Clement Matasane's journey to earning his Doctoral degree is not only a testament to his academic dedication but also a story of incredible resilience in the face of profound personal loss.

Throughout his studies, he faced the unimaginable challenge of losing five siblings, a tragedy that took a heavy toll on his heart and spirit. During this time, he often found himself wishing fervently that his late father could witness his achievement as he walked across the graduation stage.

Despite these overwhelming circumstances, Matasane triumphed, receiving his Doctor of Engineering in Electrical Engineering during the CPUT Summer Graduation ceremony earlier today. Today, he stands proud—a devoted husband to Marethabile and a loving father to five daughters and one son. He reflects fondly on the words of his late father, who believed that education is truly "a weapon for a black, disadvantaged, and rural child." Achieving a doctoral degree is not just an academic milestone for Matasane it represents his unwavering spirit and profound personal growth. “This journey needed immense dedication and perseverance, along with a strong support system. I’ve now felt a deep sense of accomplishment and a renewed purpose,” he shared.

The path has not been easy. Matasane faced numerous challenges socially, mentally, emotionally, and psychologically. The onset of COVID-19 and the heartbreaking losses in his family were moments that tested him deeply, even forcing him to take a year-long study leave. Throughout this ordeal, his tenacity and commitment to his goals shone against the odds. His heartfelt advice for prospective PhD candidates is robust: find your passion, seek guidance from mentors, and prepare for the inevitable hurdles along the way. He says it’s vital to maintain a healthy work-life balance and to believe in yourself. Embrace opportunities for training and collaboration, and engage with others in your field through workshops, symposiums, conferences, and research exchange programmes.

“It required dedication, perseverance, and a strong support system. I felt a sense of accomplishment, pride, and a renewed sense of purpose. I experienced a lot of challenges in life, socially, mentally, emotionally, and psychologically, as some obstacles came during my time of fieldwork when COVID-19 started, and worse, losing five siblings that caused me to take study leave for a year in 2020.”

Clement's research focus—GIS Decision Support Systems in Rural Renewable Energy Deployment—aimed to shed light on how renewable energy resources can be effectively distributed and their potential for generating electricity. Utilizing multi-criteria evaluation techniques, he crafted a framework to define the distribution possibilities for various energy types. This vital research holds significant promise for the future of renewable energy initiatives, influencing project design, policymaking, and planning while considering the unique economic geography of the districts involved. Furthermore, the methodology developed can be applied to similar contexts, helping communities, designers, and installers assess, estimate, and validate the potential of renewable energy solutions.

Matasane's academic journey began at Lerotholi Polytechnic in Lesotho, where he laid the foundations of his studies, completing his undergraduate diploma in Electrical and Electronics. His pursuit of knowledge brought him back to Peninsula Technikon in 1994 for a National Diploma in Electrical Engineering. He fuelled his passion further, earning a BTech in 1998 and a Master’s degree in Electrical Engineering in 2002. His fascination with research took root during the 1997 Logo Robotics Project at the Grahamstown Arts and Culture Festival which is where he became captivated by the potential of technology. This early interest eventually led him to delve deeper into environmental renewable energy and energy efficiency for his PhD.

Since joining CPUT in 2017 as a Research Manager under the Directorate Research Development (DRD), Matasane has continued to flourish. His career has been marked by impressive achievements, including five international peer-reviewed conference presentations across Nigeria, Uganda, India, the United Arab Emirates, and Scotland, alongside seven authored peer-reviewed publications with supervisors and collaborators. He has also garnered external funding for a critically important research project on the Wetland Assessment and Monitoring Platform for Transboundary River Basins in Southern Africa, illustrating his commitment to making a difference in his field and his community.

Written by Aphiwe Boyce
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Senior lecturer in the Department of Chemical Engineering Extended Curriculum Program, Dr Moses Basitere, together with Prof Fanelwa Ngece-Ajayi from the University of the Western Cape delivered over 200 copies of study guides in two schools in Khayelitsha.

The duo’s objective is to equip township pupils with Science, Technology, Engineering, and Mathematics skills through on-site training. They distributed the materials for Grade 11 and 12 learners at Joe Slovo Engineering High School and Luhlaza High School. Basitere, who is also a member of the South African Young Academy of Science, says one of their mandates as a working committee is “Feeding the pipeline and communicate the importance of science to our community”. 

His working group, “Feeding the pipeline”, mainly focuses on promoting Science, Technology, Engineering, and Mathematics (STEM) in the communities. Their mandate this year was to conduct roadshows to promote STEM, Tutor mathematics, and Physics to high schools from previously disadvantaged background.

“However, due to Covid-19 [pandemic], we were unable to do roadshows, and a new strategy to seek a donation for study materials was developed after the request was done by the two schools. So delivering study materials and motivating the student during the current exams was the main priority for South African Young Academy of Science in partnership with AmaQhawe ngeMfundo and the University of the Western Cape,” Basitere reveals.

When he visited the leaners, Basitere encouraged them to have dreams and told them that they need to protect their dreams and cultivate them by working very hard.  Basitere also hinted that there might be obstacles on the way, but one must remain focused.  “If one doesn’t make it, you need to find the strength within you to rise and fight to protect your dream.”  He advised the learners that they must never allow the environment where they were born to dictate their future. Basitere urged them to remain focused on fulfilling their dreams.

Basitere explains that the Luhlaza High School had requested assistance with Mathematics and Physical Science so that they can have Saturday classes in Khayelitsha. Mainly it will be Grade 12 learners from Luhlaza High School, however, neighbouring schools will also be allowed to attend.

Written by Aphiwe Boyce
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Inspiring hope was at the heart of a recent Service-Learning project in the Southern Cape town of Mossel Bay.

The Service-Learning and Civic Engagement (SLCE) Unit, under the leadership of Jacqui Scheepers, recently joined forces with the Faculty of Education, Wellington Campus, and the Department of Emergency Medical Sciences for the Hearts of Hope, Health and Happiness project.

Mossel Bay is one of the areas where the Faculty of Education’s students do their practice teaching and Department of English lecturers, Valencia Theys and Dr Hanlie Dippenaar, heard about a soup kitchen that was started in Asla Park during the lockdown. It was started by Pastor Thys Wagenaar from the Filippense Christian Church, Community of Africa, Angelina Wagenaar and Mary-Ann Michaels and feeds around 50 children twice a week.

“The learners were previously beneficiaries of feeding schemes at their schools but were now going hungry. Pastor Wagenaar and his team purchased food and supplies from their own pockets and rose at 4 am to cook the meals, before they went to work to earn a living,” said Dippenaar.

The two lecturers approached the SLCE Unit to conceptualise an intervention and the project was born. Students created motivational posters of hope for the Asla Park learners while Scheepers assisted in securing donations from local businesses who supplied vegetables and fresh fish to feed the learners.

Theresa Burns from the SLCE Unit contributed learning materials and other items which they transported from Cape Town to Mossel Bay.

Lovetta Bolters from Camissa Solutions, who is engaged in a broad range of community projects in Mossel Bay, partnered with CPUT and contributed care packs, transport and accommodation costs.

“The learners were invited for an afternoon of fun and educational games on 7 October where they received the posters and goodie bags. Bolters presented an inspirational message to the learners, telling them that they ‘matter very much’. Theys played educational games with the learners and, joined by two postgraduate students from the Faculty of Education, conveyed the students’ messages of hope and support,” said Scheepers.

The programme was supported by CPUT’s EMS Department Head, Lloyd Christopher, who invited EMS Master’s student Daniel Tilley, who is based at the Western Cape Government in George, to facilitate a session on health and safety. Tilley reminded the learners of the importance of safety during COVID-19 and taught them about the paramedic services. After the event Wagenaar and Michaels provided a warm meal to the learners. 

Scheepers said the highlight of the event was the feedback from students that working across disciplines was an enriching learning opportunity that gave them broader insight.

Scheepers thanked Grandslots for their support.

*The SLCE Unit supports staff and students across faculties and departments and advises on ways to collaborate with government agencies and community-based organisations in implementing relevant projects in urban and rural locations. Such projects are important experiential learning opportunities for students and enable the university to contribute to society in its aim to be an engaged and relevant university. 

Written by Ilse Fredericks
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When the Minister of Higher Education, Science and Innovation, Dr Blade Nzimande recently announced that universities are allowed to operate at 100% capacity, CPUT counselling psychologists endorsed measures to follow if students had contact with someone who has tested positive for COVID-19.

Head of Student Counselling, Louisa Brits and two other counselling psychologists, Dr Charlene Petersen and Hanro Lourens say they aim to create awareness around procedures for dealing with a roommate or peer, who may test positive for COVID-19. The measures are more specifically aimed at guiding students.

 Brits says being confronted with a situation like this can be overwhelming and scary, often evoking a panic response.  When confronted with a scary situation one might struggle to find accurate information, trying to search through protocols and manuals. This increases uncertainty and fear, furthermore, testing one’s own coping and stress management mechanism. “This anxiety response may lead to unhealthy responses like discrimination or stigma (including gossip, spreading false rumours, unconfirmed information) towards the person/peer who tested positive.”

She says having accurate and up to date information on what steps to take eliminates panic and can assist in more rational and clear thinking.

Tips for students or people who are confronted with a peer/family member who tested positive:

• Know the facts about COVID-19 - consult CPUT’s COVID -19 webpage for accurate information.
• Know that there are different levels of exposure and that exposure to a person with a positive COVID diagnosis does not necessarily imply you will contract the virus.
• Know how to protect others in the event that you might have been exposed, be responsible and maintain physical distancing.
• Know the symptoms and understand that only a small percentage of people develop serious or life-threatening symptoms. The recovery rate from COVID-19 is currently high for South Africa.
• Know which safeguarding measures to implement- social distancing, wearing a mask, sanitising and disinfecting protocol
• Know the difference between quarantine and self-isolation and when to implement which protocol
• Know when to seek help and do not be scared to consult the helplines provided by the university

An HIV peer educator says it was scary when her friend tested positive for COVID-19 because they share the same space 90% of the time. The friend tried to push their friends away but they didn't allow that to happen because that was the time she was going to need all their (friends) support the most.  “We had turns to check up on her with video calls. She cried the day she came back to our residence; she couldn't thank us enough for making her life easy during the difficult times.”

Another peer educator, Nicole Birabwa helped a student in her discussion group on mental health who tested positive and couldn’t focus on her books.  With Nicole’s advice, the student received counselling from one of the student counselling online groups. “It’s important to stand together to fight COVID, let’s not be selfish and neglect those who have tested positive but rather, let’s check up on them and provide help where needed because they feel just as we do, scared, shocked and sad.”

*If your worry or anxiety is persistent and constant, and you are finding it hard to stop worrying about the coronavirus, it is best to seek support.

COVID-19 toll-free line: 0800 029 999

Higher Health 24-hour counselling support line: 0800 36 36 36

For CPUT students, request counselling support at This email address is being protected from spambots. You need JavaScript enabled to view it.

For staff, contact the CPUT Lifestyle and Wellness Specialist at This email address is being protected from spambots. You need JavaScript enabled to view it..

Written by Aphiwe Boyce
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“When I started seeing the symptoms, I kept quiet, I hid my symptoms from everyone because I feared what they were going to say, if they are still going to see me as a good peer educator. As a peer educator I was supposed to be more careful. It was hard accepting that I was sick but I had to stop being selfish and accept it and find help for the sake of everyone else.”

These are the words of a CPUT HIV peer educator describing the fears and concern about stigma they felt after being diagnosed with COVID-19.

Leanie Brits and Thirushni Sam, counselling psychologists from the Department of Student Counselling, said the COVID-19 pandemic has affected people in many ways.

“You may be someone who has experienced stigma or discrimination first-hand or may be someone trying to come to terms with your own personal fear and anxiety related to the pandemic.”

She said that people often do not realise that they are expressing stigmatising language, attitudes or thoughts or engaging in stigmatising or discriminatory behaviour.

“Fear and anxiety are the root cause of stigma related behaviour.”

Groups of people who are often stigmatised include people who have tested positive for COVID-19 or are receiving medical care, their close contacts or family as well as frontline and healthcare workers.

“The impact of stigma and discrimination create lasting psychosocial consequences that persist longer than the infection and pandemic itself,” said Sam.

The consequences of having been subjected to stigma and discrimination, can result in the following:

• Hiding symptoms of any illness to avoid discrimination
• Avoiding health check-ups
• Avoiding seeking help when feeling ill or disclosing a positive COVID diagnosis
•  which may lead to furthering transmission within the community
• Social exclusion or rejection by others
• Denial of services
• Struggling to adopt healthy behaviours
• Physical abuse or violence
• Self-blame and shame
• Increasing mental health challenges like depression, anxiety and substance use
• Personal trauma due to being treated differently
• Self-isolation and not obtaining support due to fear of stigma

“Through self-awareness and personal reflection, one can become aware of one’s own personal beliefs and attitudes that accompany the pandemic. Therefore, it is each person’s personal responsibility to manage COVID-related fears and anxieties and reduce social stigma.” said Brits.

Sam highlighted that “COVID-19 presents an opportunity to strengthen our social resilience and build a stronger community.”

The Department of Student Counselling has launched various online activities, including support groups, workshop and webinars and psychoeducational resources aimed at addressing various topics related to COVID fear and stigma, mental healthcare and support topics.

This includes two weekly student online support groups, Lockdown Worriers and Coping with Covid-19, aimed at supporting students with adjustment to lockdown and supporting those who have been directly impacted by COVID.

 *If you have been affected by COVID-19 related fear, anxiety or stigma, please consider making use of the following support resources:

COVID-19 toll free line: 0800 029 999

Higher Health 24-hour counselling support line: 0800 36 36 36

For CPUT students, request counselling support at This email address is being protected from spambots. You need JavaScript enabled to view it.

For staff, contact CPUT Lifestyle & Wellness Specialist at This email address is being protected from spambots. You need JavaScript enabled to view it..

Written by Ilse Fredericks
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Daniela Gachago, an Associate Professor at the Centre for Innovative Educational Technology is thrilled to have secured a Fulbright scholarship to conduct research in the United States.

In her quest to both broaden and deepen her research and to promote innovation in teaching and learning at CPUT and beyond, Gachago will be based at Pennsylvania State University also known as PennState University. The focus of her research is to understand how innovation happens in institutions of higher learning.

“We are looking at how design thinking has been adopted, used, and adjusted for higher education across different institutions and contexts,” she says.

Gachago is particularly interested in how design thinking can support academic staff development. She is working with eLearning champions across different faculties. In the past, her research, displayed what she calls an ‘eLearning mindset’, which is characterised by a focus on learners’ needs, a desire to collaborate, a penchant for risk-taking and experimentation, and most importantly, a shared concern not to see problems as stumbling blocks but an opportunity to innovate.

“In the project proposal I submitted to Fulbright, I would like to explore whether and how one can promote this mindset in academic staff development…I am excited about the opportunity to spend some time in the US,” Gachago remarks.

The period has been postponed from August 2020 to January 2021. “Let’s hope we can travel by then. It’s difficult to imagine that this lockdown will be over at one point.”

She is going to continue working on her research on innovation and academic staff development by exploring how Pennsylvania State University supports the teaching and learning project, with a particular focus on the integration of technology in teaching and learning. “PennState has a huge network of instructional designers and I will interview and work with them.”

She explains that to apply for a Fulbright Scholarship one needs a number of things, namely, a great proposal, but also letters of support from your institution and two reference letters. “You also need a letter of support from a US institution stating that they will host you. Luckily I was already part of a project with a colleague from PennState University, Dr Laura Cruz, who works at the Schreyer Institute of Teaching Excellence.” Cruz agreed to host Gachago and helped with organising the invitation letter from her institution.

Gachago likes working with people across different institutions. She says that pushes her out of her comfort zone and expands her horizons.  However, she concedes that it’s not easy working without direct contacts, ‘but luckily online video conferencing tools and other online collaboration tools, such as Google Drive, have made it possible to work online across different contexts’.

She says: “This has kept us going throughout the COVID-19.”

Written by Aphiwe Boyce
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CPUT has secured a grant from the Michael & Susan Dell Foundation to strengthen virtual student support services.

The University will be supporting students on their journey to academic fulfilment during the current trying and uncertain times. The support will not only include additional academic assistance but will encapsulate overall support for students, looking at psycho-social support, disability unit support, counselling and psychotherapeutic therapy, amongst others.

The onset of the global pandemic has intensified the challenges students face. Educational institutions are adapting to new ways of learning whilst dealing with the additional disruptions the lockdown and COVID-19 bring. Crucial support systems and developing long-term, sustainable innovations within the education sector are required for students’ journey to adapt and reach their academic ambitions.

“As we enter the uncharted territory of COVID-19 and its regulatory restrictions, careful planning is needed to implement holistic student support in order to address students' needs during this time. Ours is underpinned by the principle that no student will be left behind,” says Prof Driekie Hay-Swemmer, Executive Director: Office of the Vice-Chancellor.

Projects that the institution is embarking on for students’ support during this time are:

Updated Online Directory which would ease access as students would be able to navigate information.

Online Helpdesk for students to access remotely while off-campus. Tutor and Teaching Assistant Programme: additional Writing Centre Learning facilitators - academic literacy support, additional Maths and Science Learning Facilitators.

Mentor and Retention officers which provide psycho-social support to first-year students. With COVID-19 their operation has changed from face-to-face to online.

Employability Improvement Programme which means online materials need to be developed, adapted to specific disciplines and offered to enhance student employability.

The Extended Curriculum Programme Support: specific tutorial support and seminars; online psycho-social support; E-books: Pearson’s My Labs & Mastering for Dental Science; Prescribed e-textbooks for Faculty of Business and Management Sciences Extended Curriculum Programme students; My Foundations Labs On-line reading and comprehension material.

Disability Unit support: online tutorials and support to lecturers about universal access and universal design for online and multimodal learning so that no student with a disability is left behind.

Student Counselling: rendering of online psychotherapeutic therapy and support services to students.

HIV Unit support: online coaching and support to current peer educators on creating short infotainment video clips and educational posters to provide online awareness campaigns focusing on COVID-19, HIV/AIDS, sexual and reproductive health, gender-based violence and related social justice topics so that peer-to-peer learning continues remotely.

In order to make these projects possible, Hay-Swemmer says that the impact of the grant will be felt by every student because staff members will be supported to quickly climatise to the new form of teaching and thereby cascading this to students.

Thashlin Govender, Program Director at the Michael & Susan Dell Foundation, says working in higher education for over a decade has shown the foundation how important collaboration is in order to provide an enabling environment for student success.

“The student environment serves as a key pillar to their academic experience and ensuring that students have the academic, physical, and emotional infrastructure to succeed is one of our guiding principles. We are pleased to have found a like-minded partner in CPUT that will help us create long-term benefits for students during this turbulent times,” Govender remarks.

In addition, Hay-Swemmer says the students and staff readiness to embrace virtual education are essential and hence the need for projects like this.  “Students must respond to the call by the university for them to urgently update their contact details online. Staff members and students must embrace the multi-modal approach of teaching and learning.”

Written by Aphiwe Boyce
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CPUT will be celebrating the success of hundreds of graduates during two digital graduation ceremonies later this month.

Graduation is one of the most important events on the university’s calendar but, like tertiary institutions around the world, the COVID-19 pandemic has forced the institution to find an alternative to a traditional ceremony.

The two ceremonies will be held on 25 June 2020, with the first scheduled for 10:00 and the second for 14:00.

Digital graduation ceremonies differ from virtual graduations by lending a more personal touch.

Individual students will be recognised by having their qualifications conferred upon them instead of blanket conferral of all qualifications.

“Actual ceremonies will be taking place but with no graduates or audience present. This is due to COVID-19 social distancing guidelines and a prohibition on events of more than 50 people.

“Students will be invited to upload a photo and personal message onto our portal. These messages and photos will be displayed on screen along with the name, qualification, and, where applicable, cum laude status when the Dean reads out the graduates’ name,” said Dr Garth van Gensen, Director of the Marketing and Communication Department.

Graduates and their families will be able to watch the ceremonies on several platforms. Details will be announced closer to the time.

A special Digital Graduation website will also be created that will enable the graduates to download the ceremony video, a personalised slide with photo, message and qualification and official graduation programme. More details will soon be announced.

Students can register their details at https://tinyurl.com/r5uk4ck before June 15 or check your @mycput mailbox for an email from Marching Order. The support email address is This email address is being protected from spambots. You need JavaScript enabled to view it..

Written by Ilse Fredericks
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Members of the executive management are conducting spot checks of campuses this week as the university gears up for the gradual return of staff and students.

Facilities on the Bellville and Wellington campuses were assessed on Monday, with visits to District Six, Mowbray and Granger Bay campuses scheduled for later in the week.

The team visited screening facilities, campus health, a joint project by the food technology and chemical engineering departments to produce hand sanitiser for the CPUT community as well as the Adaptronics Advanced Manufacturing Technology Laboratory where initiatives to produce face shields and masks for ventilators are underway.

Vice-Chancellor Prof Chris Nhlapo said he was impressed with the progress that had been made thus far.“I'm imploring on all colleagues to support the maintenance staff as well as protection services in ensuring that campus is ready to welcome our students back.”

The protocols that are being put in place include:

• All staff and students currently on any of CPUT’s campuses will be screened for Covid-19
• All facilities will undergo comprehensive (deep) cleaning
• Preparing campuses for social distancing using the principles of one-directional flow of the movement of people. Lecture theatres are also being prepared.
• Screening tents that will be visible from the entrance of each campus. Inside this facility, persons will first be screened for Covid-19 and may only enter the premises if no signs of infection are found.

Prof Mellet Moll, who is responsible for overseeing all Business Continuity Management Covid-19 related activities, said the visits form part of the activities of the BCM Covid Command Centre.

“We are taking it seriously to put lives first. We are observing health and safety at the highest possible standard.”

Written by Ilse Fredericks
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As the global community continues to battle the coronavirus pandemic, our health workers have emerged as the heroes of this crisis. Among them are many of our very own CPUT students who are working selflessly to help others. Some are risking their own lives at the front lines.

Students from the Department of Emergency Medical Sciences have heeded the call for help by health authorities by manning the ambulances and the recently and at temporary hospitals. Others have volunteered to assist in various non-clinical roles such as manning the telephones in the call-centre.

This week we are telling their stories in their words. This is the story of Andria Nerine Willemse, a volunteer at the Provincial Covid hotline:

“I am a fourth-year Bachelor of Emergency Medical Care student and as such it has been a privilege for me to volunteer at the Provincial Covid hotline. When the opportunity arose to offer our help to the community by volunteering, I did not hesitate. Our role in the Covid hotline call centre is to take calls and provide advice under the supervision of professors, doctors, nurses and paramedics.

Disaster Risk Management, a fourth-year rescue module, teaches students the various roles paramedics can occupy during a disaster, how systems work, and includes the basic understanding of the Disaster Management Act. Being part of the call centre team, you work hand in hand with the disaster management staff as well as police and traffic officers for guidance on legal matters. This provides an invaluable opportunity to gain insight into how operations are coordinated with the different departments.

In the office, we all continue to motivate each other during these uncertain times.  Being a paramedic student, it is in my nature to provide help to the community where I can but since our clinical practice module has been placed on hold because of lockdown, this seemed to be the only way I as a student could contribute during this pandemic. We are a few students from different medical fields volunteering at the call centre. This has provided us with the chance to have educational discussions about the virus and our experiences in the call centre over the past weeks.

As time has gone by and the lockdown has developed it has expanded the expectations of the call centre and increased the amount of calls encountered daily. The world is dealing with a virus where the research is changing and updating daily, leaving communities in a vulnerable position. This, to their credit, does not stop our first responders from doing their job the best way they know how to, which makes it my priority to do my part at the call centre the best way I know how to. It can be rewarding but it can also be overwhelming. This is uncertain territory that we are treading on, and it is scary in different ways for each individual, but I have decided not to let that stop me from doing what I love in the best way possible. Since Covid-19 has been declared a pandemic, the world as we know it has changed.

As a student I know it is difficult to stay motivated during this time but let’s keep the steam train running.

Keep safe!

Wash your hands and wear your masks."

Written by Ilse Fredericks
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As the global community continues to battle the coronavirus pandemic, our health workers have emerged as the heroes of this crisis. Among them are many of our very own CPUT students who are working selflessly to help others. Some are risking their own lives at the frontlines.

Students from the Department of Emergency Medical Sciences have heeded the call for help by health authorities by manning ambulances and the recently erected temporary hospitals. Others have volunteered to assist in various non-clinical roles such as manning the telephones in the call-centre.

Over the next few days, they will be telling their stories in their own words. The first story is from a Fourth-Year Bachelor of Emergency Medical Care student:

“I am a CPUT student on the Bachelor of Emergency Medical care programme and I am also an emergency care technician at Emergency Medical Services. I am currently working permanently on the designated COVID-19 vehicle at my base. This means that every call I do on every shift is either a confirmed positive case or a suspected case of coronavirus.

I have to vigorously wipe my ambulance down after every single call and allow my vehicle to air for 30 minutes. I have to wear uncomfortable personal protective equipment for every call I do – this consists of an apron, a visor, a mask and gloves. All of which are currently in short supply within the EMS system. This means that I, all too often, have to reuse and recycle PPE, which is most unhygienic and unethical towards my patients.

 Every day, I change into other clothes in the parking lot at the base so as to avoid contaminating my personal vehicle and possibly infecting my family. I am constantly fighting with my colleagues about COVID-19 calls as everyone is refusing to do them as they are scared. My call volumes are reaching levels that are impossible for one vehicle alone to do.

I am being pushed to my limits. I have regular fights every day at hospitals regarding correct PPE and procedures when it is not my fault. I have to fight at hospitals just to give me an apron because I am only issued one for an entire shift and it needs to be changed after every patient I touch. I am expected to wear an N95 mask for seven days straight.

When I air my vehicle for 30 minutes, I sit with my laptop and try my best to complete some studies as there is simply not enough time. I am a father of two small children, a fiancé to an amazing woman and a dad to four dogs – all of whom, I can possibly infect and harm. This places enormous stress on me every single day of my life.

On top of this, I am participating in full-time studies for my degree. Something I have been dedicating my life to for the past three years. I have not failed a single subject in my time at CPUT. I have been dreaming about becoming an Emergency Care Practitioner since 2013. My shift cycles interfere immensely with my studies. I am expected to put in 10-15 hours a week into my studies, whilst working 168 hours on the ambulance.

Being a final year on this degree is hard enough under normal circumstances, but now it is next to impossible. I refuse to give up or quit and I will push until I physically and mentally cannot anymore. It is my dream to serve my community in every way that I possibly can, and I will not let anything stop me.”

*Name has been withheld to protect identity.

Written by Ilse Fredericks
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The Department of Health recommends the wearing of face masks to help prevent the spread of the coronavirus and CPUT is aiding in the fight.

The Technology Station: Clothing and Textiles (TSCT) and Department of Clothing and Textile Technology have contributed to the development of guidelines for the South African Clothing and Textile industry in terms of manufacturing fabric face masks for use by the general public.

TSCT Manager Shamil Isaacs said they were contacted by the Director for Policy Implementation in the Department of Trade and Industry and Competition (DTI&C) to be part of the Clothing, Textiles, Footwear and Leather Masterplan Team, with the focus on these industries’ support in fighting Covid-19. “The call was to provide input and guidelines on specifications for face masks for general public use during Covid-19. Face masks play a critical part in avoiding mass transmission during this coronavirus pandemic.”

Dr Asis Patnaik from the Department of Clothing and Textile Technology in the Faculty of Engineering and the Built Environment provided textile material specifications for small manufacturers and home sewers to make masks. The mask specifications and design form a part of the Recommended Guidelines: Fabric Face Masks Manufactured by South Africa’s Clothing and Textile Manufacturing Industry for General Public Use issued by the DTI&C (http://www.thedti.gov.za/news2020/Guidelines_Masks.pdf). “This would be an alternative to the expensive N95 mask as these are to be retained exclusively for use by medical personnel and to avoid a shortfall of these masks during this critical time. All indications are that everyone will be required to wear a mask or a face covering when out, especially persons travelling on public transport,” said Isaacs.

The DTI &C group is also engaging clothing manufacturers with the capability to convert their manufacturing plants to produce various items of personal protective equipment. The TSCT, funded by the Technology Innovation Agency to support Small, Medium and Micro-sized Enterprises (SMMEs) will be able to provide pattern making and testing support to these businesses, especially SMMEs.

*Masks are only part of the solution in the fight against Covid-19 and should be used in combination with other hygienic methods of prevention.

Written by Ilse Fredericks
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The Department of Student Affairs has gone the extra mile to assist students since the outbreak of the COVID-19 pandemic.

Deputy Dean of Students, Tulani Nkuntse, said that from 1 March to 18 April, the university has initiated a number of programmes, including Health Cluster activities, busing students home ahead of lockdown, accommodating students who could not go home, student counselling and general residence activities. When President Cyril Ramaphosa announced that SA would go into lockdown, it was decided that it would be in (residence) students’ best interests if they returned to their families for the duration of the lockdown period.

Nkuntse said 941 students were transported by CPUT chartered buses and 9 719 went home voluntarily. A total of 1853 students chose to remain on campus.

“There is good provision of services to ensure the hygiene of residences [such as] procuring and securing protective equipment, sanitisers and gloves, good containment with no positive cases reported thus far.”

The Student Health Clinic works in tandem with the Western Cape Department of Health and the National Institute for Communicable Diseases (NICD) in Cape Town as they follow the World Health Organisation, National Department of Health and NICD Protocols in the management of suspected and confirmed Coronavirus cases. “All suspected, confirmed cases and close contacts at CPUT campuses can be reported telephonically to the student health clinic with the following detail:

• Name and surname of suspected case/patient
• Contact number and alternative number
• Date of start of symptoms

The deputy dean added that anti-microbial (antibiotics) treatment is not advised for COVID-19 cases unless there is good reason to do so e.g. secondary bacterial infections.   He said the university has increased access to staff members for students in all activities and that students can send emails to request counselling. Student counsellors can call to follow up.

Nkuntse said students have been adhering to lockdown rules as required and there has been greater access control at campus gates.

“This period has challenged us to look deeply and we fast-tracked the thinking around the services we provide as student affairs and how we need to reimagine student affairs for the university of the future. We have acted in the best way possible. We continue to look for ways to improve during this uncertain time but in all we do; we have our students at the centre of it all. [We are] quite happy with the progress made thus far. We were able to really, in a short space of time [we] come up with and implemented concrete plans to ensure that we respond in a responsible manner. We continue to make more strides to ensure that our interventions yield the desired results,” Nkuntse said.

Emergency contact person is Andries Slinger; *60247 or 076 229 0298

Written by Aphiwe Boyce
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CPUT has built up a proud record as a leading university in containing the Covid-19 virus and new and returning students are urged to stay safe.

“To all our new and returning students: please take care, observe the practices required regarding mask-wearing, social distancing and sanitising,” says Prof Mellet Moll, Compliance and Risk Officer: Business Continuity and Covid-19.

“All our efforts are aimed at your safety, ensuring we maximise, where possible, online learning and we appeal to you not to venture into any situations in your daily lives where you may contract the virus or spread it to people who may be more vulnerable than yourself.”

He said COVID-19 was declared a Public Health Emergency on 11 March 2020.

At the time, a workshop was held with all relevant stakeholders to prepare CPUT for the Covid-19 pandemic.

“At the workshop, members of Management, as well as representatives of various healthcare services in CPUT, were present. As part of the resolutions of the workshop, the so-called Covid-19 Health Cluster was formed, consisting of all healthcare services on campus.”

Moll said the results of the CPUT Covid-19 project, under the leadership of the Compliance Officer and the Health Cluster, are well-known.

The level of success achieved in ensuring the CPUT campuses and the university community remains protected against any transfer of Covid-19 is based on a strict regimen ensuring the following: 

• That all potential steps are taken in ensuring that no person brings the risk of infection to a CPUT campus, including screening by appropriately trained healthcare professionals. 
• That any potential infections detected during the screening process are registered, support is given to the individual and the matter is thoroughly followed up until its conclusion is reached. 
• That, if in spite of the above, a potential or confirmed case of Covid-19 is detected, a rapid response is activated by which these individuals are swiftly taken to a safe isolation facility, all areas visited by these individuals are investigated and where needed, decontaminated and that all potential contacts are identified and monitored. 
• That international strategies for the containment of Covid-19 are continuously studied and implemented where scientifically founded and applicable. 

Moll added: “The good news is vaccines are on their way and will be communicated to you during the coming months. Let us make a difference together!”

Written by Ilse Fredericks
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More than 230 matric learners from three high schools participated in a Life Science revision session presented by various departments in the Faculty of Health and Wellness Sciences.

The successful programme, initiated by the Department of Emergency Medical Sciences’ Prof Kareemah Najaar, has been running for the past few years and aims to provide socio-economic disadvantaged students with an opportunity to qualify and apply for science programmes at the tertiary level.

At the first revision session for 2022, Wynberg High School hosted the matric pupils of Lavender Hill High School and Langa High School.

The topics covered by the CPUT students who serve as tutors were selected by the teachers [Ms N. Israel (WHS), Ms M. Lewis (LHHS), and Ms N. Mandongana (LHS)] and revision worksheets were based on the Curriculum and Assessment Policy Statement (CAPS).

Najaar said COVID-19 restrictions continued to present the tutors with the challenge of providing face-to-face revision sessions.

“This was easily overcome with the incorporation of the horseshoe shape design (a concept created in 2021), in which desks are spaced adequately apart and students are then able to engage with the tutors who are positioned in the centre of the horseshoe, thus creating safe social distancing.”

Cognisant that Science, Technology, Engineering and Mathematics remain a focus area for the economic growth of the country, “and in the true spirit” of the Community of Practice, the collaborating departments, Emergency Medical Sciences, Biomedical Sciences, Somatology, Medical Imaging and Therapeutic Sciences, Ophthalmic Sciences, and Dental Technology, with the Centre for Community Engagement and Work Integrated Learning’s Service-Learning (SL) division, once again successfully created an environment in which the matric learners were able to attend the revision programme while conforming to COVID-19 protocols physically.

Najaar and Dr Wendy Solomon (Biomedical Sciences) worked closely with department heads, school principals, the respective dedicated Faculty staff, teachers, the Service-Learning division, the CPUT printing division and donors in this successful endeavour.

Najaar believes that the success of this project lies within the principles and implementation of a Community of Practice (CoP), a construct based on “a group of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis”.

“The unselfish and tireless efforts from all stakeholders, particularly the grade 12 learners and the tutors, is why this community project has succeeded since 2018. The continued efforts by the Health and Wellness Sciences lecturers and school teachers to adapt and improve the system to amplify the students’ learning is a testament to their sincerity and dedication to serving the community.”

Written by Ilse Fredericks

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The Student Affairs Division and Services (DSA) will run the #WiseUp Healthy Living campaign from 19 July to 5 August.

Head of Department: Student Counselling, Leanie Brits, says the mandate of DSA is to educate and support students’ adjustment, development and wellness outside of the classroom through its various service portfolios.  “We strive to create opportunities for engagement and education to empower our students to grow. The prolonged lockdown and COVID-19 pandemic brought with it an increase in psychosocial challenges for students.

“The pandemic challenged people’s resilience and placed great strain on people’s general coping strategies,” says Brits.

The #WiseUp Healthy Living campaign emanated from the need to empower the CPUT community with information, tools, and resources to maintain the fundamental principles of a healthy body and mind.  “It also seeks to promote wellness, mental health, and amongst others, focus on depression and suicide awareness, substance use and abuse and gender-based violence (GBV) awareness,” emphasises Brits.

She adds that the campaign is supported by CPUT’s external partners, the Department of Social Development, the National Institute of Community Development and Management, and the Department of Health, exhibiting on campus on the 19th and 20th of July. The Department of Student Counselling and Campus Health clinic will also show these days.

Students are encouraged to attend the exhibitions’ stalls and the various activities that will run during the campaign. The organisers anticipate that more than 500 students will participate in the on-campus events that will run during this period. The campaign has to adhere to COVID-19 protocols, and therefore, certain activities will be limited per number of attendees to comply with venue capacity restrictions. The drama performance and exhibitions are open air/outside events, these activities will be regulated but limited.

The target audience is all CPUT students, especially students who seek to empower themselves with knowledge and those who want to learn how to live and maintain a healthy life. “This campaign allows students to learn the facts about general strategies to maintain wellness and mental health, substance use and abuse, depression and suicide, and GBV,” summarises Brits.

She also states that wellness and mental health should be a daily priority and that without proper self-care, one might find it challenging to focus on one’s academics and may even notice social and emotional problems such as depression, low motivation, isolation, high levels of stress and inability to deal with pressure.

“Students may end up engaging in unhealthy coping strategies such as increased alcohol use, unhealthy eating and sleeping habits, etc. We are holistic beings; wellness and mental health cannot be separated from our work and academics. We encourage the CPUT community to #BeWise and equip themselves with the knowledge to live healthily,” adds Brits.

To view the line-up, click this link:

Written by Aphiwe Boyce

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The first woman in Africa to officiate as a deputy referee in table tennis at the Olympic Games believes there have been inroads in the participation of women in sport and, more importantly, women taking up leadership roles.

Intermediate Phase Education Lecturer, Genevieve Lentz recently returned home from the 2020 Summer Olympics, branded as Tokyo 2020, which were held from 23 July to 8 August 2021 in Tokyo, Japan.  She says: “I have seen a progressive increase in women pursuing academia. The gender dynamics are changing swiftly and women are realising they can do it all from being a lecturer to being head of departments and deans.”

Being at the Tokyo 2020 Olympic Games as Deputy Referee is a stand-alone highlight for Lentz. In terms of Table Tennis, she started with the Singles Event, “very exciting matches to watch the world's greatest perform meters away from where you are seated”.  Lentz continues.

“It was good to see that Africa did well and that Omar Assar from Egypt performed exceptionally well competing in the Quarter Finals.”  It was exciting to see how well the players performed, the Medal Ceremony was extra special as one observed the emotional gratitude these players displayed towards their respective countries.”

Reflecting on her career-best moments, Lentz highlights the event where she received her International Table Tennis Referee Pin, after qualifying as an International Referee in Egypt.  “It was also monumental moment, receiving the pin at the Tokyo Olympics.” Being able to be in the Athletics Stadium and walking on the running track was very exciting for Lentz as “this is where champions break world records and become Olympians.  I think the treasured moment at the end of each day was that I religiously received encouraging voice notes from my family and friends,” she continues.

“The most special voice note being my six-year-old nephew, Calum Noah Sparks – I would listen to his voice note each night before I go to sleep.”

Looking back on her trip to Japan, Lentz reveals that before she left for Tokyo she had to take two Covid-19 Tests: 96 hours and 72 hours prior to her departure. Her traveling itinerary was in three phases: she took a domestic flight to Johannesburg on Tuesday, 20th July, and later that afternoon flew to Doha. From Doha, she then took a flight to Tokyo. her travelling hours were 36 hours and on arrival in Tokyo, she spent about five to six hours at the airport for testing purposes.

Her role as a referee is to oversee the tournament. “In my role as Deputy Referee, I was responsible for ensuring that all went well during the scheduled matches.”

Reflecting on the impact of COVID-19 on the games, Lentz states that all officials and umpires had to “religiously” do the Covid-19 test each morning. “We wore our masks throughout the day, at all times. In the Official’s dining room, they had cubicles which were partitioned with plastic screens in which the officials could remove their masks and enjoy their meals.”

For the first time, South Africa will be hosting the 2023 World Table Tennis Championships in Durban, and in her role as Technical Convenor, Lentz is responsible for the training and development of umpires and referees.

Her message to women would be that they have the God-given potential within them to be and achieve all that they set their minds to. “Never allow anyone to place an expiry date on your dreams and pursue it with all that you have.”

Written by Aphiwe Boyce
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Engagements between CPUT academics and their overseas counterparts provide the space for open creative discussions, emanating innovative ideas that can be operationalised. This led to realising the CPUT’s Smart Internationalisation strategy in the Faculty of Business and Management Sciences.

This was said by Prof Paul Green, Dean of Business and Management Sciences, while welcoming a delegation from the Instituto Superior de Contabilidade e Administracao do Porto in Portugal.

“As a faculty and university at large, we nurture collaborations of this nature as they speak to our new decade Vision 2030, which asserts that ‘The development of a multi-cultural ecosystem characterises an internationalised university to provide an educational experience that prepares our staff and students at all levels, for a global environment’. The realisation of this vision, and in particular our Smart Internationalisation strategy within our Faculty, and where the real work takes place, is in engagements of this nature, which provide the place and space for open, creative discussions, emanating in innovative ideas which can be operationalised,” added Green.

The purpose of this collaboration is primarily to focus on teaching, research, and postgraduate supervision. Some staff members from the Business and Information Administration (BIA) Department travelled to Porto in 2019, and a Memorandum of Understanding was put in place to formalize the partnership in addition to the ICM (E+) (a funded agreement), which was successfully applied for in 2018.

The exchange programme was initiated in 2015, and a good working relationship with Dr Alexandra Albuquerque, the Head of International Relations, was established by CPUT’s Dr Shairn Hollis-Turner.

A mobility agreement was initially signed in 2019, which was set to expire in 2021 but was extended to July 2022 due to the impact of COVID-19 and the subsequent country lockdowns that affected all the travel planned for 2020 and 2021.

Written by Kwanele Butana

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The CPUT Vaccination Centre, which has administered nearly 20,000 COVID-19 vaccinations, recently celebrated its first anniversary.

The Centre, situated on the Bellville campus, was the first to open at a Post-School Education centre in South Africa.

By Friday, the centre had provided 19,901 COVID-19 vaccinations and recently started giving influenza vaccinations.  

“I think I speak for all the staff when I say that we are quite humbled to realise that a year has passed. Having the opportunity to be on the frontline of the institutional response to Covid-19 has certainly been a privilege. I believe we can be proud of how we have performed as a team,” said Vaccination Manager Benjamin de Waal.

“It’s a humbling thought to realise that our centre was part of a global effort, one of, if not the largest mass vaccination campaigns, to vaccinate people against Covid-19. It is quite rewarding to see the number of severe COVID-19 disease cases and deaths coming down, knowing that this is certainly in part due to the vaccination campaign we have been a part of.”

De Waal said the main highlight of the CPUT vaccination campaign has been the “amazing collaboration” between the Faculty of Health and Wellness Sciences (FHWS), particularly the Departments of Nursing Science and Emergency Medical Sciences, Facilities Management, the HIV Unit, the Safety Health and Environmental Unit, Campus Health, CTS, the Marketing and Communication Department and the COVID19 Health Cluster to make the vaccination centre a reality in a matter of weeks in early 2021.

“This would certainly not have been possible without the leadership of Prof Tandi Matsha (Dean: FHWS), Prof Mellet Moll (COVID-19 Compliance Officer), Prof Karien Jooste (Head of Department of Nursing), Jerome Dreyer (Property Services), Melanie Swanson (HIV Unit), Natalie Copeling (Department of Nursing) and Gail Benjamin (Campus Health) and many others whom we cannot all mention here who all played pivotal roles in making the vaccination centre a reality. This was a CPUT community project and showcases our institution's spirit and capacity to respond to and overcome a crisis.”      

He said another highlight has been providing vaccination services to the communities surrounding the Bellville campus.

“In total, the vaccination centre has vaccinated more than 13,000 public members alone, mostly from the communities around the campus, in an area where limited healthcare services are available. The success of the two Vooma vaccination campaigns has also been a highlight, particularly because these campaigns contributed significantly towards students' vaccination.”

The centre has also recently been invited to join the Western Cape Department of Health Influenza Vaccination campaign and can now offer Influenza vaccinations to eligible clients.

Written by Ilse Fredericks

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Student Development Professionals from several institutions recently gathered at the Bellville campus for the Best Practice Summit (BPS) of the National Association of Student Development Practitioners (NASDEV).

The theme of the four-day event, which was also live-streamed, was Conceptualising the Future of Student Development in a Digital Transformation Era.

Prof Driekie Hay-Swemmer, Executive Director: Office of the Vice-Chancellor, welcomed the delegates to CPUT and said she believed sharing best practices in student development is now more critical and relevant than ever.

NASDEV President Dr Bernard Sebake said that over the past two years, the association has not been able to meet and assess the state of student development in the sector, mainly due to the COVID-19 pandemic.

“We hope that out of this summit, we will reflect a bit about our Covid experience, especially as it relates to the digital transformation because the new order of higher education requires that we adapt some of the practices that we used to have or started having during Covid to move with the entire globe in terms of really being smart universities.”

He added: “We hope to gauge our state as the profession about how we are taking that posture to support students but look at them beyond the university circles and how they are going to generate and regenerate solutions for challenges that are being faced in society.”

Vice-Chancellor Prof Chris Nhlapo, one of the keynote speakers, said one cannot talk about student development in the 21st century without leveraging technology.

“This is the only way to satisfy the generation of students connected in the digital age to learn and maintain contact with the outside world and thus be of service to society.”

Nhlapo called for more Smart universities across South Africa.

“Universities need to incorporate smart technologies to take advantage of their capabilities to transform their processes and efficiencies, drive towards new organisational models, and be of service to societies.”

He said university leaders play a vital role in readying students to become the new architects of the digital future.

“Therefore, we have no choice but to embrace and endorse digital transformation as a future.”

Written by Ilse Fredericks

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