The Faculty of Education’s Intermediate Phase Department at the Wellington Campus has earned multiple accolades – highlighting the department’s commitment to excellence.

This includes seven awards at the Dean’s Awards (Education) Ceremony as well as the Quality Enhancement Award: Blue Flag Status for Best Commendable, Blue-Flagged Department during the Vice-Chancellor’s Excellence Awards.

“I am immensely proud of the colleagues in the Intermediate Phase Department (Wellington) for the outstanding achievements celebrated at the Dean’s Award ceremony and through the Vice Chancellor’s recognition. Having seven staff members honoured for Academic Excellence, Community Engagement Excellence, and Excellence in Leadership and Coordination speaks to the depth of talent, dedication, and passion within our department,” said Head of Department, Prof Lizette de Jager.

“Equally, receiving the Vice Chancellor’s Award for maintaining Blue Flag status for three consecutive years affirms our sustained commitment to quality assurance, deep reflection, and continuous improvement. These accomplishments are not accidental; they are the result of a shared vision, collaborative teamwork, accountability, and a culture that values excellence, innovation, and meaningful impact. Our recipe for success lies in supporting one another, setting high standards, and remaining steadfast in our commitment to both our students and the broader community we serve.”

The seven winners were:

Chris Dumas – Exceptional Achievement for Faculty - Leadership, L & T, Academic Excellence, Administration, Technology
Wilna du Plessis – Community Engagement Excellence
Amanda Anker – Community Engagement Excellence
Debbie Cilliers – Academic Excellence
Dr Kobie Meiring and Dr Adriene van As (Team) - (Community Engagement and Research Excellence)
Prof Pieter Boer- Research Excellence
Dr Sanet Cox – team (with SP/FET department member - Community Support for Luanda Project

Dumas said he felt both proud and humbled about winning the award.

“It's great to be recognised for one's efforts, but the joy and satisfaction of solving a problem and helping ease the anxiety or load for a colleague is a far greater reward. My award was one of many. It's a privilege to be in the Faculty of Education, and the Intermediate Phase Department on the Wellington campus.”

He started working at Mowbray Campus in 1996 and has been at Wellington campus since 2002 and was recognised for his contributions to institutional initiatives such as a centralised timetabling solution, LMS administration, the Work Sharing Model, Smart Environment project, and AI, as well as his role in the faculty where he serves on a number of committees including Campus Management, Quality Assurance, and Learning and Teaching.

“I provide operational support e.g. Marks Administration and data extraction for various reports. I also serve as a Union Representative. As an academic, my focus is on the adoption of ICTs for learning and teaching, specifically focusing on student participation and support when using a HyFlex model. I have also contributed to a textbook on Teaching with ICT.”

Written by Ilse Fredericks
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The Wellington Campus and the Breytenbach Centre will ignite with energy for Sit Stories 2026, uniting students and the Wellington community through the powerful art of storytelling, performance, music, and dance.

Sit Stories 2026 is a half-day cultural programme that brings the students and the Wellington community together through storytelling, performance, music, and dance. Guided by the theme (Ont)skool / (Un)school, the event on 11 March 2026 from 1 PM to 10 PM celebrates local heritage and creativity while reflecting critically on education, memory, identity, and lived experience. The programme includes student performances, poetry, panel discussions, exhibitions, ceremonial storytelling, and live music. Dr Adrienne Van As, Lecturer: History and History Education, says the aim is to strengthen relationships between CPUT and the Wellington community through collaboration, dialogue, and shared cultural engagement.

Van As notes that the Sit Stories align with CPUT's mission and strategic vision through its commitment to unity, redress, diversity, and social cohesion. “Rooted in the principle of oneness, the initiative creates shared spaces for dialogue, storytelling, and creative engagement that reflect diverse lived experiences. Through participatory and interdisciplinary practices, it supports inclusive knowledge creation and socially responsive scholarship that connects teaching, learning, heritage, and community.”

Urging the CPUT community to attend this event, she says the Sit Stories is an invitation to pause, listen, and connect, saying that it is more than a performance. It is a celebration of shared heritage, a storytelling place. “I would encourage the CPUT community to attend with open minds and open hearts. This event creates space for dialogue across generations and cultures and reminds us that our campus is shaped by the many stories we carry. Your presence affirms the value of community, memory, and creative expression.” The event will welcome members of the Wellington Minstrels, participating artists, staff members from various faculties, and representatives from the broader Wellington community.

“What makes the occasion particularly meaningful is this rich blend of academic, cultural, and community voices.”

Among the notable guests expected are Michael le Cordeur, Theo Kemp, Amanda Swart, Marlene le Roux, Maurie Gaum, as well as artists Andile and Nkuthazo Alexis Dyalvane. Approximately 350 attendees are expected, and the strong interest already expressed reflects the event's growing momentum and its value to both the CPUT community and the broader public. Since its establishment last year, Sit Stories has shown meaningful growth in both reach and impact. Its success is reflected not only in attendance numbers but in the quality of engagement and the conversations that continue long after the event concludes.

“The overwhelmingly positive feedback we received last year affirmed the value of creating a space where personal and collective stories can be shared in a respectful and creative environment.”

Van As adds that the event has strengthened partnerships between CPUT and the surrounding community, and that it provided an authentic platform for student and community voices and nurtured a deeper sense of belonging on campus. “Its continued development highlights the clear need for spaces where heritage, identity, and shared experience can be celebrated together.”

Written by Aphiwe Boyce
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Dr Samantha Kriger is currently based in the Education Faculty at the Mowbray Campus, where she empowers preservice teachers in both the Foundation and Intermediate phases to become dynamic educators in primary schools. Her impactful contributions to research and teacher development in South Africa and beyond have truly earned her recognition.

The Cape Town-born academic recently received the Emerging Researcher Award from the Educational Association of South Africa (EASA). Prof Candice Livingston, Chair of EASA, said the Association is an inclusive network of academics, researchers, and practitioners who all prioritise education, particularly education in South Africa. “By means of active exchange and critique of hypotheses, theories, and practices, EASA members strive to promote excellence in education-related research and science,” said Livingston.

Kriger's research focuses on pre-service teacher education, teaching practice, educational inequality, and the role of music in literacy and curriculum integration. With degrees in music and education from the University of Cape Town and a PhD in Curriculum Studies from Stellenbosch University, she draws on 25 years of school teaching experience while developing her research capacity.

She completed her schooling on the Cape Flats and started her career in higher education when she joined CPUT in 2017. Before that, she had 25 years of teaching experience in both public and independent schools around Cape Town.

Her research projects include being part of an international team researching the experiences of academics during the pandemic, https://covidacademics.co.za/ and currently leading a study on males in the Foundation phase of teaching. https://lnkd.in/dVmwEc2G

Kriger's work appears in Harvard Educational review, Research Policy, Women's Studies International Forum, SAJCE, and Perspectives in Education. She co-authored Who Gets In and Why? with Prof Jonathan Jansen, exploring race and class in elite school admissions.

https://orcid.org/0000-0002-4085-4380

For her, in research, collaboration with fellow staff, academics, and colleagues is key. She learns so much from those she collaborates with. Sharing experiences and knowledge is also a motivator, and inspiration comes in different forms. “My PhD supervisor continues to be a role model and an inspiring figure, particularly within my research journey.”

Her parents, late sister, husband and “boys have always supported me, and this support provides a springboard for my research work”. “Furthermore, I love what I do. I always tell my students that they have one of the most important jobs where they develop the minds and learning within the learners they teach. This is a huge responsibility.”

This was the second time she applied for this award, as she was unsuccessful the first time, and therein lies the lesson, which is not to be discouraged if things don't turn out “as you would like the first few times”. “Perseverance is key. Continue to improve your practice and strive to achieve your goals. Be reflective, be humble, and continue to work hard,” she notes.

Reflecting on the highlights in her journey, the avid runner said: “Highlights continue to be presenting my research across the globe. CPUT has been generous in funding my attendance and subsequent research outputs at various conferences. The continued challenge is to maintain a work-life balance.”

She continued: “Receiving the award and the recognition is reaffirming and encourages me to continue this research journey.” Like many of us, Kriger finds herself juggling the demands of family life alongside a hectic work schedule, and it's a constant challenge that keeps her on her toes. On top of that, this year, she's proudly taking on her 21st Two Oceans half-marathon, showcasing her amazing dedication and spirit!.

“I have a wonderful running community that keeps me sane. This provides a needed space to decompress, especially when I'm out on the road, running with my 'running tribe.”

She adds: “' We see you' - that's what the award signifies.”

Written by Aphiwe Boyce
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Candice Livingston, Professor in the Faculty of Education and the Chair of the Education Association of South Africa (EASA), received an award in recognition of her service as Chair for the 2025 term.

The award was presented at the EASA Gala Dinner held during the Association’s 2026 Conference recently. The presentation took place at the conference gala function, where Livingston was formally acknowledged for her leadership of the Association during 2025. The award was handed over by Prof Johnny Hay, Secretary of EASA, in front of conference delegates and invited guests.

During her term as Chair, Livingston guided the Association through a period of consolidation and strategic planning, with a focus on strengthening professional engagement, supporting education research, and sustaining EASA’s role as a national platform for scholars, teachers, and education leaders.

The EASA Conference, held in January 2026, held at the Protea Hotel Stellenbosch in Stellenbosch, brought together academics and practitioners from across South Africa and beyond to engage with current debates in education research and practice. The Gala Dinner formed part of the official conference programme and served as a space to recognise service and contribution to the Association.

The Education Association of South Africa extended its appreciation to Livingston for her leadership and commitment to the Association during 2025.

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In an inspiring leap toward global collaboration and future-focused teacher education, third-year Foundation Phase students participated in a Collaborative Online International Learning (COIL) project, uniting classrooms across three universities and two continents.

The students included Asheeqa Davids, Caitlin Cornelius, Mumtaaz Abrahams, Maryam Abrahams, Rania El-Bastawisy, Sindiswa Ntisa and Tharwat Cupido. This project linked CPUT with International Relations students from Xi’an Jiaotong-Liverpool University (XJTLU) in China and Health Science students from Durban University of Technology (DUT), bringing together students from these three disciplines to tackle a single ambitious theme: Systemic Inequalities in Global Challenges.

Dr Samantha Kriger, Lecturer in the Education Faculty, said for many CPUT students “this was their first experience working in a truly international, intercultural academic environment, and the energy was electric”.

Kriger noted that within mixed-disciplinary and mixed-national groups, students explored five contemporary global cases, ranging from displaced learners in South African schools to the digital divide in rural China, the education crisis in Gaza, and inequities shaping vaccine access across the Global South. For the Foundation Phase education students, the project demanded deep reflection on schooling realities, from xenophobia and language barriers to digital inequalities, respiratory health challenges, and post-COVID learning losses. Students were encouraged to weave community-based insights into their contributions, turning their own teaching practice contexts into sites of global knowledge-sharing.

The COIL tasks pushed students into creative academic expression, requiring outputs such as:

• Poems written from the perspective of refugee learners in SA schools, digital posters representing conflict-affected schooling in Gaza.
• Interactive bulletin boards comparing digital divides.
• Comic strips and infographics illustrating inequality, gangsterism, and access to healthcare. These were not just assignments; they were acts of storytelling, empathy, and global citizenship.

The project was coordinated for CPUT by Kriger, who emphasised that COIL offered students a powerful opportunity to see teaching through a global lens.

“This project placed our students into real conversations about humanity, resilience, inequality, and social justice,” she said. “They realised that their local experiences within the South African schooling context, like gangsterism, poverty, language barriers, digital exclusion and such, mirror challenges faced across the world. Suddenly, their teaching journeys felt globally connected.”

Lecturers from all three institutions created weekly check-ins, online discussion groups, WhatsApp support channels, and structured guidelines to ensure the students felt supported during the cross-cultural collaboration. Digital tools included: Padlet, Teams, Canva and WhatsApp.

Many students noted that engaging with international peers built their intercultural competence, digital communication skills, confidence, and ability to articulate South African educational realities to others.

Student Tharwat Cupido said: “For the first time, I realised how powerful our stories are. When I explained schooling in Cape Town; the gangsterism, overcrowding, hunger, the Chinese students were shocked. Then they shared their migrant schooling challenges. We learned so much from each other.”

Another student, Caitlin Cornelius, said: “The creative task helped me express serious issues in a way that was hopeful. It reminded me that children everywhere deserve safety, learning, and dignity.”

Kriger said the COIL project strengthened the Faculty of Education’s commitment to globalised, socially responsive teacher training, aligning with CPUT’s Vision 2030 and its focus on internationalisation, collaboration, and innovation.

“It also showcased the readiness of Foundation Phase, third-year CPUT students to engage with global challenges in thoughtful, solution-focused ways. Their final group submissions combined research, creativity, and lived teaching experiences, which demonstrated the immense potential of early-career teachers from South Africa.

“Our FP students stepped into the global classroom, and they shone.”

She added that the success of this COIL initiative lays the foundation for future collaborations across continents and disciplines. By participating Foundation Phase, third-year CPUT students not only strengthened their academic and professional competencies; they also expanded their worldview.

“In an era defined by global crises, digital learning, and intercultural exchange, this experience marks a landmark step in preparing CPUT teachers to lead with insight, empathy, and innovation. The world is changing — and CPUT’s student teachers are ready.”

Written by Aphiwe Boyce
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Two PhD students from the Faculty of Education have each been awarded a six-month scholarship to attend a postgraduate programme at one of Germany’s top universities.

Genevieve Lentz and Anastasia Gordon are recipients of the Baden-Württemberg Scholarship to attend the Postgraduate Programme at the Heidelberg Graduate School for the Humanities and Social Sciences (HGGS) at Heidelberg University, Germany

Lentz, who is also a lecturer in the Faculty of Education, said she was “deeply grateful” for the opportunity.

“I never imagined that I would be selected for such a prestigious programme. It represents both recognition and encouragement to continue striving for excellence. Academically, this scholarship provides invaluable opportunities for international collaboration and intellectual exchange with scholars from around the world.

“As the programme includes participants from 30 developing countries, it fosters intercultural dialogue and global academic networking. Moreover, it enables me to dedicate my full attention to completing my PhD, thereby strengthening the quality and impact of my research.”

She said she was particularly impressed by the enthusiasm and openness of the academics at Heidelberg University in sharing their knowledge and expertise.

“What stands out most is the wide range of monthly workshops and seminars designed to enhance scholars’ academic and professional skills. This commitment to supporting postgraduate development reflects the university’s dedication to academic excellence and innovation.”

Her dissertation is titled: "Framework for the Development of a Transformative Pedagogy to Integrate Africanisation in Higher Education English Curriculum."

Lentz was raised in Bonteheuwel, “the eldest of three daughters to a single mom”.

“I taught high school for 15 years until I was accepted into The New Generation of Academics Programme, funded by DHET. Generally, the entry requirement to this programme is a Master’s but DHET allowed me to come on the programme with my Honours. This meant I had to work twice as hard as other scholars as I only had six years in which to complete two degrees. In 2021, I graduated with my Master’s (summa cum laude) and immediately enrolled for my PhD. God willing, I should graduate at the Autumn Graduation next year.”

She was also the first female deputy referee in Africa to officiate at the Olympics Games for table tennis. 

Lentz expressed her thanks to her co-supervisor, A/Prof Zayd Waghid, Dr Andrew Wambua, and the Global Institute for Teacher Education and Society for their invaluable guidance and support in making this opportunity possible.

“I am also grateful to CPUT for granting me the privilege to pursue this academic endeavour, and to my family for their unwavering encouragement and support throughout this journey.”

Gordon said she was very grateful to be one of the first students nominated for the Programme.

“Academically, this scholarship allows me the time and access to world-class resources to complete my doctoral thesis at a renowned university. Personally, I’m deeply grateful for the chance to once again be a full-time student, to pause, reflect, and grow in my craft as an educator and academic.

Her doctoral research explores how communities of practice can influence the use of critical teaching pedagogies through ICT.

She was a high school mathematics teacher for 11 years.

“I study because I’m a teacher. I truly believe in lifelong learning, and it has transformed how I teach. Beyond academics, I’m passionate about karate. I compete internationally in kumite and kata events, which has given me the privilege of traveling and representing my country

“I would like to thank Prof Zayd Waghid, Dr Andrew Wambua, and Dr Astrid Wind for making this opportunity a reality and the Baden-Württemberg Foundation for awarding me this scholarship. My sincere appreciation also goes to Mr Marsh and Mrs Butler at my workplace for their support. To my fellow scholarship recipient, Genevieve Lentz, I feel truly blessed to share this life changing experience with someone as inspiring and grounded as you. And to my family and friends, thank you for your endless prayers, encouragement, and belief in me.”

Written by Ilse Fredericks
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Dr Clive Brown, a dynamic lecturer and Work-Integrated Learning (WIL) Coordinator in the Intermediate Phase Department, has earned a prestigious appointment as the Early Career Researcher (ECR) Representative on the Executive Committee of the South African Education Research Association (SAERA).

This remarkable achievement not only highlights his dedication to advancing education research but also opens up new avenues for collaboration and innovation in the field. The appointment reflects national recognition of Brown’s leadership within higher education transformation, scholarly mentorship, and research development. As the ECR Representative, he will serve as the voice for emerging scholars across South Africa’s universities, ensuring that the challenges and aspirations of early career academics are foregrounded in SAERA’s strategic initiatives.

Brown expressed that early career researchers “need more than encouragement; they need structured, sustained, and caring support”. Drawing on his experience and engagement as a Teaching Advancement at Universities (TAU) Fellow and a graduate of the University of KwaZulu-Natal, he emphasised the transformative potential of mentorship, community, and reflective praxis in academic development.

He aims to establish collaborative mentorship networks, facilitate cross-institutional research circles, and foster a culture of care that nurtures a scholarly voice and sense of belonging.

“Our goal must be to ensure that early career researchers do not simply survive the academy but find purpose, belonging, and scholarly voice within it,” Brown affirmed.

This appointment positions Brown not only as a national representative of emerging researchers but also as a strong advocate for cultivating inclusive academic ecosystems, both within CPUT and across the broader higher education sector.

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A Master’s student in the Education Faculty recently presented his research at the 10^th International Conference on Advanced Research in Teaching and Education held in Bangkok, Thailand.

Clayton Pieters’ presentation was titled “Empowering Novice Teachers through Collaborative Leadership: Integrating Innovative Pedagogies and Supportive Practices in Diverse Educational Environments”.

“I was honoured to be accepted and proud to represent CPUT on an international platform. I am also grateful to CPUT for fully funding my participation and supporting my academic growth,” he said.

Clayton’s research explores how collaborative school leadership can strengthen support for novice teachers, especially in diverse and challenging schooling environments.

“Novice teachers often carry significant responsibilities — managing classrooms, delivering curriculum, handling administration, and adapting emotionally to the demands of the profession. My study highlights key leadership strategies, including mentorship, structured induction programmes, shared leadership, and ongoing professional development. These collaborative approaches build teacher confidence, enhance teaching practice, and contribute to improved job satisfaction and retention.”

Clayton’s research has also been accepted for presentation at two upcoming conferences – the
10th International Academic Conference on Education, which will be held in Berlin, Germany in 2026 and the International Conference on Education, which will be held in Bali, Indonesia in 2026.

“These opportunities will allow me to present South African research on a global stage, engage with international scholars, and learn from global best practices in teacher development and school leadership.”

The dedicated teacher said he enjoys inspiring learning, empowering teachers, and contributing to positive school culture.

“My passion lies in mentorship, professional development, and helping build supportive learning environments where both educators and learners can thrive. Knowing that my work contributes to strengthening the teaching profession is incredibly fulfilling.”

He expressed his gratitude to CPUT for supporting and funding his academic journey, his supervisor, Dr Amy Padayachee, for her continuous support and guidance, Dr Samantha Kriger for her advice and guidance in navigating his PhD journey, the novice teachers and SMT members who participated in his study and his family.

Written by Ilse Fredericks
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The Global Institute for Teacher Education and Society (GITES) Symposium is more than just an annual event; it serves as a catalyst for creating sustainable scholarly networks that transcend disciplinary and institutional boundaries. The symposium was recently held at the Granger Bay Campus.

The annual GITES symposium was established in 2023 to create an inspiring platform for academics, teachers, policymakers, and community members to engage in vital discussions about the contemporary issues facing South African education and beyond. The discourse emphasises the crucial need to cultivate social justice in education, fostering a united community of practice that brings together all stakeholders in society to drive meaningful change.

This year’s symposium was themed: Can Educational Equity and Quality be advanced in both the Global South and North within the context of Artificial Intelligence? The inspiring speakers included Prof Muhammad Khalifa from Ohio State University, Dr Robyn Whittaker from Africa Voices Dialogue, and Prof Andrew Hargreaves from Boston College and the University of Ottawa.

Prof Zayd Waghid, GITES Director, said this symposium had a strong internationalisation aspect by drawing attendees from across the globe, including Africa, Europe and Asia. Waghid said this year’s speakers had made a significant contribution to the field of education. “The perspectives of the keynotes provided much food for thought and dialogical engagement that were both insightful and provocative around the need to re-imagine South African education within the context of Artificial Intelligence towards realising equity and social justice.”

Waghid, Assoc Prof in the Faculty of Education, noted that one of the major highlights of the event included the work that the Africa Voices Dialogue has made concerning establishing a network of leading African scholars in debating contemporary issues influencing Africa and how the organisation has navigated around some of the major issues towards promoting equitable and quality education in several African schools. Khalifa’s talk on the influence of colonisation on education and its link to Artificial Intelligence was both provocative and necessary in creating discomfort around “our positions as educators”.

“Hargreaves' talk was an emotional one that enabled the audience to situate themselves in the stories that he presented through a humanistic pedagogy.”

He added that the GITES symposium was a catalyst for building sustainable scholarly networks that extend beyond disciplinary and institutional silos. “As GITES continues to grow, it envisions a ‘glocal’ (global and local) approach to education that values shared commitment, cultural responsiveness, and inclusivity.”

Written by Aphiwe Boyce
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The Faculty of Education recently hosted a Work-Integrated Learning (WIL) Symposium, welcoming lecturers, student-teachers, mentors, and school leaders at the Mowbray Campus. The event served as a platform for engaging dialogue, critical reflection, and the collaborative construction of the future of teacher education.

In her opening address, Prof Hanlie Dippenaar, the Assistant Dean: Faculty of Education at the Wellington Campus, emphasised CPUT's commitment to strengthening partnerships between the university, schools, and communities in preparing teachers. Dr Clive Brown from the Faculty of Education framed the day’s programme around the theme: “The Teachers We Need for the Education We Want.”

Prof. Michael van Wyk from the University of South Africa delivered the keynote address, intertwining personal stories with professional insights under the compelling title: “From Poverty to Prosperity — A Life of Purpose and Gratitude in Teacher Education.” In his speech, Van Wyk challenged attendees to view teaching not merely as a profession but as a lasting commitment to social justice, dignity, and meaningful change.

A lively and diversified presentation schedule followed, including:

• Melanie Sadeck and Jenna Stuurman, demonstrating the NQT Project in Practice, shared insights from recent cohort experiences and challenges in transitioning from student to novice teacher.
• Dr Ismail Teladia from the Western Cape Education Department (WCED) spoke on teacher preparedness for delivering Life Skills and Human Movement, foregrounding the need for capacity building in holistic subject areas. I emphasised the importance of building a professional brand during your tenure as a teacher.
• Ashric Don (WCED) presented on Coding and Robotics in Early Education, highlighting emerging pedagogies that bridge foundational learning with contemporary technological literacies.
• A principals’ panel, moderated by Prof Candice Livingston (Education Faculty), engaged school leaders in a robust discussion on Shaping Tomorrow’s Teachers, exploring issues such as support structures, expectations of student-teachers, and institutional sustainability.

Ingrid Leukes from the South African Democratic Teachers Union) and Riedwaan Ahmed, National Professional Teachers’ Organisation of South Africa, addressed themes of teacher agency, professionalism, and the importance of collective voice in the ongoing professionalisation of teaching.

Student presenters also contributed meaningfully to the day, sharing research, case studies, and narratives drawn from their WIL placements. Brown, Lecturer and Teaching Practice Coordinator: Intermediate Phase Teaching, said: “Their insights enriched the symposium’s deliberations and provided fresh perspectives from the front lines of classrooms.”

The Symposium had several primary aims:

• Strengthen collaboration between CPUT, schools, district educational offices, and professional teacher organisations.
• Elevate discourse about the evolving role of teachers in 21st-century education contexts, especially given technological, social, and curricular shifts.
• Foster reflexivity among student-teachers, mentors, and educators about professional identity, instructional practices, and ethical responsibilities.
• Generate actionable recommendations for improving WIL support structures, curriculum alignment, mentoring, and assessment.

According to Brown, the participants reported that the symposium was a space of energised intellectual exchange, renewed commitment, and meaningful networking. Key recommendations include:

• Strengthening support for student-teachers in resource-constrained schools
• Aligning university curricula with school realities, especially in subject demands
• Implementing structured mentoring and ongoing development for mentors
• Incorporating emerging literacies like coding and robotics in teacher education
• Establishing sustainable dialogue and feedback between schools and academia

This annual WIL Symposium, now in its fourth year, was born from a dream and a deep desire to offer the final-year student teachers the last-minute insights, guidance, and professional expertise they need before stepping into classrooms as qualified educators emanating from this fine institution.

“The 2025 WIL Symposium reaffirms CPUT’s commitment to transformative teacher education—one that is responsive, collaborative, and grounded in purpose. As we move forward, the Faculty of Education remains steadfast in implementing the symposium’s insights through enhanced WIL support, continuous curriculum renewal, and strengthened partnerships with schools and educational stakeholders,” Brown remarked.

He continued: “We look forward to continuing this journey together, bridging theory and practice in ways that empower future teachers and advance the quality of education across our communities.”

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The Education Faculty proudly celebrated the remarkable success of the second annual CPUT Waste Education Week, an inspiring event that brought enthusiasm and awareness to all campuses, beginning at the Wellington Campus and culminating at the Granger Bay Campus.

This campaign is dedicated to inspiring sustainable waste management practices. Life Sciences Lecturer Wilna du Plessis expressed her pride in launching the second annual Waste Education Week at Wellington Campus, an initiative envisioned by three Life Sciences students in 2023. She acknowledged the enthusiastic turnout and invaluable support from both exhibitors and students. “The way they took part in the activities and poetry competition was impressive. I feel happy and content.”

Throughout the week, the exhibitors, staff members, and students had a unique opportunity to make a significant impact by raising awareness and cultivating a culture of sustainability. The campaign aims to enhance awareness in support of CPUT's goal of becoming South Africa's first zero-waste university through the implementation of a three-bin system and creative approaches to sustainable waste management.

In her opening speech at the Wellington Campus, Assistant Dean of the Faculty of Education, Prof Hanlie Dippenaar, emphasised that “this is not just an event — it’s an opportunity for students and the campus community, as future leaders, to truly engage in taking action for our planet”. Dippenaar highlighted that everyone was aware of the challenges “we face: pollution from plastics in our oceans, overflowing landfills, and waste that could have been recycled or repurposed. But here’s the good news — change starts with us. Every small decision we make — choosing to recycle, reducing single-use plastics, rethinking what we throw away — adds up to a big difference."

Prof Andile Mji, Dean of the Faculty of Education, highlighted the importance of waste management skills for his students, who will become future teachers. He emphasised that by providing them with these skills, they are empowered to teach essential practices to the next generation, thereby promoting a more sustainable and responsible society. “This is an initiative that is taking us as individuals forward.”

Reflecting on her overall impression of this year’s events, Dippenaar said: “The initiative is growing stronger every year! I look forward to the project changing waste management at CPUT. This is the way our students of today look after our planet and ensure the next generation will be able to inherit a planet that is alive and well.”

Candice Mostert, the guest speaker and passionate Director and Founder of Waste-ED, partnered with CPUT staff and students, along with support from local government councillors and the City of Cape Town, and developed a meaningful week-long programme. The exhibitors at the event included Waste Management, the Cape Winelands Biosphere Reserve, Burro Tech, Snake Nation, Waste-ED/Nude Foods, BioBin, and various local campus exhibitors.

Mostert said this initiative serves as an important platform for learning, dialogue, and innovation. As the primary hosting partner of the event, Waste-ED is dedicated to the crucial mission of transforming waste into resources. They focus on designing zero-waste systems, providing practical education, and strengthening community capacity—each of which is essential for creating a sustainable future.

Written by Aphiwe Boyce
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CPUT, the University of Cape Town (UCT), and various educational organisations such as the Western Cape Education Department (WCED), Get SACE Points, and Equal Education, along with dedicated postdoctoral fellows and postgraduate students, recently united for the Newly Qualified Teachers (NQT) Project, inspiring a brighter future for education.

This is part of

which is a dynamic collaboration led by CPUT’s Faculty of Education and UCT’s School of Education. The project is a pedagogical, professional, and psycho-social intervention to support new professionals in their first year of teaching. It addresses the significant attrition rates among first-year teachers to improve their professional resilience and to build a professional learning community of excellent teachers who reflect and collaborate in order to build a shared community of practice. The NQT Project is committed to confronting the challenges of the South African education system at an individual, school, and systemic level.

The work is supported by an Advisory Board which includes representatives from the WCED; the Jakes Gerwel Project, Teach the Nation, UCT, and CPUT academics and teachers, including alumni of the programme.

Teacher Education Research and Development Consultant Melanie Sadeck said the three-day successful NQT Winter School, held at UCT, was open to all teachers who had graduated from Bachelor of Education and Postgraduate Certificate in Education programmes. “It has evolved into a multi-tiered professional learning community with participants accessing support at various levels. To date, the project has provided direct and meaningful support to hundreds of teachers in the Western Cape and beyond, and through them has reached thousands of school-based learners,” noted Sadeck.

In reflecting on the highlights of this event, she said: “Our Tree – every year we choose a theme for our Winter School that links to our aim of growing teachers professionally. This year, it was an interactive tree – built by one of our current NQTs and populated with input from the teachers on their sustenance, growth, and support systems. Teachers' openness to learning new things and their willingness to draw on their own experiences and share with others… [We are] chuffed that we pulled off another successful Winter School.”

Numerous academics presented professional development at the Winter School. This included 210 teachers who participated in one or more sessions. Six publishers had stalls at the event, offering free giveaways and spot prizes to the participating teachers. Some Newly Qualified Teachers (NQTs) and former NQTs also attended, alongside experienced teachers, principals, student teachers, and colleagues from other organisations and institutions. Most participants were from Cape Town and surrounding areas, with additional attendees from Paarl and Grabouw.

The workshops covered a wide range of topics. There were subject-specific sessions focused on languages, math, history, art, life orientation, geography, science, and technology. Additionally, workshops were addressing general interests for all teachers, including computational thinking, climate change, assessment, critical and creative thinking, ethics, teacher wellness, education budgets, participative leadership, managing large classes, restorative justice, the South African Council for Educators (SACE) requirements, and professional development.

Workshops that were SACE-accredited, such as those on coding and robotics, digital resources, and writing and assessment, were particularly well attended. The session on AI for teachers, conducted by Maskew Miller Learning, was also a popular choice among participants. Sadeck said the responses and feedback were “overwhelmingly positive with many asking if we could run this more than once a year, as it is so beneficial”.

Written by Aphiwe Boyce
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The Mowbray Campus community came together to celebrate a landmark occasion with the grand opening of its brand new artificial multipurpose pitch.

To mark the occasion, the third-year Human Movement students, under the guidance of Dr George Joubert, Lecturer: Human Movement, successfully hosted an exhilarating 5-a-side soccer tournament. The event, forming a key component of the students’ Sports Management module, delivered an afternoon of intense competition, community spirit, and high-energy sporting action.

The four-hour tournament saw teams from across the Mowbray Campus battle it out for the top spot on the newly inaugurated pitch. Designed to enhance sporting opportunities for students and faculty alike, the state-of-the-art facility will continue to serve as a hub for physical activity, training, and inter-campus tournaments for years to come.

Joubert, who oversaw the event, expressed enthusiasm for both the facility’s potential and the hands-on learning experience for the third-year students. “This event was not only a celebration of our new pitch but also a crucial learning opportunity for our Human Movement students. Organising and managing a live tournament allowed them to apply their theoretical knowledge in a real-world setting, preparing them for future roles in sports management and event coordination,” he said.

The tournament was made possible through the generous sponsorship of Red Bull, Burger King, and Synergy, whose support underscored their commitment to youth sports and campus development. Joubert said their involvement ensured that participants and spectators alike enjoyed a high-energy event, complete with refreshments, entertainment, and exciting prizes for the top-performing teams.

With competition heating up and excitement running high, students and staff came out in full support. He said the tournament was an unforgettable experience for both players and spectators, “marking the beginning of a new era for sports at Mowbray Campus”.

Written by CPUT News
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The Faculty of Education recently marked a significant milestone when it became the first higher education institution in the Western Cape to offer the Diploma in Early Childhood Care and Education.

The new qualification is being offered at the Mowbray Campus and the first cohort of 20 students began their studies in February 2025.

The part-time qualification combines online teaching and in-person teaching (on Saturdays).

Dr Naseema Shaik, Head of Department: Foundation Phase Teaching, said the qualification, provides students with the opportunity to transition into the Degree in Early Childhood Education, which is offered at other institutions. This transition ensures a seamless educational pathway, ultimately contributing to the growth of scholarly work in a field that has long been underrepresented in academia.

She said the early years of a child’s life are critical to their development, laying the foundation for their future.

“To ensure this, strong educational foundations are essential. Historically, however, the professional landscape for early childhood education educators working with children from birth to four years of age has been significantly marginalised. Early childhood education educators were often regarded as mere caregivers or babysitters, engaging children in playful activities without a clear understanding of their critical role in a child’s holistic development.

“In recent years, however, significant strides have been made to rectify this situation and elevate the status of early childhood education (ECE). A landmark initiative in 2017, led by the Department of Higher Education in collaboration with the European Union, sought to accelerate the professionalisation of the sector. Through strategic funding, higher education institutions were encouraged to develop both qualifications and research projects focused on early childhood care and education.”

She said one of the notable outcomes of this initiative was the development of the Draft Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education in Early Childhood Care and Education (Birth–Four) for Educators and Practitioners. This policy was designed to formalise and standardise the qualifications for early childhood educators, highlighting potential professional pathways within the sector.

Shaik led a groundbreaking national research project that resulted in the development of a transformative pedagogy with the publication of journal articles and a scholarly book titled ‘Towards a transformative pedagogy in early childhood care and education’ and the introduction of the Diploma in Early Childhood Care and Education. Both projects were pivotal in furthering the professionalisation of the sector.

In addition to academic learning, students enrolled for the new diploma also benefit from hands-on experience in early childhood centres, as part of the work-integrated learning component of the curriculum. These practical experiences are critical for bridging the gap between theory and practice, and for reinforcing the importance of quality education in early childhood settings.

Shaik explained that the academic rigor, scope, and assessment criteria of the Diploma in Early Childhood Care and Education (Level 6) being offered at CPUT, differ significantly from those found in qualifications offered at Technical and Vocational Education and Training (TVET) colleges. While the TVET Educare qualification is a Level 5 learnership diploma, the Diploma in Early Childhood Care and Education at CPUT is classified at Level 6. This distinction in qualification levels highlights a difference in both academic depth and complexity between the two programmes.

The academic structure of the Diploma in Early Childhood Care and Education at CPUT is designed to provide a comprehensive educational experience, combining a strong theoretical foundation, a robust teaching component, and an emphasis on research. This structure ensures that graduates are not only equipped with practical skills but also with the theoretical and research competencies necessary to contribute meaningfully to the field of early childhood education. The inclusion of research as a core component further distinguishes the CPUT diploma, positioning it as a more academically advanced qualification compared to the TVET offering.

CPUT is also making impressive strides by conceptualising an early childhood centre that will serve both as a learning and research site. This centre will not only support students in their professional development but will also contribute to the broader research agenda surrounding early childhood education.

“The progress being made in the early childhood education sector, particularly at institutions like CPUT, signals a significant shift in how early childhood educators are viewed and valued in South Africa. As more institutions adopt these progressive policies and programmes, the potential for meaningful change in the quality of early childhood education across the country is immense,” said Shaik.

The Faculty of Education recently held the Sit-Story Culture Walk, a heartfelt collaboration with the Breytenbach Kultuursentrum. This initiative reflects the deep commitment of both the university and the Wellington community to come together, celebrate their shared stories, and foster understanding and connection among them.

This event proudly stands as a testament to the unwavering dedication of the Wellington Advisory Committee, which has successfully united key institutions, businesses, municipal representatives, and private stakeholders.

“At the heart of this initiative is a shared goal: to strengthen the relationship between CPUT and the community through meaningful partnerships. By working together—whether through formal agreements like MOUs or through projects like this cultural walk—we strive to make a real difference in the lives of all Wellington residents. This event is an example of how learning, culture, and heritage can unite people through shared experiences,” said Prof Anna Dippenaar, Assistant Dean: Faculty of Education.

The Executive Director in the Office of the Vice-Chancellor, Prof Driekie Hay-Swemmer, also attended the event and commended the importance of such events, which bring people together as the university celebrates 20 Years of Growing from Greats.

Before the event, the second-year Education Art and History students had personal conversations with community members, listening to their stories and learning from their experiences. Inspired by these interactions, the students transformed discarded chairs into artistic expressions, with each painted chair serving as a visual and symbolic response to the conversation they had with a community member.

The row of red chairs was situated between the library and the Breytenbach Centre. At the Student Centre, students shared songs and dance performances, while at the Breytenbach Centre, learners from Mbekweni, CPUT students, and community poets presented their poetry, creating a space where words and creativity intersected across generations. In the Cloete Room at the Breytenbach Centre, a video showcased the work of first-year students, capturing moments of Wellington through the Photo Voices project.

“This evening is a testament to what is possible when a community comes together to share, learn, and celebrate its cultural heritage through the stories that remind us of the power of human connection.” Dippenaar remarked.

The event was also attended by Drakenstein Municipality representatives, the Wellington Museum, and many more special guests.

Written by Aphiwe Boyce

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Dr Clive Brown from the Education Faculty recently spoke about the challenges and realities matriculants face as they transition from high school to higher education.

Brown compassionately shared his insights during the keynote address titled: Beyond Matric – University Entrance at the Metro South Education District (MSED) Grade 12 Educator Conference held at Bergvliet Primary School. His message aimed to support educators in navigating the challenges students face on their journey to university.

With over a decade of experience as both a university lecturer and academic leader, he passionately shared his insights on the importance of nurturing our educators. His address, rich with his deep understanding of teacher education, research, and work-integrated learning, emphasised the need for stronger mentorship and career guidance. He compassionately highlighted how vital it is for schools and universities to collaborate more effectively, ensuring that local educators feel supported and empowered on their journey.

He began with a critical reflection on the perception gap between schools and universities—what he referred to as Ivory Towers. He highlighted the common disconnect between school educators and university academics, emphasising the need for greater engagement and collaborative initiatives. He referenced CPUT’s establishment of advisory boards in 2018 as “a progressive step towards bridging this divide, fostering dialogue, and ensuring smoother transitions for students entering higher education”.

Brown shared a deeply insightful perspective on the challenges posed by the limited number of universities in South Africa. This scarcity leads to overcrowded lecture halls, strained resources, and creates obstacles for students to connect meaningfully with their lecturers. In such a competitive environment, he compassionately urged matriculants to not only strive for excellent performance but also to consider applying early to enhance their chances of securing a spot. He also shed light on the First-Year Experience (FYE) Programme, recognizing that many of the incoming students are navigating university life as the first in their families to do so. This situation can be particularly daunting, as these students often face socio-economic and psychological hurdles without the familiar support systems that can provide guidance through their academic and personal journeys. His insights reflect a genuine concern for the well-being of these students as they embark on such an important chapter of their lives.

He stressed that university learning environments differ drastically from high school settings. Brown illustrated how students, “now identified by a student number rather than a name, must independently manage their time, engage with online learning platforms, and ensure compliance with academic integrity policies, including proper citation and the responsible use of AI tools like ChatGPT”.

Brown urged both learners and parents to begin financial planning early, as many families only realise too late that they have not saved enough for tertiary education. He stressed that “proactive research and preparation during grades 10 and 11 are crucial for a smooth transition into higher education.

• Brown proposed the Metro South Education District Post-Matric Programme, an initiative aimed at supporting students who:
• Fail matric and seek to rewrite subjects.
• Need guidance on alternative education pathways.
• Have successfully entered university and wish to mentor others in their communities.

Through this programme, he envisions a community-driven support network that ensures no learner is left behind in their pursuit of higher education.

Written by CPUT News

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The Assistant Dean of the Faculty of Education, Prof Hanlie Dippenaar, was amongst the speakers at the 2025 Basic Education Sector Lekgotla.

President Cyril Ramaphosa delivered the keynote address at the event, which was recently held at the Birchwood Hotel in Boksburg and the theme was: Strengthening foundations for learning for a resilient future-fit education system.

Deliberations at this year’s Lekgotla were directed towards strengthening early childhood development for improved learning in later years; improving foundational skills of numeracy and literacy, especially reading and the use of Mother Tongue Based Bilingual Education and providing support and development programmes to equip educators with skills, pedagogy, and methodology that will help them nurture young and growing minds.

Dippenaar participated in a panel discussion on the development of teachers’ knowledge, skills, and mindsets needed to prepare learners for the future of work. Her presentation focused on the motivation and support of teachers from recruitment to professional practice.

She reported on a transdisciplinary, international research project that includes colleagues from the CPUT Alumni Office, the Quality Department and the Faculty of Education, who are collaborating with Dr Jonas Scharfenberg from Passau University, Germany.

Scharfenberg visited the Faculty in February 2025 and leads the project. In her talk Dippenaar highlighted that student teachers in South Africa are inspired and motivated to help learners and be relevant in society, more so than student teachers in Germany, Sweden and Romania.

One reason for this could be the South African historical context and focus on Ubuntu. She emphasised the importance of collaborating with the Western Cape Education Department in preparing resilient teachers and gave examples of joint projects currently running. Furthermore, Dippenaar pointed out the importance of collaborating with CPUT alumni and learning from their experiences.

The three-day Lekgotla brought together political and administrative heads in education, representatives of related organisations; local and international academics; experts from the post-school education sectors and industry leaders.

Written by CPUT News

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As the Faculty of Education prepares for the Culture Walk on 12 March, Prof Anna Dippenaar, Assistant Dean shares the Faculty’s commitment to deepening the relationship between CPUT and the Breytenbach Kultuursentrum in Wellington.

This partnership gained momentum following the recent signing of a Memorandum of Understanding (MOU) between Prof Andile Mji, the Faculty Dean, and Louis Duvenage, Chairperson of the Breytenbach Kultuursentrum. The centre’s presence in Wellington not only creates valuable employment opportunities but also generates revenue that can be reinvested back into the community. By nurturing art and culture, they can uplift Wellington’s reputation as a vibrant hub of creativity and artistic expression.

Dippenaar expressed her belief that this MOU represents a significant commitment from both parties to work hand in hand. Together, they aim to initiate meaningful projects and facilitate discussions on vital topics such as education, leadership, and the cultural landscape, in which they are particularly focused on:

• Developing programmes that tackle pressing issues like climate change and unemployment.
• Exploring the shared use of sports training facilities, lecture halls, and venues to enrich the lives of everyone in the Wellington community.

This MOU will remain in effect until December 30, 2029, with the possibility of renewal, as the two parties strive to build a stronger bond with the Wellington community. Dippenaar says the CPUT holds a special place within this community and is dedicated to nurturing that connection. “We will plan projects together, enhance student interaction and more innovation…I am very excited as this is the next step to closer collaboration and creating opportunities for students to interact on different platforms outside the CPUT context. This is part of our strive to improve our relationship and collaboration with the Wellington community at large,” enthuses Dippenaar.

Duvenage, too, emphasises the importance of the cultural environment, noting that it allows for a range of projects that can truly benefit both CPUT students and the wider Wellington community. He expressed excitement about the possibilities that arise from collaborating with the talented lecturers of CPUT's Art Department—together, they can generate innovative ideas that are both contemporary and attainable. This partnership is not just about ideas; it’s about creating opportunities that resonate with the two parties’ shared values and aspirations.

“It is not only a privilege but also an opportunity for the Breytenbach Kultuursentrum to work alongside CPUT Wellington. The first collaboration is called ‘Stoepstories’ to take place late afternoon on Wednesday 12 March 2025. A walkabout will occur between the campus of CPUT Wellington, the Andrew Murray Centre of Spirituality and the Breytenbach Kultuursentrum. Everyone is welcome to come and listen to storytelling and music on this route,” Duvenage remarks.

The Culture Walk will follow an exciting Sports Day event, taking place from 9 AM to 3 PM. This highly anticipated event is being organised by enthusiastic fourth-year Human Movement Studies students and their dedicated lecturers. All teams from the three faculties, as well as Hugenote College, will come together and showcase their skills!

The action-packed event will be filled with a variety of exhilarating sports, including netball, 5-a-side soccer, a fun run, 7s contact rugby, and a spirited sack race relay between classes.

Culture Walk Event is a Wellington Campus interdisciplinary event across faculties and community· The event includes:

• Storytelling event in the library.
• Cultural group performances with music in the student activity area in front of the cafeteria from 16:00 to 20:00.

For more information contact Dr Kobie Meiring: This email address is being protected from spambots. You need JavaScript enabled to view it. or Sandra Swanepoel: This email address is being protected from spambots. You need JavaScript enabled to view it.

Written by Apihwe Boyce

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An academic in the Faculty of Education, Prof Hanlie Dippenaar, is one of the editors of a recently launched book while Jacqui Scheepers, Manager: Service-Learning and Civic Engagement is one of the authors.

Another lecturer, Dr Rolene Liebenberg, a very experienced community engagement pioneer in the institution, is author of a chapter on “The transformative pedagogical potential of preservice teacher professional learning communities embedded in a mathematics service-learning course”.

The book is titled: Community Engagement Research in South Africa – Methods, Theories, Histories and Practice.

It is published by Van Schaik Publishers and emphasises the importance of community engagement in Higher Education.

“It showcases the value of partnering with communities, including community engagement and service-learning initiatives in the curriculum. It foregrounds students and academics as change agents in higher education,” said Dippenaar.

Dippenaar, who also authored a chapter in the book (“Collaboration embedded in service-learning through the lenses of a network of activity systems and a Change laboratory”), has been involved in Community Engagement and Service-learning since 2004, as a lecturer at the University of Pretoria (UP).

“When I joined CPUT in 2012, I continued this journey under the leadership of Mrs Jacqui Scheepers. Prof Irma Eloff, Dean of the Faculty of Education at UP at the time I was there, is one of the editors of the book, and invited me onto the project.”

She said the project was a lengthy one which took several years to complete, especially when the Covid-19 pandemic slowed things down.

“The authors who participated, however, are all experts in their fields and it was a privilege to work with them. Prof Elize van Eeden (editor) and Prof Irma Eloff are both experienced academics and I learned much from their leadership and guidance. We were all very passionate about the project as community engagement is an essential part of higher education and enhances the professional development of our students and lecturers,” Dippenaar said.

She added that working with colleagues collaboratively in community projects is very rewarding as it develops critical thinking, problem-solving and social responsibility.

“When we partner with our communities and learn from their skills and expertise, we prepare our students for a better society”. The cross-disciplinary engagement with community partnership has potential to provide a holistic view of education for students. Several chapters in this publication showcases examples of collaborative research.

At the book launch held at North West University, Beatrix Bouwman, former chairperson of the South African Higher Education Community Engagement Forum (SAHECEF), said universities can contribute to community development by applying the basic principles of community engagement such as engaged research that is relevant and addressing community needs, and by engaged teaching and learning such as service-learning.

“I am confident that the scholarly contributions that the book brings, will impact this field of studies and those who are serious about its development in South Africa, Africa and beyond.”

Scheepers said her units strive to support the scholarship of engagement, which benefits students, staff and external university partners.

“As one of the authors, I want to express my gratitude for being able to contribute to this book, and am proud that one of our own, Prof. Hanlie Dippenaar, is one of the editors. We will continue to celebrate the engaged research achievements of CPUT as we grow our research footprint for SL and CE.”

Dippenaar said all their community engagement initiatives at CPUT are guided by Scheepers and the Centre for Community Engagement and Work Integrated Learning.

“They support us in all our projects, which was difficult during Covid. However, when we read the reflections and final reports by our students, we see the difference it made in their lives and how much they learned. The chapter I wrote in the book reflects some of our projects and was written in collaboration with Prof Marianne Teras from Stockholm University and Prof Eloff from UP. “

She said the project had been “most rewarding” and will contribute to the scholarship of service-learning and community engagement in Higher Education.

“I would like to thank all the authors for sharing their research and my co-editors for the privilege of working with them. I would also like to thank my Dean and colleagues from the Faculty of Education for opportunities to implement CE in our curriculum and look forward to taking this further in our new projects with colleagues and communities in and around CPUT as well as collaborating with partners overseas in a new project in India.”

Written by Ilse Fredericks
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The annual exhibition of the 4th-year Art Education students was recently held at Wellington Campus Library.

This event showcased the students' creative work as part of their training to become future art educators. The high standard of creative work produced was particularly commendable, especially considering that art is only one of their major subjects. The exhibition also featured an installation of upcycled chairs, marking the first permanent public art installation on campus.

These pieces reflected the students’ values, concerns, and perspectives on pressing global issues, including the ongoing conflict in the Gaza region and challenges related to education. Visual Art Lecturer, Dr Jacoba Meiring said the programme for the evening was stimulating and engaging, contributing to the overall success of the event. The serenade group from Val de Charon student accommodation, along with the Wellington Campus Choir under the directorship of Dr Devandré Boonzaaier, provided captivating performances.

Meiring said: “The exhibition not only demonstrated the students' artistic talents but also reinforced the value of cultivating and nurturing creativity in education. The event was well-attended by parents, friends, and lecturers, and the collaboration and participation of all involved truly reflected the spirit of our One Smart CPUT.”

Written by CPUT News
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