The Faculty of Business and Management Sciences (FBMS) Heritage Day Celebration was recently held at the District Six Campus, giving the Faculty an opportunity to come together and celebrate our different cultures, traditions, and identities through food and cultural expression.

Under the theme “A Celebration of Cultural Cuisine,” the event was a collective effort involving various departments, staff members, students and the invited professional chefs. Activities included a cultural cuisine competition. However, the event was about much more than a cuisine competition. “It was about unity, resilience, teamwork and creating a space where colleagues and students could reconnect and celebrate one another.

We wanted to demonstrate that our diversity is one of our strengths and that, despite the challenges we may experience as a Faculty and institution, we can still come together, be creative and celebrate what we have. Most importantly, I wanted the event to remind us of what we can achieve when we work together,” FBMS Language Coordinator, Nobuhle Luphondo, noted.

Five departments took part in the Cultural Cuisine Competition: Tourism and Events Management, Human Resource Management, Management and Project Management, Sport Management, and Operations Management. Each department brought its own team, creativity and cultural identity to the event. Noluthando Dube-Cele, who also served as a guest speaker and Asithandile Ndamase, both CPUT alumnae, joined as professional chefs and as judges for the competition.

The modest Luphondo said success was not measured only by the competition or the number of participants. “For me, the greatest measure of success was seeing people show up, participate, work together and celebrate one another.”

The judges were impressed by the effort, creativity, cultural representation, presentation and teamwork demonstrated by the participating departments. “It was wonderful to see colleagues taking ownership of their contributions and putting so much thought into their cultural displays and cuisine. Although we had to announce first, second and third place because it was a competition, every department that participated was a winner in its own way.

“The real achievement was bringing people together. There were many memorable moments, but one of the biggest highlights for me was seeing the departments come together and embrace the spirit of the event.”

The student performances were another highlight; music, dance, poetry and cultural expression brought so much energy and joy to the programme.

Luphondo shared the Dube-Cele message: “Her reflection that ‘a plate represents togetherness’ really captured the essence of what we were trying to achieve.”

Luphondo continued: “She also used the beautiful analogy that 'a chakalaka never tells beetroot how to behave on their plate.’ That message stayed with me because it speaks to how we can celebrate our individuality while still belonging to the same community. We do not have to be the same to come together.”

The event demonstrated the diversity, creativity and resilience within the Faculty. It showed that departments have much more to offer when they create opportunities to collaborate and celebrate together. “For CPUT, Heritage Day is an opportunity to recognise that our institution is made up of people from different cultural, linguistic and social backgrounds. Our diversity should not simply be acknowledged; it should be celebrated and valued as part of who we are.”

Luphondo added: “I would encourage the CPUT community to continue creating spaces where people can share their cultures, languages, talents, stories and experiences. Let us show up for one another. Let us celebrate one another. Let us continue to build a community where everyone feels that they belong.”

Written by Aphiwe Boyce
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Staff and students from the Medical Imaging and Therapeutic Sciences (MITS) Department showcased their research and expertise at a recent symposium hosted by the Western Cape branch of the Society of Radiographers of South Africa (SORSA) and vendor Siemens Healthineers.

The symposium, held at Groote Schuur Hospital, brought together students, academics and clinical staff under the theme: Radiographers of the future.

A highlight of the event was the quality of the student presentations, which demonstrated the important role that students can play in shaping conversations about the future of the profession.

The presentations included a reflection on the Service-Learning project, Honouring the Frontline, by presenters Ayanda Mokoena and Chante Josias.

Hamida Moosa-Bayat and Janike Smith demonstrated MediMind, a game they developed. With their lecturers, they co-published an article in the Journal of Medical Imaging and Radiation Sciences.

Fatimah Francis and Kamishka Naidoo presented their work on a mobile gamma camera initiative – part of the International Atomic Energy Agency’s Bringing Hope to Africa campaign.

The programme also featured presentations from MITS academics and postgraduates.

Dr Maria Hartnick reflected on the importance of clinical mentoring, while Yanda Peter shared findings from her doctoral research into the professional socialisation of diagnostic radiography students in relation to global engagement.

Yolanda Le Roux-Arries took delegates back to the COVID-19 pandemic, sharing findings from her master’s research into the experiences of diagnostic radiography middle managers during this challenging period.

The symposium also included a pre-recorded presentation by Dr Gerhardus Koch on the topic of Service-Learning as an approach to develop socially aware medical imaging and therapeutic sciences graduates.

“The success of the event was in the fruitful discussions between these stakeholders, with the students contributing meaningfully,” said Dr Lizel Hudson, Work-Integrated Learning and Language Coordinator for the Faculty.

Written by Ilse Fredericks
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The Faculty of Applied Sciences recently held the Heritage Day commemoration at Bellville Campus, an event that serves as an opportunity for staff and students to come together and celebrate the rich heritage of the faculty and for the different academic departments in the faculty to showcase aspects of heritage embodied in the discipline while showcasing the fun side of science.

Dean of the Faculty of Applied Sciences, Prof Joseph Kioko, warmly greeted the large gathering of guests, setting a welcoming tone for the event. Kioko also reminded the guests that people without knowledge of their culture are like a tree without roots. “If you don’t know your past, you will not know your future.”

Highlights of this successful event included impressive attendance: over 100 in-person and over 300 online participants. The high-quality presentations and performances that showcased science and Indigenous knowledge in engaging ways were also highlights. Faculty of Applied Sciences Language Coordinator Ignatius Ticha said this year’s event was unique, as it followed a period of fragility and served as a useful space and opportunity for “students and staff to reimagine the beauty of our oneness as a faculty and an institution”.

“In spite of the circumstances preceding the event, the event set new highs and standards. The organisers worked with so little in so little time to put together an impressive celebration…”

In his address, Dr Kabelo Sebolai, the Institutional Language Coordinator, highlighted the significant elements of heritage that we cannot see but that are embodied in language. Sebolai highlighted the role of language and linguistic inclusivity at CPUT, and how science is an integral aspect of heritage communicated through language. Ticha noted that t Sebolai’s views were affirmed by a powerful and evocative praise poem by Thembisa Kobo, a student from the Faculty of Engineering and the Built Environment.

The Department of Biotechnology and Consumer Sciences students, led by Dr Maxwell Ngongang, delivered a vibrant presentation introducing us to isilawu, its preparation, and its functions. A key focus of the presentation was the scientific basis of isilawu, its potential, and the role of scientists in traditional practices. “By linking traditional practices to important realities such as sustainability, the presenters identified collaboration with local communities as key,” Ticha observed.

Thembile Gcukumeni, a community partner from the Tembaletu Centre, demonstrated the value of resilience through his lived experiences and offered useful advice on various aspects, including ecology, the real value of education, and how our lives are linked to the ancestral. The audience was enthralled and captivated by Anathi Mobo, a Cape Town-based singer, educator, and accomplished jazz vocalist with a Master's degree from the University of Cape Town. She is also the daughter of staff member Mmabatho Mobo. Mobo is a recognised performer and award-winning vocalist who has appeared on major South African stages while also teaching privately and in schools.

Agriculture Lecturer Dr Zukisani Gomomo and student Tsepiso Majola from the Department of Agriculture gave an interactive presentation that highlighted the value and relevance of traditional agricultural systems and agricultural evolution. Meanwhile, Department of Food Science and Technology students in the Edible Insects group, led by Dr Vusi Mshayisa, put on a well-curated dramatisation that showed us fun ways of communicating science and how science and heritage are interlinked.

The Department of Conservation and Marine Sciences put on a performance that was not only educational but also artistically and aesthetically evocative. Continuing the trend of great artistry, Mfuneko Collin of Tembaletu thrilled the audience with his soulful music. “The event was indeed a show of the vibrant spirit of the faculty, with an audience that was really highly spirited,” Ticha observed.

Reflecting on the event, Dr Vuyokazi Mntuyedwa, an Academic Literacy Lecturer, said the Heritage Day celebration was a meaningful and insightful experience that highlighted the importance of cultural diversity, indigenous knowledge, multilingualism, and identity. “The celebration demonstrated that multilingualism and multiculturalism are important in creating inclusive spaces where individuals can express their identities, learn from one another, and develop mutual respect across cultural and linguistic differences,” Mntuyedwa observed.

She noted that the presentations demonstrated the connection between science and indigenous knowledge, particularly the importance of preserving knowledge about plants, traditional ingredients, food practices, and cultural traditions for future generations.

Ticha added that the science disciplines in the Faculty of Applied Sciences and at CPUT are rooted in a rich heritage of indigenous knowledge. “Science can be so much fun. Celebrations like Heritage Day build bridges between the university and communities, especially when community members are invited to participate, as was the case at the event.”

Written by Aphiwe Boyce
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The recent Deutscher Akademischer Austauschdienst/German Academic Exchange Service (DAAD) Community Engagement in the higher education Southern Africa Region (CESAR) international regional workshop week was held at the Flensburg University of Applied Sciences (FUAS), Germany.

CPUT joined the Namibia University of Science and Technology (NUST) in an enriching experience in Flensburg, highlighting the value of internationalisation in broadening the community engagement perspectives within diverse university contexts.

CESAR is a vehicle for social transformation, nation building through collaborative partnerships and the creation of opportunities for improved living and knowledge exchange. In CESAR, an international trans-disciplinary team of university staff and their external community, government and industry partners collaborate through capacity building workshops and knowledge exchange project partnerships.

CESAR is an International DAAD funded project led by FUAS, in partnership with CPUT and the NUST from 2024-2027. CESAR builds partnerships across nations to share ideas, knowledge, skills, practices and experiences through CE projects in communities. SDG 17: Partnerships for the goals as a guiding framework, is the foundation to address the fields of action: Teaching, Research and Management.

The main objective of the project activities is to support the achievement of the SDGs through community engagement and social entrepreneurship initiatives in the fields of SDG 6: Affordable and clean energy; SDG 7: Clean water and sanitation; and SDG 11: Sustainable cities and communities in the Southern African context.

CESAR is fortunate to have the expertise of researchers and practitioners in the fields of Community Engagement, Entrepreneurship, Sustainable development, Urban and regional planning, Sustainable Construction, Energy, Water and sanitation, Curriculum Development; Project Management; and Engaged research.

Jacqui Scheepers, CPUT CESAR Project Leader, said of the German experience: "The intercultural experiences provided valuable insights into different educational practices, technologies, and ways of working, while also deepening my appreciation for the importance of collaboration across cultures.

“An important aspect observed was Germany's strong commitment to creating supportive environments and ecosystems that encourage entrepreneurship, innovation, and lifelong learning. The emphasis on experiential learning and the practical demonstration of skills, particularly during our visits to the Handwerkskammer and FUAS, demonstrated how theory and practice can be effectively integrated to prepare students for the world of work.”

Prof James Katenda from NUST noted that the workshop "provided a rich and multidimensional learning experience, offering valuable exposure to European models of skills development, innovation ecosystems, and sustainable enterprise. The programme was thoughtfully curated, and each activity contributed meaningfully to the project’s overarching goals of strengthening TVET systems, fostering entrepreneurship, and advancing green and inclusive development across partner countries”.

At the Handwerkskammer in Flensburg the student candidates are trained in the use and application of automotive testing and diagnosis. This approach aligns well with SA FET colleges.

Walter Kohlhofer from CPUT’s Mechanical Engineering Department said observing the German dual-training system in practice highlighted the importance of strong industry-education linkages, competency-based instruction, and well-equipped training environments. “These insights are directly relevant to CESAR’s ambition to modernise African TVET institutions and enhance the quality and relevance of skills development,” said Kohlhofer.

CESAR engineers appreciated the industry visits as it showcased engineering applications and solutions. Kohlhofer observed that the bottle washers which are used at the company, Krones are what is used at South African Breweries in Newlands, which shows that there are existing international links which we are now aware of.

Ngunoue Cynthia Kauami from NUST said: "What was really profound was the visit to the businesses and seeing the innovativeness coupled with the drive for social good. This is an angle of doing business with moral ambition that has become pressing in our context and even more so, our classrooms. As lecturers in the area of entrepreneurship, we've started moving towards having SDG related themes that students are required to craft business concepts around. The engagements in Flensburg have solidified this more."

Katenda emphasised the importance of leadership and governance and partnerships and said: "The engagement at the Schleswig-Holstein Parliament provided a deeper appreciation of the governance and policy frameworks that underpin successful skills ecosystems. The discussions demonstrated how political leadership, legislative support, and coordinated funding mechanisms shape the enabling environment for innovation, SME development, and workforce transformation. This reinforced the need for stronger policy–institution–industry alignment within CESAR partner countries.

“The visit to the myBoo Bamboo Bicycle Factory offered a compelling example of sustainable manufacturing and circular-economy innovation".

Of the tour to the Business Incubation Centre, Flensburg, Katenda said it "further demonstrated how structured incubation, mentorship, and prototyping support can nurture early-stage enterprises".

The historical-cultural excursion to Glücksburg Castle focused on partnership mapping and engagement that enhanced valuable cultural and relational depth to the workshop.

Kohlhofer emphasised that the visit also included "informal meetings/gatherings of the participants which allowed for the exchange of ideas, differences and similarities in working styles, which lead to closer working relationships.

Prof Bongani Ncube, Centre for Community Water Research Unit, reflected that the FUAS visit was well-planned and highly productive.

"The final activity – a visit to the Villekula social start-up – was a fitting conclusion to the programme. It showcased how social enterprises can blend education, sustainability, and community engagement in practical and impactful ways. Overall, the workshop strengthened my understanding of how successful skills and innovation ecosystems operate – from policy and governance to training delivery, enterprise support, and sustainable value chains.," said Katenda.

Scheepers concluded: "Perhaps the most memorable part of the experience was meeting passionate and like-minded individuals who are dedicated to community engagement and to improving people's lives through education. Their enthusiasm, generosity in sharing their knowledge, and commitment to making a meaningful difference were both motivating and inspiring."

The CESAR team also met at NUST in June 2026 and CPUT will host the delegation at the university from 4 to 11 October 2026.

Written by CPUT News
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Recently, the Bliss Hall Residence and House Navarre at the Wellington Campus came together to celebrate Heritage Day in a colourful display of culture, unity and tradition.

Over the years, House Navarre has maintained a unique tradition of choosing one residence to tie the knot with. Fulu Netshidzati, the Residence Manager of Bliss Hall Residence and House Navarre, said this means that the selected residence is symbolically married to Navarre for that particular year. “The partnership goes beyond the symbolic marriage, as the two residences commit to hosting events together, supporting one another and strengthening the spirit of unity among students,” Netshidzati notes.

For 2026, Bliss Hall Residence was chosen as House Navarre's partner, and the two residences celebrated their union in a memorable way by hosting a wedding ceremony showcasing different cultures and traditions.

The celebrations began with a Western-style wedding, followed by a traditional wedding ceremony. The event provided students with an opportunity to experience and appreciate the beauty of different wedding customs and cultural practices. Adding to the excitement, various cultural groups representing different tribes entertained the audience with vibrant traditional dances, showcasing the richness and diversity of South African heritage.

Netshidzati states that the wedding celebrations were preceded by lobola negotiations held by students over the weekend before the main event. The negotiations added authenticity to the occasion, giving students a chance to learn about and take part in one of the most significant traditions in many South African cultures. Students participated enthusiastically, making the build-up to the wedding just as memorable as the main celebration.

“The success of the event was a true reflection of teamwork, commitment and student participation. Special recognition goes to the Residence Management structures, including the House Committee, Peer Helpers and Residence Student Association (RSA), who worked tirelessly to bring the event to life,” notes Netshidzati, who played a significant role in ensuring the success of the celebration.

Netshidzati acknowledged their dedication, and in addition to the cultural festivities, more than 300 students were served food. “What made this even more remarkable was that the food was cooked and prepared by the very same committees responsible for organising the event. Their hands-on involvement demonstrated their commitment to student engagement and creating a memorable experience for everyone.”

He says: “The Bliss Hall and House Navarre Heritage Day celebration was more than just a wedding. It was a platform for cultural exchange, teamwork, unity and the preservation of traditions. Through music, dance, food and the symbolic union of the two residences, students were reminded of the importance of embracing diversity while celebrating what brings them together.”

Netshidzati continued: “It was great to see maximum participation from students, which contributed greatly to the success of the event. Credit goes to my House Management team for their hard work and dedication in making this event a success. I would also like to extend my sincere gratitude to my colleague, Mrs Buntukazi Siphambili, for gracing the occasion and showing her support, and the support from our HOD Mr Zandile Jacobs who constantly checked on our progress.”

As the celebrations ended, the event left lasting memories and demonstrated the power of collaboration between residences. The partnership between Bliss Hall and House Navarre has set a meaningful example of how student leadership and active participation can turn an ordinary celebration into an unforgettable experience.

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Prof Agnes Chigona, a distinguished educator, NRF C1-rated researcher, and the Tier 1 SARChI Chair as well as Director of the Global Institute for Teacher Education and Society (GITES), is “deeply honoured” to have received the Digital Skills Sovereignty Award at the SITA GovTech Digital Sovereignty Public Service Awards 2026 recently.

Chigona says this award recognises individuals who have made significant contributions to developing digital skills and capacity that empower citizens, strengthen institutions, and support South Africa's digital transformation agenda. “As an educator and researcher, this recognition is particularly meaningful because it acknowledges the role of research and education in building a digitally empowered society.”

Her first reaction when her name was announced as a winner was surprise, gratitude, and humility. “I felt honoured that the work I have dedicated myself to over many years had been recognised at a national level. At that moment, I reflected on the many students, colleagues, collaborators, and mentors who have journeyed with me. This achievement is not mine alone; it represents the collective efforts of many people committed to advancing education and digital innovation.”

She attributes this achievement to perseverance, collaboration, and a passion for making a meaningful contribution through research and education. Throughout her career, Chigona focused on understanding how digital technologies can be leveraged to improve educational opportunities, particularly for those who have historically been underserved. The support of her colleagues, students, research partners, CPUT, and funding agencies such as the National Research Foundation (NRF) has played a vital role in making this work possible.

Personally, this award is a humbling affirmation of the work she has been privileged to undertake throughout her academic career. “For GITES and the Faculty of Education, it highlights the quality, relevance, and impact of our research and teaching. For CPUT, this recognition demonstrates the university's contribution to advancing digital skills, innovation, and research excellence in South Africa. It showcases CPUT as an institution that is committed to producing knowledge and graduates capable of contributing to the country's digital future.”

Chigona believes this award reflects a sustained commitment to advancing digital skills through research, capacity development, and leadership. Over the years, she has worked to understand how technology can be used effectively to improve teaching, learning, and educational opportunities. Through mentoring postgraduate students, leading innovative research projects, building national and international partnerships, securing research funding, and contributing to policy and practice, “I have sought to promote the development of digital skills that support both individual and societal growth”.

“This award recognises those collective efforts and their impact.”

She also encourages emerging researchers to pursue research that matters and creates value for society. Be curious, remain resilient, and embrace collaboration. “Research is not always an easy journey, but persistence and commitment will yield results. Most importantly, focus on addressing real-world challenges and creating knowledge that can make a positive difference in people's lives and communities.”

Chigona is inspired mostly by the opportunity to make a meaningful impact through education and research. “Knowing that our work can help improve educational outcomes, empower teachers and learners, and contribute to national development keeps me motivated. I am also inspired by the students and young researchers I mentor. Their enthusiasm, creativity, and determination remind me every day of the transformative power of education.”

Chigona emphasises that she is deeply grateful to receive the Digital Skills Sovereignty Award. “I accept it not only as a personal honour but as recognition of the collective efforts of my colleagues, students, collaborators, and the broader CPUT community. This award strengthens my commitment to continue contributing to the development of digital skills, educational innovation, and research that helps create a more inclusive and digitally empowered South Africa.”

Written by Aphiwe Boyce
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What began as a way of expressing grief after the death of his grandmother has grown into a passion that has taken an Electrical Engineering student to the Top 10 of the highly contested Slam Jam Poetry Competition.

For Ntsako Mohlala, who is also the Chairperson of the CPUT Poetry Society, being selected as one of the competition’s 10 finalists is more than an achievement – it is confirmation that he is finding his place as a slam poet.

“It meant a lot to me. This is something that makes me believe I am a slam poet. It has inspired me to dream bigger and be bolder. Anything is possible, and this means I’m nine steps closer to the dream,” he says.

His relationship with poetry began unexpectedly.

After losing his grandmother, he started writing about how much he missed her.

His cousin and a friend eventually pointed out that what he was writing was poetry.

“I took it lightly,” he recalls.

Ntsako, who grew up in Mpumalanga, said his passion developed further after moving to Johannesburg, where a friend signed him up for the UJ Arts Academy.

In 2024 he moved to Cape Town and started slamming. He reached the top eight of the New Generation Democracy slam, where he was representing his province, Mpumalanga.

“I later joined Slam City where I frequently placed in the top 5 until last year, when I won the title back-to-back. I was active in the CPUT space at the same time, and I won the 2025 CPUT poetry competition. In 2026 I was voted in as chairperson of the poetry society and that has been the most fun I've had as a poet.”

He says poetry has afforded him the luxury of telling his story.

“Whenever I’m going on stage, I hope to touch people beyond the physical and bring out the healing and also to just make the audience feel like they're not doing life alone and whatever is happening to them is happening to me.”

Ntsako writes about self-discovery, belonging, longing, love, loss, detoxifying masculinity and social commentary.

He will be travelling to Durban from 4 to 10 October 2026, with the semi-finals and finals taking place at The Playhouse Theatre on 6 October 2026.

“Over 40 poets are meeting in Durban and for me getting to watch them is very exciting.”

Written by Ilse Fredericks
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Bridging the worlds of academia and industry, the 2nd International Conference on Artificial Intelligence (AI) and Generative AI (ICAILY 2026) will host leading international and national speakers to explore groundbreaking research and champion sustainable, equitable AI progress, with a special focus on Africa and the Global South.

The three-day event at the South African Renewable Energy Technology Centre, Bellville Campus, from 28 to 30 September 2026, with the theme "Current Research · Industry Trends · Innovation," ICAILY 2026 will spotlight responsible AI, industrial AI, intelligent systems, and Agentic AI, promising a dynamic exchange of ideas and innovation.

The programme includes keynote addresses from leading international and national speakers, research presentations, industry keynotes, high-level discussion panels, and hands-on training and workshops delivered by leading experts, all designed to advance these objectives.

The conference covers a broad range of research tracks, including but not limited to:

• Core AI and Intelligent Systems.
• Responsible, Ethical & Trustworthy AI.
• Applied AI and Industry Solutions.
• AI for Health, Science & Sustainability.
• Human-Centred and Socially Impactful AI.

“This comprehensive scope reflects the breadth and depth of the research being presented at ICAILY 2026 and reinforces the conference's position as a leading international platform for AI and generative AI,” says Prof Ali Almaktoof, Associate Professor of Power Systems.

Almaktoof notes that CPUT's reputation as a leading university of technology, combined with Cape Town's standing as a global hub for innovation and its strong technology ecosystem, made the city a natural choice. “This collaboration reflects a shared commitment to advancing AI research and innovation on the African continent. As academic partner and host, and through the Department of Electrical, Electronic and Computer Engineering (DEECE) and the Energy Institute, CPUT is proud to reinforce its role in this important international event.”

Sharing insights into the newly introduced AI-driven conference management system and how it transforms attendee engagement, Almaktoof, who is also Head: Centre for Research in Power Systems, says the AI-driven conference management system personalises the attendee experience through smart scheduling, networking recommendations, real-time updates, and analytics. “Integrated with our online platforms, it bridges the gap between in-person and virtual participants via live translation, intelligent matchmaking, and seamless interaction.”

He hopes attendees leave the conference with a clear understanding that AI development must be inclusive, ethical, and sustainable. Almaktoof adds that the conference emphasises that global collaboration, robust governance, and capacity building — especially in underrepresented regions — are essential to ensuring AI benefits all of humanity. The ICAILY 2026 Awards and Distinguished Guests Recognition Ceremony will recognise outstanding contributions, with the top three best research articles being awarded during the ceremony.

Highlighting the urgent roadblocks to achieving global trust in these technologies, he says the most pressing challenges include the lack of transparent governance frameworks, data privacy and security concerns, algorithmic bias, and the digital divide.

“Addressing these requires not only technical solutions but also international cooperation, capacity building, and inclusive policy design. Without clear accountability and shared standards, trust in these technologies will remain uneven across regions and sectors.”

He notes that strong research papers have been accepted for publication, backed by strong academic credentials, and that all accepted publications will appear as book chapters with Springer Nature, one of the world's leading academic publishers. The papers present rigorous, peer-reviewed research addressing real-world challenges. “In FinTech, we are seeing advances in fraud detection and decentralised finance; in cybersecurity, AI-driven threat intelligence; and in smart healthcare, predictive diagnostics and personalised medicine.”

Almaktoof also states that the Global Robotics Challenge provides a hands-on, competitive environment where teams can demonstrate autonomous systems in realistic scenarios.

The exhibition at ICAILY 2026 allows researchers and innovators to present their work directly to industry stakeholders, investors, and end-users. This interaction accelerates the translation of academic theory into market-ready solutions and keeps research aligned with real-world needs. The hybrid conference provides a benchmark against global best practices, which we will adapt to our local context to strengthen our national AI ecosystem. Almaktoof, a member of the CPUT organising committee, works with ICAILY Chairman Dr Ali Othman Al-Baji, DEECE, and the Energy Institute. The

insights gained at ICAILY 2026 will directly inform the national AI governance and regulatory frameworks.

“More than 40 CPUT students will be trained during the three-day conference, and certificates will be handed to those who complete the training. “This is a wonderful chance for our students, academic staff, and support staff to gain practical, industry-relevant skills at no cost.”

Written by Aphiwe Boyce
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For Dr Dorothy E. Esau joining CPUT in 2019 was more than the start of a new chapter. It was a homecoming.

Nearly three decades after graduating from the then Peninsula Technikon with a Higher Diploma in Education (Commerce), she returned to her alma mater as a lecturer in the Faculty of Education, helping to shape the next generation of teachers.

Today, Esau is known not only for her work in teacher education but also as an author and entrepreneur. Her journey has however been anything but conventional.

After graduating in 1990, she faced the harsh reality of a competitive job market and applied for approximately 80 teaching positions without success.

Determined to find an opportunity, she and her husband, Henry, visited schools in person until she secured her first teaching post at William Mason Primary School.

“After six years, I moved into the private and NGO sectors, where I worked in bookkeeping and also became a driving-school owner. Those years might look like a detour on an academic CV, but they taught me about business, people, resilience and life outside formal education.”

Her return to teaching in 2006 proved transformative.

She worked at The Settlers High School, Belhar High School and later Vista Nova High School, a school for learners with special educational needs.

“Working with learners with diverse educational needs and young people at risk fundamentally changed how I understood education. It deepened my commitment to inclusion and made me increasingly interested not simply in what we teach, but in the circumstances under which people learn, teach and flourish.

At 42, Esau made a decision to return to university.

“That decision weighed heavily on my husband and me because our two boys were watching us. I wanted them, and especially young people who do not always see people from backgrounds like ours represented in academic spaces, to understand that where you begin does not have to determine where you end.”

Determined to continue growing both personally and professionally, Esau completed a BEd Honours in Educational Management, followed by a Master's in Education.

She then established an ambitious goal for herself: "DocB450" – Doctorate Before 50.

Her doctoral research focused on beginner teachers and the support they require, a topic that would later influence much of her academic and professional work.

She is passionate about her role as a lecturer.

“I take the responsibility of preparing teachers very seriously because every student teacher sitting in my classroom will eventually stand in front of hundreds, perhaps thousands, of young people during a career. Our influence as teacher educators therefore travels much further than the students immediately in front of us.

“Of course I want my students to understand pedagogy, curriculum and professional practice. But I want more than technical competence. I want them to understand the human being who teaches.”

This commitment to supporting teachers extends beyond the university through EduFocus Connect, the organisation Esau founded.

The initiative emerged from a question that has guided much of her research and work: Who supports the teacher?

“My doctoral research into beginner teachers made the support gap particularly visible to me. I realised that professional development cannot only be about giving teachers more strategies, more content and, frankly, more things to do. Teachers also need spaces in which they can reconnect with purpose, develop professionally, receive mentoring, reflect honestly and attend to their holistic wellbeing.

“EduFocus Connect was created to help occupy that space. Our work centres on teacher professional development, holistic teacher wellbeing, mentoring, leadership development and support for pre-service and beginner teachers. This includes our SACE-endorsed Enhancing Holistic Teacher Wellbeing programme and our Ready to Teach initiative, which focuses on supporting the transition from university into the realities of professional teaching.”

She says there is a beautiful balance between her work at CPUT and EduFocus Connett.

“EduFocus Connect is an independent professional venture, distinct from CPUT, but the two spheres of my work are connected by a shared commitment to teacher development, wellbeing and educational transformation. EduFocus continues that conversation beyond the university. It keeps me connected to practising teachers, beginner teachers and school leaders. What I hear and learn in those spaces enriches the questions I bring into teacher education, while my academic and research background helps me ensure that EduFocus remains purposeful, reflective and evidence-informed.”

In March 2025, Esau was diagnosed with cancer and has shared this deeply personal story in her book titled My Story for His Glory.

“Writing gave me a way to make meaning of something that had interrupted life so suddenly. It allowed me to speak about fear, faith, vulnerability, family, gratitude and the fragility of the plans we make for ourselves.

“I also wanted my experience to serve a purpose beyond me. If telling my story could encourage even one person not to postpone a screening, to listen more carefully to

their body or to begin prioritising their holistic wellbeing, then something difficult could produce something useful.”

Esau credits much of her outlook and determination to her family.

“I grew up watching my parents raise eight children under challenging circumstances. My mother was a seamstress in a clothing factory and my father worked as a train conductor for the South African Railways. They may not have had material abundance, but what they gave us was immeasurable: family, faith, work ethic, creativity and the conviction that their children should have opportunities.

Her father was also a playwright and community activist who established the Alpha Omega Drama Group in the late1960s

“From my father, I learnt that your gifts should not exist only for yourself. Creativity could serve a community. Words could move people. Your voice could have purpose. My mother taught me something equally powerful, but in a quieter way. Watching her, I learnt that a woman does not have to compete with a man — or anybody else — in order to be counted.”

Her early life was spent “in a humble ‘sinkhuisie’ in Louw se Bos, Leonsdale, Elsies River. In the early 1970s, her family moved to Nooitgedacht, and she grew up in the Nooitgedacht/Bishop Lavis community as the youngest of eight children.

Her husband, Henry, has remained a constant source of support throughout every stage of her journey, from teacher and student to academic, entrepreneur and cancer survivor.

Today, the couple are both academics at CPUT and enjoy life as empty-nesters, spending time with their two sons and daughter-in-law, travelling and embracing the simple joys of life.”

CPUT's Vision 2030 values of Oneness and Smartness resonate deeply with her.

“Smartness without humanity can become impressive but disconnected. Oneness without thoughtful action can remain a good intention. We need both. We need to think well and care deeply.”

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

From the historic buildings of CPUT’s Wellington Campus to the Castle of Good Hope and Robben Island, researchers at the Sustainable Heritage Research Unit (SHRU) are helping to deepen understanding of South Africa’s built heritage.

The unit was established to strengthen research, training and professional capacity in sustainable heritage conservation, in collaboration with the South African Heritage Resources Agency (SAHRA).

“The research programme focuses on developing a scientific understanding of historic buildings and their materials and translating that knowledge into practical conservation solutions,” said Prof Kumar Pallav, who leads the unit.

“One of our major research areas is developing a heritage cementing-materials catalogue for the Western Cape, with the longer-term objective of expanding this work to South Africa and the African continent. We sample and characterise historic mortars in terms of their aesthetic, physical, chemical, and mechanical properties. This information can then be used to develop compatible restoration mortars.”

The research also incorporates non-destructive testing, digital documentation and numerical modelling.

“The broader vision is to establish a Heritage Material Museum and Research Centre, where historic construction materials can be systematically catalogued, characterised and used for research, teaching and training.

“This work directly supports the objectives of the CPUT–SAHRA collaboration by connecting academic research with practical heritage conservation, professional training and capacity building.”

A long-standing Memorandum of Understanding between CPUT and the SAHRA was reaffirmed in December.

One of the key highlights thus far has been the research conducted on the Castle of Good Hope.

“The Castle has become an important research and learning site, including the development of a Heritage Material Card and investigations into historic construction materials and their conservation,” said Pallav.

At Robben Island, the research has contributed to the systematic understanding and documentation of heritage materials and its design associated with this internationally significant heritage site.

At Non-Pareille Manor House, the research has included non-destructive assessment, assessment of fire damage, and numerical modelling of this important historic structure, providing valuable insight into the behaviour and condition of historic construction.

Other highlights have included:

• The development of compatible restoration materials. Rather than simply replacing historic materials with modern products, the research investigates how restoration mortars can be designed to match the original materials and properties of heritage structures.
• Training and capacity development. A key achievement has been involving postgraduate students in heritage research and training professionals to develop the next generation of researchers and professionals who can work at the intersection of engineering and conservation.
• International collaboration. The work has developed links with international researchers and institutions, including collaboration on heritage mortar research with the University of Granada in Spain, IIT Bombay and IIT Mandi in India, and the University of Carleton, Canada.
• Strengthening the CPUT–SAHRA partnership. The collaboration has created opportunities for research, training, knowledge exchange and public engagement around South Africa's built heritage.

“Perhaps the most important highlight is that the research shows heritage conservation can be evidence-based and scientifically rigorous. Engineering and science do not replace heritage values; they provide additional tools to understand and protect them,” said Pallav.

*Earlier this month, SAHRA and CPUT hosted a Heritage Month webinar.

Written by Ilse Fredericks
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As South Africa prepares to celebrate Heritage Day, the Sustainable Heritage Research Unit (SHRU) at CPUT is conducting research to understand, document and conserve the historic built environment of the Wellington Campus.

Prof Kumar Pallav, who heads the SHRU, says his team’s approach treats these buildings not simply as old structures, but as valuable sources of knowledge. The SHRU’s Dr Maphole Loke and the Education Faculty’s Dr Adrienne van As are also involved in the research.

“We investigate their materials, construction techniques, deterioration mechanisms and structural performance, while also exploring appropriate approaches for their conservation and future use.

“The research includes documenting and characterising historic construction materials such as masonry, mortar and stone, as well as applying non-destructive testing techniques such as Rebound Hammer and Ultrasonic Pulse Velocity testing. Where appropriate, digital and numerical modelling can also be used to understand structural behaviour and identify vulnerable areas.”

He said Goodnow Hall, Murray House, and Bliss Hall were being considered for meaningful research into the conservation and restoration of heritage buildings.

Historic buildings face a combination of environmental, material, structural and human-related threats.

One of the most significant threats is water and moisture ingress.

“Moisture can accelerate deterioration of historic mortar, masonry, plaster, timber and other materials. Changes in temperature and humidity, prolonged weather exposure, and inadequate drainage can further contribute to deterioration. Historic buildings require regular monitoring and maintenance, because early identification of deterioration can prevent much more serious and expensive damage later.”

The principal objectives of the research are to:

• Document and understand the historic buildings, their materials and construction techniques.
• Assess the buildings' current condition and structural performance using appropriate scientific and non-destructive techniques.
• Identify deterioration mechanisms and the factors contributing to damage.
• Characterise historic mortars, bricks, stone and other construction materials.
• Develop conservation and restoration approaches that are compatible with the original materials.
• Create a scientific knowledge base that can support long-term maintenance and conservation.
• Demonstrate how engineering, materials science and heritage conservation can work together to protect South Africa's built heritage.
• Train students and young researchers in interdisciplinary heritage conservation research.
• Understand the history, materials, technology, and significance so conservation interventions are informed by evidence rather than assumptions.

Pallav said the Wellington Campus buildings are not only part of CPUT's institutional history but form part of the broader social, architectural and cultural history of the Western Cape.

“Preserving built heritage does not mean freezing buildings in time or preventing them from having a modern purpose. Rather, it means finding a responsible balance between preservation, continued use, safety and adaptation.”

He said heritage conservation is also about passing knowledge from one generation to the next. “When we lose a historic building, we lose not only a physical structure but also materials, craftsmanship, construction knowledge, stories and a tangible connection with the past. On Heritage Day, I would encourage people to look at historic buildings differently. Instead of asking only, ‘How old is this building?’, we should also ask, ‘What can this building teach us?’”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

There is also a longer-term concern.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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