The Institutional Language Unit at Fundani CHED recently celebrated International Translation Day to reinforce and recognise the imperative effort made by language experts of different languages in different organisations, private as well as government.

The event's purpose was to highlight the universities' ongoing work in promoting indigenous African languages through translation and interpretation services. It was also an opportunity to share insights and collaborate on how universities can further enhance these efforts to foster multilingualism in the Western Cape and beyond.

Various speakers on the platform elaborated on the importance of translations and their challenges. In his opening address, Dr Ignatius Ticha, Faculty of Applied Sciences Language Coordinator said: “Today, we celebrate not only the invaluable work of translators and interpreters worldwide but also the critical role that translation plays in promoting multilingualism and preserving the diverse linguistic heritage of our institutions.”

Ticha, a CPUT Language Group member, welcomed guests from the University of Cape Town (UCT), Stellenbosch University (SU), the University of the Western Cape (UWC), and the Pan South African Language Board (PanSALB)).

“Your presence here signals our shared commitment to advancing the use of indigenous African languages in higher education and society at large.

He commended PanSALB for always being at the forefront of the movement to promote and “preserve the richness of South Africa’s languages, particularly Indigenous African languages”.

Delegates from each institution present were given an opportunity to present the work done by their respective institutions to promote African languages through translation services, interpreting, and terminology development in fostering multilingualism.

Written by Aphiwe Boyce
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Recently, educators gathered at the South African Renewable Energy Technology Centre for the Institutional Teaching Development Programme (TDP) ceremony 2024.

This event highlighted the unwavering dedication of academic staff to excellence in education. The TDP at CPUT resonates with key national and institutional priorities, including the National Framework for Enhancing Academics as University Teachers, the National University Teaching Awards (NUTA), and CPUT’s Vision 2030. The programme is designed to empower transformative university teachers who are equipped to face challenges, embrace inclusive teaching practices, and ultimately support student success.

The TDP curriculum thoughtfully addresses vital themes such as decolonising the curriculum, multilingual pedagogies, and the thoughtful integration of technology in teaching. By focusing on Oneness and Smartness, it aims to prepare educators for the unique challenges present in a university of technology context. The ceremony celebrated not just the completion of this developmental journey but also the incredible contributions that participating academics have made toward nurturing educational excellence at CPUT.

Head of Department for Academic Staff Development in Fundani CHED, Faiq Waghid, said: “This achievement serves as a reminder of the collective effort required to build an innovative and inclusive educational environment that ensures student success and contributes meaningfully to society.”

The atmosphere during the event was one of joy and fulfillment, featuring three inspiring speakers. Dr Xena Cupido shared insights on the TDP's impact at CPUT, while Waghid reflected on the programme’s evolution since its launch earlier this year. Dr Ntando Sindane from the University of the Western Cape served as the keynote speaker. Two TDP candidates also courageously shared their personal experiences, allowing the guests to connect deeply with their journeys. As candidates received their certificates, the room was filled with a sense of pride and accomplishment, celebrating their hard work and commitment.

The TDP is more than just a programme; it equips educators with the tools to create meaningful and inclusive educational experiences, ultimately benefiting students who will go on to make a positive impact in society. Within the departments, it encourages collaboration and embracing innovative teaching practices, enhancing the quality of education they provide. On an institutional level, the TDP strengthens its reputation as the leader in educational excellence, in harmony with its Vision 2030 goals.

Many candidates expressed that the programme was transformative, helping them grow into inclusive university teachers, even in the absence of a formal educational background. They emphasised the significance of incorporating student and peer feedback, which they are eager to weave into their teaching practices. Candidates reflected on how the TDP has shaped them into more thoughtful practitioners, better prepared to support both underprepared and exceptional students.

Written by Aphiwe Boyce
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New academic staff are being offered an invaluable tool to help them be the best lecturer possible.

The Teaching Development Programme (TDP) is a semester-long course aimed at settling new lecturers into their new demanding academic environments.

The TDP, which falls under the staff development unit of Fundani CHED, is offered over two modules that are roughly equivalent to one term of study each.

It also includes a practical component in which the candidate works with a mentor and focuses on how to enhance their teaching, learning and assessment practices.

The sharing environment also gives lecturers a chance to learn from their peers and share experiences and ideas for the classroom.

TDP Academic Co-ordinator, Dr. Lorraine Hassan says preference is given to all new lecturers with other academic staff considered afterwards.

Candidates who have successfully completed the TDP will be given preference to proceed to the Higher Diploma in Higher Education and Training (HDHET).

“We ask course participants to consider registering for the HDHET in their second year of tenure, as it is likely that university lecturers will need some form of formal educational qualification in the future”, says Dr Hassan.

The sessions comprise lectures, seminars, workshops, and e-learning activities, whilst mentoring visits and individual consultations are also offered.

Interested parties can contact Dr. Hassan directly on 021 460 3536 or via email at This email address is being protected from spambots. You need JavaScript enabled to view it.

By: Thando J. Moiloa

Written by CPUT News
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Teaching and Learning enjoyed centre stage recently when the university, for the first time, honoured recipients of in-house as well as external teaching awards at one event.

Normally only the winners of the Institutional Teaching and Learning Excellence Awards would be lauded in this way, but this year the honour was extended to faculty awardees, Teaching Advancement at University (TAU) fellows and the CPUT winner of a 2017 National Excellence in Teaching and Learning Award. The awardees were given the opportunity to give a short presentation on their teaching philosophy and practice, after which they took questions from the audience.

This year’s institutional winners are Drs Muhammad Nakhooda (Applied Sciences) and Mark Marais (Health and Wellness Sciences). Siddique Motala from the Department of Civil Engineering and Surveying received the national teaching award from Council of Higher Education (CHE) and the Higher Education Learning and Teaching Association of South Africa (Heltasa). Nakhooda together with Drs Hanlie Dippenaar (Education) and Xena Cupido (Fundani CHED) are TAU fellows, while Dr Ayesha Toyer was recognised by the Faculty of Informatics and Design for her teaching skill.

According to Prof Anthony Staak, Deputy Vice-Chancellor: Teaching and Learning, good teachers are often not given the recognition they deserve. “There is a lot more we can do, but it’s heartening to see that the Department of Higher Education and Training are supporting teaching endeavours through, amongst others, staff development. Occasions like these, where teaching excellence is celebrated, also make a contribution,” says Staak, who together with Fundani CHED hosted the event.

Assoc Prof James Garraway from Fundani CHED expressed the hope that an event like this would hosted again next year and that it would eventually become a fixture on the university’s events calendar.

Written by Abigail Calata

In a bid to curb first-year dropout rates, CPUT will roll out an integrated First Year Experience (FYE) Project.

Details of this project, which is spearheaded by Fundani CHED, was revealed at the RITAL conference held recently at the Granger Bay Campus.

The annual RITAL conference provides a platform for CPUT staff to showcase research into innovative teaching and learning initiatives.

This year’s theme was Reclaiming Quality: Enhancing the scholarship of teaching and learning in Higher Education. CPUT staff delivered presentations that focused on the subthemes of curriculum development, teaching, learning and assessment practices, and first years. 

Fundani CHED’s Dr Nosisana Mkonto presented on the FYE Project and says first-year retention is not just a South African problem, but a global one.

Mkonto says studies have shown that there are numerous reasons why students fail or withdraw from their studies, ranging from financial difficulties to a mismatch between the student and the course.

Mkonto says first years need to be nurtured and supported.

“As the CPUT community we are going to create a supportive, integrative first year to enhance student development and success,” she says.

The FYE Project focuses on high-impact activities and practices, such as an extended orientation programme and an early warning, referral and support system. Interventions such as online help material, workshops and a mentoring programme have also been included in the project.

Mkonto says when conceptualising the project, they looked at how best they could integrate it to ensure that faculties and support departments work alongside one another to ensure student success.

As a result, structures have been set up in faculties to ensure the success of the project and training will also be rolled out for academic staff.

“The support is not only for students at risk, but for all first years,” says Mkonto

Written by Candes Keating
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Provides coverage for the Engineering and Applied Sciences Faculties; the Bellville and Wellington Campuses, and research and innovation news.

CPUT STEM Learning Centre in conjunction with the Imbadu Club (Boot Camp) recently hosted a three-day boot camp at the Bellville campus which was designed for first-year students who have challenges with understanding mathematical and science concepts.

In her motivational keynote, PhD candidate in Engineering Education at the University of Cape Town, Ekaterina Rzyankina, said Imbadu introduces first-year students to a range of strategies for learning mathematics and science.

Rzyankina added that it also deepens the students’ knowledge in key areas of the curriculum by identifying the knowledge gaps.  “[The boot camp also] develops their understanding of how key concepts that underpin mathematics or science are linked together across the subject,” she said.

She also advised students to love numbers. “Make it part of life. You can do maths in the rain.”

The boot camp took place over three days with three group work sessions on days one and two, and two group work sessions and the closing session on day 3. Mathematics and science sessions were conducted concurrently covering all the sections in the respective subject guidelines. The sessions were conducted by the Fundani Student Learning Unit (SLU)-based learning facilitators.

Fundani CHED University Capacity Development Grant Project Team member, David Haarhoff said the goal was to assist students who are in need of working through various concepts relating to maths and science for preparation for their final exams. “Students at risk of failing were granted the opportunity to attend. Capacity was limited with the intent of hosting more such events in future,” said Haarhoff.

He was also impressed with the level of engagement g with students throughout the event. The concept of teaching and learning was prevalent for the duration of the three-day event and the project team received “good feedback” from the students who attended the bootcamp.

Motivational speakers included Dr Nosisana Mkonto, Head of Department: Fundani Student Learning Unit, Lauren Davids, Academic Development Practitioner:  Fundani CHED, Dr Mark Jacobs, Lecturer: Electrical Engineering Department, Dr Ignatius John Senior Physics Lecturer in the Faculty of Applied Sciences and Dr George Buzuzi ECP Mathematics Lecturer: Mathematics and Physics Department.

Written by Aphiwe Boyce
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With its aspirations to foster student success, reduce attrition and magnifying student achievement, the First-Year Experience (FYE) Unit within Fundani CHED recently hosted its student symposium at Bellville campus.

The symposium, themed: “Learning while helping others” was well attended by the students and boasted dignitaries such as Dr Andre Van Zyl from the University of Johannesburg and Siyabulela Sabata from the University of the Western Cape, who delivered insightful keynote addresses. The event centred on mentors and retention officers (Ros) unearthing their FYE experiences, highlights, and challenges they have spotted, and they also presented proposals to improve the FYE programme.

Reflecting on the event, the Institutional FYE Coordinator, Dr Nosisana Mkonto, who is also Head of Department: Student Learning Unit, said: “The event was a success. Mentors and retention officers from the different faculties shared their experiences and challenges in supporting first-year students and offered suggestions and recommendations on improving the FYE programme.”

She said: “The highlight was the sharing of best practices by the mentors and the retention officers, the informative presentation by the keynotes, Dr Andre Van Zyl from UJ and Mr Siyabulela Sabata from UWC.” There were also presentations from each faculty which were followed by pulsating question and answer sessions. FYE provides support to help first-year students manage the transition from high school to university education. Mkonto said the FYE inspires students to be fully inducted into their academic disciplines and programmes, providing them with psycho-social and academic support. “Mentors provide psycho-social support and retention officers monitor student risk factors regarding class attendance, submission of assignments and performance in assessments and assignments.”

In his feedback, Van Zyl said: “I think it’s an absolute wonderful event, it’s clear that at CPUT, you’ve got an approach to the First-Year Experience where people are international, and people are building structures, and they are involving people. That’s a very impressive approach. And I really enjoyed the seminar, it was so good to listening to the students as well. Not just the staff talking about the students or the students talking about themselves.”

In her message to the first-years and CPUT community, Mkonto added: “FYE offers online material, seminars/workshops and the CPUT101 programme, which equips first-year students to engage in their courses. First-year of study at university can be challenging, but the support from FYE can assist in overcoming the challenges. FYE is everybody’s business.”

Written by Aphiwe Boyce

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The Language Working Group recently hosted a two-day Pan South African Language Board (Panslab) Multilingual Pedagogies Workshop for CPUT staff and students at the South African Renewable Energy Technology Centre.

This workshop served the purpose of this year’s annual institutional Language Indaba. The Institutional Language Coordinator at Fundani CHED, Dr Kabelo Sebolai, who welcomed the guests said the workshop was part of the effort to implement CPUT’s policy of multilingualism. “It was aimed at both students and lecturers who are involved in teaching. The decision to run the workshop was informed by a recognition that content lecturers and student tutors are not experts in using language to teach content in a multilingual context such as that of CPUT,” Sebolai noted.

He said the policy could not be implemented effectively in the learning and teaching space “if this kind of training is not provided”.

In her opening remarks, Dr Xena Cupido, Director: Fundani CHED, said: “As we gather to explore the critical importance of multilingual pedagogies in ensuring access to higher education, I am excited about the enriching discussions ahead. In a country as diverse as South Africa, language is more than a tool for communication – it is a bridge that connects us to knowledge, understanding, and inclusivity. Multilingual pedagogies, therefore, are key to making higher education accessible and equitable for all our students, honouring their cultural and linguistic identities.”

Cupido also welcomed the two guest speakers, who facilitated the workshop. Those were: Tholakele Nkwanyana, a lecturer in Language Education: Multilingual Pedagogies at North-West University (NWU). The PhD candidate’s research focuses on the intellectualisation of African languages in higher education. She is also an isiZulu Commissioner for the African Union: Academy of Languages.

Meanwhile, Prof Rosemary Wildsmith-Cromarty is an Applied Linguist and Professor Emeritus at the University of KwaZulu-Natal. Wildsmith-Cromarty is currently coordinating research on multilingual pedagogies at NWU. She has served on provincial and national language bodies for isiZulu and English respectively and is on the Editorial Board for Language Teaching: Surveys and Studies.

The topics that were discussed on day one ranged from Introduction to Language Policy and Planning, Language History and Portraits, Multilingualism and Translanguaging.

Day two started with a recap from day one followed by discussions on Deconstructing Concepts, Building Resources - examples from lecturers, and then Creating tools for multilingual pedagogies by Nkwanyana and Wildsmith-Cromarty.

Sebolai was impressed by the debate resulting from the controversial nature of language policies. “The event was a success indeed. Everybody, including the facilitators, felt that the event was a success. The post-workshop evaluation bears testimony to this.”

Written by Aphiwe Boyce
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