in 2007. He holds three doctorates in the areas of Philosophy of Education (University of the Western Cape, 1995), Education Policy Studies (University of Stellenbosch, 2000) and Philosophy (University of Stellenbosch 2001). His current research focuses on philosophy of education, democratic citizenship education, cosmopolitanism and higher education transformations. His seminal thoughts in these fields of study appear in top-ranked academic journals such as Educational Theory, Educational Philosophy and Theory, Studies in Philosophy and Education, Education Policy Futures and Higher Education. He is a fellow of the Academy of Science of South Africa, executive member of the International Network of Philosophers of Education, and rated as an ‘Internationally acclaimed researcher’ (B rating) by the National Research Foundation (NRF) in South Africa. His most recent book is Education, democracy and citizenship reconsidered: Pedagogical encounters (2010).

Universi te i t • Stel lenbosch • Universi ty

11Facul ty of Educat ion newslet ter • July 2011

Human Interest

Omar Esau awarded for lifetime sports contribution

Extreme sports challenging experience

Dr Omar Esau of the Department of Curriculum Studies was recognized for his ‘outstanding lifetime contribution as a sports person and administrator at provincial, national and international levels’ by the International Chess Union.

He became the National President for Schools Chess, first known as USSASA Chess, in 1998 and is the Chairperson for Schools Chess in South Africa. He has been an Executive Member since 2007, and was a Founding Member of the International Schools Chess Union (ISCU). Dr Esau has also served as the National and Provincial Development Director for Chess since 2004 and as an International FIDE Executive Member for the Development of Chess in Africa.

Dr Esau was, in addition, a Founding Member of the Manyanani Chess Club in the Western Province in 1976. He still serves as the Executive Director of the Club and has been in the Premier League section for many years. As Schools’ Chess President and as the Development Officer, he has organized numerous workshops, tournaments and development initiatives to stimulate the growth of chess in numerous communities throughout South Africa – from the Limpopo in the Northern Province to the Cape Flats in the Western Cape. His major contribution to chess was the completion of his PhD thesis, entitled ‘Checkmating HIV/AIDS as a Teacher-Researcher’, at the University of Cape Town in 2008. Dr Esau has thus been involved as an administrator for Chess in South Africa for almost 30 years. He has served on the Manyanani Executive since 1980. He has also served as Western Province Schools Chess Chairman since 1995, as the Western Cape Schools Chess Chairman since 2001, and as the South African Schools Chess Chairman since 1998. He has served as the Western Province Development Officer since 2003 and he was the CHESSA Development Officer from 2004 – 2009. As a chess administrator, he also attended two Olympiads Spain in 2004 and Germany in 2008. He also organized and coordinated three international trips for 90, 120 and 160 South African players, respectively, to the World Schools Championships, and managed the U16 South African Olympiad team on their visit to Turkey in 2004. He also took the first South African Schools team in the post-apartheid era to Botswana in 1999.

Dr Esau’s name is unequivocally synonymous with chess development in South Africa. As an anti-apartheid activist, he strove hard for social justice and equal opportunity for the previously disadvantaged. Behind this unexpectedly humorous person is a dedicated administrator, who does not hesitate to oppose the hierarchy and its authoritarian figureheads.

Dr Omar Esau, master of chess.

Melinda Snyman, Personal Assistant to the Dean, embarked on an extreme adventure in March when she decided to go skydiving with some friends in Melkbosstrand.

This kind of skydiving, which is generally known as tandem skydiving, is regarded as a once in a lifetime experience and a ‘must’ for anyone with an adventurous spirit. On arrival at the drop zone, Melinda and her friends had a 15 minute briefing from the instructor and after being fitted with a harness they were taken up in a plane for an adventure that she will never forget.

“Flying to an altitude 9 000ft above the ground was breathtaking,” Melinda said. From their skydiving location they could see Table Mountain, Robben Island and the coastline.

She was ‘hooked up’ to her tandem instructor and had a free fall to 4 000ft above the ground. After the parachute opened, she glided softly to the ground and landed on the soft sand of the drop zone. “I felt exhilarated and alive for days after the dive,” she said with great enthusiasm. “I decided to do the skydiving, because we all tend to think of everything we still wish to do, but which we seldom end up doing. Sharing it with my friends was an exceptional experience.”

One of Melinda’s previous experiences was white river rafting and bridgejumping experience at Gouritzmond. Her next challenge will be to ‘foefieslide’ (zipslide) at Ceres.

Ms Melinda Snyman, ready for adventure.

High up in the sky.

Doctoral degree for lecturer

Dr Karen Welman of the Department of Sport Science graduated at the March 2011 Graduation Ceremony.


Student Life


The Institute for Mathematics and Science Teaching (IMSTUS), which was established in 1977, is a non-profit organization and is funded mainly by the private sector. It plays a pivotal role in the University’s agenda of the Pedagogy of Hope and is based in the Faculty of Education’s Department of Curriculum Studies.

A sound education is a basic human right to which the children of South Africa are entitled. However many children forgo this right and are caught up in a spiral of poverty and despair. “IMSTUS is a bearer of hope which empowers teachers and learners in previously disadvantaged schools, by providing them with quality education in Mathematics and Science,” said Dr Kosie Smit, Director of IMSTUS.

In the early eighties, IMSTUS worked in close collaboration with the Goldfields Centre to empower teachers in Mathematics and Science Education. This was later replaced by a two year part-time programme

Institute enhances learners’ hope for the future

Dr Kosie Smit, Director of IMSTUS.

for teachers and, in 2000, the Advanced Certificate in Education (ACE) was launched. This SAQA-accredited programme gives teachers with a professional education qualification the opportunity to enrol for further education. The programme includes Life Sciences; Physical Sciences; Mathematical Literacy and Mathematics.

The ACE programme offers five weeks of contact over a one year period. Many of the classes are presented by staff in other Faculties, but the administration of the programme is being done by staff of IMSTUS.

IMSTUS is part of the formal academic development programme of the University of Stellenbosch. The Embassy of the Kingdom of the Netherlands has been funding the Institute since 2009. They are currently donating up to R5 million per annum to ensure that the Institute meets its goals.

SciMathUS, a flagship programme of the University, is a bridging programme that is also presented by the Institute. The programme focuses on the educationally disadvantaged learners to enable them to rewrite Mathematics and Physical Sciences and thus potentially qualify for higher education. Mrs Nonkwanda Siyenga is currently the Manager of the SciMathUS programme.

The SciMathUS programme adopts a problem-based learning approach. Learners are faced with the challenge of finding solutions to practical problems. This allows them to work individually or in groups, gather information from the internet and other sources and, under guidance of a lecturer, find solutions. After students have completed the SciMathUS programme, their new matriculation marks are in general 15 percentage points higher than their initial matriculation results.

In IMSTUS, Mathematics and the Sciences are an integrated part of the learning process. The learners’ skills are developed; they deal with everyday mathematical challenges including purchases, income tax and accounting.

One of the IMSTUS projects is to organize Science Expos in schools. Staff of IMSTUS visit schools and advise them about the project and the how to get involved.

Another very successful project of IMSTUS is the Sciences and Mathematics Initiative for Learners and Education (SMILES). The project is offered to Grades 4 to 12 learners of Mathematics, Mathematical Literacy, Natural Sciences, Physical Sciences and Life Sciences in high and primary schools. It now also includes Language Skills Development as well as Management Skills Development

IMSTUS has also established a community of learning through the ACE in Mathematics Programme. The Internet, cellular telephones and interactive telematic education are part of this very dynamic learning process.

Hope


Developments

The University of Stellenbosch and the Faculty of Education both benefit considerably from the work being done by the twenty full-time staff members in the Department of Curriculum Studies, chaired by Professor Chris Reddy.

Not only is the Department a leader in research in teacher education, but also in its focus on community engagement and the rendering of teacher support in terms of in-service training. Resource development and motivational support are part of the work being done at schools in the Western Cape. The Mark Shuttleworth Foundation, the HET Marais Stigting, May and Stanley Trust, Department of Environmental Affairs and the Anton Rupert Foundation are sponsors who have become involved in the projects in schools.

Professor Reddy said that the immediate goals of the Department are to increase the research output of the staff in the Department and to focus on capacity-building. Thirteen of the twenty staff members have PhD degrees and five staff members are currently working on their doctoral degrees.

Professor Reddy would like to see the Department becoming internationally renowned as a Centre of Excellence in Curriculum Studies. He also wants some of the staff to develop the specialist areas of Science- and Mathematics Education at postgraduate level.

The Department of Curriculum Studies is part of the International Association for the Advancement of Curriculum Studies and members were instrumental in arranging a

Chris Reddy – a man with many hats conference in Stellenbosch in 2009. Professor Chris Reddy and Professor Lesley le Grange serve as South African members at the bi-annual International invitational seminar Health and Environmental Education. Only thirty people are invited annually to be part of the seminar series of the latter society.

The Environmental Education Programme (EEPUS) located in the department (see other article) collaborates internationally with Deacon University in Australia, Griffith University in Australia, The Royal Melbourne University of Technology in Australia, La Trobe University in Australia, University of Bath in the UK and with the Lake Head University in Canada. This enhances collaborative knowledge exchange and a sharing of research methods and approaches as well as affording opportunities for personnel networking and professional development.

One of the challenges the Department currently faces is the rapid increase in student numbers. This puts a lot of strain on the human and physical capacity in the Department. ‘If we can maintain the numbers between 110 and 250 students, it is possible to manage the situation,’ said Professor Reddy.

The Department is proud of their five staff members who were promoted ad hominem from 1 July 2011. Professor Chris Reddy was promoted from Associate Professor to Full Professor; Dr Peter Beets was promoted from Senior Lecturer to Associate Professor; Dr Faaiz Gierdien was promoted from Lecturer to Senior Lecturer; Dr Liezel Frick was promoted

from Lecturer to Senior Lecturer and Mrs Marguerite MacRobert was promoted from Junior Lecturer to Lecturer.

Professor Reddy wears many hats. First, he is responsible for the administration of departmental finances, for the appointment of staff members and, especially, for keeping his people motivated. Then, he also focuses on teaching and learning where he coordinates the modules in the BEd programme as well as the school visits and he manages the teaching practice sessions together with two administrative staff. In addition, he is the Chair of the Environmental Education Programme (EEPUS) where he manages the staff and is responsible for all the administration.

Professor Reddy is an NRF rated researcher and is currently supervising 10 masters and four doctoral candidates.

“The Faculty of Education is an exceptional place where people have a drive towards research excellence. Sharing in a collegial and collaborative way is what makes the Faculty a great place,” he concluded.

Professor Chris Reddy, Chair of the Department of Curriculum Studies.

Graduation with a flair

The Faculty of Education has 819 undergraduate and 941 postgraduate students.

Increasing the University’s postgraduate student component to 80 per cent of the total student number, is one of HOPE Project’s initiatives.


Dr Azeem Badroodien of the Department of Educational Policy Studies has been researching the plight and experiences of youth-at-risk in Cape Town for more than 16 years. Using the Ottery School of Industries in Cape Town to gain an understanding of the impact on ‘coloured’ youngsters in Cape Town of the social context and historical experience (of apartheid), his main goal has been to collect and organize the memories of these children’s lives and their individual and collective experiences, as well as the meaning they attach thereto, within the Cape Town area. A further goal has been to explore how such youth have experienced education in the marginal spaces of the city and applied it to their everyday lives.

In recent years his key challenge, as Dr Badroodien notes, has been to appreciate how vocational education gained in correctional spaces is understood and ‘performed’ in everyday life, namely, how identity making and personal history have intersected with the ways young men have learnt, what they have learnt, and what they now perceive as necessary to shape their future lives.

An important conceptual challenge for him has been how to confront the orthodox view amongst most stakeholders (policy makers

Academic researcher offers new insight into change social history of Cape Town

and many practitioners) that youth living in impoverished circumstances should preferably be provided with a more practical curriculum and educational service so as to assist them to gain quicker access to the labour market. In most of his writing. Dr Badroodien claims that such a standpoint deprives many learners, from particular socio economic background, from access to a higher quality of education provision. Dr Badroodien argues that power brokers were privileging functional and more economical routes in order to solve the current crisis in the Western Cape, at the expense of such learners.

During a discussion, Dr Badroodien admitted: “I was struck by the concern among various stakeholders that the provision of education did not appear to be achieving its desired social outcomes within poorer communities. The solution they proposed was to make more accessible to young people educational institutions, with a less complicated school curriculum.”

Since being awarded a prestigious NRF Blue Skies Grant in 2009, Dr Badroodien has set about collating life narratives or life histories of some thirty young men who had attended the Ottery facility in the period 1950 to 2000. His

current study hopes to offer crucial insights into how the education system, the economy, the labour market, and what it meant to be a young person entering adult life in Cape Town in that period have intersected and shaped the lives of the youth who attended the Ottery facility, youth who had experienced life ‘at the sharper and harsher end of the social spectrum’. “I hope to provide a different chapter to the social history of Cape Town and to the kind of educational challenges that contemporary Cape Town grapples with,” Dr Badroodien said.

Dr Azeem Badroodien, working towards social change.

Staff

International links Artistic approach

Professor Doria Daniëls of the Department of Educational Psychology visited the Great Lakes University of Kisumu (GLUK) in Kenya for the month of April. The aim was to become intensively involved in the Educational Psychology Class at GLUK. During her visit, she facilitated a number of workshops. Professor Daniels was promoted to full professor in July 2011 and is C-rated with the NRF. Her research focuses on community development and adult education.

Ms Leane Burton of the Department of Curriculum studies with two of her students in Technology Education. Some of Burton’s projects include: storing facilities for A1 posters, huge paper and cardboard, black boards and magnet boards, ‘My first calendar’ posters, puppet show cupboards as well as puppets.


The Faculty of Education recently celebrated 21 years of the Environmental Education Programme, University of Stellenbosch (EEPUS).

Among the speakers at the event were Professor Yusef Waghid, Dean of the Faculty; Dr Jerome Slamat, Senior Director: Community Interaction; the late Professor Danie Schreuder, Environmental Educator/Activist; Professor Lesley le Grange, Vice-Dean: Research and Professor Chris Reddy, Coordinator of EEPUS.

The programme was officially launched in 1990 by Professor Danie Schreuder. According to him, EEPUS is still around today because

Faculty celebrates 21 years of Environmental Education

Developments

At the celebrations: Professors Lesley Le Grange; Yusef Waghid; Chris Reddy; Arend Carl and the late Professor Danie Schreuder.

of its influence on the field of education; its commitment to the real purpose of education; content that makes sense; and an honest commitment to social justice. These are the reasons for its success. ‘The work done by EEPUS has value far beyond what can be measured,’ he said.

“The main function of EEPUS was to include Environmental Education in all the programmes of the Education Faculty and to work with in-service teachers in Environmental Education (EE). Over the years, EEPUS has become part of the movement to formalize EE in schools and other education institutions. It is a recognized

national and international unit, which has worked in six provinces of South Africa and also in international partnerships with American and Australian institutions, Professor Chris Reddy explained.

Professor Reddy has been managing EEPUS since Professor Schreuder’s retirement in 2005. Professor Reddy has continued to forge new partnerships and to strive to meet the original goals of EEPUS by way of research and community interaction.

Professor Lesley le Grange, who has been involved with EEPUS for the past 15 years, said the programme has afforded him several opportunities to travel and network with fellow environmental educators and academics nationally and internationally. This has been pivotal in advancing his early career development as an academic. “EEPUS created opportunities for us to develop and grow whilst working towards a common good,” he said.

Professor Le Grange said that his vision for the future of EEPUS is that it becomes a Centre of Excellence for Research in Environmental Education; it revives the MEd (EE) programme; it becomes more actively involved in efforts to make Stellenbosch a more sustainable town and it involves itself more in issues of risk, adaptation, mitigation and resilience in view of impending climate changes.

Dr Chris Hattingh of the Department of Curriculum Studies and the Fourth Year BEd Intermediate and Secondary Phase Biology, Geography and History students, visited Geelbek, situated on the Langebaan Lagoon in the West Coast National Park, less than a hundred kilometers from Cape Town, to conduct a study on the environment.

The experience was very informative and the students were taught how to appreciate nature and to be inspired by the environment around

Students in contact with fossils

Students search for fossils at the West Coast National Park.

them. Their first visit was to the West Coast Fossil Park in Langebaan. In contrast to the way the West Coast looks today, millions of years ago the area was dominated by rivers, forests and wooded savanna, and animals that today are long extinct, wandered the land. We know this because phosphate-mining operations at Langebaan during the late 1950s exposed one of the richest fossil sites in the world. This fossil site is now a national heritage site, run by the Iziko Museums of Cape Town. Today, the heritage site is recognized, because it contains the deposits of possibly the greatest diversity of five million year old fossils. Bones of 200 different kinds of animals, some unknown to the world of science, have been recovered. The group also visited the saltpans and looked into the harvesting of salt in Velddrif. After the winter rains the saltpans are transformed into shallow lakes that become a breeding ground for flamingos.

The Port of Saldanha is the only iron ore handling port in South Africa. Proper management of a synergy between Transnet National Port Authority management and Spoornet (Orex) management has ensured a reliable connection between the port and the iron ore mines at Sishen (860 km north-east of Saldanha). Within the port area are the SA Navy Base, SAS Saldanha, and a fishing harbour, which is administered by the Department of the Environment.

The excursion made those who participated realize once again that it takes much dedicated effort to conserve nature. “The experience was educational and inspirational; a life-changing experience,” Dr Hattingh said.


The Science and Mathematics at the University of Stellenbosch (SciMathUS) Bridging Programme is an intensive, holistic, year long programme that aims to prepare students for entry into higher education. The programme caters for talented and motivated students who have been disadvantaged by the country’s school legacy and who, therefore, did not qualify for admission to higher education.

A select group of 100 students per year has a choice between a Science and Mathematics stream and an Accounting and Mathematics stream. Students, who choose the Science stream, rewrite both the Physical Sciences and Mathematics examinations of the National Senior Certificate (NSC) at the end of the year. Those enrolled in the Accounting stream rewrite the Mathematics NSC examination, but write an internal Accounting examination as they follow the curriculum of the extended degree programme offered to first year students in the Faculty of Economic and Management Sciences at the University of Stellenbosch.

Students are often unaware of the links between Mathematics and Physical Sciences and tend to view the two subjects as separate entities. In SciMathUS, the two subjects are taught in an integrated way. In addition, the University follows a hybrid Problem-Based Learning (PBL) approach to teaching and learning, which means that the students often learn by working independently or in small groups to find the essential information to solve problems. They learn how to enhance their thinking skills and to take responsibility for their own learning. There is ample support in the relevant literature that these skills are indispensable for success in higher education.

The SciMathUS timetable changed in 2010 to run over 10 day cycles. Students have 20 hour-long sessions in both Mathematics and Physical Sciences, 16 hours in Accounting, four hours in Academic Language, Thinking, Life and Study skills, and four hours in Computer Literacy in each of the cycles.

SciMathUS prepares students for higher education Developments

Students benefit from the comprehensive programme of SciMathUS.

Between 8:00 and 13:00 each day, the students have contact sessions in order to acquire a sound knowledge base. However, even during these sessions, lecturing is minimised. Between 14:00 and 17:00, students attend tutorials, computer-assisted learning, discussions, small group work in PBL format or other subject-related problems, individual consultations with the facilitators as well as practical sessions in the Science laboratories. Students thus have an opportunity to integrate and reinforce concepts learnt during the morning sessions. In the third term, the students have to demonstrate their newly acquired skills by presenting the results of an investigation with a PowerPoint presentation.

SciMathUS is one of 10 flagship projects of the University’s Community Interaction Committee of Senate. As part of IMSTUS, it is also one of 25 components of the University of Stellenbosch’s HOPE project. “Together with the other 24 components we believe that we are builders of hope on the African continent; that we are set

to blaze new trails with our science for society strategy; and that we can take on some of the world’s toughest challenges by putting our strengths and expertise at the service of human need,” said Professor Russel Botman, Principal of the University of Stellenbosch.

The academic staff members of SciMathUS are active in research. Weekly research meetings are held to critically reflect on their practice. In 2010, they participated in two conferences and submitted one article for publication.

The SciMathUS students develop more than just their academic potential. Their personal development and study skills are significantly advanced as compared to those of learners coming straight from school. The problem-based approach teaches students to be creative, inquisitive and eager to learn. It becomes easier for them to acclimatise to the University’s style of teaching and learning. “We believe that a student who has gone through the SciMathUS Programme has a better chance of success than students coming straight from school,” said Mr Kosie Smit, Coordinator of the SciMathUS programme.

Parents often bear witness to the personal development in their children while they are attending SciMathUS – from shy and uncertain youngsters to people who know where they are heading and what they want to achieve. The parents no longer have to discipline them to study, because they have an intrinsic motivation to achieve to the best of their ability. The students display pride in their work even if it entails working late into the night. “We are confident that the investment in SciMathUS really bears fruit in terms of the development that the students undergo and the success that they achieve,” Dr Smit said.

We read to know that we are not alone - CJ Lewis


On Thursday, 17 May 2011, a workshop was held to encourage staff in the Faculty to explore graduate ‘attributes’ of the University of Stellenbosch students.

Professor Yusef Waghid, Dean of the Faculty of Education, welcomed the Vice-Rector, Professor Magda Fourie-Malherbe, and the staff and he urged the staff to always be actively involved in finding solutions to problems. He said they should act responsibly and become part of a community of critical inquirers.

Professor Magda Fourie-Malherbe gave an overview of the necessity for continuous involvement in developing postgraduate work. Her focus was mainly on the strengthening of the staff component in order to strengthen the student component, on social sustainability; on student success and the necessity for the continuous support of students by staff members; and support for the HOPE Project and to ways in which it can benefit the teaching and learning process. Finally, she reminded the workshop of the importance of research.

Professor Magda Fourie-Malherbe also made it clear that access to the University of Stellenbosch must be as diverse as possible. She saluted the Dean and Vice-Deans and encouraged the staff by saying: “Our legacy is not only on paper, but in each person sitting here who is part of the successes of this institution.”

Workshop focuses on exploring graduate ‘attributes’

From left: Professors Arend Carl; Magda Fourie-Malherbe (Vice-Rector); Yusef Waghid and Lesley Le Grange.

Professor Nelleke Bak. Professor Ronelle Carolissen. Professor Doria Daniels.

Mr Chris Liebenberg and Dr Michael le Cordeur.

Ms Charmaine Louw.

Shake hands with science“The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them.” William Lawrence Bragg

Mr Nazeem Edwards of the Department of Curriculum Studies encourages his students to enjoy science. This will enable them to stimulate learners in science classes. Mr Edwards lectures Curriculum Studies, Natural Sciences and Physical Sciences in the Postgraduate Certificate in Education (PGCE) programme as well as Physics, Chemistry and Natural Sciences in the BEd programme.

His focus is on integrating the theory with

Mr Nazeem Edwards - making science easy.

practical hands-on opportunities for students in the laboratory, and on preparing them for the realities of the classroom.

The idea is to develop students’ conceptual understanding in core content areas by broadening their pedagogical content knowledge (PCK); by engaging in scientific investigations; by promoting discussion in the classroom and by appreciating the nature of science.

“Learning should be enjoyable and fun – even in science. I certainly enjoy teaching science,” he said with enthusiasm.

Exploration


Developments

Dromme gee lewe

Dr Trevor van Louw, Director of CELEMUS, with Mr Lynthon Jacobs.

Capacity building for leaders at CELEMUS

Twee studente van die Department Opvoedkundige Sielkunde het tydens praktiese onderrig by ‘n skool deur ‘n unieke projek, gestalte gegee aan die Hoop Projek van die Universiteit.

Die twee studente, Elana Hall en Desiree Greyling het tydens ‘n lesing van me Mariechen Perold van die Departement Opvoedkundige Sielkunde oor die Hoop konsep, begeesterd geraak om leerders met akademiese ondersteuningsbehoeftes te help. Elf leerders met spesiale behoeftes is deur personeel by die Weber Gedenk Primary School geïndentifiseer en sou deur die projek begeleiding van die studente ontvang.

Die leerders wie se ouderdomme tussen 8 en 14 wissel, het aanvanklik akademies swak vertoon. Sielkundige-opvoedkundige assessering is gedoen waarna hulle vir intensiewe onderrig in die klassie opgeneem is. Om die leerders se selfbeeld te verbeter, het die studente ‘n verskeidenheid projekte aangepak. Hulle het ook die hele skool by sekere projekte betrek om hul ‘hoop’ te gee.

Elana is baie lief vir musiek en is ‘n versamelaar van slaginstrumente. Sy het dit tot voordeel van die leerders aangewend. Sy het op ‘n dag informeel en ingedagte op die tafel drom gespeel en opgemerk dat baie leerders dit geniet en saam die ritme volg. Die volgende dag het sy haar versameling djembe dromme skool toe geneem en begin om al elf leerders in die klas te onderrig. Die aktiwiteit was nie net opwindend nie maar dit het ook ‘n groot rol gespeel in die verskerping van hul konsentrasie. Uit die inisiatief is die projek ‘Beatz 4 Hope’ gebore.

Om hul selfbeeld te verbeter het Elana besluit om die groep voor ‘n gehoor te laat optree. Die gehoor het die totale bedrag van R800 in

blikkies gegooi wat in die omgewing geskud is. Die geld is in die projek se Droom-fonds gestort. Die leerders kon ‘n droom neerskryf en in ‘n Droom-houer plaas. Baie van die leerders se drome is verwesenlik en die fonds is daarvoor aangewend.

Desiree se entoesiasme oor poppekasvertonings het ‘n aanwins vir die leerders geword. Sy het verskeie hand- en ander poppe gebruik om leerders tussen Graad 1 en Graad 3 te vermaak. Elana en Desiree het telkemale ‘n sinvolle boodskap aan die leerders oorgedra wat sowel opvoedkundig as sielkundige waarde het.

In die proses van uitreik, het Elana en Desiree ook ‘n verreikende bydrae gelewer tot die tweede been van Stellenbosch Universiteit se Hoop Projek, naamlik die Bevordering van Menswaardigheid en Gesondheid.

Elana Hall het geleentheid vir leerders geskep om uiting aan hulle innerlike te gee deur dromme spel.

The Centre for Education Leadership and Management of the University of Stellenbosch (CELEMUS) contributes to the development of educational leadership and management at school, district, provincial and national level. It also promotes excellent quality education through formal and informal educational leadership and management development programmes.

The Centre which is attached to the Faculty of Education, makes use of the University of Stellenbosch academic staff in presenting formal and informal educational programmes.

The Advanced Certificate in Education (ACE) (Leadership) programme is one of the most popular programmes presented by Celemus.

CELEMUS also presents accredited short courses; short courses developed for and aimed at specific needs identified in conjunction with clients as well as projects identified by CELEMUS or in conjunction with faculties, departments and other institutions associated with the University. Certain projects are also

identified by CELEMUS in conjunction with the national and provincial department and even international organisations.

Dr Tervor van Louw, Director of the Centre is enthusiastic about the different projects in the Centre. The Diversity project involves learners from previously disadvantaged communities who attend Saturday Schools for assistance in Mathematics, Physical Science, Biology and Languages. The Saturday school creates an opportunity for learners to improve their marks to enable them to apply to study at the University of Stellenbosch.

An average of 150 teachers, annually attend short courses presented by the Centre. Many of these courses prepare teachers for studies in Honours and Master’s degrees. The focus areas of existing short courses are subject, learning and phase management; mentorship; literacy; teacher leaders in different fields of specialisation; legal perspective on education management and governance; introductory statistics as well as basic education indicators.

One of the most popular programmes at CELEMUS is the Advanced Certificate in Education (ACE) (School Leadership). The Centre has 144 candidates in the programme. “The Centre is in partnership with many schools, with the community, our learners and the National Department of Education (DoE). This partnership creates opportunities for the development of leaders in education,” said Dr van Louw.


Die gesegde ‘Ek is aan die diep kant ingegooi en moes swem’ het behoorlik betekenis gekry vir twee BEd III GF-studente. In die eerste twee weke van die skooljaar het BEd II en BEd III-studente skole vir waarneming besoek. Die doel was om te kyk hoe skole hul sake aan die begin van die skooljaar aan die gang sit en watter stelsels in werking gestel word om te verseker dat ŉ skool suksesvol funksioneer.

Mia van Heerden en Anscha Genis het op 17 Januarie vir hul waarnemingstydperk by een van die skole op Stellenbosch aangemeld. Hulle het vooraf met die skool bevestig dat hulle hul waarneming in die Graad 1-klas sou doen. Met hul aankoms, het die skoolhoof hulle ingelig dat dié skool geen Graad 1-onderwyseres aangestel het nie maar dat 46 Graad 1-leerders wél op Woensdag 19 Januarie by die skool sou opdaag.

Met slegs Graad R-ondervinding, moes dié twee studente noodgewonge as Graad 1-onderwysers waarneem. Met die bystand en motivering van die preprimêre onderwyseres het hulle die bul by die horings gepak en dadelik aan die werk gespring.

Op Maandag, 17 Januarie en Dinsdag, 18 Januarie, het hulle klas skoongemaak en reggepak. Hulle het die klas versier en ingerig soos hul gedink het ‘n Graad 1-klas moet lyk. Met die nodige agtergrondinligting wat hulle van die preprimêre onderwyseres ingewin het, het hulle elke leerling by ŉ bank geplaas en die leerders se name op plakkers op die banke aangebring. Mia en Anscha het ook borge genader vir die skenking van skryfbehoeftes. Daarbenewens het hulle met ander Graad 1-onderwyseresse geskakel vir meer inligting oor die funksionering van so ‘n klas. Teen die einde van Dinsdag, 17 Januarie was hulle gereed vir die leerders se aankoms die volgende oggend.

Woensdagoggend het hulle as onderwyseresse aangetree. Hulle het die leerders by die klas ontvang, en almal, leerders én juffrouens, het met

Studente om op trots te wees

Students

hul eerste dag by die skool begin. Op eie inisiatief het Mia en Anscha hul Graad R-kennis van ŉ dagprogram vir ŉ Graad 1-klas aangepas. Hulle het leerders gehelp en gemotiveer, en bykomende borge vir apparate soos springtoue, tennisballe en sokkerballe gevra waarmee hul genotvolle bewegingslesse aangebied het.

Die twee studente het ook op eie inisiatief, briewe aan die ouers gestuur waarop die ouers baie positief gereageer het. Hulle het ŉ lêer saamgestel met inligting van elke kind, ŉ register van elke dag, klaslyste, aanvangsassesseringstabelle, en takies wat elke leerling voltooi het.

Alhoewel hulle veel meer moes aanpak as wat hulle verwag het en waarop hulle voorbereid was, het hulle baie by die ander onderwysers en die leerders geleer. Volgens Mia en Anscha is een van die grootste lewenslesse wat hulle in dié tyd geleer het dat jy geen leerder werklik kan verstaan voor jy die leerder se huislike omstandighede ken nie.

“Alhoewel hierdie twee weke onverwags uitputtend was, sou ons dit vir niks verruil nie. Elke leerder het diep in ons harte gekruip en het ŉ groot verskil in ons lewens gemaak. Ons is bly ons kon ook vir hulle iets beteken.”

“It is important to invest in young children, because positive early experiences forge the foundations for lifelong learning and behaviour. The growth and development of young children are absolutely amazing!” This is the view of Dr Eileen Africa of the Kinderkinetics Laboratory in the Department of Sport Science that offers an Honours degree in this focal area.

What motivates staff members and students in this branch of postgraduate study, is the realization that children need to develop many skills to adjust to and face the world around them. The general window of opportunity for basic gross motor skills is generally recognized to be from the prenatal period to around the age of five years. Research has shown that movement is a very effective learning medium for young children. This is why Kinderkinetics has become a specialized professional field.

As a structured tertiary programme, Kinderkinetics was first conceived and taught in South Africa at the North West University (NWU). The Department of Sport Science in the Faculty of Education is the first and only University in the Western Cape to offer this revolutionary field of study. As a career, it seeks to promote healthy lifestyles in children between birth and 12 years of age. It also helps to develop children holistically by stimulating, remedying and promoting specific motor and physical movement. The correction and improvement of the motor and

Faculty offers revolutionary field of Kinderkinetics

physical development of children is at the heart of this qualification. The word KINDER (children) refers to the specialization area focusing on children between birth and 12 years of age, while KINESES (movement) refers to the enhancing and rectifying of children’s movement abilities within their first 12 years. From muscles to motor skills, the unfolding picture of children’s physical development is an exciting experience to observe, analyse and enhance.

Dr Eileen Africa with a few children in the Kinderkinetics laboratory.

Mia van Heerden en Anscha Genis by die Graad 1 klassie.


Cutting edge educational sociology at work

Addressing the challenge of confronting the problem of HIV/AIDS, Dr Omar Esau of the Department of Curriculum Studies published an article on ‘Breaking the culture of silence in checkmating HIV/AIDS as a teacher-researcher’. ‘Checkmating HIV/AIDS’ is an innovative action research project where I use the game of chess as an educational tool to raise the awareness of the learners with regard to HIV/AIDS,” Dr Esau said.

What makes the project so significant is the fact that two action research projects were documented -- both are based on an emancipatory action research methodology.

Dr Esau uses the moves in chess to enhance creative thinking amongst learners. His long-term goal is to develop more teacher-researchers who are willing to engage in uplifting communities through creative projects.

Dr Esau teaches HIV/AIDS Education, Curr iculum Studies and Research Methodology. His project inspires pre-service teachers to take up the HIV/AIDS challenge in innovative and creative ways. As an action research project students are also familiarized with the idea that teachers need to be teacher-researchers and change agents in their quest for transformation and social justice.

Checkmating HIV/AIDS creates new hope “The project strengthens the notion that we are a cutting edge Faculty considering the need to encourage teachers to become community activists as well as teacher-researchers,” Dr Esau explained. Numerous teachers are interested in resuming their studies to further their careers in things they love doing. As the Director of Chess Development in South Africa and the Western Cape, Dr Esau runs workshops in both rural and township areas.

Dr Esau is thankful that the phrase “Checkmating HIV/AIDS’ has become a household term in the chess fraternity in the Western Cape as well as in other parts of the country. Chess is one of six priority school codes recognized by the Department of Education,” Dr Esau said.

His investigation set out to break the HIV/ AIDS culture of silence and emphasizes the role of the teacher as a researcher and critical change agent in an HIV/AIDS challenged society. His work demonstrates how teachers can play a role by encouraging learners’ participation in sport. “This strengthens the idea that higher education institutions should provide the democratic space to encourage pre-service and in-service teachers to become teacher-researchers and reflective classroom practitioners,” he said.

Dr Esau regards both as an expression of his living educational theory as a teacher-

researcher, which evolved through undertaking research in the area of HIV/AIDS education and sport. ‘As a teacher I wanted to improve the awareness of HIV/AIDS that has become a major challenge globally and has been on the increase over the past two-and-a-half decades, especially so, in sub-Saharan Africa. This is in spite of an ‘overflow’ of HIV/AIDS information,’ he stated.

Dr Omar Esau, challenging HIV/AIDS in his new book.

The Department of Education Policy Studies in the Faculty of Education recently celebrated its ten year anniversary. Professor Yusef Waghid, Dean of the Faculty, is one of the professors in the department and was departmental Chair between 2003 and 2007.

Professor Aslam Fataar, who has a B-rating from the National Research Foundation (NRF) and who specializes in education policy development in South Africa, was appointed as Chair in 2010. He was previously Deputy Dean of the Faculty of Education at the University of the Western Cape (UWC). Professor Fataar’s research focus is urban education. An important publication is his Educational Subjective in the City. The book explores the distinction between the sociology of schools and the sociology of children. Professor Fataar lived in a township close to the Cape Flats for six months to gather information for this fascinating book.

His first book is Education Policy Development Transition, 1994-1997 and his forthcoming book is entitled School objectives across the post apartheid city. His intellectual task is to provide

Professor Aslam Fataar, Chair of the Department of Education Policy Studies.

an understanding of the relationship between the social forms associated with colonialism, apartheid and postapartheid and the knowledge forms that accompany them. One theme required him to work in urban formation in schooling. His goal was to provide philosophical and conceptual language to describe and define specific socialization and educational processes.

The emphasis of his Department is on research and postgraduate work. Four of the staff members in the department are NRF rated researchers.

“It is important that we develop intellectual leverage for all our work so that our scholarship does not stand in isolation in terms of educational processes. It is important that we improve our students’ intellectual capacity. They should therefore become knowledge generating and this should become a platform for the general improvement of education,” Professor Fataar explained.

He is the Editor-in-Chief of the journal, Southern African Review of Education. He has supervised 15 master’s and five PhD students and currently has three doctoral and five master’s candidates.

He has published articles in newspapers, and has been involved in numerous radio and television programmes. He has presented many workshops and seminars for teachers and teacher educators and participated in the Human Sciences Research Council (HSRC) school needs survey. Professor Fataar presented a full web-based MEd course for students at Ohio University, and participated in a White Paper drafting group on educator development and support.

Research


School Governance in the spotlightThe research focus of Professor Jan Heystek of the Department of Education Policy Studies is school governance. ‘The biggest problem with governance in South African schools is that there are a large number of parents who do not have experience to contribute towards their children’s education. In order to be part of a school governing body parents need to be both literate and informed about legislation and policy.

Professor Heystek, who has been working in this field for twenty years, has over the years experienced conflict between school principals and the school governing body, because of the sharing of power. Legislation expects parents to support the teachers, but if teachers are not performing well, the governing body should be able to put its views on the table. Parents in the former Model C schools put much pressure on teachers.

Two-thirds of South African schools have been declared no-fees schools and are funded by the government and SGBs. The average fee of a

Professor Jan Heystek, expert on school governance.

Professor Jan Heystek with a group of postgraduate students.

government school is R6 000 per learner per annum. Professor Heystek said that he would like to challenge the government to subsidize each learner to the tune of R800 per month, to improve the quality of teaching.

Dr Lorinda Minnaar was appointed in the position of postdoctoral fellowship in education leadership and governance in schools in Professor Heystek’s office. This position was created to advance the Faculty’s understanding of school leadership and governance within the diverse contextual environment for schools in South Africa. A survey is being undertaken by her to establish the quality of learning and teaching in schools. Most of the schools in the Western Cape have access to the Internet and therefore such a survey can be done electronically.

Two books in the field of school goverance in South Africa have been published by Professor Heystek, namely, Human Resource Management and People Leadership in Education.

Professor Heystek engages in research in collaboration with Professor Jacky Lumby of Southampton University in the United Kingdom. They focus on leadership for diversity in schools and their aim is to establish how leaders lead in schools where the population has changed from white only to different cultural groups. Similar to South Africa, Southampton schools have a diverse group of learners from a multi-cultural, multilingual background. This is an international tendency, but unfortunately the staff complement usually remains the same.

Professors Heystek and Lumby found that most of the school leaders have not given this issue much thought – they usually do not have the time to reflect on it. They learn ‘by trial and error’.

Professor Heystek enjoys the academic challenges and finds the level at which he and his colleagues teach very stimulating. “The Faculty gives us many opportunities for research; to teach and also opportunies to go overseas,” he said.

Developments


Gedurende hul tweede studiejaar, ontvang die BEd-Grondslag-fasestudente (BEd GF) intensiewe opleiding in Graad R-onderrig. Dié Graad R-opleiding het die afgelope vier jaar onder leiding van mev Linda Rutgers, dosent in die Departement Kurrikulumstudie, in ŉ suksesvolle kursus ontwikkel waarin teorie en praktyk hand aan hand gaan.

Om studente soveel moontlike blootstelling aan die praktyk te gee, besoek die BEd II GF-studente op Donderdagoggende Graad R-klasse. Skole in die Stellenbosch-omgewing en tot so ver as die Paarl, Franschhoek, Gordonsbaai, Somerset-Wes, Blackheath, Parow en Panaroma word vir die besoeke gebruik. Gedurende die jaar maak die Departement ŉ opname van skole wat bereid is om studente op Donderdae te ontvang. Die studente kry dan geleentheid om ŉ keuse te maak en aan te dui watter skole hulle sal besoek. Hierdie keuse word deur hul moedertaal, die ligging van hul woonplek gedurende hul studiejaar, sowel as die beskikbaarheid van vervoer bepaal.

Dinamiek tussen studente en Graad R onderwysers

Graad R-onderwysers tydens ‘n kontaksessie.

Gedurende 2011, besoek 116 studente die Graad R-klasse van 54 skole. Vanjaar is daar ook die eerste keer drie Xhosasprekende studente wat hul praktiese ervaring by die Primêre Skool Ikaya in Kayamandi sal opdoen.

Om ŉ sterk werksverhouding tussen die Universiteit en die deelnemende skole te vestig, vind daar jaarliks kontaksessies met die betrokke Graad R-onderwysers plaas. Die doel met die kontaksessies is om die onderwysers ŉ oorsig oor die jaarprogram te gee, hulle oor die studente se verantwoordelikhede ten opsigte van die skoolbesoeke in te lig, en die Graad R-onderwyser se rol as mentor tydens die besoeke te bespreek. Die klem val deurgaans op spanwerk en vennootskap tussen Stellenbosch Universiteit en die onderwysers.

Die eerste kontaksessies vir 2011, het in Februarie plaasgevind. Die sessie op 15 Februarie is by Laerskool Mikro gehou om onderwysers wat in die Bellville-omgewing woon in ag te neem. Die volgende dag se sessie was by die Fakulteit Opvoedkunde in die GG Cillié-gebou op Stellenbosch aangebied. Altesaam 53 onderwysers het die kontaksessies bygewoon. Elke onderwyseres het ‘n riglynboekie ontvang met ŉ duidelike uiteensetting van reëls; lesplan-, lesaanbiedings- en gedragsvereistes, sowel as ŉ raamwerk van die teorie wat die studente by die Fakulteit Opvoedkunde ontvang.

By die kontaksessies kry die onderwysers geleentheid om kwessies te opper wat dan onmiddellik bespreek word. Vir ŉ suksesvolle vennootskap moet onderwysers se behoeftes aandag ontvang weens die kernrol wat hulle tydens praktiese onderwys speel.

Teen die einde van die eerste semester word ŉ tweede rondte kontaksessies met die Graad R-onderwysers gehou waar daar oor die verloop van die program besin word. Na afloop daarvan word die nodige aanpassings en vernuwings aangebring om te verseker dat die program so dinamies moontlik en in pas met die onderrigbehoeftes van studente, onderwysers en leerders bly.

Mistieke wesens vertel storiesProfessor Danie Schreuder wat aan die einde van 2005 as Professor in Omgewingsopvoeding aan die Fakulteit Opvoedkunde afgetree het, se fokus in sy 35 jaar loopbaan was die ontwikkeling van omgewingsgeletterdheid.

Tydens die 20 jaar wat hy by die Fakulteit Opvoedkunde werksaam was, is verskeie onderwyserondersteunings pakkette vir Omgewingsopvoeding onder sy leiding geproduseer. Die pakkette is die Skole Waterprojek (SWAP) genaamd We Care en Windows on the Wild - Science and Sustainability. Die materiaal is ontwikkel om onderwysers te help omgewingsgeletterdheid by leerders te ontwikkel.

Professor Schreuder is in 2009 genader om ‘n reeks leesboekies vir Graad 4 te skryf. Met die boekies fokus hy op omgewingsgeletterdheid. Die resultaat was die reeks van 25 boekies, getiteld Facto en die Flixies waarin hy sy ervaring in die veld van Omgewingsopvoeding op ‘n nuwe, verkwikkende vlak kon aanwend.

Die boekies fokus op ‘n wye reeks onderwerpe uit die natuur, soos die aarde se plek in die ruimte, water, grond en lug; plante en diere en hulle verwantskappe; biodiversiteit en Suid-Afrika se skatte in biodiversiteit. Die stories word deur ‘n groepie vrolike, singende, kleurryke en mistieke wesentjies, die Flixies, aan ‘n seuntjie, Facto, vertel. Die Flixies woon onder die grond, het hul eie Internet waaruit hulle ál hul inligting kry, en wat uit ‘n ongelooflike netwerk van plantwortels en swamdrade gevorm word.

Professor Schreuder het in samewerking met sy suster, me Annatjie Hanekom, ‘n reeks onderwysersgidse geskryf wat saam met die boekies aan skole verskaf word. Die gidse gee die onderwysers leiding oor hoe om die boekies in die skole aan te wend.

By wyle professor Danie Schreuder is sy suster, me Annatjie Hanekom, mnr Ralph Peters, ilustreerder en me Renie Nel, uitgewer: Ebony Books.

Dinamiek


Dit is opvallend hoe ‘n belangrike rol mnr Chris Liebenberg, Bestuurder van die Fakulteit Opvoedkunde, in sy omgewing vertolk. Hy vermag baie deur in beheer te wees vir die operasionele funksionering op vele terreine maar sy charismatiese aanslag gee hom gewis ‘n voorsprong.

Mnr Liebenberg is onder meer verantwoordelik vir die opstel van alle roosters in samewerking met ‘n roosterkomitee. Hy is ook Sekretaris van die Dagbestuur van die Fakulteit wat bestaan uit die Dekaan; twee Visedekane en vier Voorsitters van departemente. Benewens dit, is hy ook verantwoordelik vir die opgradering en onderhoud van fasiliteite; die skakeling met die Fasiliteitebestuurders, asook die aankope binne die Fakulteit.

Alle administrasie rondom die Interaktiewe Telematiese Dienste (iTD) van die Fakulteit, is deel van sy portefeulje. Interatiewe Telematiese

Fakulteitsbestuurder vertolk sterk rol

Mnr Chris Liebenberg, Fakulteitsbestuurder.

Professor Ronelle Carol issen was appointed as associate professor of Community Psychology to the department of Educational Psychology in April 2010 and is the current chair of the Department of Educational Psychology since January 2011. This appointment is confirmation of the Faculty’s focus on research and community engagement. A poster in her office, given to her by one of her students, contains the quoted title of this article. She says that this title is symbolic of social justice imperatives when thinking about all forms of marginalization and oppression and it inspires both her research and daily engagements with students and colleagues.

Professor Ronelle Carolissen is extremely enthusiastic about her staff and the work they do. ‘I have obtained an enormous willingness to cooperate and I endeavour to act in the interest of all my staff members,’ she admits. She encourages a diversity of opinions and practices.

“Break through the silence, see your worth as a woman”

Opvoedkunde (iTE) is ‘n interaktiewe leersisteem waarin daarna gestreef word om die konvensionele wyse van onderrrig te verander ‘n a wêreldklas ICT leeromgewing.

Die diverse leerbenadering maak gebruik van unieke tegnologie. Vele nagraadse- en kortkursusse benut reeds met groot sukses die unieke platform waarin ‘n virtuele leerruimte met met die leerbenadering saamsmelt. Die iET bevorder die onderrig van studente oral op die kontinent en in ander wêreldlande. Dit sluit lande soos Engeland, Namibië, Kanada, Dubai, Korea en Taiwan in.

Alle tesisse wat vir eksaminering voorberei word, word deur mnr Liebenberg se kantoor hanteer. Hy hanteer ook die Funza Lushaka beurse en hy verteenwoordig die Fakulteit by alle verwante vergaderings. Vanjaar is 83 nuwe Funza Lushaka beurse aan studente toegeken. Elke student wat kwalifiseer vir ‘n beurs ontvang

R60 000 per jaar. Dit totaal wat vanjaar aan die Fakulteit toegedien is, is R28.740 miljoen.

Mnr Chris Liebenberg het ‘n hegte verhouding met die studente in die Fakulteit. Sy vaderlikheid en die empatie maak van hom ‘n baie beminde persoon en die rol wat hy vertolk is uiters noodsaaklik.

The Department of Educational Psychology at the University of Stellenbosch is the only department in the Western Cape region that offers professional training at Masters level (MEdPsych) that leads to registration with the Health Professions Council of South Africa (HPCSA) as an educational psychologist. This phenomenon makes the Faculty and the department unique in many ways.

Becoming an Educational Psychologist requires rigorous training. The curriculum is partly determined by the Health Professionals Council of South Africa (HPCSA), but also takes into account the expertise that the department offers, such as Dr Andrew Lewis’ trauma work with children. It also includes a certain number of recommended hours of practical work. Because of the intensity of the training, the Department selects only 10 to 12 students for the MEd(Psych) programme per year. This comprehensive programme, coordinated by Mrs Collair, includes a strong research component where students have to spend 50 per cent of their time on a research thesis. The other time is spent on theoretical and practical work and an internship.

The Department also offers a professional Honours programme (BEdHons in Educational Psychology, coordinated by Mrs Louw and Mrs Perold) that leads to registration with the HPCSA as a registered school counselor. The HPCSA, on a recent evaluation visit to our department in June, have again unequivocally, reaccredited these two programmes that lead to registration.

When it comes to the academic endeavour of Educational Psychology, the lecturers

focus on research, teaching and learning and community engagement. Professor Carolissen says that she finds it interesting that members of staff in her Department engage theoretically and reflect not only on what they teach, but also on how they teach. “My staff members take their teaching very seriously. A number of our staff members, Professor Doria Daniels, Drs Lorna Dreyer, Marietjie Oswald and Ms Mariechen Perold, received funding to research teaching and to enhance the development of teaching and learning in the Department,” she said.

Research in the Faculty has grown exponentially over the past years. In a country where only 40% of academics have Phd degrees, our department is fortunate to have six of nine staff members with PhD degrees. Furthermore Professor Estelle Swart and Professor Doria Daniels are also NRF rated researchers. In July Professor Daniels also becomes the first black female Full Professor in the history of the faculty of Education…indeed one of our achievements in Educational Psychology at Stellenbosch.

Professor Ronelle Carolissen, has recently received a large collaborative NRF Knowledge Fields research grant which focuses on social inclusion across the curriculum. She is particularly interested in why, despite transformation in the Higher Education, some people still remain marginalized in particular disciplines and what they need to succeed in these fields. Through her own research, she wants to establish which kind of disciplinary practices and curricula may assist in creating a sense of belonging.

Professor Ronelle Carolissen

Developments


Me Moira Williams, Finansiële- en Keuringsbeampte.

Professor Elmarie Terblanche, Voorsitter van die Departement Sportwetenskap.

Terapie word in ‘n verhitte swembad aangebied.

Die Departement Sportwetenskap by die Coetzenburg Sportgronde is ‘n miernes van sportbedrywighede. Professor Elmarie Terblanche, Voorsitter van die Departement praat met groot entoesiasme oor die groei in die Departement, die aard van die fasiliteite, die hoë gehalte opleiding wat aangebied word en die wêreldklas diens wat aan alle kliënte gelewer word.

Die Departement se personeelkomponent sluit in t ien voltydse; een deeltydse; twee administratiewe personeellede en een tegniese assistent. Die Sentrum vir Biokinetika word bedryf deur drie voltydse Biokinetici; agt interns asook 19 honneurs studente in Biokinetika. As deel van hul opleiding, moet die honneurs studente elk 800 uur per jaar praktiese werk verrig.

Die verskeie sportlaboratoriums maak die Fakulteit se Departement Sportwetenskap ‘n gesogte keuse vir studente; sportpasiënte; spo r t l u i en a lgemene besoekers . D ie Sportfisiologielaboratorium word aangewend om sport lui te toets vir prestasie; oefenprogramme word vir hul uitgewerk; diagnostiese toetse word op hul gedoen en sodoende word hul fisiologiese probleme aangespreek. Paraolimpiese atlete besoek ook die laboratorium vir ondersteuning.

Die Biomeganikalaboratorium sluit in biomeganiese analise wat op sportlui gedoen word. Dit kan wees vir postuur of beweging wat onder meer tegniekprobleme kan insluit. Die Dartfish program wat in Amerika ontwikkel is, word met groot sukses in die laboratorium gebruik.

Die Kinderkinetikalaboratorium word ook met groot sukses bedryf. Die laboratorium word gebruik om deur remediërende programme en sportprogramme, kinders met groot motoriese bewegingsprobleme te help.

Die Laboratorium vir Aangepaste Fisiese Aktiwiteit word onder die leiding van dr Suzanne Ferreira bedryf. Dr Ferreira is ook die afrigter van die Nasionale Paraolimpiese Atletiekspan. In die laboratorium word daar met persone met gestremdhede gewerk word. Dit sluit ook mense van ouetehuise in.

Vroeër jare is onderwysers opgelei om die vak Liggaamlike Opvoeding (LO) op skool aan te bied. Die skoolvak was egter later nie meer deel van die kurrikulum nie. Toe Suid-Afrika weer tot die sportwêreld toegelaat is, het die behoefte aan sportwetenskaplikes

Laboratoriums en diens by Sportwetenskap wêreldklas

ontstaan. Die Departement speel ‘n groot rol in die opleiding van sportwetenskaplikes. Professor Terblanche meen dat daar ‘n groot moontlikheid bestaan dat LO as ‘n verpligte vak op skool sal terugkom.

Dit beklemtoon ook dat daar die moontlikheid bestaan dat die Departement Sportwetenskap in die toekoms dalk voorsiening sal moet maak vir die opleiding van LO onderwysers. “Die regering sal dan die fasiliteite moet ontwikkel en die kapasiteit binne die Departement aansienlik moet verhoog,” stel sy dit duidelik. “Die voordeel wat so vooruitsig vir ons studente inhou is die verhoging van die moontlikheid van werksgeleenthede.”

‘n Deel van die BEd studente se kursus sluit in die vak Lewensoriëntering waartydens hulle van hul eerstejaar tot vierdejaar van studie sekere modules by die Coetzenburg Sportgronde moet neem.

Professor Terblanche het haar studies by Stellenbosch Universiteit voltooi. Sy het haar nagraadse studies in Mediese Fisiologie by die Tygerberg Hospitaal gedoen waar haar akademiese loopbaan begin het en haar na Stellenbosch Universiteit gelei het.

“Die omgewing en die fasiliteite van die Coetzenburg Sportgronde is uitstekend. My personeel gee my die energie om wyd te dink en een van die grootste bonusse van die Fakulteit is dat akademiese vryheid en dat akademici dit waarin hul belangstel kan ontwikkel,” sê sy met groot trots.

Studente buite die eksklusiewe sportwetenskapgebou.

Sportwetenskap


Three academic visitors from the College of Education at Georgia State University (GSU) in the United States, visited the Faculty in March 2011. They were Professor Mona Matthews (Professor of Early Childhood Education, President of The Association of Literacy Educators and Researchers and Co-Director of the Collaborative Master’s Programme at GSU); Professor Amy Flint (Associate Professor at the Department of Middle-Secondary Education and Instructional Technology at GSU) and Professor Randy Kamphaus (Dean, College of Education, and Distinguished Research Professor).

In 2009, a Memorandum of Understanding (MoU), was signed between the College of Education, GSU, and the Faculty of Education at the University of Stellenbosch, which emphasised the exchange of academic staff members; student exchange and overseas study programmes; the establishment of joint research programmes; collaboration of third-party funded activities; exchange of postgraduate students on specific research projects and the exchange of scientific and educational literature.

During their visit to the Faculty they also had discussions with Mr Nazeem Edwards and Dr Kosie Smit. Their main goal was to compile a research proposal which focuses on literacy education, professional schools development and research.

Visitors from Georgia confirms MoU

Professor Christa van der Walt, second from the left, who hosted the visitors from Georgia State University.

Die Stellenbosch Biokinetikasentrum wat in die Departement Sportwetenskap gesetel is en deel van die Fakulteit Opvoedkunde is, fokus op die verbetering en instandhouding van die individu se fisieke welstand deur middel van gespesialiseerde oefenprogramme.

Biokinetikasentrum fokus op gespesialiseerde programme

Gekwalifiseerde Biokinetici en nagraadse studente is gemoeid met besoekers en pasiënte.

Die sentrum is met uitstekende apparaat toegerus.

‘n Biokinetikus vorm deel uit van die mediese span wat grootliks konsentreer op die drie hoofafdel ings van Biokinetika naamlik: voorkoming, instandhouding en rehabilitasie.

Die Sentrum het die afgelope 25 jaar goed-opgeleide honneursstudente gelewer. Die Biokinetika personeel streef daarna om ‘n topklas diens te lewer in die veilige omgewing waar hul is. Die Sentrum is toegerus met uitstekende oefenapparaat en hoë standaard fasiliteite wat ‘n verhitte binnenshuise swembad, verhitte binnenshuise rehabilitasie swembad, ten volle toegeruste oefenareas, kleedkamers, storte en veilige parkering insluit.

Die Biokinetikasentrum bied ‘n breë spektrum dienste aan wat onder meer gedetailleerde programme insluit. Die Biokinetici fokus veral op evaluering, toesig en monitering tydens oefening, rehabilitasie van spesifieke ortopediese gevalle, oefenprogramme vir individue met kroniese siektes, sportmasserings, korporatiewe welweestoetsing asook programontwerp.

Spesifieke programme wat tans aangebied word sluit in: Kardiale rehabilitasie; oefenprogramme vir swanger dames; oefenprogramme vir ouer, volwasse persone; holistiese programme wat fokus op jong kinders wat sukkel met

gewigbeheer; die pilatesprogram asook hidroterapie.

Die span bestaan uit ten volle gekwalifiseerde Biokinetici en Interns asook Honneurs studente en werk nou saam met dokters, spesialiste en fisioterapeute om deel te vorm van die multidissiplinêre mediese span deskundiges.

Biokinetikasentrum


Op die eerste vloer van die GG Cillié-gebou is die klein, maar goed-toegeruste Opvoedkunde Biblioteek. Die lewendige nie-tradisionele biblioteek is ‘n plek vir baie beweging en die gewilde bymekaarkom plek vir almal wat oor studies en die onderwys wil besin.

Studente kom in die biblioteek byeen om Xhosa-gespreksklasse te voer; om saam werkopdragte te doen; om vir drama-opvoerings te reperteer of om sommer net rustig te sit en lees of te studeer.

Die biblioteek huisves drie groot versamelings naamlik die boeke wat op die katalogus op intranet beskikbaar is; skoolhandboeke en dan onderrigmedia. Een van die uitstaande kenmerke van die biblioteek is die waardevolle jeugliteratuur, die ISKEMUS-versameling. Die eertydse nasionale navorsingsversameling is weer in gebruik en word daagliks deur talle studente benut. Ou gunstelinge is ook beskikbaar maar in 2008 is daar ‘n paar van die nuutste toevoegings in die literêre mark tot die versameling toegevoeg

Eksterne verbruikers maak ook op ‘n meer gereelde grondslag van die biblioteek se dienste gebruik, veral oor onderrigmiddels. Dit sluit in onderwysers, ouers, leerders, persone wat tuisonderrig doen asook studente van SchiMathUS wat aanklop vir hulp vanaf die twee bibliotekarisse, Henriëtte Loubser en Laurinda Kleinhans.

In 2010, het die biblioteek ongeveer 12 500 i tems u i tge leen en ongeveer 1400 verbruikersnavrae hanteer. Die biblioteek word beskou as belangrike inligtingsentrum oor veral leer-en onderrigverwante vrae.

Bo en behalwe die gewone dienste, is daar ook die dienste van ‘n mediateek wat toegerus

In Januarie het die studentekomitee besluit om ‘n resies deur die Opvoedkunde gebou te hou, om die eerstejaars te help om die ‘verborge juwele te ontdek’. Die skattejag het veel pret opgelewer en ‘n besoek aan die Opvoedkunde Biblioteek was natuurlik ook deel van die opwindende gebeure.

Die studente, wat is in klein groepies verdeel was, moes van bakboord na stuurboord hardloop om leidrade op te tel. Telkens het ‘n groep nuwelinge uitasem by die deur ingebars met hulle antwoord op die vorige leidraad en op soek na die volgende een

Nie-tradisionele Opvoedkunde biblioteek baie gewild

Opwindende resies deur GG Cillié gebou

Die biblioteek word as ‘n belangrike inligtingsentrum beskou.

In 2010 het die biblioteek 12 500 items uitgeleen.

wat sou lei tot die ontdekking van die verdere skat. Die groep is dan met ‘n gegil en gejil weer by die deur uit en die biblioteekpersoneel moes dan wag vir die volgende groep se ‘aanslag’. Die tipe vrae wat die studente moes beantwoord was onder meer: “Wat is die naam van die Dekaan se sekretaresse?” Sommige het sommer ingestorm en die volgende leidraad opgeëis, ander het skoon oorstuur geraak en letterlik by die deur ingeval met die uitroep: “Melinda!” voordat enige aandag aan hulle gegee kon word. Selfs die bloedige warm dag in Januarie het nie die studente se entoesiame gestuit nie.

Nog ‘n leidraad wat opgevolg moes word was: “Op die vierde vloer sal julle 007 se gewese meisie vind”. Die gevaarlike dame, was Marina Swart, wat in 4007 geskuil het. Die studente het ook vinnig uitgevind dat die ‘Goeie Fee’, wat hulle op die vierde vloer moes gaan soek, me Estelle Muller was!

Die opwindende inlywing sal die eersterjaars nog lank bybly. Die oorspronklike idee van die komitee was ‘n ideale wyse om die nuwe aspirant-onderwysers vroeg-vroeg reeds touwys te maak.

is met plakkate, modelle en handpoppe. Die verbruikers kan blaaiborde, oorhoofse projektors, musiek, DVD’s en televisies leen en hul kan ook van die lamineerdiens gebruik maak.

Die skoolhandboeke word deur uitgewers geskenk of deur d ie Depar tement Kurrikulumstudie aangekoop. Die Fakulteit streef daarna om voortdurend die nuutste en mees relevante handboeke op die rakke te hê. ‘n Uitgebreide fiksie- en prenteboekafdeling maak van studente en dosente in selfs ander fakulteite gereelde besoekers aan die Opvoedkunde biblioteek.

Me Henriëtte Loubser en Laurinda Kleinhans, bibliotekarisse.

Die biblioteek huisves drie groot versamelings.

Biblioteek

doctoral degrees and student numbers increase in faculty of

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