The success of a group of academics who completed the Teaching Development Programme (TDP) was celebrated during a recent certificate ceremony.

TDP fosters critical reflexivity, enabling new lecturers to engage with historical and systemic challenges shaping pedagogy, and promotes inclusive, participatory teaching practices that ensure student access and success.

During the certificate ceremony, which was held at the SA Renewable Energy Technology Centre, Dr Faiq Waghid, Head of the Academic Staff Development Unit in Fundani, congratulated all the recipients and praised them for staying the course while some of the candidates reflected on their experiences.

Fundani CHED Director, Dr Xena Cupido, said the TDP was one of their flagship programmes.

“It's a very proud moment for us that we get to honour you.”

She said the TDP would not only benefit the lecturers but also students and the institution as a whole.

“So, while this may be a celebration of your personal growth and it marks the end of this particular journey, it's not the end of your growth in terms of your teacher development. So hopefully, as you return to your classrooms, students will get to see a different side and experience a different side of teaching and learning. Departments will benefit from colleagues who think carefully about the curriculum. And for us as an institution we benefit in ways where we gain a group of academics to whom teaching hopefully is not a burden but there's passion, compassion and empathy that shows.”

The keynote speaker at the event was Fumane Khanare, Associate Professor in the Department of Educational Psychology at the University of the Western Cape, who stated: “Our purpose, I was told, is not what you do. It is what happens to people when you do what you do.”

TDP at CPUT aligns seamlessly with the National Framework for Enhancing Academics as University Teachers, the National University Teaching Awards (NUTA), and institutional frameworks like CPUT’s Vision 2030. These frameworks collectively emphasise the development, recognition, and advancement of academics as transformative university teachers.

Written by Ilse Fredericks
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Dr Xena Cupido, the Director of the Fundani Centre for Higher Education Development, (Fundani CHED) has expressed her delight after Bulela Limba, a Master’s student in Food Science and Technology, was selected as one of the prestigious 2025 Siyaphumelela Scholars nationally.

The Siyaphumelela Project is an objective of the larger Kresge Foundation’s Education Programme, which works towards supporting colleges and universities around the world to better understand and support the most vulnerable students along their chosen academic journeys. 

Cupido, who is co-chair of the Siyaphumelela Project at CPUT with Prof Muhammad Nakhooda, said this selection follows a highly competitive national process, with 15 nominations from leading universities across South Africa. “Bulela's compelling academic and leadership journey distinguished her among the candidates. She is a recipient of the Vice-Chancellor’s Excellence Award, a testament to her resilience, academic excellence, and transformative leadership in student communities.”

As a Siyaphumelela Scholar, Bulela is now eligible for the international Achieving the Dream (ATD) DREAM Scholar Award in 2026 — an opportunity that offers global exposure to student success strategies and thought leadership in higher education. Bulela responded to the nomination by saying: “To be nominated is a deeply emotional milestone, it’s not just my win but a win for every young person who dares to dream.”

When asked what she is most looking forward to, she said: “as a Siyaphumelela scholar, I’m looking forward to learning alongside passionate changemakers and using this platform to amplify student voices and reimagine what’s possible for the next generation”.

In the next phase of the programme, Bulela and her fellow scholars will be supported in crafting a reflective “I Am” poem, drawing on their lived experiences and personal journeys. These powerful narratives will be showcased on national platforms, amplifying student voices and deepening the impact of student-led change.

“Congratulations, Bulela — your journey is a beacon of hope and possibility. We are proud to walk beside you as you continue to rise and inspire,” Cupido remarked.

Written by Aphiwe Boyce
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The Higher Certificate programme in the IT Department is working closely with Fundani CHED as part of the Unfurling Post School Education and Training (UPSET) programme in their effort to make university access available to TVET college students.

As part of this, the HCINCT UPSET student orientation workshop was recently held at the Bellville Campus. The aim is to provide orientation and information to students enrolled for the Higher Certificate in Information Communication Technology (HCINCT), receiving tuition from the Technical Vocational Education and Training (TVET) colleges, and who intend to enter the job market or continue to university. Xolani Vanda, the Coordinator for the HCINCT, said the programme was started three years ago and is offered to students coming from the partner TVET colleges like Northlink College, College of Cape Town and False Bay College. “Initially, the idea was to provide information that would help students to be ready for assessments or examinations. This was also to address concerns and complaints received from the students and staff that they did not get all the information shared with Diploma in ICT students.”

The workshop was attended by 196 students and 41 staff members. This was an opportunity to share information with the students about the available student support services that all students can access, including those receiving their tuition at the TVET colleges. The Division of Student Affairs (DSA) and the Finance Department were among the presenters who unpacked the services and processes of their respective departments.

Lecturers from the university and the colleges took time to unpack the programme to the students. The workshop unpacked the HCINCT programme and how it relates to the Diploma in Information and Communication Technology (ICT) programme, giving students the relevant information that would enhance their chances of getting into the Diploma programme, should they wish to do so. The presenters also provided the students with the top 20 criteria as part of the memorandum agreement signed by the university with the TVET colleges, “which says the top 20 best performing students out of 60 students from each college campus will be considered on condition they apply for the Diploma in ICT at [CPUT]”.

Vanda said the workshop gave them an opportunity to unpack the programme expectations and what the students need to aim for to secure their spot in the ICT Diploma programme for the year 2026, “The presenters from Fundani, Finance Department, CPUT Libraries, DSA and the subject lecturers provided valuable information to the students which in a way served as a cheat code for the students to be successful for the year.”

Vanda added that the primary beneficiaries are the students in the HCINCT programme, as they have been given access to information they would normally be away from. “This allowed them to feel and know they are part of the CPUT community and have a right to access the university resources.”

Written by Aphiwe Boyce
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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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The Fundani Centre for Higher Education Development (CHED), led by Director, Dr Xena Cupido, successfully hosted the 12th Annual Research Innovation in Teaching and Learning (RITAL) Conference at the Cape Town Hotel School.

This event emerged as a vital platform for educators and researchers to share insights and propel the advancement of teaching practices. Dr Najwa Norodien-Fataar, the Research Coordinator at Fundani CHED and chair of the RITAL committee, announced that the conference was supported by the University Capacity Development Grant (UCDG).

“The RITAL Conference was a resounding success, featuring an impressive 36 presentations. This year, academics from the University of the Western Cape (UWC) and the University of Cape Town (UCT) actively contributed papers, significantly increasing conference registrations. The rise in postgraduate student participation provided an invaluable opportunity for CPUT's postgraduate students to showcase their research,” Norodien-Fataar stated.

The conference was structured around the theme: Innovative Pedagogies: Embracing Diversity and Technology for Student Success. Sessions tackled crucial topics such as Digital Literacy, Technological Integration, Language and Learning, Equity, Decolonization and Social Justice, Teacher Training and Professional Development, and Student Success and Retention. Keynote speaker Prof Joanne Hardman, a psychologist at the UCT School of Education and Deputy Director, delivered an impactful message on the necessity of cultivating meaningful pedagogy that encourages students to engage in metacognitive thinking about their acquired knowledge. “We must seriously reconsider our teaching model to ensure it acknowledges the socially embedded nature of teaching. Children do not leave their lives at the door; they bring their experiences with them,” Hardman asserted.

Hardman presented a compelling dialectical model of pedagogy that confronts the challenge of developing effective teaching approaches to foster metacognitive thinking and successful learning outcomes. Drawing on Marxian psychology, she highlighted how social beings shape consciousness, emphasizing that learning progresses from external (inter-psychological) interactions to internalized (intra-psychological) understanding. “This model integrates the Zone of Proximal Development (ZPD), where language mediates learning and is guided by a culturally competent individual, transitioning from abstract to concrete knowledge. Inspired by Hedegaard’s Radical-Local Pedagogy, we must connect general concepts with meaningful, situational problems to effectively engage students,” Hardman observed.

She emphasised that the model effectively fosters interactive learning and enhances critical reasoning through exploratory talk, highlighting the significance of this pedagogical approach for meaningful and collaborative experiences.

Norodien-Fataar further announced that Paradigms is moving forward with its application for accreditation with the Department of Higher Education and Training. This accreditation is contingent upon the journal's consistent publication for three consecutive years without interruption. “Achieving this significant milestone depends on the unwavering support and participation of our academic community,” she emphasised.

To ensure success, Norodien-Fataar called on the researchers, comprising over 70 academics from CPUT and UWC, to actively support this initiative by submitting their research articles to Paradigms. She reinforced that this journal is a peer-reviewed platform, guaranteeing that all contributions are meticulously evaluated for quality and academic integrity. “Additionally, Paradigms benefits from the insights of a professional editor, ensuring that your work is presented in the best possible manner,” she concluded.

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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The Educational Technology Unit at Fundani is offering the second workshop in its 2010 Workshop Series on ""Technology in Teaching and Learning"".
Facilitator:
Prof. Cheryl Hodgkinson-William (UCT)

Date, time and venue:
15 April 2010, 14.00-16.00, room 4.106, Library, Cape Town Campus.

Workshop description:
This workshop will introduce participants to the concept of open educational resources (OER), highlight some of the benefits and challenges. It will also provide hands-on activities to find existing OER through international portals and run through the steps of re-purposing an existing OER or developing a new OER. In these activities attention will be given to alternative licensing options such as Creative Commons and strategies for dealing with 3rd party copyright.

For this workshop 22 places are available. To book this workshop please email Dr Eunice Ivala (This email address is being protected from spambots. You need JavaScript enabled to view it.) or Daniela Gachago (This email address is being protected from spambots. You need JavaScript enabled to view it.).

For more information visit the Educational Technology Unit blog at www.edutechcput.wordpress.com.

Written by CPUT News
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A project aimed at boosting academic throughput and students’ understanding of difficult subjects like physics has graduated one of its first classes.

This week first year Emergency Medical Care students showcased their projects at the inaugural Physics Concepts Exhibition.   

The event encourages students to select a pure physics concept and then prove it through a working model in an effort to comprehend the theory.

The programme was administered by the Fundani unit and made possible by a multi-million rand Teaching and Development grant that CPUT received for the first time.

The grant is issued in an attempt to boost throughput rates of otherwise capable students struggling only with complicated subjects like maths and physics.

The success of programmes like this has seen CPUT receive a cash injection of R12 million to replicate it across more courses.

Some of the ideas exhibited included ballistics, hydraulics and magnetic acceleration and physics lecturer Dr Mark Marais congratulated the students on embracing the challenge.

“Emergency Medical Care needs a special kind of person and I hope what we did here in terms of physics will be useful in your future careers,” he told the audience.

Students Ronnie Kellerman and Fabio Moreira were awarded first prize for their detailed model on rope rescue which examined the role of mechanical advantages in hoisting a load.

Ronnie says the project helped simplify complicated theories like Newton’s law of motion and the fact that the exhibition replaced an exam meant they truly understood their chosen concepts.

Written by Lauren Kansley

Tel: +27 21 953 8646
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Liaises with the media and writes press releases about interesting developments at CPUT.

Collaboration between content lecturers and their language counterparts can improve learning and teaching.

The role of content lecturers in teaching of language and literacies was discussed robustly at a Language Indaba held recently by the Language Working Group in collaboration with Fundani Centre for Higher Education Development’s Language Unit on the Bellville Campus.

This developmental initiative by CPUT was not only meant to initiate the interests of academics in the domain of Multilingualism in Higher Education and language development but also meant to explore a progressive dialogue in relation to viable strategies and possible interventions that could improve access to learning and possibly contribute to effective teaching.

“All lecturers should be of the view that they have responsibility to contribute to language teaching for betterment of their students,” says Nomxolisi Jantjies, Xhosa Language Specialist at CPUT.

“Therefore, the multi-literacies students bring with them should not only be seen as a challenge or hindrance but as a resource that they can tap into to gain access to the epistemologies of content specific language.”

Rhodes University’s Prof Chrissy Boughey said the most dominant understanding of curriculum decolonization is that it involves the inclusion of African content and thought and that the use of indigenous languages as languages of learning and teaching also featured strongly.

Boughey added that the use of indigenous languages as media of instruction impacts on the identity and well-being of students.

Prof. Sivakumar Sivasubramaniam, Head of Language Education at the University of the Western Cape, said students are not a statistics but have a voice and therefore should be heard.

Sivasubramaniam argued that students’ competencies can be maximized through giving them platforms to speak and practice their views.  

Written by Kwanele Butana
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Her lifelong love affair with languages has influenced every aspect of Dr Misiwe Katiya’s career path. From majoring in Afrikaans and Xhosa while still a student at Fort Hare to her current position in Academic Staff Development in the Fundani unit, Katiya says language can make or break a university.

Your position is a Senior Lecturer in Academic Staff Development what does that mean?

My main function is to administer the Teaching and Development Plan at CPUT, so when new academic staff members join the institution they enrol in the six month programme which ultimately assists in capping off your probation period or being made permanent. Apart from that I also develop and administer a range of teaching and learning programmes which may be requested by various departments or units.

Your love of languages is evident; tell me more about how you became interested in the study of language?

While majoring in Xhosa and Afrikaans during my undergrad years I realised how similar the languages were and I never really struggled in understanding them. Later at the University of Port Elizabeth (later renamed NMMU) I studied Linguistics and I continue to be fascinated by how people acquire new languages. Even with my own children I was fascinated by how they learned a language, they would hear something twice then start using the words.

You have developed a Xhosa for beginner’s class for CPUT staff what was that process like?

Because I am a teacher I always look at ways in which students can be assisted. Language can be such a barrier in the classroom. Lecturers are frustrated by outputs and think students aren’t trying hard enough while the students are too embarrassed to approach you because English is not their first language. The programme aims to have academics be able to have a very basic conversation in Xhosa. This in turn creates the impression with the students that this person is interested in me. South Africa needs more of us to talk to each other and learning one another’s language facilitates that.

What is the key to excelling as a female in the higher education space?

Take the opportunities when they come up. Here at CPUT they exist so don’t wait to be invited to apply, enquire and forge ahead. At some stage I would like to develop a Training and Development Programme for young academic females so that we don’t lose them. I would also like to see more opportunities arise for our female colleagues in administrative positions. They should also be empowered more.

Written by Lauren Kansley
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Liaises with the media and writes press releases about interesting developments at CPUT.

To give expression to the status and principles of its language policy, CPUT has launched a multilingual glossary website.

The discipline-specific glossaries feature definitions of key terminology in English, isiXhosa and Afrikaans.

The online platform allows its registered users to search the glossary of a faculty and discipline of their choice by entering the English term and indicating whether they need an isiXhosa or Afrikaans translation.

The Language Unit’s Linda Manashe says all the translated terms were verified before they were loaded onto the website. 

The website was launched during a the Advancing knowledge through Multilingual Glossaries Language Indaba, which was hosted by the Language Unit, a division of the Fundani Centre for Higher Education Development.

Delivering the keynote address, Dr Langa Khumalo, Director of Language Planning and Development at the University of KwaZulu-Natal, says language is at the heart of human existence and is a central feature linked with identity.

“Thus the exclusion of indigenous languages as languages of instruction in South Africa is a denial of basic human rights,” says Khumalo.

He says the intellectualization of indigenous languages involves the enrichment of their lexicon and that the South African higher education sector wants to improve them as the kernel of academy.

He discussed the process of intellectualising IsiZulu which was followed by his university as well as the technologies that were developed as a result. He says the university will soon be launching a National Corpus, Term Bank and Lexicon App in isiZulu.

The Multilingual Glossary website can be accessed at: http://mlg.cput.ac.za/

Written by Kwanele Butana
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Statement after the meeting between the Ministry of Higher Education and Training and the Vice-chancellors of South Africa’s public universities - 20th January 2016

Today the Minister of Higher Education and Training Dr Blade Nzimande held a meeting with the Vice-chancellors of South Africa’s 26 public universities to discuss preparations and arrangements for the start of the new academic year. Also in attendance were senior representatives of the National Student Financial Aid Scheme (NSAFAS) and the Council on Higher Education (CHE).

Frank discussions were held. The Ministry expressed appreciation for the work that the Vice-chancellors are doing to create a stable situation in our universities. Vice-Chancellors also expressed their appreciation for the support government has given the sector as well as for the able and supportive leadership of the Minister. The meeting welcomed the R6.9 billion additional funds that government has committed to university education.

It was confirmed that all qualifying students who have been offered a place at a university and who qualify for NSFAS funding can register without upfront payment. It was noted that substantial progress is being made with improving the functioning of NSFAS.

Each institution has payment plans in place for all categories of students. For the ‘missing middle’ group of students, the meeting noted the processes in place, including the new model to be piloted next year, as recommended in the Presidential Task Team report. Institutions have undertaken to address applicants on an individual basis and attempt to offer payment plans.

The meeting agreed that this is a moment of opportunity for reinventing and innovation, and for thinking deeply and constructively about different models to support an affordable higher education system. The Presidential Commission recently announced is the vehicle for this, and many hopes ride on it.

As has been pointed out elsewhere, our current funding model is dependent on fees, and therefore all students have to pay fees, whether funded by loans, bursaries, or families.
In many institutions registration has started, and we are encouraged by the progress made. The Ministry and Vice-Chancellors call on students to register and start the academic year without disruptions, and on parents and the broader community to support universities to get learning underway as fast as possible. We call on all concerned students, staff, and others who still have unmet demands or grievances and wish to continue protesting, to engage in legitimate and peaceful forms of protest. This will negate the need for an undesirable security presence on our campuses. Violence is unacceptable, disruption of the functioning of institutions and violating the right to learn and work is unacceptable, and damage to property is unacceptable. We can’t afford more damage to institutional assets. Our preliminary damage report suggests a estimated R150 million done to public property last year in the course of protests; fortunately this only affects a few institutions. The current cost of security, necessary to protect the functioning of our education system, is exorbitant. We appeal to our groups of protestors to make this expenditure unnecessary, so that it can be better spent on building our education system.

Written by CPUT News
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Prof Kwesi Kwaa Prah, founder and Director of the Africa-wide Centre for Advanced Studies of African Society, was the speaker at the inaugural Seminar on Decolonisation at CPUT. 

The talk represents an inaugural seminar, to be followed by a series of workshops around issues of decolonising the curriculum in Higher Education, and Prah deftly sketched an outline of the concept of decolonised education in Africa.

The Fundani Centre for Higher Education Development, supported by the Impala project (the Internationalisation and Modernisation Programme for Academics, Leaders and Administrators which forms part of the Erasmus+ Key Action 2: Capacity Building in Higher Education programme, a European Union funded initiative) is spearheading this institutional project. One of the major focus areas of the decolonisation project is on seeking cognitive justice and decentering Western knowledge through curriculum renewal activities.

Prah started off by defining colonisation as a total system that affects all areas of social life of the colonised and then explained how it is in language that the colonial process, past and present, is most manifest, decisive and conspicuous.

Drawing the link between education and language as the key instrument in the delivery of education, he then expounded on how the use of a foreign language as the medium of instruction constrains the full participation of the student.

“If the decolonisation of education in our time is to have meaning and a chance of success, the movement away from the colonial languages to home languages and the mother tongue would be essential,” he said.

Prah pointed out that Africa remains the only place in the post-WWII Afro-Asian world where the language of the erstwhile master features an official language and language of instruction in a generalised and ubiquitous way.

“If the decolonisation process is to be realised, then a start has to be made at this point of departure.”

The decolonisation of education will actively require ancillary activities and infrastructure. For example, the use of African languages requires that facilities for the development of scientific terminology and the creation of meta-language be created.

The process of decolonising education has different implications for the natural sciences as distinct from social sciences. The natural sciences study the invariably insensible physical matter and it is possible to study the anatomy and physiology of the human body separate from the consciousness which the physical configuration the body expresses. The arts, humanities and social sciences in contrast deal with what is fundamentally and essentially human, in other words, culture and culture-related manifestations, all of which are intricately bound up in language as a means of expression.

The implications of this difference is important to CPUT which is an essentially natural sciences oriented institute.

The study areas know no borders, and analytical procedures are not country-specific. 

“Decolonisation should mean greater voice and means to autonomously produce and reproduce knowledge. It implies that we are better able to produce answers to our own problems and satisfy the needs of our society.

“The confidence to do this cannot come until we are culturally able to stand on our own feet, particularly through the enabling of our languages to become languages of the sciences and technology.”

Written by Theresa Smith
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Prof Kwesi Kwaa Prah, founder and Director of the Africa-wide Centre for Advanced Studies of African Society, was the speaker at the inaugural Seminar on Decolonisation at CPUT.

The talk represents an inaugural seminar, to be followed by a series of workshops around issues of decolonising the curriculum in Higher Education, and Prah deftly sketched an outline of the concept of decolonised education in Africa.

The Fundani Centre for Higher Education Development is spearheading this institutional project. The project is a collaborative relationship with the  Internationalisation and Modernisation Programme for Academics, Leaders and Administrators (IMPALA).  One of the major focus areas of the decolonisation project is on seeking cognitive justice and decentering Western knowledge through curriculum renewal activities.

Prah started off by defining colonisation as a total system that affects all areas of social life of the colonised and then explained how it is in language that the colonial process, past and present, is most manifest, decisive and conspicuous.

Drawing the link between education and language as the key instrument in delivery of education, he then expounded on how the use of a foreign language as the medium of instruction constrains the full participation of the student.

“If the decolonisation of education in our time is to have meaning and a chance of success, the movement away from the colonial languages to home languages and the mother tongue would be essential,” he said.

Prah pointed out that Africa remains the only place in the post-WWII Afro-Asian world where the language of the erstwhile master features as official language and language of instruction in a generalised and ubiquitous way.

“If the decolonisation process is to be realised, then a start has to be made at this point of departure.”

The decolonisation of education will actively require ancillary activities and infrastructure. For example, the use of African languages requires that facilities for the development of scientific terminology and the creation of meta-language be created.

The process of decolonising education has different implications for the natural sciences as distinct from social sciences.

The natural sciences study invariably insensible physical matter and it is possible to study the anatomy and physiology of the human body separate from the consciousness which the physical configuration the body expresses. The arts, humanities and social sciences in contrast deal with what is fundamentally and essentially human, in other words culture and culture-related manifestations, all of which are intricately bound up in language as a means of expression.

The implications of this difference is important to CPUT which is an essentially natural sciences oriented institute.

The study areas know no borders and analytical procedures are not country specific:

“Decolonisation should mean greater voice and means to autonomously produce and reproduce knowledge. It implies that we are better able to produce answers to our own problems and satisfy the needs of our society.

“The confidence to do this cannot come until we are culturally able to stand on our own feet, particularly through the enabling of our languages to become languages of the sciences and technology.”

The next seminar will be on May 25 when Prof Sabelo Ndlovu-Gatsheni from Unisa will deliver the keynote address and CPUT lecturer Siya Sabata will respond by linking Ndlovu-Gatsheni’s talk to the CPUT graduate attribute project, detailing our plan of action towards decolonisation of university structure, space and culture.

Written by Theresa Smith
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As mandated by the Department of Higher Education and Training (DHET) to drive multilingual policies, the Fundani Centre for Higher Education Development (CHED) Language Unit recently hosted the annual Institutional Language Indaba at South African Renewable Energy Technology Centre (SARETEC).

The Language Indaba is a space where valuable ideas are shared on matters relating to the University’s Language Policy and its implementation. The Institutional Language Coordinator, Dr Kabelo Sebolai stated that in current times, universities across South Africa are mandated by the DHET) to steer multilingual policies. “Key to this, is the expectation by DHET that universities work towards ensuring that indigenous languages are empowered to become languages of teaching and learning,” Sebolai remarked.

He added that this year’s Indaba was a much better success than last year’s, especially in terms of attendance by members of the CPUT community, “although we managed to get only one of the two external speakers we had invited to attend”. It was also a success in terms of the discussion it generated among the attendees.”

Language Coordinator: Faculty of Applied Sciences, Ignatius Ticha, showcased the strides made inside CPUT in general and the Faculty of Applied Sciences in particular, with regard to language development which attracted a lot of interest from the audience and generated a lot of debate as well. Keynote speaker, a sociolinguist and currently a lecturer in the African Languages Department at University of Cape Town, Somi Deyi’s presentation on how existing isiXhosa resources have been and should continue to be digitised “was very informative”.

Written by Aphiwe Boyce
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Dr Zayd Waghid is “honoured” after being selected by the Department of Higher Education (DHET) for the Future Professors Programme for 2021/2022.

The prestigious Future Professors Programme, which is managed by the University of Johannesburg on behalf of the DHET, is intended to support successful participants in cultivating their capabilities, dispositions, knowledge and provide them with resources needed to navigate the expectations and requirements of the professoriate.

Waghid was selected out of 114 candidates from 26 public universities.

 Reflecting on this feat, the Senior Phase and Further Education and Training Department Senior lecturer says: “The programme is a milestone in my short academic career of six years since it vindicates my status in joining the professoriate in the near future,” he continues.

“I am grateful that I was selected out of a pool of top-performing candidates from 26 universities in the country. The process was quite rigorous and only 29 out of 114 candidates were successfully approved and accepted by the Minister of Higher Education, Dr Blade Nzimande.”

Waghid regards his selection as a vindication of CPUT’s status in establishing itself as a “Smart university” concerning teaching, research and community engagement in the 21st century. “Personally, it is a significant milestone and with that I am honoured to have achieved thus far.”

Since joining CPUT in 2015, the Cape Town-born researcher has always established short-term or long-term targets to provide himself with some direction. The son of a distinguished Stellenbosch University Professor, Yusef Waghid, believes that working smart is key to delivering the core elements of a university educator, namely, teaching, research and community engagement.

“I do not treat these underlying core elements of an academic in isolation but instead integrate them.”

Waghid’s research always informs his teaching, and likewise, his teaching always informs his research, which further significantly influences his encounter with establishing a meaningful relationship with both the local and international community. Asked about his mentor, Waghid responds: “My father is an important figure in my life as a mentor in my research capacity. My family have always supported me and shaped me into the person I am”.

The support that he has received from his family is key to his academic success and he believes that if there are support structures in place to assist one to perform as an academic, “then it ameliorates the burden on one emotionally and, in some instances, physically”.

Earlier this year, Waghid acquired a National Research Foundation Y-Rating at the age of 35 years which is “also a significant milestone in my career as a researcher”.  The hard-working researcher has been involved in several collaborative research projects with colleagues at other universities in South Africa and from other countries. This has led to the recent publications on remote teaching and learning during the current pandemic, which he envisages sharing with the CPUT community.

In his spare time, Waghid does not engage in any scholarly activity, but he reads to his children or goes running. “I enjoy engaging with new forms of technology, which seems to have brushed off on to my kids.” However, Waghid concedes that juggling between his busy work schedule and family is quite challenging, but he says one needs the correct support mechanisms in place. “You need to somehow balance between what is more important and always consider your family and health. I believe that there needs to be a level of negotiation.”

His aspiration is to become an established researcher and to continuously enhance my teaching. Waghid believes that one never stops learning from one’s practices and that there are always ways to grow. “However, this depends on the willingness to reimagine new possibilities.”

Written by Aphiwe Boyce
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In an effort to champion multilingualism in Higher Education intuitions in South Africa, the Language Unit within Fundani Centre for Higher Education Development (CHED) recently held a one- day South African Centre for Digital Language Resources (SADiLaR) Language Resources Audit at Bellville Campus.

Institutional Language Coordinator, Dr Kabelo Sebolai, said Universities South Africa (USAf), through its Community of Practice for the Teaching and Learning of African Languages (CoPAL), is working with universities towards the implementation of the Department of Higher Education and Training’s New Language Policy Framework for public Higher Education institutions. “The importance of promoting multilingualism and situating African languages at the centre of the academy to drive the sector priorities of institutional transformation, epistemic access and student success is the reason for this effort,” said Sebolai.

The successful audit event was attended by a SADiLaR delegation and different levels of the CPUT community, which included the management, staff members and students. The spectacular run of activities included a first session of data collection from management and staff members which followed a virtual opening and welcoming of guests by Deputy Vice-Chancellor: Teaching and Learning, Prof Rishidaw Balkaran.

This morning session included an introduction of the language resource audit aims and objectives and the completion of a survey questionnaire and discussion of the different survey categories: institutional information, language services, teaching and learning, language of communication and administration, student life and general language resource matter. Reflecting on the session, Director: Fundani CHED, Dr Xena Cupido, said the university still “has a way to go in terms of the implementation of language policy”. “I think as a university community we certainly have a lot of work that needs to be done. I think that there is a lot that we can learn from today, there is also a lot that we can learn from each other,” Cupido remarked.

The second session also included data collection from the students, which was facilitated by Juan Steyn: Director of Operations at SADiLaR. This also included engagement with the students. Also reflecting on the highlight of the event, Sebolai said the four-member SADiLaR delegation was “reasonably satisfied with the extent of participation by all attendees in the two sessions”. “The extent to which both staff and students engaged with the audit was the highlight for me. All voices were heard!”

Dr Lizel Hudson, Work-Integrated Learning and Language Coordinator in the Faculty of Health and Wellness Sciences also thanked SADiLaR for involving the students in the Language Resources Audit. “Your voices really helped me to understand what we need or can do to work with you and our students in Health and Wellness Sciences and have opened my eyes to creating content.”

Written by Aphiwe Boyce
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Fundani Centre for Higher Education Development (CHED) and Deputy Vice-Chancellor: Teaching and Learning, Prof Rishidaw Balkaran, extended their salutations to scholars on their successful completion of the “prestigious” New Generation of Academics Programme (nGAP).

The nGap is a University Capacity Development Programme funded programme offered by the Department of Higher Education and Training. “The CPUT Scholars who have been recruited into the programme are considered highly capable individuals who are supported as new academics in the academy said Fundani CHED Director, Dr Xena Cupido.

Balkaran said: the nGap, currently the largest programme of its kind, is aligned to the Staffing South Africa's Universities Framework (SSAUF), to assist in advancing the national transformative agenda. “At Fundani CHED we are immensely proud of the nGap scholars recruited into the programme across the eight phases at CPUT. As we successfully complete Phase 1 of the programme, we extend our congratulations to scholars on this remarkable achievement.

“We will continue to create a nurturing and supportive environment, ensuring that scholars receive the necessary resources to achieve a successful outcome.”

Balkaran also extended his congratulatory message, saying: “We are very proud of the achievements of the CPUT nGap scholars”. He said being selected into “this prestigious programme is a testament to the exceptional academic abilities, dedication, and hard work”.

He said: “Most importantly, embarking on this transformative journey will not only shape the life of the scholar but also contribute to the betterment of society, by giving back through the pursuit of knowledge and learning which will make a positive impact on communities, both locally and globally.”

One of the scholars, Dr Motsoko Makhetha, said the recognition serves as a reflection on his journey in the nGAP since joining on a full-time permanent academic position as a lecturer in Product and Industrial Design department in the Faculty of Informatics and Design (FID) at CPUT.

“I was fortunate enough to have a mentor (Prof Andre Van Graan) for my first four years of the programme. I am grateful for his selfless mentorship without even claiming a cent from his budgeted line item because he felt that mentorship programmes should be a normal practice by universities for skills transfer in any case. Prof Van Graan had just retired when he became my mentor and I believe coming from a different department from mine enabled fair discussions between us about navigating university structures, requirements of an academic and preparation on how to handle office politics,” said Makhetha.

He also had the opportunity to participate in some of the national research goals through his research, which formed part of the collaboration with various universities, aerospace and medical companies in South Africa through the Collaborative Programme in Additive Manufacturing (CPAM), which is aimed at qualifying additively manufactured parts for industry application while strengthening links between research and these industries.

Dr Mkhululi Mnguni, another recipient of the nGAP scholarships in the year 2016, who participated for a full six years expressed his gratitude to nGAP for providing him with the opportunity to be part of the Phase 1 nGAP at the Department of Electrical, Electronic, and Computer Engineering (DEECE), in the Faculty of Engineering and the Built Environment (FEBE).

“My first three years were difficult because it was a development phase in which I required mentoring, teaching, and research development. I was expected to take a reduced teaching load, however, that was not the case for me. So, I had to work harder to achieve my objectives. The last three years (phase 2) was much better because the part was for Induction and early career development, and I was also done with my studies. So, I had enough time to focus on my career development.

“Therefore, I want to personally thank the Department of Higher Education and Training (DHET) and CPUT for helping make it possible for me to pursue my dream of becoming a Doctor of Engineering in Electrical Engineering.”

He said the contribution of the nGAP scholarship allowed him to become an excellent lecturer and scholar. He said the programme has also helped him to achieve the 15 papers published recognised journals that are “DHET accredited and produced one doctor and seven Master’s students”.

“I hope to continue to give back to the university by helping the student to reach their educational goals through scholarships such as nGAP. I would recommend that DHET continues with this excellent programme, and thank you for the opportunity, highly appreciated.”

The other lecturers were Dr Vusi Mshayisa, Dr Sacha West, Dr Morakane Khaledi and Dr Maphelo Malgas, who has since left CPUT.

Written by Aphiwe Boyce
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Academic leaders serve a crucial leadership, management and administrative function in higher education. As such Fundani Centre for Higher Education Development (CHED) has established an Academic Leadership Programme (ALP) to promote interactions between academics in different departments/faculties to enhance academics’ professional competencies.

The programme Coordinator, Dr Zanele Masuku; Academic Staff Development Unit, Fundani: CHED, said ALP is designed for newly appointed heads of departments (HODs) and acting HODs to support them in navigating their new roles in a safe space to discuss their day-to-day work procedures and academic practices.

“The aim of ALP is to support and capacitate newly appointed academic leaders, to leadership and management positions. This is because of the dual nature of their appointments, as academics and as managers/leaders of the departments/faculties. ALP aims to fill the gap as some HODs assume their roles unprepared for the position, hence the theme is: Capacitate/empower, innovate, and lead,” Masuku remarked.

The event commenced at Bellville campus with an overview of academic leadership by Masuku. She said the workshop was a space where HODs could share their experiences and help one another in developing robust discussions and community of practice.

In her opening address Dr Xena Cupido, Director: Fundani CHED, said: “This programme marks a significant milestone in our ongoing commitment to fostering academic excellence, nurturing leadership skills, and advancing the vision of our esteemed institution as we journey towards Vision 2030.”

Cupido said the programme had been meticulously designed to address a critical need within academic community. “These academic leaders play a vital role in steering the ship of their respective departments, overseeing the implementation of policies, and ensuring the smooth functioning of our academic ecosystem. However, as they navigate the complex intersection of academia and management, it is essential that they receive the support and tools necessary for success.”

Masuku added: “They [HODs] require support and skills on how to delegate work to others and how to trust the academics they lead with the projects they are working on.” Dr Siyanda Makaula, Director: Quality Management Directorate, provided an overview of CPUT Quality Matters and Processes in Learning and Teaching. The event was also graced by the presence of Prof Eugene Cloete, CEO of the Cape Higher Education Consortium, talking about the academic leadership.

Dr Kabelo Sebolai: Language Unit also made a presentation on language question and epistemic justice.

Written by Aphiwe Boyce

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The STARS Unit at Fundani CHED, which has been working toward the mandate of transforming education through the First-Year Experience (FYE) programme for the past 10 years, recently hosted an FYE Symposium event marking its decennial anniversary to reflect, learn and innovate for the future.

This special event, themed: A Decade of FYE at CPUT: Reflecting on the Past and Shaping the Future, was held at Bellville Campus and focused on what education for first-year students striving for a better future will look like and what challenges and opportunities they face to transition from the present education systems to the new vision. The FYE is a student-centred initiative that aims to increase student success, reduce attrition and maximise student achievement. FYE pulls together all the resources and support available at CPUT to help first-year students manage the transition from high school to university.

In her welcome and opening remarks, Dr Xena Cupido, Director: Fundani CHED, said: “This is certainly a huge milestone for us to celebrate this day and welcome you here.” Addressing the first-year students, Cupido said the First-Year Experience is about laying a foundation to assist them with regards to making new connections and personal development as they come from diverse backgrounds with various levels of preparedness. “So, part of the FYE is also helping students to navigate those social and emotional adjustments that the students have to make when they come to university life.” She added that FYE is an extended orientation for first-year students as they transition from high school to university life, and FYE is beyond academic orientation as it includes students' social and emotional needs.

“So, over the last 10 years, we have developed innovative strategies to ensure that every first-year student feels a sense of belonging and find academic support and given an opportunity to thrive.”

Lu-Ann Kearns from the Faculty of Education reflected on 10 years of FYE at the Faculty. Other Faculty FYE representatives also provided FYE highlights in the faculties.

Dr Nosisana Mkonto: Head of STARS Unit, added that the unit will utilise data-driven information in order to “support the students effectively”. “Who are these students who coming in at CPUT, what have they had access to, you know, where are they coming from, what schools are they coming from, what are they bringing into the institution, what kind of support do they need, not the support that we think they require, sometimes we think this is what they require but we have realised that time has changed,” Mkonto noted.

She said: “I am very proud of my team within Fundani and outside Fundani, because everybody here belongs to the FYE, and FYE is everybody’s business.”

Written by Aphiwe Boyce
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