CPUT recently welcomed Dr Fundiswa Nofemela as the new Director for Community Engagement and Work-Integrated Learning (CE&WIL).

Nofemela, who served as Director of Co-operative Education at the Mangosuthu University of Technology for the past ten years, is no stranger to CPUT.

“I started at CPUT as a Job Placement Officer and by the time I left in 2015 I was the Manager Co-operative Education, a position I had held for seven years.”

 Her first priorities as director will be building cohesion between all practitioners that implement Community Engagement and Work-Integrated Learning across the six faculties. 

“The role of CE&WIL is to support Teaching and Learning with respect to Service-Learning and Work-based Learning through programs that help students develop generic skills, values, graduate attributes and entrepreneurship attributes, particularly as the university prepares students for the future world of work. As a centre that is at the forefront of providing strategic direction and leadership for community and industry partnerships, I see the centre helping the university to develop and strengthen collaborations with external stakeholders, both nationally and internationally.” 

She also serves as General Secretary for the Southern African Society for Co-operative Education (SASCE) as well as the World Association for Co-operative Education (WACE) liaison for Africa. 

 She has the following message for the CPUT community: “Community Engagement and Work-Integrated Learning are not just educational programmes; they are also transformation imperatives as they help students to develop into well-rounded graduates with personal attributes towards the world of work, industry as well as society. Our Service-Learning and Civic Engagement projects are aligned with the Sustainable Development goals. Thus, it is critical for the university to strengthen these programmes and for all members of the university community to participate, especially in Service-Learning and Civic Engagement.”

Written by Ilse Fredericks
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Work-Integrated Learning (WIL) practitioners from across the institution recently gathered in Bellville for the 2026 WIL Symposium.

The Centre for Community Engagement and Work-Integrated Learning hosted the event as a platform to share best practice and to foster cross-faculty collaborations.

“We want to provide a reflective overview of WIL achievements, challenges and strategic priorities across the faculties. We want to foster dialogue and knowledge amongst ourselves and to identify opportunities for enhancing WIL implementation coordination and impact,” said CCE&WIL Director Dr Fundiswa Nofemela.

The keynote address was delivered by Prof Rishidaw Balkaran, Deputy Vice-Chancellor: Learning and Teaching, who emphasised the importance of reclaiming the WIL space.

He spoke about going back to basics, including the fundamental importance of industry partnerships, scholarship and ensuring that assessments are up to standard.

Luvoyo Kakaza, Manager: Cooperative Education Unit and Jacqui Scheepers-Searle, Manager: Service-Learning and Civic Engagement Unit, shared updates on the activities and programmes in their units and on upcoming plans.

The day included a session which allowed the practitioners to delve into challenges and possible solutions in terms of WIL implementation while each faculty were given the opportunity to present a Co-operative Education case and a Service-Learning case, highlighting the innovation and dedication of students and staff.

Nofemela said it was hoped that the symposium would become an annual event.

Written by Ilse Fredericks
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The Faculty of Education recently hosted a Work-Integrated Learning (WIL) Symposium, welcoming lecturers, student-teachers, mentors, and school leaders at the Mowbray Campus. The event served as a platform for engaging dialogue, critical reflection, and the collaborative construction of the future of teacher education.

In her opening address, Prof Hanlie Dippenaar, the Assistant Dean: Faculty of Education at the Wellington Campus, emphasised CPUT's commitment to strengthening partnerships between the university, schools, and communities in preparing teachers. Dr Clive Brown from the Faculty of Education framed the day’s programme around the theme: “The Teachers We Need for the Education We Want.”

Prof. Michael van Wyk from the University of South Africa delivered the keynote address, intertwining personal stories with professional insights under the compelling title: “From Poverty to Prosperity — A Life of Purpose and Gratitude in Teacher Education.” In his speech, Van Wyk challenged attendees to view teaching not merely as a profession but as a lasting commitment to social justice, dignity, and meaningful change.

A lively and diversified presentation schedule followed, including:

• Melanie Sadeck and Jenna Stuurman, demonstrating the NQT Project in Practice, shared insights from recent cohort experiences and challenges in transitioning from student to novice teacher.
• Dr Ismail Teladia from the Western Cape Education Department (WCED) spoke on teacher preparedness for delivering Life Skills and Human Movement, foregrounding the need for capacity building in holistic subject areas. I emphasised the importance of building a professional brand during your tenure as a teacher.
• Ashric Don (WCED) presented on Coding and Robotics in Early Education, highlighting emerging pedagogies that bridge foundational learning with contemporary technological literacies.
• A principals’ panel, moderated by Prof Candice Livingston (Education Faculty), engaged school leaders in a robust discussion on Shaping Tomorrow’s Teachers, exploring issues such as support structures, expectations of student-teachers, and institutional sustainability.

Ingrid Leukes from the South African Democratic Teachers Union) and Riedwaan Ahmed, National Professional Teachers’ Organisation of South Africa, addressed themes of teacher agency, professionalism, and the importance of collective voice in the ongoing professionalisation of teaching.

Student presenters also contributed meaningfully to the day, sharing research, case studies, and narratives drawn from their WIL placements. Brown, Lecturer and Teaching Practice Coordinator: Intermediate Phase Teaching, said: “Their insights enriched the symposium’s deliberations and provided fresh perspectives from the front lines of classrooms.”

The Symposium had several primary aims:

• Strengthen collaboration between CPUT, schools, district educational offices, and professional teacher organisations.
• Elevate discourse about the evolving role of teachers in 21st-century education contexts, especially given technological, social, and curricular shifts.
• Foster reflexivity among student-teachers, mentors, and educators about professional identity, instructional practices, and ethical responsibilities.
• Generate actionable recommendations for improving WIL support structures, curriculum alignment, mentoring, and assessment.

According to Brown, the participants reported that the symposium was a space of energised intellectual exchange, renewed commitment, and meaningful networking. Key recommendations include:

• Strengthening support for student-teachers in resource-constrained schools
• Aligning university curricula with school realities, especially in subject demands
• Implementing structured mentoring and ongoing development for mentors
• Incorporating emerging literacies like coding and robotics in teacher education
• Establishing sustainable dialogue and feedback between schools and academia

This annual WIL Symposium, now in its fourth year, was born from a dream and a deep desire to offer the final-year student teachers the last-minute insights, guidance, and professional expertise they need before stepping into classrooms as qualified educators emanating from this fine institution.

“The 2025 WIL Symposium reaffirms CPUT’s commitment to transformative teacher education—one that is responsive, collaborative, and grounded in purpose. As we move forward, the Faculty of Education remains steadfast in implementing the symposium’s insights through enhanced WIL support, continuous curriculum renewal, and strengthened partnerships with schools and educational stakeholders,” Brown remarked.

He continued: “We look forward to continuing this journey together, bridging theory and practice in ways that empower future teachers and advance the quality of education across our communities.”

Written by CPUT News
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CPUT is significantly contributing to the fight against youth unemployment by allocating more than R1.7 million each month to assist students and recent graduates who are participating in Work Integrated Learning (WIL) and internship programmes.

More than 1 400 students and interns receive monthly stipends of R2 000 to R5 500 directly in their bank accounts. This financial support, provided by generous CPUT donors and state-owned enterprises, helps cover essential living costs like transport and meals, enabling them to participate fully in industry placements away from home.

“We can report that 64% of the beneficiaries are female students,” says Calvin Maseko, Director of the Advancement Department. “This is an encouraging step in advancing the country’s transformation agenda. We’re extremely grateful to our donor partners who are making this possible.”

In a country where youth unemployment exceeds 43%, work-based learning (WIL) is essential. According to Stats SA, students who complete WIL or internships are more likely to secure employment quickly, as these programmes help connect academic knowledge with real-world job market demands.

“We see these stipends as enabling more than just transport or meals; they are unlocking access to opportunity,” adds Maseko.

He says that this initiative contributes directly to South Africa’s National Development Plan (NDP) by promoting youth employment and skills development and it also aligns with CPUT’s Vision 2030, which aims to produce socially responsive graduates equipped to thrive in a changing world.

“As a university, we’re committed to removing the financial barriers that prevent students from completing their work placements,” says Prof Driekie Hay-Swemmer, Executive Director: Office of the Vice-Chancellor. “That’s essential for transformation and national growth.”

In July 2024, CPUT launched a cloud-based system to manage and track stipend recipients. This system helps prevent duplicate applications, enhances auditing and reporting, and strengthens overall project management.

“We’re rolling out this system across all WIL and internship projects at CPUT,” explains Maseko. “It ensures every beneficiary is recorded, allowing for better transparency and impact measurement.

“For those students placed within the university and paid through our payroll system, we have been prefunding stipends while waiting for donor payments,” says Hay-Swemmer. “This ensures students can continue their placements without interruption, which is critical for their learning and career readiness.”

She also extended heartfelt appreciation to students who have shown patience during delays and encouraged donors to strengthen their disbursement processes.

CPUT’s stipend programme is not just about financial assistance; it is about creating a pipeline of skilled, employable graduates who are ready to contribute to the economy and society. “With our donors’ support and our students’ resilience, we are investing in a transformed, capable South Africa,” Hay-Swemmer remarks.

Written by CPUT News
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The Faculty of Engineering and the Built Environment (FEBE) proudly launched an inspiring interdisciplinary project-based learning initiative, Engineers for Development, Growth and Enterprise (EDGE), in collaboration with Engineers Without Borders (EWB) South Africa, at the Bellville Campus recently.

A-Prof Bronwyn Swartz, a member of the team behind the EDGE programme, explained that the event aimed to launch a structured initiative for unplaced Work-Integrated Learning (WIL) students. The EDGE programme, conceived by Prof Suresh Ramsuroop, Dean of the Faculty of Engineering & the Built Environment, was praised for its innovative approach. Prof Ramsuroop welcomed guests and industry partners from various engineering fields.

The transdisciplinary engineering EDGE programme team includes Swartz, Patricia Overmeyer, Ambrence Fisher, Walter Kohlhofer, Luvuyo Kakaza, Nina Drotskie, Dominic Preuss, Pitso Tebele, Zimisele Mlumiso, Dr Ashleen Marshall, Dr Tafirenyika Nyamayaro Madzimbamuto, and Dr Maphole Loke.

Keynote speakers included Brian Mlamba from Startup Grind in Cape Town, who inspired students to pursue entrepreneurship, and Dr. Anthony Obilana from the Department of Food Science and Technology, who discussed food safety in informal settlements and transdisciplinary work.

Robyn Clark and Linae Baron from Engineers Without Borders led an afternoon workshop, where a student suggested the name Engineers for Development, Growth and Enterprise (EDGE) and won a hoodie in a naming competition. “It’s the first time we’ve done such a programme. I believe that we’re on the cutting edge of transdisciplinary engineering education, and I am thrilled that we can give our students this experience,” Swartz observed.

She said they are making project-based learning opportunities available for about 300 final-year students who could not get WIL placements, “so essentially, our focus is the Dunoon Township, and we’ve partnered with EWB and the Innovative Engineering Curricula (IEC) team to help us”. “EWB set up a website for us, and the IEC partners provided some of the content.”

CPUT is one of three pilot institutions that will be working on the Dunoon Challenge this semester. The other two universities are the University of Cape Town and the University of Pretoria.

“At CPUT, we’re putting students in multidisciplinary groups (for example, one Mechanical Engineering, with a Mechatronics Engineering student, with a Civil Engineering student, with a Construction Management student, with Department of Informatics and Systems Engineering student, with Nea Clothing and Textile Technology student and taking them through this six-month programme – consisting of five modules. Module 1 = SDGs; Module 2 = Design Thinking; Module 3 = Entrepreneurship; Module 4 = Prototyping and Module 5 = Pitch Development.”

Swartz mentioned that they partnered with industry to mentor student groups, each assigned an external industry mentor and an internal academic mentor. These groups will develop sustainable solutions for the Dunoon community, with the entrepreneurship module potentially leading to scalable business ideas. This initiative encourages collaboration across engineering disciplines to address community problems, aligning with ECSA standards GA7 (Engineering and Society), GA8 (Group Work), and GA3 (Design Thinking).

She said: “A success will be if the students develop amazing products or services for the Dunoon community and/or become entrepreneurs at the same time. We want the students to learn, but learning doesn’t need to be boring! And at the same time, they can develop amazing graduate attributes.”

Swartz continued: “At the same time, it’s worth noting that we’re a team of academic staff developing the programme and being mentors to the students. Team members will partner up to develop and deliver the main modules. At the end of the module, each student group will present at a Dragon’s Den type of event – and get feedback from a panel made up of academics and industry people.”

Some of the internal mentors include Dr Blessed Sarema, Dr Lucrecia Valentine, Dr Debbie de Jager, Dr Joe John, Ayesha Reiners, Naasirah Mohamad, Phouzaan Siebritz and Tshephisho Selatole. “It’s a real team effort”. Since the launch, the students have recently held their first Dragon’s Den event, and it was a success. At the end of each module, students must present their work to a panel. Four parallel panels, each comprising 5–6 academics and 3–4 industry professionals, who evaluated the student projects. Students received immediate feedback from the panel after their presentations.

The student groups were given time slots to present the ideas they had been developing over the past month.

Written by Aphiwe Boyce
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Faculty of Applied Sciences students who are participating in a Work-Integrated Learning (WIL) programme were urged to be hands-on during their industry training.

The faculty hosted an industry breakfast for second-year students and industry partners. Among the attendees were former WIL students who were top achievers in their respective programmes during the 2018 academic year. WIL coordinators awarded top achievers with certificates and a plaque. Faculty of Applied Sciences lecturer and WIL coordinator, Prof Lalini Reddy, highlighted the importance of working closely with the industry to prepare the students for work.

“Industry is invited to continue to engage with the institution to ensure students are provided with adequate learning in the workplace,” she added.  Guest speaker, Lorna Odendaal from Kutsha Agriculture, said internships benefit industry as well as students, but that expectations can be different from both parties.

She said students need to adopt a pro-active attitude.

“Be hands-on, do whatever needs to be done, learn as much as you can from everybody, taking part, experiencing as much as you can, ask lots of questions,” she said.

She then urged industry partners to make the internship placements meaningful.

In concluding her address, Odendaal told students to remain humble and in the service of others.

“To have a diploma or any tertiary qualification is a noble thing, but wear your nobility in your heart rather than your head,” she said.

Written by Aphiwe Boyce
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The Centre for Community Engagement and Work- Integrated Learning (WIL) recently hosted a 'Trans-disciplinary Service-Learning & Civic Engagement Partnership Summit World Café and Open Space Dialogue'.

The primary purpose of the occasion was to gather stakeholders including lecturers and students from various disciplines, government officials, community members and CPUT alumni to surface, explore and put forward inputs towards formulating guidelines for designing and implementing ‘Transdisciplinary Service Learning’.

Doug Reeler from Tamarind Tree Associates who facilitated the different sessions said: “In my view this was achieved. Each of the groups that met documented their findings and submitted these to [Service-Learning & Civic Engagement Units Manager], Jacqui Scheepers who will oversee the formulation of the said guidelines.”

The workshop’s theme was, “How can we work creatively across disciplines to enhance service and service engagement? What are we getting right and what do we need to get right?” Reeler said the event helped to strengthen relationships for future work in this important field. “People learned much from each other and I was told that several [people] made plans for working together.  I also saw people being honoured for their contribution over the past year,” he added.

Student, Mikayla Siljeur said the event was a great opportunity to network with academic staff and community partners outside of a formal setting. “The open space dialogue created an opportunity for me to develop some innovative ideas that would be beneficial for future students,” she remarked.

Another student, Jessica Martheze said: “This experience has allowed me to have better perspective of community service.”

Meanwhile CPUT alumnus, Mpendulo Gabayi recommended regular similar workshops. “It was very fruitful with people coming up with interesting opinions which can help the common goal which is integrated learning and how we can support the students and community at large,” Gabayi noted. Department of Applied Sciences lecturer and Work-Integrated Learning Co-ordinator, Dr Lalini Reddy said the event was a great and ‘very refreshing programme’.

Reddy said: “We found out how similar we are in terms of identifying a need for our society to collectively groom our youth to become our future leaders.”

Written by Aphiwe Boyce
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Students from the IT, Accounting, Internal Auditing, and Marketing Departments have received a major boost following a generous million-Rand donation by the BANKSETA.

The CPUT/ BANKSETA Work Integrated Learning (WIL) Initiative aims to bolster the university’s commitment to give students the hands-on, practical skills needed to thrive in the working world.

The donation will be channelled through the Centre for Community Engagement and Work Integrated Learning, who are tasked with creating and sustaining experiential learning opportunities for students in the workplace.

The funds will incentivise businesses to give students on-the-job training and mentorship and the all-important exposure to the working world that sets our graduates apart. Co-operative Education manager, Fundiswa Nofemela, says she’s delighted at this collaboration between the university and the BANKSETA.“Work experience is often the determining factor in whether or not new graduates find employment.  Now many more students will have access to such experience, which is an invaluable asset in today’s tough job markets. “The initiative is yet another successful project created and driven by the Advancement Department.Director Milcho Damianov believes the unique partnership has enormous potential to shorten the painful journey of graduates to the workplace.But, he says, the benefits extend to employers as well, as they have increased access to high-calibre, skilled graduates to meet their recruitment needs.“It’s definitely a win-win situation – and we believe this is just the start. We have now created a formidable platform for exploring partnerships with different industries, helping both the marketplace and our students. “

Written by Janyce Weintrob

Tel: +27 21 460 3514
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The Cape Peninsula University of Technology hosted a World Intellectual Property Organisation (WIPO) workshop on 12 May 2008. WIPO is a specialised agency of the United Nations. It is dedicated to developing a balanced and accessible international intellectual property (IP) system which rewards creativity, stimulates innovation and contributes to economic development while safeguarding the public interest.

The workshop included three representatives from WIPO, Geneva, Switzerland and one from Companies and Intellectual Property Registration Office (CIPRO) Pretoria. CIPRO is an agency that resulted from a merger between the South African Companies Registration Office (SACRO) and the South African Patents and Trademarks Office (SAPTO). One of its functions is to assist South African learning institutions in protecting and developing their intellectual property. CIPRO has worked in conjunction with WIPO for four years and used CPUT as a pilot for its 2004 awareness campaign.

At the recent workshop, WIPO Senior Director Mr Philip Thomas spoke about the role of WIPO and the importance of patents. He discussed how protecting intellectual property can benefit institutions and develop research environments. He defined a patent as an exclusive right granted for an invention, such as a product or process that offers a new technical solution to a problem.

Presenting on a similar topic was WIPO Senior Program Officer Mrs Nyalleng Pii. She highlighted the main features of patent rights and how the property rights of patents may be sold or licensed.

A representative from the University of Minho, Guimaraes, Portugal, Ms Marta Catarino presented on how to use patents and the Patent Co-operation Treaty (PCT) to obtain commercial returns from research. She noted that there is an increasing expectation on research institutions to contribute to the economy through knowledge transfer and explained how the University of Minho has handled codes of practice for managing and commercialising intellectual property.

CPUT Deputy Vice Chancellor: Research, Innovation and Partnerships Dr Chris Nhlapo said the workshop had come at the right time as CPUT is in need of guidance regarding intellectual property.

Dr Nhlapo said that at the moment CPUT is at a stage where it can commercialise its innovations. “But for now we will be concentrating on improving the patent filing systems for the institution and putting the institution on the map in terms of patent systems,” he added.

He continued, “It is now time for academics to move away from academic publication houses and concentrate on a wider coverage like commercialisation.” Dr Nhlapo encouraged all stakeholders not to only to seed invention but also to see that these inventions are put to practice, protected and commercialised for the benefit of the nation’s economy as a whole.

CPUT Director of Contract Research Dr Shaheed Hartley was one of the academics who attended the workshop. He said that the workshop was informative as it showed the institution how it could develop its intellectual property and how it could supplement its income through innovation and technology transfer. Dr Nhlapo concluded the workshop by thanking all the representatives from both organisations for participating in the workshop. He described the workshop as “an eye opener” and said that the attendance and the response from staff members was overwhelming.

By Ruth Chisesa, Marketing and Communication Department

Written by CPUT News
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CPUT has established the Civic Engagement Unit, which drive and coordinate community projects in order to develop socially responsive graduates and staff members.

The unit forms an integral part of the Centre for Community Engagement and Work Integrated Learning, which was established in 2009 in response to the 1991 Education White Paper on the Transformation of Higher Education.

The paper calls for all higher education institutions in South Africa to demonstrate greater responsibility and commitment to the socio-economic development of communities.

Manager of this new unit is Buntu Gwija who is no stranger to CPUT. Gwija was a former lecturer in the Faculty of Business and was responsible for driving the CPUT chapter of the Students in Free Enterprise (SIFE).

Gwija, who prior to joining CPUT in May 2010 was involved in political and business ventures, will play a key role in developing and nurturing partnerships between the university and the communities it serve.

“The main role of the Civic Engagement Unit is to provide non-curricula opportunities in social engagement and social responsibility for both staff and students,” said.

Gwija said students’ arrive at CPUT and many become detached of their communities. He said it is thus vital to raise social awareness amongst students and develop a sense of citizenship.

“Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to makes that difference. It means promoting the quality of life in a community, through both political and non political processes,” he said.

Programmes will range from individual volunteerism to community projects. The unit will also work closely with community organisations, government, faculty managers and the Department of Student Affairs.

Gwija said in line with the CPUT transformation, social cohesion and diversity charter, the unit plans to participate and further redress past injustices through programmes that are educationally meaningful.

Currently they are in the process of compiling a database of civic activities at CPUT and will then move on to establish a forum that will play an advisory role.

“Its main function is to advise on projects that can become educationaly meaningful. We want to make sure that these projects make an impact. The projects must also link to the institution’s vision,” he said.

Gwija also plans to bring a research aspect to the unit, by compiling a database of community problems, which researchers could focus on.

“At the end of it all, we want to acknowledge and pride ourselves with our involvement in community engagement,” he said.

A webpage will soon be launched that will list the unit’s projects, allowing students and staff to become involved in outreach programmes in the true spirit of ‘Ubuntu’.

“These are exciting times for all of us at CPUT,” he said.

Other units in the centre include the Service Learning Unit, which drives the integration of community engagement with teaching, learning and research, and the Co-operative Education Unit, which is responsible for nurturing partnerships that result in students’ experiential training and graduate recruitment opportunities in industry.

Contact the Bellville-based unit at 021 959 6794 or This email address is being protected from spambots. You need JavaScript enabled to view it.

By Candes Keating

Written by CPUT News
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The Faculty of Health and Wellness Sciences is celebrating the success of three doctoral graduates this week.

Among them are two academics from the Faculty, Lizel Hudson and Merlisa Kemp who will both be awarded the degree: Doctor of Radiography during tomorrow’s digital graduation.

Hudson, is the Work-Integrated Learning and Language Coordinator in the faculty and her thesis is titled: Teaching and learning threshold concepts in radiation physics for professional practice.

“The research aim was to contribute to an understanding of threshold concepts in the first-year radiation physics curriculum and pedagogical approaches used for the purpose of preparation towards competent and safe clinical practice,” she said.

Kemp is a lecturer and the BSc Diagnostic Ultrasound Programme Co-ordinator in the Department of Medical Imaging and Therapeutic Sciences. Her study is titled: Ultrasound investigation of risk factors for extracranial vascular pathology in patients with Multiple Sclerosis (MS).

“The most significant finding which indicates the positive correlation between vascular health of the major neck arteries and MS disability, means that MS persons with greater disability are not only at risk of developing carotid atherosclerosis, but are also at increased risk of cardiovascular disease. Therefore, early therapeutic interventional measures should be implemented to reduce extracranial atherosclerosis which will slow down progression of MS disability and reduce cardiovascular disease risk. Ultimately, the quality of life and life expectancy of MS persons will be improved,” said Kemp.

The third graduate, Toyin Alabi, will be awarded the degree: Doctor of Philosophy: Biomedical Sciences. Her thesis is titled: Effect of Anchomanes difformis extract on biochemical and histological parameters in streptozotocin-induced diabetes and diabetic complications.

“This study was able to establish the antidiabetic and hypolipidemic potentials of Anchomanes difformis. Furthermore, this study was able to demonstrate the ability of Anchomanes difformis to ameliorate and delay the progression of diabetic complications in the heart, kidney, liver, testes and epididymis,” she said

Alabi, an academic tutor, had to overcome several hurdles on her way to achieving her degree. “My doctorate degree is a dream fulfilled, however not without hurdles, but the most important and rewarding thing I learnt is to keep going, keep working and keep harnessing all the resources provided and available till you get to the finishing line. Despite the personal challenges I had such as a broken ankle in 2018 which kept me off my work for two months, and a dislocated elbow in 2019, I kept pushing and wasn't going to give in, this has brought to me my dream of 15 years: a PhD graduate.”

Written by Ilse Fredericks
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Conchitta Jacobs who has been awarded the National Diploma: Electrical Engineering: Power Systems Cum Laude during today's inaugural digital graduation ceremony, was once devastated and thought that her career was over when she was diagnosed with retinitis pigmentosa.

Retinitis pigmentosa is a rare, inherited degenerative eye disease that causes severe visual impairment. The 24-year-old who hails from an old copper-mining town, Nababeep in the Nama Khoi Local Municipality, says that a compulsory medical test for all technical personnel she underwent during her in-service training changed her life for good.

“It was first discovered by an occupational doctor that something was wrong with my eyes. I had to see an eye specialist, in fact for clarity I saw two different ophthalmologists and both agreed on the fact that I had retinitis pigmentosa,” Conchitta says.

After the diagnosis, she contacted her Work-Integrated-Learning lecturers who said she could complete her training, "I did all my outstanding reports to the best of my ability because I really wanted to finish my diploma.” 

“Sometimes, I am scared to cross the road because I need to triple-check or sometimes someone would greet, waving a hand and I would not see it, afterward I would feel so stupid for not being able to see simple things like that."

However, she says that the experience motivated her academically as she did every report she had to submit to the best of her ability.

The mother of one says the support she got from her lecturers (Dr Panagiotis Lazanas and Pule Tjale), parents, boyfriend, and the whole family helped her through her pain. “I would like to tell students in my position or in any other struggle to have faith, always believe, and tell yourself you can.”

She is currently part of an organisation called Retina South Africa which helps people like her to find the cause and possible treatment for the condition. Her employers, BVi Consulting Engineers in Springbok, Northern Cape, were very helpful as they gave Conchitta the opportunity to finish her training with them, “knowing I won’t be able to do any site visits without supervision”.

Conchitta, who aspires to get her degree in education to teach electrical engineering, says: “It changed my life in a way that I may never be able to drive my own car because I cannot get my licence or the fact that I will never be able to do the practical side of Electrical Engineering especially in areas that are dangerous such as construction sites.” 

Written by Aphiwe Boyce
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Professor Chris Winberg is one of only two women heading research chairs at CPUT.

The National Research Foundation supported the South African Research Chair in Work-Integrated Learning (WIL) with funding and awarded it to Prof Winberg last year.

The research chair in WILseeks to build knowledge in professional, vocational and technical education which includes traditional professional programmes as well as new and emerging professions that have the purpose of preparing candidates to engage meaningfully with the world beyond the university.

“By finding convergence between educational interests and those of communities and workplaces, my research has relevance for local economic development as well as for institutional development, in particular the strengthening of the University of Technology (UoT) sector,” says Winberg.

Her research contributes to an understanding of how vocational education might play a more prominent role by reconfiguring its practices in support of local needs, and the findings suggest that UoTs need to make regional dynamics a more explicit part of their strategy, improve access to their programmes through multi-agency collaboration as well as take advantageof opportunities to develop joint profiles and grow strong alliances.

“I am researching sites of collaboration to understand how hybrid teams (scientific, professional, governmental and community-based) develop a common language, create new identities and build a shared knowledgebase,” she says.

Ongoing research projects include curriculum development, the professional development of university teachers, academic leadership, institutional development for vocational education, appropriate learning technologies in vocational education for the productive convergence of work and learning as well as technical and professional literacies.

Winberg leads the Work-Integrated Learning Research Unit and her research focus is professional and vocational education (with a particular focus on engineering education), the professional development of university teachers and technical communication.

Written by Kwanele Butana
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CPUT’s Work-Integrated Learning (WIL) programme and the Wind Turbine Technology programme received a major funding boost when a Sector Education and Training Authority (SETA) donated more than R4 million to the university.

The Manufacturing, Engineering and Related Services SETA has recently donated R4,28m towards the wind turbine technology programme and bursaries for the placement of CPUT’s Engineering students in industry as part of their learning.

“At CPUT WIL is regarded as a cornerstone for all academic programmes, and some programmes require students to complete the workplace learning component before obtaining their qualifications,” said Vice-Chancellor, Dr Prins Nevhutalu during the CPUT-MerSETA WIL Partnership Launch at the Bellville Campus recently.

“The funds that are allocated for WIL do not only assist our students to attain graduate attributes that prepare them for their success in the world of work but also assist higher education institutions to demonstrate responsibility and commitment to socio-economic development.”

He said the university’s memorandum of agreement with MerSETA required it to place 23 students this year and another 22 will be placed next year.

MerSETA CEO, Dr Raymond Patel, said SETAs predominantly exist to create new jobs and hope to half both unemployment and poverty in the process.

“We form partnerships with universities to ensure that there’s more black women and youth entering the Engineering industry,” said Patel.

He said over R2.8m has been committed to the CPUT WIL programme and a separate R1.4m was donated to the South African Renewable Energy Technology Centre in March for wind turbine technology.

Community Engagement and WIL director, Prof Joyce Nduna, said the university’s WIL placement rates have increased due to the SETA’s funding.

Written by Kwanele Butana
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CPUT will get a cash injection of R21.2 million in accordance with a memorandum of agreement recently concluded with the Construction SETA (CETA).

This brings the total investment by CETA since 2013 to R34.4 million. This latest grant will see a further 90 CPUT students taken up in the very successful Work Integrated Learning (WIL) programme and 100 receiving bursaries. The beneficiaries are students qualifying in the Built Environment disciplines. This follows an initial 134 students benefitting from the WIL programme, when the university received R4.8 million in 2013. In the following financial year 88 students participated in the WIL programme to the tune of R3.1 million.

Acting DVC for Research, Prof Marshall Sheldon, encouraged beneficiaries of the grants to “grab these opportunities with everything you’ve got. We will support you in any way we can and want to see you mentoring the students that come after you.”

Raymond Cele, Board Chairman of CETA, remarks that CPUT piloted the WIL programme, which has become the implementation benchmark for the role-out nationwide. “We see CPUT as our strategic partner for education in the construction sector. Its staff members’ passion for their students is matched only by my team’s passion to see the beneficiaries of these grants succeed.”

Future plans divulged by Cele include:

• Integrated tracer studies into the impact of these programmes
• Establishment of a regional stakeholder forum
• Building the next generation of academics in the sector; and
• More service-learning projects and community engagement.

Written by Abigail Calata

CPUT Information Technology students are sharing their knowledge and helping to excite the next generation of female IT specialists through a unique programme.

The students were selected as facilitators by Code4CT, a programme which hopes to empower young African women, exposes them to opportunities in Science, Technology, Engineering and Maths (STEM) careers and encourages them to leverage technology for social change.

Prima Inderlal, Work Integrated Learning Co-ordinator for CPUT’s IT Department, initiated the collaboration with Code4CT. Code4CT’s Andrea Petersen said it recruits facilitators who are enrolled in a STEM field as well as those that have a working knowledge of using HTML, CSS and JavaScript to create websites and mobile applications. 

During the April holidays the students served as facilitators for the Intro to Coding module for Grade 10 learners as well as for the Front End Development and Data Science Modules for Grade 11 learners.

Petersen said Code4CT’s programme runs until December and the facilitators have been invited to teach for any or all of the modules. She said the students completed three days of training earlier this year which focused on what it means to be a Code4CT ambassador, curriculum & LMS (Learner Management System) training as well as classroom conduct and crisis management.

Petersen said CPUT students would benefit from being part of Code4CT in several ways including exposure to the local tech industry through various speakers who attend Code4CT classes and events, increasing their knowledge of web development and having their CVs shared with local tech companies that Code4CT has connections with.

Written by Ilse Fredericks
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Staff from the fundraising arm of CPUT are delighted to have not just met, but exceeded their fundraising targets for 2015.

Advancement Director, Calvin Maseko, says this is particularly significant given the events of late 2015, in which student frustration at the high cost of tertiary education resulted in nationwide protests.

“We are thrilled to have achieved our fundraising goals, and extend our warmest thanks to Vice Chancellor Nevhutalu for championing our cause and helping us exceed our targets. Our department is tasked with raising millions to support those who learn and teach at CPUT, and with the visible and vigorous support of the VC, we’re doing just that.”

Maseko says there are many ways to support CPUT and its students, from our My School Card initiative, to safe and swift online donations for our Bursary Fund, as well as companies providing Work Integrated Learning opportunities for students.

Meanwhile, the Vice Chancellor is calling on the broader university community to accept the challenge of raising funds for our academically gifted but struggling students.

“I’d love to see students, staff, alumni and members of Convocation all pitching in to truly transform the lives of those who are so deserving of an education,” he says.

“ I’m hopeful that our SRC and Convocation members, in particular, will spearhead fundraising initiatives. In doing so, the university community can unite as never before and work collectively to truly take CPUT from good to great.”

Written by Janyce Weintrob
Tel: +27 21 460 3514
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A CPUT academic was recognized for outstanding research contribution to professional and vocational education in South Africa and globally by Science and Technology Minister, Naledi Pandor.

Prof Chris Winberg, Director at Fundani, was awarded a prestigious National Research Foundation SARChI Chair in Work-Integrated Learning during a recent ceremony at the Centre for Book.

The award will pay for her salary, her Masters and doctoral students’ expenses and visiting scholars over the next 15 years.

The chair’s programme will see her, her co-researchers and students tackling a number of research projects, and contributing significantly to CPUT’s research output over the coming years.

Her research interest is how professional and vocational education might play a more prominent role in local economic development.

“I believe that Universities of Technology need to make regional dynamics a more explicit part of their strategy, improve access to their programmes through multi-agency collaboration, and take advantage of opportunities to develop joint profiles and grow strong alliances,” she says.

“I was very honoured to have both the VC and the DVC for Research there to support me.”

Winberg, one of 42 female professors awarded a chair at the ceremony, will be relocating to the Education Faculty in the new year to assume her new responsibilities.

“Let me also congratulate Prof Winberg for a deserved acknowledgement as a leader in her area,” says Vice-chancellor, Dr Prins Nevhutalu.

“CPUT is one of the two UoTs to be awarded this prestigious award, CPUT and TUT, and it will enable Prof Winberg to focus on her research and develop masters and doctoral graduates.”

Written by Kwanele Butana

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CPUT’s Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) research roll-out has begun in earnest.

With the financial backing of the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA,) CPUT’s ETDP Research Chair, Prof Joyce Nduna, Assistant Research Chair, Dr Andre van der Bijl, and Research Associate, Dr Cathy Robertson, have been putting structures in place and obtaining approval for their research plans.

The trio has been working closely with the Western Cape TVET Colleges and the SETA itself to formulate questionnaires to underpin the research roll-out, which is aimed at maximizing success in teaching and learning in higher education.

It is hoped that the questionnaires will provide important findings, new knowledge, and a way forward in this critical sector.

At the ETDP SETA’s recent Research Workshop for the WIL and RPL Research Chair, stakeholders joined forces to select and verify research questions for the questionnaires.

These included the nature of WIL in the Curriculum, lecturer and industry WIL needs, integrating technology in WIL and the effectiveness of industry involvement in curriculum design, implementation and change.

Prof Nduna says this research is specifically designed to be a catalyst for real transformation and improvement in the WIL field across TVET colleges, universities, universities of technology and industry in South Africa.

Describing the research rollout as a win-win situation for all, Nduna says relevant and responsive curricula and WIL and RPL best-practice models are sure to result.

“As this occurs, we develop and upskill our staff capacity, and ultimately our students benefit and reap these rewards. They then enter the workforce with relevant work-related competencies, thus boosting economic growth and development in South Africa.”

Written by Janyce Weintrob

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CPUT offers a wide range of opportunities for students to ready themselves for the world of work as well as contribute towards uplifting communities.

Service-Learning

Service-Learning (SL) is a course-based, credit-bearing experience in which students participate in an organized service activity that meets identified community needs and furthers their understanding of the course content.

•          CPUT’s SL Unit coordinates SL projects and assist academics to integrate community service into mainstream academic programmes and research.
•          The unit develops s and nurtures mutually beneficial partnerships between communities, higher education institutions and the service sector.
•          SL has a triad partnership model that consists of staff and students, community partners and service providers (government departments and agencies) and the projects aim to benefit all the affected parties.

Work Integrated Learning  

Work-Integrated Learning (WIL) presents students with the opportunity to integrate their academic theoretical knowledge with real-life work situations. WIL entails the following:

•          Students are placed in a workplace as interns for up to 12 months, depending on the requirements of the discipline.
•         During the WIL period interns are required to record their progress in logbooks that are signed by their supervisors or mentors, as well as submit regular assignments and projects to the co-operative educators.

Written by Kwanele Butana
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