The week-long programme is designed to orient first-year students to the academic environment, introducing them to UMP’s staff, facilities and student support services. It aims to provide students with the information and guidance needed to navigate their studies and adjust to the demands of university learning.

Addressing first-year students, Vice-Chancellor Professor Thenjiwe Meyiwa reaffirmed UMP’s commitment to academic excellence, social responsibility and professional development. She highlighted the institution’s focus on producing graduates who are confident, socially aware and innovative, and emphasised the importance of sustained academic engagement.

“Your success depends not only on your intelligence, but on your willingness to ask for help, participate fully, and take responsibility for your learning,” said Professor Meyiwa.

She encouraged students to make use of the university’s academic and support structures, including lecturers, tutors, counsellors and academic advisers, and to seek assistance early when facing academic or personal challenges.

“Immerse yourself in university life, contribute meaningfully to the UMP community, and walk boldly and intentionally towards graduation,” she said.

UMP Vice-Chancellor, Professor Meyiwa, urged students to experience the institution to its full potential. 

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Building community and responsibility

The Executive Mayor of the Ehlanzeni District Municipality, Mr Terrence Shabangu, spoke on community, collaboration and responsible citizenship, encouraging students to honour their families and communities through academic commitment and responsible decision-making.

“This opportunity comes with responsibility. You are here not only for yourselves, but to change the lives of your families and communities,” he said.

Mr Shabangu further highlighted the importance of collaboration between universities and government in creating sustainable employment opportunities, while also addressing social issues such as gender-based violence, bullying and respect.

Executive Mayor of the Ehlanzeni District Municipality, Mr Terrence Shabangu, spoke about responsible citizenship.

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A new academic home

Deputy Vice-Chancellor: Teaching and Learning, Professor Mashudu Davhana-Maselesele, described UMP as students’ new academic home and encouraged them to approach their studies with curiosity, discipline and openness to learning from mistakes.

She stressed the importance of critical thinking, effective time management and personal accountability as key elements of academic success. “University learning requires independence and maturity. Attend your classes, engage with your lecturers and tutors, and do not wait until it is too late to seek help,” she said.

Professor Davhana-Maselesele highlighted UMP’s commitment to producing resourceful, responsive and responsible graduates equipped with strong analytical skills, innovation and entrepreneurship, effective communication and ethical awareness.

Deputy Vice-Chancellor: Teaching and Learning, Professor Davhana-Maselesele, encouraged students to seek support when they feel overwhelmed. 

She reassured students that the university provides comprehensive academic and psychosocial support, including counselling, nursing and psychological services, and encouraged students to seek guidance when they encounter difficulties, particularly after poor academic performance. “Do not isolate yourself when things become challenging. Speak up and seek support." 

The First-Year Experience Programme brings together presentations, campus tours and interactive sessions aimed at helping students understand university expectations, access available support, and settle into academic life at UMP. Through the programme, first-year students are guided to engage confidently with their studies and begin their journey with a clear sense of purpose and belonging.

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Story by Cleopatra Makhaga. Pictures by JB Creative Cinema. Copyright © UMP.

The application outcomes process was concluded shortly after the official release of the National Senior Certificate (NSC) results on 13 January 2026, marking a key milestone in UMP’s annual admissions cycle.

The university received more than 124 000 applications for the 2026 academic year, reflecting growing confidence in its academic offering, institutional reputation and student-centred approach.

In line with the Department of Higher Education and Training’s approved enrolment plan, UMP has 3 969 spaces available for first-year undergraduate students. This intake forms part of the university’s carefully managed growth strategy, which balances access, academic quality and institutional sustainability.

UMP Vice-Chancellor Professor Thenjiwe Meyiwa said the steady rise in applications and enrolment numbers underscores the institution’s strong growth trajectory and strategic focus.

“Based on our enrolment targets, we will increase our student enrolment from 11 885 in 2025 to 13 077 in 2026. This growth is significant for our institutional development and academic excellence as we pursue our strategic objectives, guided by our Vision 2030,” said Professor Meyiwa.

The Vice-Chancellor added that the university remains committed to creating an enabling environment that supports student success, innovation and meaningful societal impact.

UMP Director of Stakeholder Liaison and Communication, Mr Tlangelani Ubisi, says the application process was concluded in line with national timelines and enrolment planning frameworks.

“The University of Mpumalanga has completed the process of releasing application outcomes to prospective first-time entering students. This process was finalised after the official release of the NSC results on 13 January 13 2026.”

Mr Ubisi further mentioned that while demand remained exceptionally high, admissions were strictly governed by the Department of Higher Education and Training’s approved enrolment plan.

“In line with the DHET-approved enrolment plan, UMP has 3,969 spaces available for the undergraduate first-year intake,” he said.

As part of the 2026 admissions process, UMP successfully registered students from 26 to 30 January 2026, welcoming a new cohort of students to the institution. The in-person registration period ensured that admitted first-year students received the necessary academic and administrative support as they prepared to begin their university journey.

With demand for places continuing to grow, UMP encourages prospective students to view the institution not only as a gateway to higher education, but as a university that nurtures talent, develops leadership and prepares graduates to contribute meaningfully to society.

Established in 2014, the University of Mpumalanga is one of South Africa’s youngest universities. Over the past decade, UMP has steadily expanded its academic portfolio, infrastructure and research capacity while maintaining a strong emphasis on student support.

As the university looks ahead to the 2026 academic year, the strong response from applicants affirms UMP’s evolving position as a preferred destination for higher learning within South Africa’s higher education landscape.

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Story by Lisa Thabethe. Pictures supplied. Copyright © UMP.

The Exchange Programme forms part of a Memorandum of Understanding signed in 2023 between UMP and UMES, which focuses on innovative agricultural research, student and staff exchange, sustainable business growth and economic development, bringing together students and academics from both institutions to strengthen experiential learning, research collaboration and policy-relevant engagement within the agricultural sector.

The UMP-UMES partnership seeks to promote mutually beneficial academic collaboration that responds to contemporary agricultural challenges through research, teaching and community engagement.

The two-week programme held at the Mbombela Campus was designed to complement theoretical learning with practical experience. It involved nine students and two faculty members from UMES who participated in a series of structured academic, field-based and community engagements aimed at exposing students to real-world agricultural systems within the South African context. 

It also enabled students to better understand agricultural production, sustainability challenges and the socio-economic dynamics affecting the sector.

Advancing Experiential Learning Through Global Partnerships

Head of the School of Agricultural Sciences at UMP, Professor Funso Kutu, emphasised the importance of experiential learning and international partnerships in higher education, noting that the exchange programme exemplifies shared commitment to experiential learning and collaborative research.

"It provides students with an opportunity to engage directly with agricultural systems and challenges, while strengthening academic ties between our institutions. The programme gives practical effect to institutional agreements,” he said, adding that the exchange programme operationalises the Memorandum of Understanding by giving students practical exposure to different components of the agricultural value chain in South Africa.

Professor Kutu further highlighted that students benefited from hands-on exposure across various agricultural systems. “Students gain hands-on experience in crop production, animal production, and integrated farming systems, which allows them to compare agricultural operations and crops grown in South Africa and the United States.”

“Experiential learning goes beyond technical skills; it also involves adaptability and cultural immersion, which students have embraced with ease during the programme,” he said, adding that the programme aligns with UMP’s strategic focus on internationalisation and collaborative learning.

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Strengthening Institutional Collaboration and Long-Term Research

The UMES–UMP Student Exchange Programme underscores the University of Mpumalanga’s commitment to global partnerships, experiential learning and research that addresses real-world agricultural challenges, while contributing to sustainable development and informed policy-making in South Africa and beyond.

UMP Deputy Vice-Chancellor: Postgraduate Studies, Engagement and Planning, Professor Moses Mbewe, said the institution is satisfied with the progress of the partnership and the rapid development of the collaboration, highlighting the importance of moving beyond short-term exchanges towards long-term academic engagement.

“Our goal is to grow this collaboration into long-term research and ‘sandwich’ programmes that allow students to spend six months or more conducting research across both institutions, leading to joint qualifications and sustained academic cooperation,” he said.

Building on this, Professor Kutu noted that the collaboration has already begun yielding tangible research outcomes.

“Prior engagements with colleagues from the University of Maryland Eastern Shore, including the three-day hosting of five UMP staff from the School of Agricultural Sciences during their international conference attendance in Texas in 2024, laid the groundwork for deeper research collaboration,” he said

He added that postgraduate research collaboration is already underway. “A research proposal for a PhD student has already been developed, and a faculty member from the University of Maryland Eastern Shore has expressed willingness to co-supervise.”

“The programme created opportunities for emerging academics to engage in international research networks and identify potential collaborators for their postgraduate studies,” he said.

Experiential Learning, Community Engagement and Student Reflections

Sharing insights from the exchange, UMES Assistant Professor in the Department of Agriculture, Food and Resource Sciences, Professor Abiodun Omotayo, highlighted the value of experiential learning in equipping students with practical skills and enhancing their job readiness.

“This programme exposed students to real-world agricultural challenges, including the impact of climate change, which we observed through recent flooding that affected farmers’ harvests,” he said.

Professor Omotayo also emphasised the need for continuous research to inform policymakers and stakeholders, noting that research plays a critical role in developing timely and effective interventions within the agricultural sector.

The exchange programme also fulfilled a community service component, with students engaging directly with farmers, stakeholders and government representatives. These interactions enabled students to understand the practical implications of agricultural policy and the importance of community-based research and engagement.

Reflecting on her experience, UMES student in Agriculture (Biochemistry), Ms Aseel Awad, described the exchange as a transformative learning opportunity. 

“Being part of the first cohort of this experiential learning programme has been an amazing experience. We visited different farms, learned about sustainability and saw how farmers care not only about the business side of agriculture, but also about producing high-quality crops and protecting the health of consumers,” she said. Ms Awad also highlighted the cultural and environmental aspects of the visit, noting that this was her first time in South Africa.

“The natural beauty, the landscapes and the weather were unforgettable. Interacting with UMP students, experiencing local cuisine and learning about agriculture in South Africa made this exchange truly special,” she added.

The seminar, organised to mark the climax of this visit, provided a platform for academic engagement, allowing students to reflect and offer feedback not only on technical agricultural practices but also on the cultural and social experiences gained through interactions with local communities, farmers, and UMP students.

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Collaborative Engagements

Engagements concluded with discussions among faculty members from both institutions on future collaborative research projects, climate change adaptation strategies for farmers, and the integration of experiential learning programmes into university curricula to enhance student training and community engagement.

During the visit, the UMES delegation toured several agricultural initiatives across Mpumalanga Province. These included engagements with the Mpumalanga Economic Growth Agency (MEGA), a government entity focused on economic development, and Barberton Correctional Services, which operates agricultural projects, including an abattoir and a dairy production facility.

At MEGA, further challenges related to creditworthiness and access to funding for potential and emerging farmers were noted. Professor Omotayo added that cooperative societies could play a significant role in addressing these challenges by enabling small-scale farmers to meet funding requirements and strengthen their collective capacity.

“Our engagements with farmers highlighted the importance of cooperative models in improving access to finance, while also fostering collaboration between researchers, farmers and communities,” he said.

Through these programmes, students gained insight into different stages of the agricultural value chain, including production systems, post-harvest management, processing and market access.

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Story by Cleopatra Makhaga. Pictures by JB Creative Cinema. Copyright © UMP.

The IWU is a three-week programme that combines academic teaching with intercultural exchange and offers participants the opportunity to learn about key social, cultural and linguistic topics from an international perspective. In addition, the students are familiarised with Fulda and gain an insight into the German higher education system.

UMP third-year Bachelor of Arts students, Phumulani Zungu, Tshegofatso Charmain Chidi, Thabang Molimi and Tonie Tshianeo attended this year’s programme.

The programme was attended by students from Australia, Finland, Kenya, Morocco, Portugal, South Africa, and Ukraine. UMP is the first African University to participate in the Hessian International Winter University.

“The programme forms part of our strategic internationalisation initiatives aimed at enhancing student mobility, global exposure, and experiential learning. This is yet another testament of our commitment to work in collaboration with our strategic partners to enrich the academic journey and personal development of our students,” said UMP Vice-Chancellor, Professor Thenjiwe Meyiwa.

The participation of UMP students was made possible through the support and sponsorship by the Founder and CEO of Travel with Confidence (TWC), Mr Percy Koji, who is also an alumnus of Fulda University of Applied Sciences.

UMP students were also supported through the allocation of stipends by the Culture, Arts, Tourism, Hospitality, and Sport Sector Education and Training Authority (CATHSSETA). The closing ceremony of the programme was held on Friday, 30 January 2026, at Fulda University of Applied Sciences, Germany.

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Story and pictures supplied. Copyright © UMP.

Professor Khumalo's comments follow the Minister of Basic Education’s announcement of the 2025 matric results, which celebrated learner and teacher achievements but also pointed to deeper systemic challenges. “While the Minister’s announcement rightly celebrates the achievements of learners and teachers, it also invites a deeper reflection on what the results reveal about the overall quality of the South African education system,” she says.

Her emphasis is that the quality of education cannot be measured by pass rates alone. “Quality cannot be assessed only through the final pass rate. It must also be measured by how effectively the system supports learners throughout the entire schooling cycle, particularly in key gateway subjects such as Mathematics and Physical Sciences.”

She notes that data from the 2025 cohort raises serious concerns about learner retention. According to the Minister’s address, approximately 778 000 learners were enrolled as full-time Grade 12 candidates, yet significant attrition occurs before this stage, with only about 84% progressing from Grade 10 to Grade 11 and roughly 78% from Grade 11 to Grade 12.

“This pattern indicates that dropout pressure intensifies during the senior secondary phase,” she adds. “There is a clear need for empirical research to establish why learners are exiting the system before reaching Grade 12, particularly during these later years of schooling.”

Professor Khumalo added that reliable evidence is essential to address the problem effectively. “Such evidence is critical to provide scientifically grounded explanations for the retention challenge and to enable stakeholders to design targeted interventions focused on the years where dropout rates increase most sharply,” said Professor Khumalo.

Importance of Foundational Education

Highlighting the importance of sustained participation and progression, she said: “The true test of quality lies not only in pass thresholds, but in sustained learner participation, progression, and success, particularly in Mathematics and Physical Sciences.”

Professor Khumalo stressed that strong foundations are essential if learners are to access future opportunities. “If we are to broaden access to gateway pathways, we must ensure that learners develop strong foundational skills that enable them to succeed in subjects such as Mathematics and Physical Sciences,” she explains.

She also called for earlier and more systematic support for learners. “Early identification of learning challenges, systematic monitoring of learner progress, and timely support interventions are critical,” she said. 

“Strengthening learner tracking systems and early warning mechanisms, in collaboration with the Higher Education and Training sector, would allow support to be provided long before Grade 12, when some interventions are often too late.”

Professor Khumalo concluded that meaningful improvement will require coordinated, system-wide action. “The success of learners depends on coordinated action by all stakeholders to ensure that challenges are identified early, appropriate support is provided, and pathways to opportunity remain open,” she added. 

“Only through intentional, proactive, system-wide intervention can South Africa strive to enhance quality in its education system.”

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This article is the opinion of Professor Samukelisiwe Khumalo, Dean of the Faculty of Education at the University of Mpumalanga. Copyright © UMP.

Originally from Tshwane in Gauteng, Ms Mphahlele began playing tennis in 2018 while in Grade 8, joining the Hammanskraal Tennis Club (HTC). Under the guidance of coaches Ms Mpho Makhoba and Mr Simon Tlhatlha, her interest in the sport developed into focused competitive participation.

Initially, she participated in a range of sporting codes – including soccer, netball, basketball and volleyball but tennis ultimately became her discipline of choice. “What drew me to tennis is that it is largely an individual sport,” she explains. “I did not enjoy teamwork initially, but that changed during the USSA tournament. Tennis demands discipline and mental strength, and the level of competition is intense.”

Balancing competitive sport with a science degree has required careful time management and consistency. According to Ms Mphahlele, both academic work and tennis demand sustained focus. “Science is challenging, and tennis requires constant practice. When you stop training, your performance drops and you have to rebuild,” she says.

Preparation for the USSA tournament involved several months of training and travelling to compete against other institutions to assess her readiness. “It was demanding and intense, but it was necessary preparation.”

Despite her experience, the tournament presented unexpected challenges. Rather than being intimidated by opponents, she identifies consistency as her greatest hurdle. “I had to focus on my own game and avoid being distracted by how others were playing. I did not expect to receive an award, especially given some of the challenges our team faced.”

Her Female All-Star Player recognition came as a morale boost for the UMP tennis team. “The award lifted the team’s spirit and confidence. I wanted to represent UMP and highlight that our tennis programme deserves recognition.”

One of the most testing moments of the tournament occurred during a match against Tshwane University of Technology (TUT), where she continued playing despite sustaining a hand injury. “At one point, I struggled to hold the racket. Technically, I should have withdrawn, but I chose to continue. It tested my mental strength and resilience.”

As UMP’s number one women’s player, Ms Mphahlele credits her teammates, coaches Ursula Mlimi and Lawrence Mahlangu for preparing her for the demands of varsity-level competition. “They ensured I was ready for the intensity. I knew the competition would be tough, but their support made a difference.”

She notes that university tennis is highly competitive, with USSA tournaments divided into A, B and C sections. “You have to adapt quickly because you do not know your opponent’s strategy. Once you lose focus, it becomes very difficult to recover.”

Looking ahead, Ms Mphahlele aims to further develop her technical skills, secure sponsorship, and compete at higher levels within South African tennis. She also hopes her journey will encourage other students, particularly young women, to pursue sport alongside their studies.

“Tennis requires discipline and mental preparation. You will not win every match, but consistency matters. Do not neglect either your academics or your sport. Commitment to both can open doors.”

With determination, grit and growing confidence, Ms Mphahlele is not only building her own legacy but is also contributing to the growing profile of UMP tennis at national level.

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Story by Cleopatra Makhaga. Pictures supplied. Copyright © UMP.

According to Associate Professor of Physical Geography at the University of Mpumalanga (UMP), Professor Wisemen Chingombe, the flooding is the result of a persistent low-pressure cell that had been positioned over the Indian Ocean for an extended period and has now shifted westwards into southern Africa.

“The heavy rainfall that Mpumalanga and Limpopo experienced were linked to a low-pressure system that lingered over the Indian Ocean for some time before moving inland,” explained Professor Chingombe. “This shift resulted in prolonged and intense rainfall across large parts of the region.”

Authorities temporarily closed the Kruger National Park after several rivers burst their banks, submerging bridges and access roads. Park officials cautioned nearby communities to remain vigilant, particularly as crocodiles and other wildlife may be swept beyond their usual habitats into human settlements.

Addressing speculation that the floods may be linked to a tropical storm or cyclone, Professor Chingombe said, “The heavy rains in the Kruger National Park are not due to a cyclone or tropical storm. Most of the rain originated from Mozambique, with floodwaters accumulating in the low-lying areas of Mpumalanga and Limpopo.”

Wildlife displacement and ecological consequences

While images of hippos swimming among treetops and fast-flowing rivers overtopping roads have fuelled anxiety, Professor Chingombe explains that wildlife is often more resilient to flooding than people may assume.

“Animals, just like humans, have homes and habitats and can sense when they need to move to higher ground,” he said. "In most cases, they instinctively migrate to safer areas. However, if floodwaters rise rapidly and move at a strong pace, they can catch up with wildlife and potentially sweep some animals away.”

He added that younger and older animals are particularly vulnerable during extreme flood events. “Very young animals lack the strength and experience to escape strong currents, while older animals may not be agile enough to move quickly to safety. These groups are therefore at greater risk during severe flooding.”

Beyond the immediate physical danger, Professor Chingombe noted that floods can also have psychological and behavioural effects on animals. “When animals are forced to move abruptly from their familiar habitats, they can become traumatised and disoriented. This displacement increases the likelihood of wildlife wandering into human settlements, which can be dangerous and life-threatening for both people and animals.”

Professor Chingombe warned members of the public to stay away from strong-flowing rivers and flooded areas. “People should avoid rivers during this period and remain alert, particularly in low-lying areas. Floodwaters can be extremely powerful and unpredictable.”

From an environmental perspective, he said floods are both destructive and constructive. “Many trees are uprooted during floods, which weakens soil stability and leads to land degradation,” he explained. “However, flooding also plays a natural ecological role.”

He pointed out that floods can contribute to ecosystem renewal. “When wildlife is swept away or displaced, it creates opportunities for younger animals to move into new habitats. Floodwaters also transport seeds over long distances, which increases seed distribution and supports vegetation growth. This often results in lush, green landscapes that benefit herbivores.”

In conclusion, Professor Chingombe mentions that, while flooding presents serious short-term risks to wildlife, it is also part of a broader natural process through which ecosystems adapt, recover and regenerate over time.

 

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This article was first published in the Lowvelder Newspaper. Follow the link to read more:

https://www.citizen.co.za/lowvelder/news-headlines/local-news/2026/01/17/mpumalanga-professor-explains-flood-impact-on-kruger-park/ 

Copyright © UMP.

The UGO Fellowship is a continental youth leadership and exchange initiative designed to equip young Africans to address social, environmental and development challenges through ethical leadership, innovation and sustainability. A core principle of the programme is expanding access for students from disadvantaged backgrounds, ensuring that talent and potential – rather than privilege – determine participation in global leadership spaces.

The Fellowship cohort comprised  60 students: 30 from South Africa, 10 from Botswana, 10 from Kenya, and 10 from Sierra Leone. Notably, of the 30 students from South Africa, 3 were from the University of Mpumalanga. Selected through a competitive process, the UMP students joined a diverse cohort of fellows from across the continent and began their journey with an intensive leadership development phase. 

This stage required high levels of discipline and commitment, with fellows participating in daily online sessions covering personal development, ethical leadership, social entrepreneurship, sustainability, innovation and community development.

For Mr Mashiloane, balancing the fellowship alongside academic responsibilities proved demanding. “The biggest challenge for me was balancing my academic workload with the UGO online training,” he added.

 “The fellowship required consistency and discipline, and at the same time, I had my university responsibilities. It became overwhelming at times, and I had to make difficult decisions, including letting go of other extracurricular activities so that I could cope.

“That experience taught me a lot about prioritisation and resilience. It showed me that I am capable of handling pressure when I commit fully, and it changed the way I see myself.”

Beyond practical skills, the fellowship encouraged deep personal reflection. One of the most significant lessons for Mr Mashiloane was learning to trust his identity and voice

 “One of the most important lessons I learned is that my background, my ideas and my voice matter.  This shift in mindset has had a lasting impact on how he approaches opportunities and challenges. 

This lesson will stay with me for life because it affects how I approach opportunities, how I face challenges, and how confidently I step into spaces that once felt intimidating.”

International Exposure and Diplomatic Training

To prepare fellows for meaningful engagement beyond national borders, specialised training in Diplomacy, Protocol and Etiquette was delivered in partnership with the Department of International Relations and Cooperation (DIRCO). This component reinforced the importance of professionalism, cultural awareness and ethical conduct in international and policy-oriented environments.

The fellowship then culminated in a fully supported international exchange. Ms Mkhize and Mr Mashiloane were hosted in Gaborone, Botswana, while Mr Nkosi participated in the exchange programme in Freetown, Sierra Leone.

During the exchange, the fellows visited universities, museums and youth ministries, and engaged with government officials, academics and youth leaders. These engagements offered valuable insight into regional governance, youth development initiatives and the shared challenges facing African societies.

“Engaging with students and leaders from different African countries opened my eyes to how connected our challenges and aspirations are as Africans,” Mr Mashiloane said, noting that the experience reshaped his understanding of leadership as a collective responsibility.

 “It showed me that Africa’s future depends on young people working together across borders, sharing knowledge, and supporting one another to create sustainable solutions," said Mashiloane.

Giving Back and Looking Ahead

The exchange programme concluded with a gala dinner and certification ceremony, marking the completion of a journey that extended beyond training and travel. Following their return, the fellows also engaged with prominent national leaders, further reinforcing the fellowship’s emphasis on civic responsibility and ethical leadership.

Mr Mashiloane is committed to ensuring that the impact of the fellowship extends beyond personal development. He plans to utilise the knowledge and confidence gained to inspire other students, especially those who may doubt their potential or feel limited by their circumstances. 

The students expressed appreciation to the Universal Greening Organisation for the opportunity, as well as to UMP Management and the Faculty of Agriculture and Natural Sciences for their institutional support.

Now back on campus, the UMP–UGO Fellows remain committed to mentoring fellow students, sharing their experiences and representing the University of Mpumalanga as ambassadors for global youth leadership, sustainability and innovation – reflecting the University’s commitment to producing graduates who are globally engaged, socially responsible and prepared to lead. system.

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Story by Cleopatra Makhaga. Pictures supplied. Copyright © UMP

In recent weeks, Mpumalanga experienced prolonged heavy rainfall, forcing some families to vacate their homes. Professor Chingombe shared his analysis of the risks associated with building on slopes in and around Mpumalanga without proper engineering assessments.

He explained that building on a sloped site presents unique challenges that require careful planning and engineering. While hillside properties can offer striking views and architectural appeal, they also pose significant risks that must be addressed to ensure safe and stable structures.

From soil erosion to increased construction costs, development on uneven terrain demands specialised solutions to mitigate potential hazards. In Mpumalanga, building on steep slopes poses several risks that must be carefully managed to ensure safety and stability. These include soil erosion, drainage and water management, foundation design, structural integrity, accessibility and overall safety.

“These risks highlight the importance of thorough geotechnical analysis and appropriate engineering solutions to mitigate potential hazards and ensure safe, long-lasting construction. Clarifying existing regulations and identifying gaps can help stakeholders understand why stricter enforcement is necessary to prevent unsafe developments,” Professor Chingombe explained.

“Across Mbombela, one of the key concerns we observe is the construction of buildings on slopes, which poses a threat to soil stability and increases erosion. The natural movement of soil can lead to landslides or shifting foundations, threatening a building’s integrity over time.”

Professor Chingombe added that areas such as Matsafeni and parts of KaNyamazane have experienced flash floods, resulting in damage to roads and houses. Foundation design and structural integrity remain major concerns where residential areas are expanding in and around the municipality without adequate planning.

“Unlike flat sites, sloped terrain requires specialised foundation solutions, such as retaining walls or deep piling, to support the structure’s weight and prevent movement. These additional requirements contribute to higher construction costs and engineering challenges, as the complexity of excavation, material transportation and labour increases. Such considerations are often not taken into account in many construction projects we observe around Tekwane North and the surrounding community sections,” he said.

According to Professor Chingombe, safety concerns also extend to the long-term stability of both the built structure and its surrounding environment. Sloped sites are more susceptible to landslides, rockfalls and soil shifting, which can pose serious risks to buildings and their occupants.

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This article was first published in the Mpumalanga News. Follow the link to read more:

https://www.citizen.co.za/mpumalanga-news/news-headlines/local-news/2026/02/02/university-of-mpumalanga-professor-shares-analysis-on-dangers-of-building-on-slopes/