Dr Agnes Chigona, an academic in the Faculty of Education, says her recently awarded C2 Rating by the National Research Foundation recognizes her research work which impacts on the country and beyond its borders.

“It means I am recognised as an established researcher with some international recognition for the quality and impact of my research publications,” says Chigona.

Her research focuses on the adoption and integration of Information Communication Technologies (ICTs) into curriculum delivery.

“The quality of the NRF rating places the Faculty of Education in the spotlight as such ratings attract both local and international collaborators.”

She adds that the ratings also increase the credibility of the faculty, hence boosting the confidence of the community it is serving.

Besides the local collaborations she has had over the past five years, Chigona is also enhancing her international collaborations where she is working on  comparative studies in order to expand the empirical remit of her research.

“I would like to approach issues of trans-national concern, such as ICT integration in teaching, through comparative international studies while bringing local evidence. I think such studies would be of great benefit to both local and international audiences.”

Chigona encourages other researchers to make sure they have a research focus and to increase their research publications.

“Those who have published widely need to be courageous to subject themselves to the NRF evaluation and rating process, the reviews from such a process are always beneficial to the researcher as they provide insights on how to enhance the quality and impact of the research focus.”

Written by Kwanele Butana
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Cape Town-born Carla Barnard, 25, is the first graduate on the Mowbray Campus to be awarded a Dean’s Medal in the Faculty of Education.

Carla obtained 41 distinctions out of the 42 subjects with a final aggregate of 83, 41% over the four years of study.

She says her achievement has left her at a loss for words as she felt all sorts of emotions at once. She is grateful for this achievement and praises God for allowing it to happen.

“I worked hard I think I deserve it, I feel like the world is my oyster,” she says. “This is the moment I waited four years for. It took a lot of sacrifices.”

According to Head of the Intermediate Department, Dr Cina Mosito, all the previous winners were form the Wellington Campus.

Carla says that the achievement is more meaningful to her as she had a troubled upbringing being raised by her mom and granny whom she considers her inspiration. “This is the first time there's a graduate and a teacher in my family.”

Besides her family she is grateful to her fiancé and lecturers who trained her to be the resourceful teacher she is. “I wouldn't be here if it was not for the lecturers, I am grateful to CPUT and the university will be part of my future professional development.”

Even though she aims to study until the doctoral level she won’t be studying next year. Instead she will be planning her wedding which will happen later in the year.

“I had a lot of other work to juggle with my studies this year such as being a Teaching Assistant, a Peer Educator and a Youth Coordinator for ATR [an Afrikaans project].”

Carla is currently teaching Mathematics, English, Natural Science, History, Performing Arts, Geography, EMS and Life Orientation in Grade 7 at De Vrije Zee Primary School in Goodwood.          

Written by Kwanele Butana
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The Faculty of Education recently hosted the annual International Student Conference under the theme, Breaking down barriers, and celebrated its collaborations with international partners.

The conference was attended by students and lecturers from the Department of Senior Phase and FET Studies (CPUT), University Colleges Leuven Limburg (UCLL), Belgium, and HAN University of Applied Sciences in the Netherlands.

CPUT Lecturer Felicity Titus, showed the audience graphics depicting the slave trade such as the ships and the market.

Said Titus: “If we don’t pay attention we can go back there again.”

She added that to ensure a no return to slavery the students should tap into their international competencies such as personal growth, language skills, global management, intercultural competencies, international disciplinary learning.

CPUT lecturer Vanessa Van Staden said that from observing International projects in the Senior Phase and FET Studies it has dawned on her that diversity has a strong impact on the goals of each project.

Van Staden said the HAN and CPUT student exchange project had only two CPUT students and two HAN students in 2016, but four CPUT students and two HAN students participated in both 2017 and 2018.

“2019 saw two CPUT students exchange fieldwork experiences and products with two HAN student by means of WhatsApp, YouTube videos and Powerpoint slideshows.”

She added that the partnership saw to the placement and supervision of UCLL students at Kalkfontein Primary School in Kuilsriver.

Dean of Education, Prof Thobeka Mda, said the partnership between CPUT and HAN is to be applauded because it is driven by committed academics. “Faculties thrive on collaborations and partnerships. Knowledge is created and disseminated.”

Mda added that the partnership is one of, if not, the most successful in the Faculty.

The students presented their projects and posed questions to the audience about how to enhance or sustain their projects. To recognise their efforts they were issued with certificates by their lecturers.

Written by Kwanele Butana

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This year’s Summer Graduation saw five doctoral degrees being awarded by the faculties of Education as well as Business and Management Sciences.

Supervised by Prof Ignatius Ferreira, Joao Domingos was awarded a DTech: Public Management degree.

The title of the research paper is: The socio-economic impact of South Africa’s Brain Drain: An assessment of existing skills amongst African foreign nationals and their contribution towards the alleviation of skills shortages and job creation in the Western Cape. The study revealed that most of them are self-employed, create jobs and contribute to poverty alleviation, as most of them employ South Africans.    

Fadilah Allie and Jacques Verster were each awarded the Doctorate in Education. Allie’s thesis title is: Support for Mathematics teachers and students in previously disadvantaged Cape Town high schools. The supervisors were Professors Cornelis Vermeulen and Lungi Sosibo. Supervised by Prof Yusuf Sayed, Verster’s research title is: Experiences of learning to become a further education and training mathematics teacher – A case study. Allie’s research used a case-study design of five schools purposely selected from eight education districts in the Cape Metropole. Results revealed that although certain mathematics support initiatives were effective, limitations existed regarding the purpose and objectives of these opportunities.

Verster’s research findings indicated that the Postgraduate Certificate in Education offers graduates the same knowledge and skills as a concentrated fourth year of the regular Bachelors in Education.

Amos Mokoena, whose research was supervised by Prof Abraham Rust, was awarded a DTech: Human Resource Management degree. The research title is: An integrated human resource management framework for provincial legislatures in South Africa. The researcher found that there is statistically significant relationship between differences in the application of HRM policies and practices, namely motivation, satisfaction, engagement and turnover intention.

Aletta Venter was awarded the DTech: Office Management and Technology degree under the supervision of Dr Tessie Herbst and Prof Chux Iwu. The study, Futuristic whole-brain success profile for the administrative professional in a South African context, revealed that skills requirements for the future success administrative professionals involve proficiency to function from all quadrants of the whole brain model.

Written by Kwanele Butana

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The annual Teaching Practice (TP) Symposium under the broad umbrella of Work-Integrated-Learning within the Faculty of Education was recently held online.

This productive event assembled the voices of diverse stakeholders within Education field.

The theme was: A relook at the qualities and competencies of professional teachers. The event has become a yearly occasion which looks at final-year student-teachers who are eagerly and simultaneously anxiously awaiting their turn to venture into the world of work. The symposium composes various professionals who provide the last-minute moulding of South African professional teachers emanating from the Faculty of Education.

Clive Brown, Intermediate Phase Teaching Practice Coordinator, said the Faculty of Education is the largest provider of teacher educators within the Western Cape, which shifts huge responsibility to the Faculty, ensuring that beginner teachers possess the theoretical and practical knowledge base concerning the competencies relating to a beginner South African classroom.

“The discouraging levels of challenges teachers within the classroom face are well documented in both scholarly works and published in South African newspapers. A few of the daily challenges emanating from schools are a lack of educational resources, learner overcrowding, and immense learner behavioural issues, coupled with low teacher morale and mammoth administrative-related duties,” said Brown.

The TP Symposium Organisers for 2023, led by Dr Belinda Cornelissen, Ruben Daniels, Brown and Dr Alettie Van Den Heever, were tasked with carefully selecting participants who could expand on pertinent matters in the real-world classroom. “Hence, a robust dialogical engagement concerning the execution of the vital role of teacher professionals in the holistic development of each learner assigned to them when they commence their formal employment was orchestrated,” he said.

Undergraduate student-teachers, academics, beginner and seasoned teachers, official structures within the Western Cape Education Department (WCED) and the teacher unions gathered to enlighten student-teachers about the way forward in their career as professional teachers. These respective stakeholders were an extensive list of members, which are as follows:

• Wiesahl Christians: a Foundation Phase-focused best practicing lesson
• Simamkele Tsitsi and Hana Fester: Respective Intermediate Phase lessons
• Liam Hendrickse: a fairly newly qualified professional teacher based in Qatar who provided insight into his local and international teaching experience.
• Dylan Mayumba: a final-year Department of Senior and Further Education & Training Phase studies, who reflected on his mentoring experience during the four-year degree programme.
• Reginald Dirkse: An Honours degree graduate providing insights into balancing postgraduate studies and professional work-life.
• Ashwin Arendse: Focused on the beginner teachers’ challenges facing the 4th industrial revolution - the lack of educational resources and facing the outdated chalk-and-talk classroom.
• Dr Frederick Sylvester: Focusing on the emotional well-being of the newly qualified teacher.
• Sinovuyo Gada: Zoomed into the realities faced by NQT - Facing problems in and around the classroom.
• Noel Isaacs: Shifted the focus on the realities faced by newly qualified teachers and teaching outside of your major subject.
• Ingrid Leukes: Provincial Education Convener South African Democratic Teachers’ Union Western Cape, provided insight into the professional teacher as viewed by the teacher union and listed professional development opportunities.

The TP Symposium was heralded as a success since the objective of the online meeting was achieved through robust, respectful engagement. “Moving forward, the aim is to shift to a dual symposium, which, with extensive planning, will hopefully bring together members face-to-face and online”. In closing, Brown, added: “Our Faculty of Education here at CPUT is committed to producing professional teachers for the world of work who are highly competent, skilled and sought after within the field of education.”

Written by Aphiwe Boyce
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The Service-Learning and Civic Engagement Units, Centre for Community Engagement and Work Integrated Learning, in collaboration with the Faculty of Education, hosted seven students from HAN University of Applied Sciences from the Netherlands.

Twice a year HAN students travel to CPUT and collaborate with various departments under the banner of Service-Learning and Civic Engagement. The HAN student student or students currently forms part of the Theewaterskloof Programme with a particular focus on various community engagement projects. Organisations such as Home Based Care, South African Red Cross Society, schools, Theewaterskloof Municipality, museum and Mind over Matter within Theewaterskloof district, benefit from the students’ hard work and dedication. HAN students reside in the rural towns of Grabouw and Caledon for the duration of the project.

An orientation weekend funded by HAN university was held in August. Seven CPUT students from the faculties of Health and Wellness Sciences, Business and Management Sciences, Education, Engineering and the Built Environment and Informatics and Design were afforded the opportunity to engage with the HAN students at the orientation. “Our first activity was to collaborate and do Intercultural consciousness and cross-cultural communication. We shared info about the various cultures in South Africa and the HAN students shared information about the Dutch culture. There were discussions and debates involved because we had to gather information about the Dutch culture, and they had to do the same with the South African culture. After the collaboration we had to do some outdoor activities as a competition in mixed groups of CPUT and HAN students,” said Nursing Science student, Yandisa Maqetuka.

Extramural activities included a hike which allowed students to engage across international cultures in a more informal setting. Yandisa said: “I had a great experience in the HAN project, and I am grateful for the opportunity that was given to me.” HAN Global mobility has become increasingly imperative for student self-development, intercultural integration and development of international leaders. CPUT students were grateful for the opportunity to engage with the HAN students.

At the CPUT intercultural and international engagement session at the South African Renewable Energy Technology Centre, CPUT afforded the HAN students a space to showcase their respective community projects. The passion exuded during the presentations displayed a sense of commitment and seriousness in respect of global citizenship. During the presentations HAN students provided a detailed report of their respective projects, expressed their challenges, opportunities and possible solutions to various issues experienced within communities.

According to Jacqui Scheepers, Manager: Service-Learning and Civic Engagement, “Internationalisation can be achieved through collaborative community engagement activities with students and staff from various international partner universities. This project serves as an opportunity to achieve our institutional goals as per our Vision 2030 for Focus areas: 5: SMART Internationalisation; 6: SMART Engagement and strong links with quintuple helix partners; and 7: SMART Student Engagement and Learning Experience.”

David Haarhoff, Project lead for Civic Engagement alluded to the importance of student involvement in such critical engagements. “Vice-Chancellor, Prof Chris Nhlapo, often makes reference to CPUT becoming Africa’s MIT. This would require a different level of thinking, continued international exposure not only for academics, but for students as well. My heart is happy when our students integrate and present our university when hosting international guests. Our students really made me proud.” Scheepers said that projects like these put CPUT on a global platform and: “We will continue to explore further collaborations with international partners for community engagement”.

Written by Aphiwe Boyce
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The Faculty of Education has formed a new Advisory Board for Intermediate and Foundation Phase to provide input and guidance on all aspects related to the academic project.

The function of the board is to offer first-hand assistance in better preparing newly qualified teachers for the 21^st century World of Work within the South African context.

 The inauguration of the Advisory Board for Intermediate and Foundation Phase was held recently during a virtual meeting. A robust programme to set off the board was designed by Dr Chi Kwenda, Acting Head of Department(HOD): Foundation Phase and Intermediate Phase on the Mowbray Campus and his colleagues on the Wellington Campus  Dr Devandre Boonzaaier, Acting HOD: Foundation Phase and Associate Professor Hanlie Dippenaar, HOD: Intermediate Phase.

The meeting was attended by various stakeholders including primary school principals, mentor teachers to student-teachers, officials from the Western Cape Education Department, CPUT alumni and staff members as well as school teachers. Kwenda welcomed everyone attending the meeting and said: “We are gathered for a very noble cause and to create a democratic collaborative dialogical engagement”.

He added that the Faculty of Education has an aim to form a new advisory board to provide input and guidance on all aspects related to the academic project. The function of the board will be to offer first-hand assistance in better preparing teachers for the 21^st century World of Work within the South African context, said Kwenda.

He added that the Faculty regards the venture to “include the voices of various education stakeholders” as a very important step towards social cohesion. Ultimately, the aim is to include knowledgeable experts in education from within and outside the University to make informative decisions and plan the way forward, he emphasised.

Acting Assistant Dean, Dr Anna Thornhill, addressed the meeting and said: “You are our partners in the world of work and we need your input to ensure that we deliver graduates who will be  novice teachers that will be able to function optimally in a changing schooling environment”.

Acting Dean of Education, Prof Lungi Sosibo, told the meeting that the board was a “revival due to the faculty not having had this board for several years”.

Sosibo added:“The absence of an advisory report has been detrimental to the Faculty of Education and can lead or impose serious risks to the quality of the teacher education programs that we offer in the faculty, as well as in terms of their content. This is because the advisory board serve as a sounding board on which we bounce off our ideas regarding curriculum matters. It is therefore for this reason that I appreciate your presence.”

The following three executive members were selected for the 2022 academic year.

The Board’s Chairperson is Louis Mouton, Deputy Chairperson is Maryna De Lange and Secretary Clive Brown.

Written by Kwanele Butana
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The new Dean of the Faculty of Education, Prof Andile Mji, believes that teaching and learning with technology and empowering the next generation of Educators in South Africa will be the Faculty’s contribution towards accomplishing CPUT’s vision.

“I see CPUT as one of the great Universities of Technology in the country,” said Mji. “The vision of being Africa’s leading Smart University of Technology, globally renowned for innovation, with graduates that shape a better world for humanity, attracted me to the university.”

Mji, who joined CPUT during this University term, has spent several years in higher education (HE), having worked at the University of Transkei (now Walter Sisulu University), University of South Africa (Unisa) and Tshwane University of Technology (TUT).

Mji added that he found that everyone at CPUT had been very welcoming. “Some colleagues from different environments within the university have wished me well,” he continued. “I noticed in all their well wishes and welcoming statements that they said welcome to the CPUT family. So, my first impression is being acknowledged as a family member.

He believes that his experience in HE means that he is familiar with and thoroughly knows the South African HE landscape.

“I am a Mathematics Education Professor with extensive publications and supervision in the area, he added. “I have worked at the management level as an Assistant Dean for 16 years at TUT. In addition, l possess an MBA from Haaga-Helia University of Applied Sciences, Finland. I suppose then my contribution will be in focused leadership meant to take the Faculty of Education (and the University) to greater heights by ensuring that we excel in our core business of teaching and learning, research as well as community service.

He joined TUT in 2005 as a professor at Unisa, where his last designation was associate professor. “At TUT, I worked as an assistant dean all my years.”

The Division of Student Affairs (DSA) wrapped up Africa month with a celebration at the Granger Bay Campus, including an exhibition of African artifacts.

Guests proudly donned their diverse tradition attires while information sharing about the importance of the Africa Day was also on the agenda.

The DSA’s intention with hosting Africa Day was to commemorate and affirm the Division’s commitment to the CPUT vision 2030, in promoting the ‘oneness and smartness’. Commemorating Africa Day was crucial given that it allowed a platform for conversations. “In our quest to partner with relevant stakeholders to build relationships and enhance strong relationships between local and international students, Africa Day provided a platform to engage on common continental issues, this was done through conversations, exhibitions, learning from each country and providing opportunities that can benefit students and staff,” said Njabulo Maphumulo, Deputy Dean of Student Affairs.

The outdoor festivities included performance by a marimba band, African traditional dance groups and African countries craft stalls and exhibition. There was a screening of the “Preserving Khwe/Xam Heritage, a creative expression.

In his opening address, Vice-Chancellor, Prof Chris Nhlapo, said Africa Day was an exciting annual event where the institution joins other Africans in celebrating the mother continent, its rich resources, its astonishing beauty, and its profound cultural diversity. “This is an important day to us as it gives us a very rare opportunity to reflect and to talk about issues affecting us as Africans. It’s an opportunity to reaffirm our commitment to work collectively with other institutions on the continent and promote responsible internationalisation.”

Prof Simphiwe Sesanti from the Faculty of Education, University of the Western Cape, also took to the stage and shared his views on: Contextualising Africa Day and its meaning in the Higher Education Context. There were also messages of support from the diplomatic community, which included Zimbabwe, Mozambique and Angola.

The keynote speaker, Honourable Alvin Botes, Deputy Minister, International Relations and Cooperation, delivered his presentation on celebrating Africa Day through education, innovation and culture”. Alfonce Ngasirmoi from Kenya and Milka Bazeka, a Democratic Republic of Congo native, both shared their experiences of students and staff in a higher education context.

Reflecting on the event, Maphumulo said it was a major success, given that it was a unique project that combined the academic project by the Cape Town Hotel School Hospitality students who showcased their culinary skills as they prepared African cuisine during the day. “The event was further a success as it showcased the rich culture and diversity of our students who displayed their talents through music, traditional dance and cuisine.”

Written by Aphiwe Boyce
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Three academics from the Faculty of Education recently visited Chandigarh University (CU) in India, as part of an International Faculty Exchange Programme.

They are Prof Hanlie Dippenaar (Assistant Dean: Faculty of Education), Dr Sharon Mc Auliffe (Senior lecturer: Mathematics, Mowbray campus) and Dr Rolene Liebenberg (Senior lecturer: Mathematics, Wellington campus).

The visit was by invitation of Prof Rajan Sharma, Director of International Affairs at CU and International Office of Chandigarh University.

CU prioritises international collaboration and hosts many international scholars. Through this, they expose their students to lecturers and scientists from across the world, which enhances critical thinking and dialogue. Chandigarh University received a QS World Ranking of 771-780 for 2024 and ranked number one amongst private universities in India. After only 11 years it is the youngest university to emerge amongst the top 1.7% universities of Asia.

During their visit, the CPUT delegation met lecturers from Poland, the UK and Georgia. As visiting Faculty of the Chandigarh University, the three lecturers from CPUT were involved in teaching English and Maths to pre-service student teachers. They interacted with staff, undergraduate-, postgraduate-, and Master’s students and attended meetings to discuss potential collaboration and ideas to strengthen this partnership. Excellent opportunities to co-supervise undergraduate, graduate and Doctoral (PhD.) students, participate in externally funded projects as co-principal investigators, and to write joint project proposals for international funding were identified, not only in the Faculty of Education, but also for other Faculties.

They expressed a warm word of thanks to Chandigarh University for their generous hospitality and look forward to further collaboration.

Written by CPUT News
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As an educational developer at the Faculty of Education, Clive Brown recently had the “profound opportunity” to attend his first international conference, the International Consortium for Educational Development (ICED) 2024 in Nairobi, Kenya.

This milestone event was both intellectually stimulating and “personally transformative”.

At the conference, Brown presented his study titled "Levers of Change within Higher Education Ecosystems in South Africa: Exploring the Crucial Role of Educational Developers during Teaching Practice. This research is the culmination of his doctoral degree, completed under the supervision of Prof Sarasvathie Reddy at the University of KwaZulu-Natal.

His presentation focused on the intricate and interdependent web of stakeholders necessary to facilitate effective teaching practice placements. “These placements are crucial for developing student-teachers who often hesitate to step out of their comfort zones. I explored how this 'ecology' of stakeholders—comprising the Department of Basic Education, placement schools, mentor-teachers, parents of learners, teacher educators, and student-teachers—needs to function cohesively to ensure the success of these placements.”

In his view, the term 'ecology' refers to a set of interrelated, interconnected parts that must operate without individual agendas. “To effect change in education, these diverse systems must work together seamlessly. When these systems operate like a well-oiled machine, it can lead to profound professional learning for emerging educators.”

Attending ICED 2024 allowed Brown to share these insights and receive invaluable feedback from an international audience. This experience underscored the importance of collaboration and shared goals in achieving significant educational outcomes.

One of the most profound takeaways from ICED 2024 was the realisation that international conferences offer “unparalleled opportunities for researchers”. Brown said such events provide first-hand insight into diverse higher educational landscapes, fostering a broader understanding of how different educational systems operate. “This exposure is instrumental in reshaping and enhancing one's own educational practices, department, and institution.”

He said the conference also highlighted the critical role of educational developers in driving change within higher education. By facilitating effective teaching practices and fostering collaboration among stakeholders, educational developers can significantly impact the professional growth of student-teachers and, ultimately, the quality of education, Brown remarked.

He added that his experience at an international conference had been incredibly enriching. “It has broadened my perspective, provided new insights, and reinforced my commitment to advancing educational practices within South Africa. I look forward to applying the knowledge and connections gained at ICED 2024 to drive positive change within the Faculty of Education at CPUT and beyond.”

Brown said attending ICED 2024 was more than just an academic exercise, “it was a pivotal moment in my professional journey”. “I am excited to continue exploring and contributing to the dynamic field of educational development, armed with new insights and a global network of like-minded professionals.”

For more information about the conference and future events, visit [ICED 2024] (https://iced24.africa/).

Written by CPUT News
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The Faculty of Education recently announced the commencement of a mutual reciprocity collaboration between the faculty academics, students, and Chandigarh University in India.

Clive Brown from the Intermediate Phase at Mowbray Campus said in an era marked by interconnectedness and globalisation, universities worldwide increasingly recognise the value of international collaboration in advancing academic pursuits and nurturing a diverse, inclusive learning environment.

Brown said the CPUT visit to Chandigarh University earlier this year, served as the catalyst for a burgeoning partnership aimed at bridging geographical boundaries and harnessing the collective expertise of educators and learners from diverse cultural backgrounds.”

Dean of the Faculty of Education, Prof Andile Mji, thanked the colleagues from India for being caring hosts to Dr Rolene Liebenberg, Dr Sharon McAuliffe, and Prof Hanlie Dippenaar during their international visit to India.

Brown said developing a transnational collaboration between CPUT and Chandigarh University holds immense importance in fostering global academic exchange and synergy. “Such collaboration can enrich educational experiences by offering diverse perspectives, methodologies, and cultural insights to students and faculty alike. It facilitates the sharing of resources, expertise, and research findings, enhancing the quality and depth of academic programmes and research endeavours.”

He added that transnational collaboration opens avenues for joint projects and initiatives, fostering innovation and addressing complex global challenges through collective efforts. By leveraging the strengths of both institutions, “we can embark on interdisciplinary research endeavours that transcend geographical boundaries and contribute to the advancement of knowledge on a global scale.

This collaboration cultivates a network of international scholars, graduates, and professionals, promoting cross-cultural understanding and facilitating the exchange of ideas and best practices. “Through meaningful engagement and collaboration, we can collectively work towards building a more inclusive, equitable, and sustainable future for education worldwide.

“This partnership underscores the mutual reciprocity between the two countries and institutions in advancing research across transnational spaces. Together, we embark on a journey of discovery, learning, and collaboration that transcends borders and enriches the academic landscape for generations to come.”

Written by CPUT News
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