Recently, CPUT's rugby team clinched the Western Province (WP) Rugby Super League B President’s Cup, defeating Kraaifontein Rugby Football Club (RFC) 31-16 in the final at the iconic City Park Stadium in Athlone.

This victory capped a rigorous 20-week campaign, during which CPUT competed against 15 other clubs to secure a place in the top 8, a prerequisite for advancing to the prestigious knockout phase of the President’s Cup. The knockout rounds further tested the team's resilience and tactical prowess. In a nail-biting quarter-final, CPUT edged past Belhar Rugby Football Club 26-22, sealing the win in the final two minutes. They followed this with a decisive 31-15 victory over NTK RFC in the semi-finals, setting the stage for their final clash against Kraaifontein RFC. CPUT's performance in the final was marked by composure and strategic execution, culminating in a well-deserved championship victory, celebrated by a passionate crowd.

Prof Mujahid Aziz, Assistant Dean: Learning and Teaching, Faculty of Engineering and the Built Environment, noted the commendable efforts of all CPUT rugby teams, including the U20, second, third, and ladies' sides, acknowledging how they navigated the challenges of a demanding league. “These teams have consistently made us proud throughout the season,” he stated, commending the displayed talent, commitment, and passion from both players and coaching staff. This triumph stems from a collective of dedicated players whose skill and determination have been evident week after week, balancing their academic commitments with early morning and evening training sessions and dedication to their development.”

Aziz highlighted set pieces as a significant strength throughout the season. The forwards exhibited remarkable courage, power, and technical skill during tight exchanges, while the backs successfully combined speed, vision, and tactical flair to exploit defensive lapses. He said that this synergy exemplified the teamwork, strong work ethic, and pride associated with the CPUT jersey, establishing them as a champion team, and that their success reflects the collective efforts of all players who represented CPUT this season.

Captain Kieran Naidoo received commendation for his exceptional leadership over the past three years, exemplifying hard work and dedication in steering the team.

Recognition is given to the coaching and management team, spearheaded by the outgoing head coach, Alastair Theys, for their dedication and established standards through consistency and work ethic. Their guidance allowed the team to manoeuvre through challenging competitions, first in the FNB Varsity Shield and subsequently across the past 20 weeks of league play. Their strategic insights have produced a robust structure over the past five years, culminating in this championship victory. Theys and his staff's deep rugby knowledge, motivation, and commitment to developing young talent have sustained CPUT's competitive edge at this level.

The triumph in the President's Cup represents a significant milestone for CPUT rugby, a culmination of years of investment in player development, coaching, and fostering a strong team culture. Congratulations to the players, coaching staff, management, and supporters on this well-earned title.

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Being selected as a finalist in the Digital Skills Sovereignty Award category of the SITA GovTech Digital Sovereignty Public Service Awards 2026 is deeply validating for Prof Agnes Chigona, as it recognises that academic research can extend beyond scholarly publications and make a tangible difference in society.

“My work has always focused on ensuring that digital transformation in education serves communities, particularly those that have historically been excluded from technological opportunities. Recognition from a national institution such as SITA affirms that the research, innovations, and capacity-building initiatives we implement are contributing to the country's broader digital development agenda and supporting citizens in meaningful ways,” says Chigona, the National Research Foundation (NRF) SARChI Chair (Tier 1) in Teacher Education.

Deputy Vice-Chancellor: Research, Technology Innovation and Partnerships, Prof Marshall Sheldon, notes that this recognition is a testament to the quality, impact, and consistency of Chigona’s research contributions, “as well as your dedication to advancing knowledge within your field”.

“Your accomplishment brings distinction not only to yourself but also to the Faculty of Education and the Cape Peninsula University of Technology. We are proud of your achievement and thank you for your continued commitment to research, innovation and academic excellence.”

The Director: Global Institute for Teacher Education and Society (GITES) CPUT, notes that through GITES, they have championed the integration of digital pedagogies into teacher education programmes to ensure that future educators are equipped with the competencies required in a rapidly evolving digital society. “We have developed initiatives that support educators, pre-service teachers, and practising teachers in using digital technologies for teaching, learning, collaboration, and community engagement.” She says the approach emphasises contextually relevant digital skills, technology-enhanced pedagogy, and the development of critical digital literacy, ensuring that educators can confidently use technology to improve learning outcomes while responding to local realities.

Their approach moves beyond simply teaching educators how to operate technological tools. Instead, they focus on helping them understand how technology can transform

teaching and learning practices. They encourage educators to become designers of learning experiences that are inclusive, collaborative, and responsive to diverse learner needs.

“By embedding digital pedagogies into teacher education, we are preparing educators to make informed decisions about when, why, and how to use technology effectively, rather than viewing technology as an end in itself.”

A standout result has been the growing confidence teachers and pre-service teachers now show when weaving digital technologies into their lessons. Chigona and her team have also seen a surge in engagement within online professional learning communities, a richer use of digital resources in classrooms, and a noticeable boost in digital literacy among everyone involved.

Their work recognises that digital inclusion is not only about access to devices and connectivity but also about access to meaningful opportunities to learn and participate. They have focused on building educators’ and pre-service teachers’ capacity to use available technologies in innovative and sustainable ways. By designing context-sensitive interventions, fostering peer support networks, and promoting digital literacy, they have helped participants from under-resourced environments engage more confidently with digital learning and professional development.

When educators develop strong digital pedagogical competencies, they become catalysts for broader social and economic transformation. Chigona says digital sovereignty depends not only on technological infrastructure but also on human capability. “By empowering educators to use technology critically, creatively, and responsibly, we are strengthening South Africa's ability to develop local expertise, foster innovation, and ensure that citizens are active participants in the digital economy rather than passive consumers of technology.”

Chigona’s research and mentorship philosophy is grounded in relevance, sustainability, and community impact. “We encourage students and emerging scholars to focus on solving local challenges through locally informed solutions. By developing research capacity, nurturing leadership, and creating opportunities for collaboration between universities, schools, communities, and industry, we aim to build a generation of digitally skilled professionals who see value in contributing to South Africa's development.”

The SITA GovTech 2026 Digital Sovereignty Public Service Awards gala takes place on 21 September 2026 at the Durban ICC during the 20th-anniversary of GovTech, and Chigona says win or not, the nomination itself presents an important opportunity to engage with policymakers, education leaders, industry partners, and fellow innovators.

“Regardless of the outcome, I intend to use this platform to advocate for greater collaboration around digital capacity-building in education. I hope to expand partnerships that will allow successful models and lessons learned from our work to reach more institutions, educators, and communities across the country.”

She adds that sustainable digital transformation requires genuine partnerships. Government, industry, and academia each bring unique strengths to the table.

Written by Aphiwe Boyce
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Staff and students from the Faculty of Health and Wellness Sciences recently participated in a Diversity Awareness Workshop presented by the Centre for Diversity, Inclusivity and Social Change (CDISC). The session presented an opportunity to provide a deeper understanding of diversity, inclusion, belonging and transformation within the higher education context.

The workshop encouraged participants to explore the many identities that shape who we are, including our cultural backgrounds, family roles, beliefs, professions and lived experiences. Through an interactive identity exercise and facilitated discussion, participants were reminded that diversity extends beyond visible differences and encompasses the unique perspectives and experiences that each individual brings to the university community.

A key focus of the presentation was the concept of belonging. Participants reflected on how learning and working environments can be strengthened when people are able to participate fully, express themselves authentically and feel a sense of connection to the broader university community.

The session further explored the relationship between diversity, equity, inclusion and belonging, highlighting the importance of recognising and responding to the diverse realities that shape individual experiences. Practical examples and case studies encouraged meaningful discussion on topics such as reasonable accommodation, cultural awareness, language, disability, religion and gender diversity.

One of the most valuable aspects of the workshop was the engagement from participants, who shared their perspectives on creating more inclusive spaces. Discussions highlighted the importance of empathy, respectful dialogue and a willingness to listen to different viewpoints. Students also reflected on the value of multilingual communication, particularly within healthcare settings, where language can strengthen trust, dignity and patient-centred care.

The workshop concluded with a reflection on CPUT's values of compassion, accountability, integrity and unity in diversity. Through an interactive activity, participants identified concepts such as respect, care, acceptance, family and ubuntu as central to their understanding of diversity, inclusion and belonging.

"The diversity awareness workshop was a valuable reminder of the CPUT values that we should continuously strive to uphold. The practical examples and case studies were insightful and highly relevant to the Health Sciences context. Although the session was

arranged primarily for students, as an academic I found the discussions equally meaningful and left with several important reflections on diversity, inclusion and belonging within our learning environments,” said Dr Kathleen Naidoo, Senior Lecturer, Department of Medical Imaging and Therapeutic Sciences.

“As CDISC we deeply value our collaboration with the Faculty of Health and Wellness Sciences, particularly through the ongoing COIL project, said CDISC Director, Brightness Mangolothi.

“These interventions serve as a constant reminder that the work of the Centre is not only to create an inclusive learning space, but also to prepare bespoke interventions for our students to engage meaningfully beyond the classroom with diverse communities and, importantly, with diverse types of patients. We recognise that misdiagnosis can cause greater harm when cultural, linguistic, and other forms of diversity are overlooked.”

*The CDISC is available to present diversity, inclusion and transformation-related topics across faculties and departments, as appropriate.

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CPUT has achieved significant national recognition through the 2026 National University Teaching Awards (NUTA), with two Faculty of Education academics, Dr Kobie Meiring and Dr Adrienne van As, named among this year’s winners.

Meiring and Van As's team are to receive a Group Teaching Award amongst the six winners of the 2026 National University Teaching Awards. Dr Xena Cupido, the Director of the Fundani Centre for Higher Education Development (Fundani CHED), said these awards affirm the quality, creativity and impact of teaching at CPUT. Cupido noted that the national adjudication panel particularly recognised the recipients’ innovative, inclusive and evidence-informed teaching practices, as well as their influence beyond the classroom at departmental, institutional and international levels.

In his statement, Prof Clever Ndebele, Chair of South African University Teachers, noted that “the NUTA Panel found the team to be highly committed and influential teachers. “You employ innovative teaching and learning practices, which have led to significant changes beyond your individual teaching to the departmental, institutional, and global contexts. Your pedagogical approaches are creative, thought-provoking and inclusive, and your portfolio contains sufficient evidence to demonstrate that your teaching methods are effective and appreciated by your students.”

The team began with two lecturers from different disciplines asking what might happen if Art and History entered the same learning space. Over time, the collaboration created ripples they could not have anticipated — through their students, teaching, scholarship and relationships with the community. They both say the award is a meaningful recognition of that journey, but “we are still curious about where those ripples might lead next”.

In their immediate reaction when they found out they won the Group Teaching Award, they were overwhelmed and quite surprised. There was a moment of disbelief. For them, the award is not simply recognition of two individuals. It represents years of collaboration with their students, colleagues, community partners, and the many people who have contributed to the projects they have developed together.

In a joint statement, they said: “We were incredibly proud, but also very humbled by the recognition.”

Van As’ parents were the first people she shared the good news with “because they were actually in the room with me when we found out”. Kobie and I then phoned each other straight away, both of us still trying to take in the news. After that, we started sharing it with the colleagues and people who have been part of this journey with us.”

To have their collaborative efforts recognised at this level, Meiring says it’s incredibly meaningful. “Teaching can sometimes feel like very quiet work. You see the impact in a student’s confidence, in a conversation after class, or in the moment when a student suddenly sees History differently, but those moments are not always visible beyond the classroom. To have our collaborative approach recognised at a national level has been both affirming and humbling.

“More importantly, it reminds us that collaboration in teaching is not simply an optional extra. It can fundamentally change what is possible for students. This award also belongs to the students and colleagues who have contributed to the work with us.”

Their partnership began in early 2024, when they realised that their BEd 2 students could do something different by bringing History and Art together in an interdisciplinary project. They saw an opportunity to move beyond teaching the two subjects separately and to allow students to explore History through creative expression. Beginning with the ǀhaos Project in 2024, students explored family histories and identity through historical inquiry and Visual Arts processes. In Sit Stories 2025, the work moved further into oral history, community stories, visual storytelling and public engagement, including the transformation of discarded chairs into story objects, with QR codes connecting physical artworks to recorded narratives.

By 2026, the work had expanded further across disciplines, year groups, institutional spaces and community-facing activities. One of the most memorable moments has been when students initially resisted an unfamiliar way of learning and then discovered its purpose through the process.

Advising other educators looking to build successful teaching partnerships, the team advised them to make time for conversation, trust each other's expertise, be willing to experiment, and critically reflect when something does not work. “Most importantly, allow the collaboration itself to change you. We have learnt as much from one another as we have contributed individually.”

They see the award as an opportunity to continue the work rather than as an endpoint. The pair would like to strengthen the research and Scholarship of Teaching and Learning emerging from these projects, particularly by developing stronger evidence of how students' learning develops over time. They will be presented with their award at the NUTA Gala Awards Ceremony on 20 November 2026, at the Emperor’s Palace in Johannesburg.

Written by Aphiwe Boyce
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Research by an academic in the Education Faculty has placed the issue of teacher appointments and promotions in South African schools back in the spotlight and has generated much media attention. The research by Dr Amy Padayachee recently received widespread attention after her article titled “Are South African teaching posts up for sale? School staff say an old problem hasn’t gone away”, was published by The Conversation Africa.

She has since been interviewed on several national and regional radio platforms, including 702 Drive with John Perlman, Early Breakfast with Africa Melane on 702 and CapeTalk, and POWER Perspective on POWER 98.7.

Padayachee said the NRF-funded research was prompted by continuing concerns about how educators are appointed and promoted in South African public schools.

“At its core, I wanted to understand how appointment and promotion processes operate in practice, rather than only how they are intended to operate in policy. More specifically, the study examined the roles and influence of school governing bodies (SGBs), teacher unions and school leadership in these processes; how policies governing appointments and promotions are interpreted and enacted at the school level; and the extent to which educators perceive these processes as fair, transparent and accountable.

“An important part of the study was also to understand where formal policy and practice may diverge, and what factors contribute to this.”

She said one of the strongest findings was that the concerns raised about educator appointments and promotions cannot be reduced to a single stakeholder or a single form of misconduct. The findings point to a combination of structural and relational factors that can make appointment processes vulnerable to inappropriate influence.

“Participants reported experiences and perceptions regarding bribery, nepotism, cadre deployment, personal relationships, organisational affiliations, and other forms of informal influence. The research also identified power imbalances within selection processes, instances of principal dominance, varying levels of SGB capacity, and concerns about the influence of some union representatives.”

“At the same time, the findings should not be interpreted as suggesting that SGB or teacher-union participation is inherently problematic. Both have legitimate and important roles within South Africa's education system. The concern arises when formal roles become blurred, when particular individuals exercise influence beyond their prescribed responsibilities, or when governance structures lack sufficient capacity to fulfil their responsibilities independently.”

Padayachee said the persistence of some of the concerns was particularly striking.

“In 2016, the Ministerial Task Team, chaired by Prof John Volmink, reported on allegations surrounding the selling of educator posts and identified weaknesses in appointment processes. A decade later, similar concerns continue to emerge in both the research and in publicly reported cases.”

“I was also struck by how often the problem is not about obvious or easily identifiable acts of corruption. Sometimes influence operates through relationships, organisational loyalties, unequal power, control over information or the ability of stronger personalities to dominate a process. These forms of influence can be much more difficult to identify and regulate.”

Asked about the potential consequences for schools and learners when appointment or promotion processes are unfair, Padayachee said the consequences extend far beyond the individual who does or does not receive a post.

“Appointments and promotions determine who teaches learners, who leads departments and who ultimately leads schools. When confidence in these processes is weakened, the consequences can include declining staff morale, mistrust between colleagues, damaged relationships between schools and communities, and reduced confidence in institutional leadership.”

There is also a longer-term concern.

“If the most suitable candidates are not appointed through processes that appropriately consider competence, experience, equity, redress and representivity, schools may lose capable teachers and potential leaders. Leadership decisions influence school culture, staff development, teaching and learning, and ultimately the educational environment experienced by learners.”

She said the key message was that the integrity of the process matters.

“South Africa already has policies and legislation regulating educator appointments and promotions. The challenge is ensuring that these are consistently and fairly implemented in practice.

“It is also important not to frame the issue as a simple conflict between SGBs and teacher unions. SGBs, unions, principals and education departments all have legitimate roles within the education system.”

Asked what changes needed to be made to make educator appointment and promotion processes fairer, more transparent and more accountable, Padayachee said stronger implementation and monitoring of existing policies, alongside more consistent support for the people responsible for implementing them was required.

“Ultimately, accountability needs to operate throughout the process. Where procedures are deliberately manipulated or improper influence is established, there must be meaningful consequences.”

She said she had not anticipated the level of media interest the research attracted.

“The response has, however, demonstrated that the issue resonates far beyond academic discussions. Educator appointments affect teachers, parents, school communities and learners, and there is clearly considerable public interest in how these decisions are made.

“The media engagement has also reinforced for me the importance of academics communicating their research beyond journal articles and conferences. Academic publication remains essential, but research on public institutions and public policy should also be communicated in ways accessible to the people affected by those systems.”

Padayachee joined CPUT in 2023 and is a lecturer in the Foundation and Intermediate Phase Departments in the Faculty of Education at the Mowbray Campus. Her teaching and research interests include education management and leadership, school governance, education policy and teacher education.

Written by Ilse Fredericks
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Research being conducted at the CPUT on edible insects and sustainable alternative proteins is attracting growing international attention.

This is according to Dr Vusi Mshayisa, leader of CPUT’s Edible Insect Research Group and Senior Lecturer in the Department of Food Science and Technology, who recently represented the University at the Insects to Feed the World (IFW) 2026 Conference in Turin, Italy.

The four-day international conference brought together researchers, policymakers, industry representatives and innovators working on some of the major questions facing the emerging edible insect sector, from sustainable production and food safety to processing, consumer acceptance and commercialisation.

For Mshayisa, however, the conference represented something larger than an opportunity to present research. “The work I presented represents the collective effort of our students, collaborators and colleagues. One of the most rewarding aspects of standing on an international platform is knowing that research being conducted by our students at CPUT is contributing to a global scientific conversation.”

The Edible Insect Research Group contributed three oral presentations and one poster to the conference. The studies examined the nutritional and functional characteristics of edible insect ingredients, their incorporation into foods such as biscuits, sensory acceptance, and differences in the nutritional and physicochemical properties of different insect species.

Mshayisa said the research sparked discussion among delegates, particularly on using multivariate statistical approaches to understand insect ingredients and developing

insect-enriched foods that balance nutritional improvement with consumer acceptability.

He said this balance is critical and that food innovation ultimately has to work for people. “It is not enough to demonstrate that an unconventional ingredient contains protein, minerals or bioactive compounds. We need to understand its functionality, processing behaviour, safety, sensory properties and how it can realistically become part of a food system.”

CPUT’s presence extended to the conference's scientific leadership as Mshayisa served on the International Scientific Committee and chaired the session on Insects as Novel Foods, Product Development and Evaluation. He said the experience also provided an opportunity to strengthen international research networks and expose CPUT’s research to scientists working in food science, insect production, nutrition, processing technologies and sustainable food systems.

Importantly, Mshayisa believes the knowledge gained internationally must return to the classroom and laboratory. “What we learn at these platforms must ultimately benefit our students. It should influence the questions we investigate, the postgraduate projects we supervise and the way we prepare the next generation of food scientists.”

The Group’s research forms part of a broader effort to investigate how edible insects and other alternative proteins could contribute to food and nutrition security, sustainable processing and more resilient food systems. Mshayisa believes South Africa has an important opportunity in this emerging field.

“We have edible insects that have formed part of African food cultures for generations. The opportunity now is to bring rigorous food science, modern processing technologies and product development into that knowledge system, without losing sight of its cultural context.” Participation at IFW 2026 was supported by CPUT’s Directorate Research Development through Conference Committee funding and by the Faculty of Applied

Sciences, alongside the contributions of colleagues and students involved in the research presented.

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A CPUT delegation recently visited the Jomo Kenyatta University of Agriculture and Technology (JKUAT) in Nairobi, Kenya, to formally sign a Memorandum of Understanding (MoU) between the two institutions.

The visit represented a significant milestone in a partnership that has developed over several years, elevating a long-standing academic collaboration to a formal institutional agreement.

The CPUT delegation, led by Prof Marshall Sheldon, Deputy Vice-Chancellor: Research, Technology Innovation and Partnerships, included Prof Joseph Kioko, Dean: Faculty of Applied Sciences, Dr Vusi Mshayisa, Senior lecturer and leader of the Edible Insects Research Group, Department of Food Science and Technology and Dr Divinia Jithoo, Director: Strategic Initiatives, Internationalisation and Partnerships.

The delegation was welcomed by members of JKUAT’s senior leadership, including Dr John Kinyuru, Senior Lecturer and collaborative partner of Dr Mshayisa, Prof Jackson Kwanza, Deputy Vice-Chancellor: Research, Production and Extension, Prof Robert Kinyua, Deputy Vice-Chancellor: Academic Affairs, Prof Benard Ikua, Deputy Vice-Chancellor: Finance and Administration, among others.

The MoU was signed by Sheldon and Kwanza, formalising a commitment with its origins in an initial meeting nearly a decade earlier. In 2019, at a conference in Harare, Mshayisa and Kinyuru began a research collaboration that would develop into a sustained partnership focused on edible insects as a sustainable food source. In the years that followed, the two academics co-supervised Master's students, co-authored publications, examined one another's postgraduate theses, and undertook reciprocal staff visits, establishing the foundation for a developing funding pipeline between the two institutions.

Following the signing ceremony, the delegation visited JKUAT's Department of Food Science and Technology and the JKUAT Enterprises (JKUATES) unit, gaining insight into the university's research infrastructure and its approach to translating academic work into applied, commercial outcomes. These visits provided CPUT delegates with a clearer understanding of the practical foundations that will support the partnership going forward, including insect-rearing facilities, food product development capability, and opportunities for the shared exchange of technology and expertise between the two universities.

The signing of this MoU reflects CPUT's Vision 2030 commitment to Smart Internationalisation, and its ambition to deepen research collaboration across the African continent through partnerships grounded in genuine, sustained academic relationships. The collaboration between Mshayisa and Kinyuru stands as an example of how individual scholarly relationships can, over time, develop into

institutional commitments that create opportunities for students and researchers on both sides.

The CPUT delegation's visit to Kenya continued beyond JKUAT, with the group travelling on to Eldoret to participate in the U6+ Conference, where CPUT engaged further with partner universities across the network on postgraduate training and student leadership development.

The CPUT-JKUAT partnership is expected to expand in the coming years, with the existing groundwork in edible insect research anticipated to broaden into wider collaboration in food science and sustainable agriculture between the two institutions.

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Three Table Tennis players will exemplify their unwavering dedication to the sport, proudly representing CPUT Sports on the international stage as they join fellow student-athletes from across the continent at the 12th All Africa University Games, known as the FASU Games Cairo 2026.

Organised by the Federation of African University Sports (FASU), taking place from 8 to 16 September 2026, the Games will feature 18 sports, including athletics, badminton, basketball, chess, fencing, football, futsal, judo, karate, modern pentathlon, padel, squash, swimming, table tennis, taekwondo, tennis, volleyball and wrestling.

With the continent’s best student-athletes heading to Cairo, the stage is set for an exciting celebration of African university sport for Ntuthuzelo Lusithi, Zizipho Ntlali and Logan Willemse. For Logan, a second-year student studying a Bachelor of Education at the Wellington Campus, her goal is to perform at her highest level, stay focused, and take every match one point at a time. “As a team, we hope to make it to the podium.”

She said a successful tournament would be knowing that she gave her absolute best in every match and didn't leave the table feeling like “I could have done more”. “Of course, winning a medal would be an amazing achievement!” Logan says, managing an academic workload while training for a major continental championship definitely requires discipline and good time management. “I try to plan my work ahead of time, stay on top of deadlines, and use my free time effectively.”

Accountancy third-year student, Zizipho, also a first timer at the All Africa University Games, says, "I don't get as many international matches, so I have been working on footwork to improve speed. Asked what specific areas of her game she and her coach have focused on the most over the last few weeks, she says footwork and consistency. “Continental players attack a lot, so we’ve been preparing for that.”

She continues: “As much as the level of competition will be high, I want to at least bring a medal home both for teams and singles.” Zizipho says Egypt and Nigeria are the toughest competitors, as they have been doing well in recent years. She says she will also consider it a successful tournament, “If we make it out of the group stages and enjoy my time there. “We encourage each other and keep a positive energy. When competing at the international level, Ntuthuzelo can only work on refining his technique and focus on mastering it to force opponents to adjust to his game instead of it being

the other way round. “Movement and controlling my mind have been the biggest focus areas, as I had to get my reaction time even faster than it was.”

Reflecting on their primary goal for this tournament, He says: “Well, I can't really put a goal on this one because going is already rewriting history. We are the first group in the country to go to this major tournament in about 14 years and the first at CPUT. This is a major milestone for CPUT and university table tennis in South Africa, and we hope more universities will support their student athletes to attend the next edition. However, I am feeling good and ready, and we have nothing to lose but history to make, so we'll take it one match at a time and go as far as we can.”

In his message to the students, Frans Mamabolo: Manager and Head of the Sports, Arts and Culture Department, says: “We are very proud of their achievements, especially their dedication to their sports and flying the flag of CPUT Sports high internationally. This is one of our objectives to contribute towards CPUT Internationalisation strategy… They must go and make us proud as an institution; they’re carrying the inspiration of every student and staff member at CPUT. As the Division of Student Affairs, we will continue to enhance the student experience at CPUT.”

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The Co-Operative Education Unit of the Centre for Community Engagement and Work Integrated Learning (WIL) recently hosted a WIL Indaba at Granger Bay Campus, bringing industry partners into the ongoing discussions surrounding WIL at CPUT.

Luvuyo Kakaza, Manager: Cooperative Education Centre for Community Engagement and Work Integrated Learning, said the Indaba serves as a strategic platform for engagement between CPUT and industry partners who host students for WIL placements and graduate internship opportunities. Kakaza noted: “The platform enables the University to obtain valuable insights into the successes, developmental challenges, and areas for improvement identified by employers regarding the preparedness and performance of CPUT students in the workplace.”

He said the primary objective of the WIL Indaba was to bring industry partners into the ongoing discussions surrounding WIL at CPUT. Kakaza said the event provided an opportunity for the University to share current developments, initiatives, and strategic priorities relating to WIL from an academic perspective.

Dr Xena Cupido: Director of the Fundani Centre for Higher Education Development (Fundani CHED), welcomed the representatives from industry, business, government, professional bodies, sector organisations and the broader community. “Your presence matters greatly. You are not simply visitors to the university, nor are you only hosts who provide workplace placements. You are partners in the education of our students. You help us understand the changing workplace, the competencies that are becoming more important, and the ways in which technological, social, environmental and economic changes are reshaping different professions.

“You also provide our students with something that cannot be fully reproduced in a classroom: the opportunity to enter a professional environment, work with others, solve authentic problems, make decisions, learn from mistakes and begin seeing themselves as emerging professionals.”

Dr Fundiswa Nofemela, Director: Community Engagement and Work-Integrated Learning (CE&WIL), said the employer engagement is the bridge between what “we teach and what the world of work requires”. “Our objectives for this Indaba are straightforward and urgent. First, we must assess supply-side alignment to evaluate how well our programmes and curricula prepare graduates with the capabilities

employers expect. Second, we must share updates on recent WIL developments and surface the challenges that are limiting impact. These two tasks will guide our conversation and shape the actions we take after today,” Nofemela noted.

Reflecting on the event, Kakaza said it attracted strong representation from a diverse range of industries that host and employ CPUT students. He said the discussions were insightful and highlighted several important considerations that warrant ongoing attention from the University.

“A key message emerging from the engagements was the importance of ensuring that academic programmes remain aligned with industry needs and expectations. Participants emphasised that the effectiveness of WIL is dependent on the extent to which curriculum design and programme delivery respond to current industry realities and contribute meaningfully to workforce development,” Kakaza observed.

Nofemela added that they were expecting three core outcomes from strong employer engagement. “First, a stronger alignment between graduate attributes and employer needs so that our graduates are both competent and employable. Second, increased student access to workplace experience and clearer career pathways that reduce the gap between study and meaningful employment. Third, clearer, actionable responses to WIL challenges that improve collaboration with employers and strengthen the quality of placements.”

Kakaza said all stakeholders in the WIL ecosystem must realise that “we should not only focus on shaping professional knowledge acquired when developing a student, but we should also focus on the soft skills that are required for the professional to succeed at work and become a contributing member of the organisation and the economy”.

Written by Aphiwe Boyce
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In an effort to bridge the digital divide, define AI literacy for educators, generate policy recommendations on AI ethics and literacy, and establish networks that leverage technology to reduce educational inequalities, the Global Institute for Teacher Education and Society (GITES) successfully hosted the GITES 2026 Symposium at the Granger Bay Campus recently.

Under the visionary leadership of GITES Director and SARChI Chair in Teacher Education, Prof Agnes Chigona, the event united a diverse group of academics, policymakers, education practitioners, students, and international partners. Together, they embarked on transformative discussions centred around the inspiring theme: “Empowering Educators for a Digital Future: Navigating Teacher Development, Policy, and Social Justice in the AI Era.”

Dr Andrew Wambua, Postdoctoral Fellow at GITES CPUT, said the symposium objectives were the following:

• Bridge the Digital Divide: Facilitate dialogue on ensuring AI tools do not widen the gap between affluent and marginalized schools.
• Define AI Literacy for Educators: Establish frameworks for what quality teacher education looks like when AI is a classroom reality.
• Policy Innovation: Generate actionable recommendations for integrating AI ethics and literacy into national teacher development policies.
• Empowerment through Technology: Establish networks that use AI to resolve, rather than exacerbate, existing educational inequalities.

Chigona said the event focused on addressing some of the most pressing questions surrounding the integration of artificial intelligence (AI) in education. In her opening remarks, she highlighted the importance of “critically engaging with emerging technologies in education”. Chigona noted that while AI offers exciting opportunities to transform teaching and learning, “it also raises important questions concerning equity, ethics, inclusion, teacher agency and the broader purpose of education”. Chigona, the first runner-up in the Distinguished Women Researchers: Humanities and Social Sciences category at the South African Women in Science Awards, also emphasised that educational innovation must remain grounded in social justice and human flourishing, “ensuring that technological advances contribute to more equitable and sustainable educational systems”.

Prof Joanne Hardman from the University of Cape Town delivered a keynote presentation titled: "GenAI as a Teaching and Learning Tool: Towards a Pedagogy for Development with GenAI," which explored the growing role of generative artificial intelligence in school education. “Drawing on a systematic review of international research, she demonstrated how AI can enhance student performance, promote higher-order thinking, increase student motivation and reduce teacher workloads when supported by appropriate pedagogical approaches,” Chigona observed.

Dr Raphael Dingalo, Registrar of the Botswana Teaching Professionals Council, delivered an inspiring presentation on empowering educators for a digital future: “Navigating Teacher Development, Policy, and Social Justice in the AI Era: A Case of Botswana Teaching Professionals Council”. Dingalo said: “Artificial intelligence transforms education by providing tailored learning plans for each student, reducing routine work for teachers, and making school more accessible. It helps shape a modern system that prepares students for future jobs.”

Kimanzi Muthengi, EdD Representative, AI, UNICEF Botswana, focused on Botswana: “Addressing teachers' needs and challenges with teacher-centred AI. Brenda Haiplik, Senior Education Advisor, Global Lead Teacher Development and Workforce, focused on how UNICEF approaches AI to support teacher Development. Meanwhile, Frank van Cappelle, Global Lead for Digital Education & Head of the Global Learning Innovation Hub, UNICEF, focused on the question: What Are We Learning from the AI-for-Teachers Global Landscape?

Michał Malinowski, the founder and director of the Muzeum Bajek, Baśni i Opowieści (MuBaBaO), talked about Heuristics of Non-Linear Pedagogy for the age of artificial intelligence.

During the event, alongside the keynote speakers, there was a series of parallel paper presentations featuring researchers and practitioners. They explored various aspects of AI in education, covering topics such as educational leadership, teacher development, classroom management, vocational education, engineering education, digital literacy, and social justice in the age of AI. “The presentations showcased innovative research and practical approaches aimed at preparing educators and learners for rapidly changing educational environments,” Chigona observed.

She reflected on a day filled with rich dialogue, learning and collaboration, noting that the symposium demonstrated the importance of balancing technological innovation with commitments to equity, inclusion, critical thinking and social responsibility. "The conversations we have had today remind us that educational transformation is not simply about adopting new technologies. It is about ensuring that these technologies contribute meaningfully to teaching, learning and the creation of more just and inclusive educational futures."

The event successfully provided a platform for scholars, educators, and policymakers to engage with critical questions about AI in education and to foster new partnerships.

Written by Aphiwe Boyce
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The Department of Maritime Studies celebrated 30 years of maritime training at the Survival Centre at Granger Bay Campus with an inspiring gathering that explored the power of education, training, and partnerships in enhancing safer and more sustainable maritime systems throughout South Africa and the African region.

Hosted by CPUT, in collaboration with the University of Pretoria and the Lloyd's Register Foundation-funded project, this event brought together leaders in higher education, maritime industry partners, government officials, regulators, professional bodies, alumni, students, and international collaborators to discuss the future of maritime education, workforce development, safety, and sustainability.

“Having leaders from education, industry, and regulation in one room created a genuine, collective energy for breaking down silos to transform South Africa's maritime sector,” observed Samkelisiwe Ntuli, Acting Head of the Department of Maritime Studies.

In her opening remarks, Prof Marshall Sheldon, Deputy Vice-Chancellor: Research, Technology Innovation and Partnerships, said they had gathered for a shared commitment to the future of the South African Maritime sector. Sheldon said for three decades the Survival Centre has done work of an absolutely high standard that has earned the Centre national recognition in a maritime safety community, and that has been emphasised again through the presence of all the stakeholders that have attended the event. “For thirty years the Survival Centre has contributed to maritime safety education and training in this country. It’s done that quietly and it’s done that consistently over the thirty years…”

Pulondran Naidoo, Senior Instructor and Survival Centre Manager, provided an overview of the Survival Centre, telling the guests that their primary responsibility was the development of the Maritime Studies students and cadets. Naidoo noted that the Centre provides specialised survival and emergency training to a range of external organisations. He also said cadets were currently receiving training in Personal Survival Techniques, Personal Safety and Social Responsibilities, Fire Prevention and Fire Fighting, Medical First Aid and Designated Security Duties.

“We provide training to the South African Police Service Water Wing, the South African Navy, the South African Air Force, UCT Emergency Medicine and CPUT Emergency Medical Service is it not Emergency Medical Sciences. We also provide Offshore

Survival and Helicopter Underwater Escape Training, or HUET, to the oil and gas industry.”

He also noted that these partnerships demonstrated the versatility of the Survival Centre and the relevance of their facilities and expertise beyond traditional maritime education.

Dean: Faculty of Engineering and the Built Environment, Prof Suresh Ramsuroop, extended CPUT’s sincere appreciation to the Lloyd’s Register Foundation for funding this initiative. “Your investment in the transformation of engineering education demonstrates a strong commitment to building safer, more sustainable, and more resilient maritime systems.” Ramsuroop expressed particular gratitude to Prof Lelanie Smith from the University of Pretoria for coordinating this engagement as part of the innovative engineering curriculum project.

He thanked the Department of Maritime Studies and the staff of the Survival Centre for showcasing the Centre’s outstanding contribution to maritime safety education and training. “As we celebrate 30 years of the Survival Centre, we acknowledge the dedicated staff, partners, alumni, and students who have contributed to its enduring legacy.”

Reflecting on the event, Ntuli said that celebrating 30 years of maritime training at Granger Bay anchored the discussions beautifully. “It served as a proud reminder of our strong foundation, while driving home the urgency to keep evolving. The partnerships strengthened at this event will be crucial in ensuring our future training and curriculum continue to produce seafarers ready for a modern, safe, and sustainable maritime industry.”

Naidoo said their vision was to position the CPUT Survival Centre as a leading maritime safety, survival and practical training centre, “building on our existing capabilities in cadet training, offshore survival and HUET, simulation and emergency response training, while expanding into future-focused areas such as GMDSS [Global Maritime Distress and Safety System] and ECDIS [Electronic Chart Display and Information System]”.

The department also invited the founding father of the Survival Centre, Captain Simon Pearson, to share the story of how this centre first came to life 30 years ago.

Written by Aphiwe Boyce
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BeautyInTech, an African beauty technology and innovation company, challenged CPUT engineering students to reimagine the handheld liquid dispenser, and asked them for ideas.

CPUT used the competition as a launchpad for something bigger – giving students the basis to tackle this challenge, and whatever innovation challenges come next. Through its Technology Transfer & Industry Linkages office, and in collaboration with the European Patent Office partner Sardegna Ricerche, the university built its own training programme alongside the brief and hosted four sessions on the EPO’s Espacenet database, IP principles, and CPUT's own IP policy, led by Sandra Ennas, head of Technology Transfer and Intellectual Property at Sardegna Ricerche. The goal was to arm students with real patent-research skills and an understanding of IP before they ever stepped up to pitch, tools most of them had never been taught, and could carry straight into their own research careers.

A total of 117 students applied, and 15 teams were selected to take part, carrying the training with them into the work ahead.

The brief itself was simple to state and hard to do well: take what already exists, use what they now knew about patent research to find the gaps, then make the case to a room of industry experts. Layered underneath was a sharper question still: could South Africa build what it currently imports?

For BeautyInTech founder Beauty Ndlovu, the point was never just the winning idea.

"The goal was not to just have a competition; the goal was to push them towards the direction of innovation, technology in the beauty space and product development."

Students sharpened their pitches under mentorship from Oza Holdings Executive Director Bonani Ndlovu and technology innovation mentor A.N.M. Rafiqul Islam, before facing a judging panel that included A/Prof Oscar Philander and Dr Yohan Mfoumboulou of CPUT's Mechanical and Mechatronic Engineering department.

Three prize categories were up for grabs. Pulane Radingwana and Lindobuhle Tibane took first place and the R3 000 top prize for their winning idea. Second place earned R 1500, and third place R500. For Radingwana, the bigger win was what the competition revealed.

"The competition exposed us to the patent industry, an area we had little knowledge of before. As Mechanical Engineering students, it challenged us to apply our technical knowledge beyond engineering and showed us the importance of marketing and commercialisation when presenting innovative ideas."

Prof Veruscha Fester, Assistant Dean: Research, Technology Innovation & Partnership remarked about the collaboration and competition:

"This is what Africa and South Africa needs. Students are given a real industrial challenge, and they apply their skills to develop a product, and that's what being an innovator is all about."

Students left having done more than pitch an idea, BeautyInTech got access to fresh, innovative minds sharpened by real training, while those same students took their first official steps on an innovation journey, stepping out not just as engineering students, but as budding innovators and researchers in their own right.

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CPUT, in collaboration with the University of South Africa (UNISA), recently hosted the Weskusmandjie Science Shop Stakeholder Engagement Event at Granger Bay Campus.

The event brought together representatives from the Department of Science, Technology and Innovation (DSTI), the National Research Foundation’s South African Agency for Science and Technology Advancement (NRF-SAASTA), academia, and the Weskusmandjie Cooperative to celebrate the achievements of a four-year community-engaged research partnership.

The event showcased the achievements of the Weskusmandjie Science Shop Project, funded through the NRF-SAASTA Science Shop Programme. Using a community-based participatory research approach, the project focused on strengthening the cooperative’s capacity through food product development, business skills training, consumer research and service-learning, while ensuring that community members remained active partners throughout the research process.

The programme featured presentations on the project’s quantitative and qualitative findings, the contribution of service-learning to student development and community impact, and reflections on the broader role of Science Shops in advancing citizen-engaged research in South Africa. Representatives from DSTI and NRF-SAASTA highlighted the importance of collaborative research that addresses real community needs and creates meaningful societal impact.

Head: Functional Foods Research Unit, Prof Maretha van Heerden said: “One of the highlights of the event was the presentation by the Weskusmandjie Cooperative, where members reflected on their journey, shared their experiences of working alongside researchers and students, and outlined their aspirations for the future.” The event also included the formal handover of the final research report to DSTI, “symbolising the successful completion of the project and its contribution to knowledge generation and community empowerment”.

Van Heerden added: “The stakeholder engagement event reaffirmed CPUT’s commitment to research that extends beyond academia by fostering sustainable partnerships, strengthening local livelihoods and demonstrating how universities can

work alongside communities to co-create practical, innovative solutions to shared challenges.”

Written by Aphiwe Boyce
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Abigail Mbalo’s career journey has been anything but conventional, taking her from dental technology to entrepreneurship, tourism and television to academia.

The lecturer in the Department of Dental Sciences believes that careers do not have to fit into a single box.

“Success is rarely a straight line, and sometimes the most rewarding journeys are the ones that combine our different passions.”

Mbalo, who grew up in Gugulethu and Khayelitsha, obtained her National Diploma in Dental Technology from Peninsula Technikon in 1998, followed by a BTech in Dental Technology from CPUT in 2010. She is currently completing her Master of Health Sciences in Dental Technology.

Before joining CPUT as a senior dental technologist in 2008 she gained extensive experience in her field.

In 2014 she became widely known when she participated in MasterChef SA season 3.

“MasterChef taught me that growth happens outside your comfort zone. The competition pushed me to trust my instincts, perform under pressure and embrace criticism as an opportunity to improve.

“One of the biggest lessons I took away was that excellence is not about perfection; it is about consistency, adaptability and having the courage to keep learning. Those lessons have influenced the way I teach, encouraging my students to see mistakes as part of the learning process rather than something to fear.”

In 2016 she left CPUT to pursue her passion for food and entrepreneurship.

“During my time away from CPUT, I pursued my passion for food and entrepreneurship and founded 4Roomed eKasi Culture, a township-based culinary tourism business, where I served as Founder and Creative Director from 2016 to 2021. The experience broadened my understanding of entrepreneurship, innovation, community engagement and creating opportunities through culture and food.

“I returned to CPUT in 2021 as a lecturer in the Department of Dental Sciences. My journey across dental technology, management, entrepreneurship and education has given me a diverse perspective that I now bring into the classroom, particularly in helping students connect their technical training with professional practice, innovation and the broader possibilities within their careers.”

She sees teaching and cooking as forms of creativity.

“They may seem like different worlds, but they share many of the same qualities: discipline, precision, patience, problem-solving and attention to detail. Balancing both requires careful planning and prioritising.”

Earlier this year, she delivered an interfaculty guest lecture and live culinary demonstration at CPUT’s Cape Town Hotel School as part of the Professional Cookery Gastronomy 3 curriculum. The session allowed her to combine her experiences as a chef, entrepreneur

and educator by sharing knowledge about indigenous South African grains, food innovation, recipe development and the social and economic impact of food.

“What made this experience particularly meaningful was the opportunity to contribute to learning outside my own discipline. It showed me how our different areas of expertise at CPUT can complement one another and create richer learning experiences for students. The engagement also allowed me to share lessons from my journey with 4Roomed eKasi Culture, demonstrating how food can be used to tell stories, preserve culture, create economic opportunities and drive social impact,” she said.

“My experience as a MasterChef South Africa contestant and my journey in food entrepreneurship have therefore become more than personal passions. They have become another way in which I contribute to the CPUT community.”

Mbalo believes this spirit of collaboration is central to the CPUT value of oneness.

“To me, oneness means recognising that every person’s success contributes to our collective success,” she says.

This philosophy extends beyond her own department. Through CPUT’s EmpowerHER/Amajitas Mentoring Programme, she currently mentors two female students from different disciplines – one from Food Technology and another from Business and Information Administration.

Through the programme, she supports students with academic development, confidence, career planning and personal growth.

“Supporting students outside Dental Technology has broadened my understanding of the different journeys and challenges they face,” she says.

“It also means building bridges between academia and industry, collaborating with colleagues across disciplines and sharing knowledge generously. I believe education is strongest when we work together, and I try to reflect that in everything I do.”

Mbalo grew up in Gugulethu and Khayelitsha, where family, community and culture played an important role in shaping her outlook on life.

Growing up in these communities taught her the importance of resilience, generosity and supporting others – values that continue to guide her personal and professional life.

She is also a proud mother to one son and a devoted carer to two cats.

Her passion for food is deeply connected to her upbringing and her appreciation of South African culture.

“Growing up, food was more than a meal – it was a way of bringing people together, celebrating culture and creating memories at home,” she says.

Mbalo says CPUT has played an important role in her own development, challenging her to grow both personally and professionally.

“Personally, CPUT has taught me resilience and the importance of lifelong learning,” she says.

Written by Ilse Fredericks
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*One of Us is a new monthly feature that celebrates the people who bring CPUT’s values to life. Each edition will spotlight a staff member whose work and everyday actions exemplify our shared commitment to oneness and smartness.

The annual Vice-Chancellor’s Business and Industry Engagement, which was recently held at the Cape Town Hotel School, provided a platform to strengthen ties with some of the institution’s key stakeholders.

The event recognised the important role industry plays in supporting the university’s mandate as a university of technology, highlighted work-integrated learning (WIL) success stories, and provided the opportunity to engage on areas including curriculum development, training and development and research.

Guests were welcomed by Prof Rishidaw Balkaran, Deputy Vice-Chancellor: Learning and Teaching, who emphasised that industry is an integral part of the university.

“You are part and parcel of informing our curriculum via our advisory boards and various structures that we have. You take our students for WIL, and we are really grateful for that,” he said.

He added that the engagement was also an opportunity for the university and industry to discuss how CPUT could respond to the needs of the sector.

Vice-Chancellor, Prof Chris Nhlapo, thanked the industry partners for their continued support, particularly in providing WIL opportunities for students.

“We know that some of you brought ideas in terms of curriculum development, some of you brought expertise and experience around the table and engaged in a fruitful and productive manner to ensure that this institution meets its mandate,” he said.

He encouraged industry leaders to continue supporting CPUT and engaging with the university to address shared challenges and create opportunities for students and graduates.

The importance of industry partnerships was further highlighted by Prof Dina Burger, Director: Research Development, who described industry and the university as “extensions of each other”.

“In essence, our collaboration bridges the gap between academic theory and real-world execution,” Burger said.

The guest speaker was Horst Weinert, who leads technical education solution sales, curriculum consulting, lab installation and training teams at Festo Didactic across Africa. He delivered a presentation, titled Industry 4.0 – Competencies and Opportunities, which touched on topics including 4IR developments and consequences, core technologies, business models and competence development.

In his closing remarks, Executive Director: Finance, Msulwa Daca, thanked the industry leaders for attending the engagement, as well as the organisers and speakers for their contributions.

He said engagements such as the Vice-Chancellor’s Business and Industry Engagement create valuable opportunities for the university to engage directly with industry about its challenges and identify ways in which these can be addressed collaboratively.

Written by Ilse Fredericks
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CPUT recently hosted the Western Cape Regional Round of the EDHE Absa Entrepreneurship InnoVarsity 2026 competition, organised by USAf through EDHE, showcasing exceptional student-led businesses from South African universities at the UWC Innovation Hub.

The EDHE Absa Entrepreneurship InnoVarsity 2026 is the flagship national platform across South Africa’s 26 public universities aimed at identifying, recognising, and showcasing outstanding studentpreneurs. Zinzi Magoda, lecturer in the Department of Entrepreneurship and Business Management, said Universities South Africa (USAf) spearheads the event through the Entrepreneurship Development in Higher Education (EDHE) Programme. “It is funded by the Department of Higher Education and Training (DHET) via the University Capacity Development Program (UCDP), with sponsorship from Absa Group and long-standing support from the SAB Foundation.”

In her opening speech, Dr Xena Cupido, Director of the Fundani Centre for Higher Education Development, said the 2026 InnoVarsity is a particularly significant and exciting opportunity, as the programme creates a national platform intended not simply to celebrate good ideas, but to help students translate ideas and research into viable and scalable enterprises. This year’s theme, ‘Entrepreneurship in Action: From Vision to Implementation. From Policy to Impact,’ is therefore especially appropriate.”

Cupido told the participating students that it’s easy to think of an event such as this primarily as a competition, where someone must win. “But its value is much greater than the outcome of today’s judging.

“Every student who stands here and presents an idea is developing the confidence to say: I see a problem, and I believe I can do something about it; that is inspiring. That creates an important capability for our graduates. South Africa needs graduates who are not only looking for opportunities, but who are capable of creating opportunities for themselves, for others and for their communities.”

The two-day event included regional activities, including an insightful Canva Business Storytelling session led by Canvassador and Deputy Head for Generation Schools Leazle Harker-Myataza, intensive student pitch presentations across five competition categories, and a decisive adjudication session to crown the Western Cape winners.

The core goals of this project are to:

• Identify top talent: Pinpoint the brightest student entrepreneurs across participating institutions.
• Promote promising ventures: Discover and elevate high-potential, student-led businesses.
• Strengthen institutional support: Encourage universities to build robust ecosystems for enterprise development.

Reflecting on the event, Magoda said this year’s round stood out for several notable moments, including groundbreaking solutions across five distinct categories: Existing Business, Social Impact, Existing Business General, Innovative Industries, Existing Business – Tech, and Academic Research Commercialisation, as well as inspiring presentations.

“The highlights included impact-driven ventures like Magaye Cleaning Services and Pest Control, tech breakthroughs like Lupak Healthcare and DriveCred, creative enterprises like Fishtank Clothing, and cutting-edge research outputs like FM Safety and GreenLoop. Capacity Building: Workshop elements like the Canva business storytelling session gave our students practical skills to refine their brand narratives.”

Nicole Arendse from the Department of Entrepreneurship and Business Management added that the event was a “resounding success”. “Despite major last-minute logistical hurdles and disruptions that forced them to move off campus, the team showed incredible resilience. The collaboration among CPUT, USAf, EDHE, UWC, and our external partners kept everything running seamlessly, and the student pitches were inspiring, high-energy, and deeply professional.”

The EDHE Absa Entrepreneurship InnoVarsity 2026 Western Cape Winners included:

• Innovative Industries Winner: Sivise Magqazolo, Director of Fishtank clothing - Eco Blend, CPUT.
• Existing Business – Tech winner: Tumelo Mokoena, Director of SafeGuard Technologies, Stellenbosch University.
• Existing Business – Social Impact winner: Sonwabise Gcolotela, Director of Guideian EDU, University of Cape Town.
• Existing Business – General winner: Kamogelo Mokale, Director of Vhutomi Trading Enterprise (Pty) Ltd, University of Cape Town.
• Academic Research Commercialisation: Dr Gugu Gama, Director of GreenLoop, Stellenbosch University.

Magoda expressed the excitement within the Department of Entrepreneurship and Business Management, highlighting their delight with the fantastic outcome of the event. “The quality of the business models, the depth of market research, and the poise demonstrated by the contestants exceeded our highest expectations. These outcomes

confirm that our ongoing efforts to embed practical entrepreneurship within higher education are bearing tangible fruit.”

Written by Aphiwe Boyce
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Prof Agnes Chigona has been recognised as the First Runner-Up in the Distinguished Women Researchers: Humanities and Social Sciences category at the South African Women in Science Awards (SAWiSA).

The awards honour, celebrate and highlight the outstanding contributions of women researchers and scientists driving progress across science, technology, engineering, mathematics (STEM) and innovation in South Africa.

“This recognition is particularly meaningful because it acknowledges the importance of research that seeks to address educational inequality, strengthen teacher education, and leverage digital innovation to create more equitable learning opportunities,” Chigona said.

“As the SARChI Chair Tier 1 in Teacher Education and Director of Global Institute for Teacher Education & Society (GITES), I see this recognition not only as a personal achievement but also as an affirmation of the collective efforts of the many postgraduate students, postdoctoral fellows, colleagues, and collaborators who contribute to our research ecosystem.”

She said it highlighted the impact that rigorous scholarship can have in addressing societal challenges and shaping educational futures.

“Most importantly, it reinforces my belief that research should serve the public good by contributing knowledge that advances educational transformation, social justice, and human development.”

Her research is situated at the intersection of teacher education, digital pedagogy, educational technology, and educational transformation.

As the SARChI Chair in Teacher Education, her work focuses on understanding how teachers can be prepared to teach effectively in rapidly changing educational environments, particularly in contexts characterised by inequality and limited resources.

“A significant aspect of my research examines how digital technologies can be used to improve teaching and learning while promoting equity and inclusion. The COVID-19 pandemic highlighted the importance of digital readiness in education, but it also exposed deep inequalities in access and opportunity.”

Her research seeks to contribute evidence-based solutions that support teachers, learners, and educational institutions in navigating these challenges.

“Through GITES, we bring together scholars, students, practitioners, and policymakers to generate knowledge that responds to local and global educational challenges. Our work extends beyond academic publications to capacity development, policy engagement, and international collaboration, ensuring that research translates into meaningful social impact.

“Ultimately, my research is driven by a commitment to strengthening teacher education and contributing towards an education system that empowers all learners to thrive in an increasingly complex and digital world.”

She said women researchers are making transformative contributions across the Humanities and Social Sciences by generating knowledge that addresses some of society's most pressing challenges.

“Their scholarship continues to shape understanding and inform policy in areas such as education, social justice, gender equity, health, community development, and human well-being. Importantly, women researchers contribute perspectives that enrich knowledge production by bringing attention to issues that have historically been underrepresented or overlooked. Their work often bridges the gap between research and societal needs, ensuring that scholarship remains relevant to communities and responsive to real-world challenges.”

Chigona said women scholars are also playing a critical leadership role within universities and research institutions.

“They are mentoring emerging researchers, leading interdisciplinary and international collaborations, and creating pathways for future generations of academics. Their contributions are helping to build a more inclusive, innovative, and socially responsive research landscape both nationally and globally.”

She credited CPUT for being instrumental in supporting her research journey and leadership development.

“The University's commitment to research excellence, innovation, transformation, and societal impact has provided a strong foundation for advancing my scholarly work and establishing internationally recognised research initiatives.”

She is particularly grateful for the support provided by the University's leadership, the Faculty of Education, and the wider research community.

“This support has enabled me to lead large-scale national and international research projects, attract competitive funding, supervise postgraduate students, and contribute to knowledge creation at both local and global levels.

“As Director of GITES, I have had the privilege of working alongside remarkable colleagues, postdoctoral fellows, and postgraduate students whose intellectual contributions continue to enrich our research. The success of any research programme depends on collaboration, and I have been fortunate to work with dedicated scholars who share a commitment to educational transformation and social impact.”

Prof Marshall Sheldon, Deputy Vice-Chancellor: Research, Technology Innovation and Partnerships, congratulated Chigona on her achievement.

“This recognition is a testament to your scholarship, sustained research excellence, and significant contribution to advancing knowledge within the Humanities and Social Sciences. Your accomplishments serve as an inspiration to emerging researchers, particularly women in academia, who strive to generate knowledge that addresses societal challenges and who aspire to make a meaningful impact through research and innovation. We celebrate your continued commitment to academic excellence and research leadership and more importantly we celebrate you during this Women’s month,” she said.

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Seven third-year Visual Arts Education Technology students from the Faculty of Education, Mowbray Campus, led by Arts / Visual Arts Education Lecturer Dr Siphesihle Biyela, brought colour, creativity, and confidence by hosting Vision Child & Youth Care Centre children and offering them art classes recently.

The initiative aimed to provide children aged six to 19 with the opportunity to explore art while offering student facilitators valuable experience in teaching and community engagement. The team of facilitators, which included Sisipho Ngayeka, Ahlume Mjana, Maryam Abrahams, Yanda Mvandaba, Naledi Peter, Jada Lodewyks, and Ibtesaam October, guided the children through various projects in collage, painting, drawing, and oil pastel techniques. Each session was carefully planned to balance enjoyment, skill development, and self-expression.

The children explored different art techniques such as stippling, which added an element of texture, and they learnt about the importance of taking care of the environment by using recycled materials in making art. “A way to save the world while celebrating what comes from the world around us,” said Biyela.

She continued: “From the very first day, the children’s enthusiasm grew as they discovered new ways to express themselves. One facilitator reflected:

“It was heartwarming to see them go from saying ‘I can’t’ to producing full-blown beautiful art pieces made with love and confidence.”

Biyela said the students noted how the programme revealed the importance of encouragement and that the children became more engaged and confident when they’re praised rather than corrected, and that the process of creating is often more important than the final product.

She said the children themselves echoed this joy, and a nine-year-old child was thankful for a lovely time and really enjoyed it.

Biyela added that a seventeen-year-old who did a collage and a painting and enjoyed both, and she enjoyed using the oil pastels, but everything else was also fun. The collaboration was made possible through communication between Biyela and Vision

Child and Youth Care Centre, who welcomed the initiative with open arms. In a letter of thanks, the Centre’s management wrote:

“We are truly thankful for your kindness, support, and for creating a space where our children and youth could express their creativity, share their talents, and be part of such a meaningful experience. Your encouragement and dedication have made a positive impact and brought joy and confidence to our young people.”

For the student facilitators, the programme was as much about personal growth as it was about teaching. Many discovered new strengths: patience, adaptability, and confidence in guiding children through creative processes.

The programme’s success has sparked ideas for future improvements, including more structured facilitator training, extended activity times, and separate sessions for different age groups. The students also envision involving parents and community members in final exhibitions to celebrate the children’s artistic achievements.

Biyela emphasised the broader impact: “Art is a form of therapy. This initiative provided children with a time of joy, focus and renewed perspective while giving the art students a chance to grow as future art educators and community leaders.”

The Vision Child & Youth Care Centre expressed hope for continued collaboration, and the students themselves voiced eagerness to participate again.

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In a celebration of determination and achievement, the Advancement Department recently hosted the BANKSETA Certificate Handover Ceremony at the Iziko Museum, Company Gardens, honouring graduates whose academic journeys have been empowered by the generous support of BANKSETA.

This remarkable event marked the successful partnership between BANKSETA and CPUT, addressing the significant challenge of historical student debt. Advancement Department Director, Mandla Maseko, noted that through the project, BANKSETA approved R12.2 million, of which R11.6 million was allocated directly towards settling the historical debt of qualifying CPUT students. “The intervention enabled students who had successfully completed their qualifications but had outstandin

g debt to have that debt settled and, importantly, to gain access to their certificates.”

Maseko continued: “The ceremony was therefore much more than a certificate handover. It represented the removal of a barrier that had continued to affect graduates even after they had successfully completed their studies. Without their certificates, some graduates may experience difficulties when applying for employment, seeking promotion, pursuing postgraduate studies or demonstrating their qualifications to prospective employers.”

At the event, BANKSETA Board Chairperson Dr Ntombana Sekgaphane delivered a keynote address that highlighted the vital importance of partnerships. Sharon Cuff, Manager of Group Skills Development at Discovery Limited, shared the inspiring industry perspective on the essential skills graduates need for success in the banking sector.

Maseko said the event had three main objectives:

• To formally recognise and celebrate the beneficiaries.
• To demonstrate the impact of the BANKSETA–CPUT partnership.
• To highlight the importance of partnerships between universities and external stakeholders in addressing student financial challenges and improving graduate outcomes.

Lolwethu Luthuli, a lecturer in the Faculty of Business and Management Sciences and CPUT Convocation Executive Fundraising, Partnership and Engagement leader, spoke

passionately about partnerships, saying that, for Convocation, this partnership is bigger than the certificates, “we are handing over today”. “It is about the kind of country we are trying to build”.

“South Africa does not have a shortage of talented young people. We have young people who have done the work, completed their qualifications and are ready to contribute, but too many remain outside the economy because financial circumstances continue to stand between them and opportunity,” she noted.

The intervention supported 141 beneficiaries from a range of academic programmes at CPUT, whose outstanding debt was settled. The ceremony brought together beneficiaries of the project for the formal handover and celebration of their qualifications.

These qualifications are especially relevant to BANKSETA's mandate since they develop skills necessary for banking, financial services, and the increasingly digital economy, including ICT, auditing, accounting, management, entrepreneurship, and business administration.

Luthuli noted that Convocation understood that historical student debt is not simply a university challenge. “It is a national development challenge. Every qualified graduate who cannot fully participate in the economy represents skills that South Africa has invested in but is not yet benefiting from. “And this is where partnership becomes powerful. When CPUT, Convocation, the Advancement Department and BANKSETA come together, we are not simply settling debt. We are unlocking human capital. We are giving the economy access to skills. We are giving families an opportunity to change their economic circumstances. And we are strengthening the very industries and communities that our graduates will go on to serve…”

Addressing the graduates, Maseko said the certificate they received is not simply a piece of paper; “it represents years of sacrifice, resilience and achievement. Financial circumstances may have delayed their ability to hold that certificate in their hands, but they did not diminish the academic achievement behind it.”

Written by Aphiwe Boyce
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Students in the Medical Imaging and Therapeutic Sciences (MITS) Department will benefit from access to advanced ultrasound technology following the generous loan of a Samsung V8 ultrasound system by SSEM Mthembu.

The state-of-the-art system has been provided to the department on a six-month basis and will be used to enhance practical training for students.

The unit is equipped with multiple transducers and advanced imaging software, allowing both students and lecturers to gain hands-on experience with the technology.

According to Geordean Schwartz, Lecturer: Diagnostic Ultrasound, the Samsung V8 includes several specialised applications, such as Shear-Wave (SW) Sonoelastography, echocardiography, ultrasound nerve tracking, and Microvascular Flow Doppler, among many other advanced features.

During the loan period, the machine will be used for clinical tutorial demonstrations and simulated ultrasound examinations in the department's skills laboratory. In return, the department will provide SSEM Mthembu with feedback and a review of the system based on teaching experience.

“We are incredibly grateful and privileged to have access to this advanced technology. This opportunity will significantly enhance our teaching environment by exposing students to the latest technological advances in diagnostic ultrasound,

ensuring they graduate with experience on equipment that reflects current clinical practice,” said Schwartz.

Head of Department Dr Florence Davidson also expressed her gratitude and said the ultrasound system would be of great benefit in preparing students for the world of work.

Written by Ilse Fredericks
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