Welcoming the German delegates, UMP Vice-Chancellor Professor Thoko Mayekiso said the agreement would afford both institutions, their staff and students, great learning opportunities and experiences.

She added that UMP has several partnerships with other local and international universities, from Africa to Austria and Australia. “Our location is strategic for tourism as we are close to Swaziland, Mozambique and the famous Kruger National Park. We also have several Heritage sites. We emphasise the holistic development of students as indicated by our graduate attributes.”

UMP Head of School of Hospitality and Tourism Management, Professor July Sibanyoni presented on the School emphasising the process UMP is following to ensure that a degree in tourism management is offered at UMP.

“The School ensures that both theory and practicals are very important. UMP can host big functions and our students are given the opportunity to display their skills,” he mentioned.

Very much aligned with UMP’s method of teaching and learning, one of the most important features at DHBW is the integration of theory and practical experience: Students regularly switch between theoretical phases at the university and practical phases at work placements.

Baden-Wuerttemberg Cooperative State University (Duale Hochschule Baden-Württemberg) is the first higher education institution in Germany which combines on-the-job training and academic studies and, therefore, achieves a close integration of theory and practice, both being components of cooperative education.

Throughout its nine locations and three campuses, the university offers a broad range of undergraduate study programmes in the field of business, engineering, and social work. 

DHBW Chief Executive Officer, Professor Theodor Karl Sproll, noted that the university is a member of the World Association for Cooperative Education (WACE), the World Universities Congress and also part of the Balkan Universities Network.

“Our university and management structures comprise 50% of board members who are from the industry related to the studies they are offering, which will create employment opportunities for the students who will be involved in the student exchange programme. The institution has four faculties such as Economics, Engineering, Social sciences and Health. They focus on integrating practical and theory, which is referred to as the Dual System," he continued.

"Theory from university and practical from industries. This promotes the employability of students once they complete their degrees and reduces dropouts (75-85% of their students complete their programmes) and the university’s task is to contribute to the economic growth of the country.”

Professor Sproll also indicated that 50-60% of their tourism students take a semester abroad, which is very important to them as they concentrate on sustainable tourism and medical tourism.

He added that his institution has a sustainable tourism project in Ghana and joint modules in sustainable tourism with Botswana. They are also interested in introducing dual studies approaches in universities to increase employability.

Professor Sproll further explained that DHBW provides excursions for staff and students, also referred to as summer schools, which have been conducted with the West Indies and now have started focusing on African universities including those that are based in Ghana, Botswana, Mozambique and South Africa.

The institutions jointly say the MoU will see them working together on collaborative and sustainable projects, sharing curriculum courses offered by their partners and it will also enable lecturers from the partners to visit the tourism departments.

Moving forward they will brainstorm future projects that involve students and faculties as well as universities and industries in both South Africa and Germany

According to the MoU, UMP will process the development of the Bachelor in Tourism Programme and DHBW can help the development of curriculum. The Professors in Tourism at DHBW will discuss with UMP academic staff possible projects that the two universities can jointly engage in. 

@ Story University of Mpumalanga Communications Division. Pictures by ChrisplPhoto.

Speaking at the prayer session, Chairperson of the Gender Forum, Dr Nonzwakazi Maqubele emphasized the theme for this year: ‘Moving from Awareness to Accountability.’

“This means we are all about accountability. It means taking action against GBV. It means people have to be involved when someone they know is going through any form of violence. It means a person should not look away once they or any of their family members encounter Gender-based Violence,” she said.

“We always talk about making the day orange as a way of spreading awareness. We are moving to taking action and accountability. For us today is about pledging to be sensitive towards GBV victims and survivors..

It’s about reporting when anyone comes across GBV or supporting anybody who is going through it. We are moving towards action. People must look after and support their loved ones, and themselves, to stay safe within our spaces.”

UMP Students and Staff signing the pledge at prayer session. 

Newly appointed SRC president, Mr Bathini Madinawe, said gender-based violence is a societal problem and students need to stand united in fighting it because it also exists in Institutions of Higher Learning.

Deputy Chairperson of the UMP Rainbow Alliance, Ms Thandiwe Mafu, added that hate crimes against LGBTQI+ community are on the increase. “We are gathered here to commemorate those that lost their lives or loved ones to GBV. We want to raise awareness that we all deserve a comfortable living environment,” she said.

UMP Student Counsellor, Ms Xolile Sibuyi encouraged students to come forward and seek counselling. “Gender-based Violence has been a pandemic for many years. We need to speak up and be there for victims, especially the ones that continue to live under these conditions. Be there and provide emotional support as a community.”

Ms Sibuyi further said that people should learn not to judge those who are in such relationships. “Do not judge or put pressure on them. We need to be conscience of how we support our loved ones, because you might think you are supporting but you are actually putting pressure on them,” she continued.

“As a student counsellor I’m available to emotionally support victims, even when it’s not you directly, but a family member or other loved one. Witnessing GBV is almost just as traumatic as suffering it first-hand. It leaves no one unaffected. I’m here to help them in dealing with the psychological trauma they are going through or that they are in already. Students must be assured that their information is always confidential. Feel free to speak and or consult with me.”

The 16 Days of Activism against gender-based violence awareness campaign runs from 25 November 2021, the International Day for the Elimination of Violence against Women, until 10 December. The University of Mpumalanga remains committed to create safe spaces for students and staff. 

@ Story by Cleopatra Makhaga. Pictures: ChrisplPhoto

Professor Mahlomaholo explains that this law requires, as a precondition for its application, that parents and those acting on their behalf should have skills and have been trained to positively and subtly influence the children in the right direction through caring, adherence to highest standards of morality and mature citizenship. 

“The law is very specific that parents and these able caregivers in the place of parents have to mix sternness and leniency, combining concern and strict requirements. They should also enable children to respect diversity and difference, and that their guidance must be scientific and conducted on the basis of their age and personal characteristics. 

Children should be treated as equals and must be shown respect and understanding at all times. The law intends that parents and caregiver should promote good behaviour and mutuality, where parents and children grow together.”

Professor Mahlomaholo explains that the Chinese law concludes by saying that: “Other means and methods that are conducive to minors' overall development and healthy growth” should also be explored and implemented. Now if parents and caregivers do not implement these, then the punishment measures are implemented. 

“However, this happens after thorough training of parents and caregivers, ensuring that all are knowledgeable and truly mindful of what is expected of them. They also are provided with support and resources wherever necessary to ensure that they look well after their own children and those put in their charge,” he says.

Child headed homes
Professor Mahlomaholo says Africa, especially South Africa tried to implement moral regeneration programmes in schools and communities, but this project did not really materialise as some people only focused on its monetary benefits at the stage of conceptualisation. 

“Today with the highest levels of violence, most of which is gender-based and otherwise, murders, criminality and all, one notices that we missed something very huge in the upbringing of our children. My thinking is that we misinterpreted democracy and took it beyond the limits where rights superseded responsibilities,” he adds. 

“There was nobody taking responsibility for anything, no consequences, nor their management. Everything was accepted as it were. For this Family Education Promotion Law and moral regeneration programmes to work in Africa, we need to go back to the basics of our culture that emphasised respect, where democracy was for those who could take responsibility and where there were very firm and strict consequence management strategies. This in my view should be the focus of the entire education project in Africa.”

He further explains that there is a huge number of child headed homes in Mpumalanga and South Africa. “Some children are basically being raised by their grandparents or volunteering community members who adopt them through financial sponsorship. If South Africa were to emulate China, would the Family Promotion Law work in our province?

The differences between China and Africa (South Africa included) is that China has an unbroken history of over
3 000 years of a common culture for its almost monolingual/monolithic population of 1.4 billion people.

This culture is undergirded by strong Chinese home-grown philosophies, such as those of Confucius, Mao Tse Dong and the like which ensure that everybody expects conformity, and is expected to comply and be uniform. Unnecessary and sometimes ‘irresponsible’ deviation from the norm is not tolerated,” he continues. 

“The Chinese society leap-frogged from being one of the poorest countries in the world to being the first or second most economically advanced, depending on who looks at it, in just 40 years. The main reason that made this massive transition possible is because of the culture referred to above, and the fact that the Chinese pride themselves in being led, and to have leaders who do so in the best interest of the huge collective of all followers. They say that they act like one person in their unity that gives them strength. The state is centralist, a kind of socialist market economy where gaps among people in terms of wealth are frowned upon while the focus is to lift ALL.”

Possibility of making it work
Professor Mahlomaholo says South Africa as an instance of Africa is quite the opposite. "It has at some stage been completely colonised by a number of different nations, Arabs, Europeans and all who imposed their different cultures and broke down Africa’s Ubuntu that could have been similar to the Chinese version. Families are broken down due to civil strives, the advent of mines with absent fathers who lived in the metropolis and the rural environments. Such a law as Family Education Law is needed in Africa, but to implement it, would be a herculean task because it would even be difficult to determine the starting point.

For this law to work in Mpumalanga it would require searching for and/or formulating a philosophy that would bind us all together. Then there would be the need for structures to intensively educate the communities. There would be the need to convince everybody to pull in the same direction and place the interests of the province above those of the individual. Schools, parents, departments, and the state generally would have to put together a strategy to effect social and educational transformation," he adds.

"This law is definitely what we need. There would be the need for trainers to train parents on a massive scale. There would be the need for projects and opportunities to be created to elevate the discourses around these to the highest level. There would be the need for research to consistently feed data into what and how well we are doing towards implementation. These imply the need for massive resources, especially funding for marketing the idea, sourcing intellectual capital to drive this process.

In dealing with children who misbehave, it has to be a systemic approach, mounted on research to understand why they misbehave. All variables have to be followed up to determine their effect. Then good and best practices have to be sourced in response to the challenges so that new strategies can be formulated. Punishment and any form of censorship should be the last resort, once we have satisfied ourselves that we have removed all possible and plausible causes. No quick fix solution will work. It is a provincial and national project that requires a new person, a new philosophy, new approaches, etc."

@ Professor Sechaba Mahlomaholo is a Full Professor of Education at the University
of Mpumalanga. He is based at the Siyabuswa Campus.

Opening the ceremony, Vice-Chancellor Professor Thoko Mayekiso, said UMP is committed to offering students a life-changing experience through high-quality curricular and co-curricular programmes which promote the principles of excellence, free enquiry, and academic integrity. 

“We endeavour to enable our students to realise their full potential in the full spectrum of cognitive, social, aesthetic and personal dimensions in pursuit of democratic citizenship. As a result, the university provides learning opportunities that encourage the holistic development of students,” she said.

“At UMP we pride ourselves on educating our students for work and life. It is commonly known that co-curricular activities engage students in ways far beyond the classroom experience. Later in life, when you seek employment, awards in co-curricular excellence make you stand out among your peers,” she continued.

Professor Mayekiso further said curricular activities promote enthusiasm, vitality, persistence, perseverance, positive thinking, and team spirit. “They also inculcate the spirit of resilience, never giving up in the face of adversity and formidable challenges. Aspects of emotional intelligence such as self-awareness, self-acceptance, motivation and the ability to delay gratification are enhanced when students participate and excel in co-curricular activities,” she explained.

Focus on the value you bring

Delivering the keynote address, Mr Phiri encouraged students to understand the factors required to play in the bigger game. “Wherever you grew up, you have the same capabilities as everyone else. What then makes one person succeed and another fail? Why do some people make it big, and others don’t? 

“Often times we find that people who are not as educated, seem to do better in certain circumstances. This is because they focus on the value they bring, instead of asking what value they will get.” 

Mr Phiri said the mistake most people make is to say, I'm educated now, what are you going to give me? What are you going to do for me? Whereas you should be focusing on your own particular value add. 

“Focusing on the value you bring, the first question is what do you want? Do you want to be an entrepreneur, do you want to work for a big company, what do you want to do? Your answers to these questions are very important because they will help you determine the path you're going to choose and focus on. Don’t go through life without planning the path ahead.”

UMP students that were honoured at the Co-Curricular Awards Ceremony.

Challenge your beliefs

Mr Phiri further encouraged students to know what they want to do and the reason for doing it. “What do you want to achieve? What do you hope to get out of this? Are your reasons good enough? How will you deal with what happens in life?”, he added.

“You might feel, for example, that a particular course you are struggling with, shouldn’t even be in the curriculum. I never understood why I had to take accounting while I was studying IT, but in the end that accounting knowledge stood me in good stead.” 

In conclusion, Mr Phiri advised students to have good plans in place, and to take the necessary actions to make those plans happen. “Challenge your beliefs. I encourage all of you to challenge your beliefs. What are your beliefs around what you can do and who can help you? Be in the game, remember to know you want to be compelling, then take massive action and build great companies. I’m giving you the belief that you can!”

• Residence of the Year Award: Building 7- Mbombela Campus.
• Society of the Year Award: ENACTUS.
• Sports Team/Club of the Year Award (Female): UMP Netball Team.
• Student Representative Council (SRC) Member of the Year Award: Vuyelwa Magagula.
• House Committee Member of the Year Award: Zamadlamini Nkosi.
• Society Administrator of the Year Award: Kenny Lethuxolo Nhlope.
• Sportswoman of the Year Award: Lerato Baloyi.
• The Living and Learning Achiever of the Year Award: Christeldah Mkhonto.
• Vice Chancellor’s Excellence Award for Excellence in Leadership: Female Student Leader: Vuyelwa Magagula.
• Vice Chancellor’s Excellence Award for Excellence in Leadership: Male Student Leader: Moses Timana.

Congratulating the winners, Professor Mayekiso said: “Mastery of self is very important, as is the leadership of self. By learning and applying these to self-growth, insights like mindfulness, cultivating resilience, handling stress, refining interpersonal skills, innovation and entrepreneurial thinking become possible,” she continued. 

“You have put UMP on the map and enhanced our brand’s reputation. More importantly, you have taught many that as much as winning is important, what's is more important is how you play the game fairly, cordially, enthusiastically and with commitment.”

@ Cleopatra Makhaga. Pictures: ChrisplPhoto.

However, a research study conducted by University of Mpumalanga Deputy Director for Continuing Education, Dr Gerhard Viljoen, which aimed at determining the gap between the agricultural industry and higher education institutions, has found that graduates are unemployable due to lack of experience.

Titled: Evaluation of the competence gap between South African vocational-orientated agricultural education and training (agricultural diploma) and Agricultural industry requirement, the study involved the agricultural industry, higher education institutions that offer agricultural diplomas and diploma graduates. 

It also investigated the perceived gap between the competence of the agricultural diploma graduates, the competencies required by the agricultural industry and the measures required to close such a gap and transform Vocational-Orientated Agricultural Education. 

Dr Viljoen says: “The overall and most prominent shortcoming identified was the lack of practical experience for new graduates. Soft skills or 21st century competencies were ranked, using the mean rating values, in order of preference and also the production and technical competencies.”

Transforming Vocational-Orientated Agricultural Education

The agricultural diploma is by nature a vocational-orientated programme and attention is given to the pedagogy and assessment of Vocational-Orientated Agricultural Education to understand and promote the transformation of the diploma programmes. 

Dr Viljoen says the study found that the transformation of Vocational-Orientated Agricultural Education is of critical importance for the employment of graduates and to promote food security. 

“It highlighted the need for a clear understanding of Vocational-Orientated Agricultural Education by all role players, as well as the necessity to develop and implement vocational-orientated pedagogy in the teaching of the diploma programmes and suggest a model for Vocational-Orientated Agricultural Education,” he says. 

The results of the study showed a need for closer collaboration between higher education institutions that offer agricultural diploma programmes as well as collaboration between the agricultural industry and the higher education institutions in order to determine commodity-based competence. 

Dr Viljoen says: “It also revealed that graduates use the diploma as a stepping stone for other qualifications or have a belief that it will open doors for a better future and the gap can be closed when HEIs realise that diploma programmes need a different pedagogical approach.” 

Gaining experience 

The research clearly indicates that there is a demand for more practical experience and a greater emphasis on the relevant competence, and that the employability of the graduates is affected by their lack of practical experience. 

“That it is by nature different from a degree programme due to its vocational orientation and that time needs to be made in the timetable for practical learning opportunities, learning by doing.”  

“It is therefore essential that opportunities are created to gain that assumed experience during the first two years of training. For example, someone studying music puts in a lot of practice, on their own time, to master the instrument. This should be the same with agricultural students,” explains Dr Viljoen. 

“Graduates need to work on farms, or a simulated farm or hydroponic facility to gain competence and practical background. Graduates need to understand the rhythm and ethos of the farm and this cannot be left for the third-year Working Integrated Learning (WIL) to gain basic competence.

He explains that WIL is aimed at building on already gained skills. Its purpose is to provide further opportunities to strengthen the link between theory and practice. 

Dr Viljoen says the study suggests that the curriculum must link the theory to the required competence. “For example, you can not only study soil cultivation in the classroom, it must be practically demonstrated and practiced by the students. They must feel and smell the soil to understand its importance.”

Starting businesses is the solution

Some of the recommendations include adding practical facilities so that students can gain experience – learn by doing in their field. 

Dr Viljoen notes that the agricultural industry prefers graduates from agricultural colleges because they gain practical experience through learning by doing and are involved in farming practices. 

“The HEIs demonstration farm needs to regain its rightful place as outside class room; fewer student should be enrolled to make practical learning possible, and a close relationship needs to exist between the Agricultural Industry and the HEI – to share ideas, provide support, host students for experiential training and involve lecturers in practical activities in order for them to gain knowledge of what competencies are required.”

However, its not all gloom and doom for agricultural graduates, there are still opportunities that agricultural graduates can grasp, such as developing their entrepreneurial attitude and starting small businesses. 

He further advises graduates to consider closing the gap and starting their own businesses, thus the inclusion of entrepreneurship into the programme will be valuable.

“Graduates need to be able to use their knowledge and skills to become smallholder farmers who can produce very effectively. If they are passionate about agriculture as a career they will be able to become self-employed and become very successful small farmers who will develop organically into larger successful farmers,” Dr Viljoen continues. 

“Graduates can use knowledge and skills gained to create self-employment. They can become very successful
agri-preneurs on a small piece of land and start generating an income.” 

@ Story by Lisa Thabethe. Picture supplied.

Bachelor of Arts in Development Studies student, Ngubeni has put UMP on the map with her cleaning company, which she presented at the EDHE competition. She says employing other students was her way of trying to align her business with helping students and making an impact in society. 

“We are unique because our business is about providing students with work experience before entering the job market. We believe that this opportunity will help students cover their tuition debts and provide with other learning materials.”

Ngubeni says the business stands for student and youth empowerment. “I have not seen a cleaning company owned and run by the youth, we are bringing technology and faster services to the market.

“The EDHE competition came at a good time. It really made a huge impact not only to myself but a lot of people around me, it is evident because a lot of students who watched me throughout my journey have also decided to take steps and enter the competition next year,” she adds. “I have learnt a lot from the competition, I have met a lot of innovative young people on the same journey, and I have grown as an entrepreneur. The competition does challenge one a lot, but it is totally worth it.”

Development Studies student Pearl Ngubeni presenting at the EDHE Intervarsity Finals.

Perseverance pays off

The 19-year-old started her cleaning company in 2020 to raise funds for registration. “I could not secure funding on time and my parents did not have money for registration, so I looked for domestic employment where I did laundry for others and cleaned people’s houses. That’s how I managed to pay my registration fees,” she says.  

Her biggest challenge was selling the business idea. “In the beginning, people didn’t to take me seriously or support me because I am young and female. That has been very difficult. I have failed in some attempts to grow my business,” she continues. 

“I lost a pitching competition during the entrepreneurship week on campus, and I remember being ready to give up, but I’m grateful I didn’t. The little voice that made me see my failures as opportunities got me to the EDHE intervarsity finals. Even though I did not win, something good came out of the completion. I found a potential investor and a mentor.” 

Ngubeni says reaching the finals of the EDHE competition has been her highlight. “I competed with other innovative and great businesses that have been around for years,” she adds. “That showed me that my business is valid and with more hard work it will go even further and soon put the University of Mpumalanga on the map.”

Her advice to other aspiring studenpreneurs is to follow their passion and have a good support network. “When you’re passionate about what you do and wish to expand, you make it work even with time constraints as an obstacle. I am able to focus on what I do and my studies since I have a wonderful team of other students who help me with whatever I need in the business.”

@ Story by Cleopatra Makhaga. Pictures supplied.

Stroke, also known as the Cerebral Vascular Accident (CVA) is the second leading cause of death and the third leading cause of disability. It is reported that over 15 million people suffer from stroke each year; 5 million are left permanently disabled, while a further 5 million die due the disease, according to the World Health Organisation.  

In South Africa nearly 240 people will suffer a stroke, of which it can claim nearly 70 lives (The Heart and Stroke Foundation South Africa). Statistics South Africa in 2018 reported that cerebrovascular diseases contributed to 6.1% in females and 4.0% in males. Unfortunately these numbers are expected to rise in the absence of public health response. 

Though a small proportion of people who survive stroke may recover fully, a large number of stroke survivors may be left with permanent disability that can affect the quality of life they will have. The impact of stroke also depends on the time a person receives medical help. The delay in seeking medical help when attacked by stroke may result in permanent disability and even death. It is therefore very important for a person or a bystander to recognise the symptoms of stroke.

Dr Mhlari's research developed a decision making tree model for stroke survivors, which was outlined by Galdwin in 1987. In the case of this study, it was used to explore and give predictions on the decision-making pathways, thought process and decision pattern of stroke survivors. 

"This is very important in that it always acknowledges the people expertise, knowledge, experiences and beliefs when dealing with any life events and decisions they make. This study was influenced by a growing prevalence of stroke and the delay in seeking medical assistance," she says.

“Stroke is a prolific health problem and a well-known psychological consequence that many stroke survivors experience is post-stroke depression. Stroke demands drastic change to the life of a person with the introduction of a new routine that an individual needs to get used to. The routine includes taking medication at certain times every day, exercise, the type of food to eat, and being dependent on people. These routines for those who were suddenly attacked in particular can have a detrimental effect on the quality of life of the survivor." 

She also adds that after a stroke, a lot of mental emotions arise and call for immediate action to prevent the stroke from persisting. A positive mind has always been seen as aid that an individual can have for a speedy recovery of illnesses. However, anger, anxiety and frustration are very common emotions witnessed among stroke survivors. If these emotions are not well managed, they can cause post-stroke depression.

The significance of this study, titled: The Development of an Ethnographic Decision-making Tree Model for Stroke Survivors in Polokwane Municipality, Limpopo Province, was to contribute towards the effort aimed at educating and creating awareness about stroke in the communities, especially in the rural areas. 

Study findings
The study found that there is little knowledge of stroke and its symptoms among communities. The symptoms of stroke are often associated with other illness individuals are familiar with, like diabetes, hypertension and blood pressure. 

"This also happens with people who are diagnosed with other illness prior to the stroke. Some perceive stroke as being caused by supernatural powers engineered by people who are jealous of survivors or some generational curse befalling a certain household.

Lastly, stroke at an acute phase has been associated with exhaustion. Hence, there should be a concerted effort to provide health education and awareness to communities on stroke and related conditions. Spirituality is part of the African people which is embedded in many parts of African communities. Most of the mental illness is understood as being caused by supernatural powers. Likewise with stroke. Often when the symptoms attack, it is regarded as communication between them and those who are no longer alive (the victim and their ancestors)," says Dr Mhlari.

This results in consulting traditional healers for an explanation of what the ancestors are trying to say to them. Many symptoms are understood as communication from the ancestors and only people who have a special gift are consulted for an explanation. Also, traditional healers are regarded as a very important part of the community, in that they are easily accessible and often cheaper when consulting. 

“During the study, we found that lack of knowledge, proper health facilities in rural areas, and religious affiliation played a role in how stroke survivors and their families navigate their decision making pathways. Living in a rural area in a developing country like South Africa has a serious effect on stroke in that there are no sufficient or appropriate medical resources for dealing with this kind of illness. The available medical resources are found in the cities and are not easily accessible to stroke patients residing in rural areas.

Dr Mhlari further stated that other stroke survivors and their families opted to deal with stroke-related problems by consulting with traditional healers and churches instead of health facilities simply because they (churches and traditional practitioners) were easily accessible in every village compared to healthcare centres.  

The study further revealed that some opted for multiple interventions to deal with the condition as they used herbs, church and Western medication.

 Immediate medical assistance  

Dr Mhlari emphasised the need for educating communities about stroke and its symptoms. She noted that there is little knowledge of stroke and its symptoms among communities as its symptoms are often associated with other illnesses that individuals are familiar with, like diabetes, hypertension and blood pressure. 

“This also happens with people who are diagnosed with other illnesses before the stroke. Lastly, stroke at an acute phase has been associated with exhaustion. Hence, there should be a concentrated effort to provide health education and awareness to communities on stroke and related conditions.” 

People suffering from stroke or who survived the disease must immediately go to their nearest healthcare centre because their lives are in danger, the study cited.  

“We are dealing with delay in seeking medical help and stroke becoming a major public health problem. It is very important to receive immediate medical assistance because the longer stroke stays untreated the higher the chance of permanent disability, depending on the number of cells and the part of the brain affected. 

Dr Mhlari continues that stroke survivors and their families constantly need psychological support, easy access to physical training, social support, and more information on how to conduct themselves when living with the aftereffects of stroke.

“To reduce the delay in seeking medical help, you need to understand what influences stroke victims to act the way they do. Because understanding the thought process and reasons why people take certain decisions helps in developing an informed intervention and an intervention that will be well received by the people you will be dealing with.” 

Psychological aftermath of stroke

Dr Mhlari notes that many stroke survivors experience post-stroke depression. She says the disease demands drastic change to the life of a person with the introduction of a new routine that an individual needs to get used to. 

“The routine includes taking medication at certain times every day, exercise, the type of food to eat, and being dependent on people. These routines for those who were suddenly attacked in particular can have a detrimental effect on the quality of life of the survivor," she adds. 

"After a stroke, a lot of mental emotions arise and call for immediate action to prevent the stroke from persisting. A positive mind has always been seen as an aid that an individual can have for a speedy recovery of illnesses. However, anger, anxiety and frustration are very common emotions witnessed among stroke survivors. If these emotions are not managed, they can cause post-stroke depression.”

Stroke not only affects the wellbeing of stroke survivors but also of family members who have to carry the burden of caring for them. It is emotionally draining to care for a disabled person because even the routine of the caregiver changes, she adds. The recovery process of stroke survivors happens at home, and many of these survivors require timely care from a member of the family because of the disability effect of stroke. 

“Unfortunately, many of the psychological rehabilitation interventions available focus on stroke survivors and less on caregivers. To improve the health outcomes for stroke survivors, rehabilitation services also need to be extended to caregivers. This is because caregivers carry a heavy burden of taking care of stroke survivors. They need to be emotionally prepared to handle this task.” 

Suggested solutions

As the study revealed that some stroke survivors and their families use traditional healers, African herbs, churches to deal with the conditions, while others use everything including western medicine suggests that health practitioners and traditional health practitioners must work together to address stroke-related problems.

“The model proposed by this study looked at the decision criteria in seeking medical assistance and what influences people on what form of medical assistance they resort to. This model, therefore, revealed that cultural and religious orientation plays a very important role in how the community perceives illness. 

The foundation of an African being is embedded in a lot of spiritual beliefs that the individual uses as a form of their identity. This belief, therefore, cannot be ignored in any psychological intervention that is introduced to help stroke survivors. 

The study proposes a new approach to the medical facilities to collaborate with traditional practitioners, spiritual healers and western medical practitioners in developing a better intervention that will apply to every individual in terms of the spiritual belief that a community affiliate with.”

• Dr Rudzani Mhlari is a Psychology Lecturer at the School of Social Sciences, University of Mpumalanga. The study was conducted as part of her PhD in Psychology, which she obtained from the University of Limpopo.   

@ Story by Lisa Thabethe. Picture: Supplied.

Relevant Technologies, formed in 2018, has also supplied a group of University ICT Students with Toolkits for their practicals. It was also involved in the 2019 University of Mpumalanga Career Expo. 

“I’ve always been a rather technically-minded person and have been fascinated with tech since an early age. I wanted to pursue computer engineering but unfortunately couldn’t because of my matric results. I’m driven by my passion to succeed via the IT route. Currently, we are in the 4th Industrial Revolution (4IR) which has brought with it many business opportunities. I saw one of the opportunities and ran with it.” 

Where did it all begin?
While I was doing my third year in Nature Conservation at UMP, I noticed that there was a high demand for IT services from students, but that this demand was not being met. Students did not have access to full-time IT personnel, and yet they had full-time IT needs. Students would often have to travel great distances to have their computers fixed at an equally great cost. 

Having the skill and passion for IT drove me to venture into the IT field and I started my computer repair company, Relevant Technologies, in 2018. I started out by collecting students’ laptops from their residences and repairing them off-campus. Once they were fixed, I would return them, and collect more to be repaired.

How has your business grown and evolved since 2018?
Relevant Technologies was formed to provide fast, reliable IT services at reasonable prices that students would be able to afford. From 2018 up to date, Relevant Technologies has assisted and satisfied a lot of students with their IT needs simply by being the most reliable and convenient IT company when it comes to time and money-saving. 

Due to the high demand, students have moved to online learning and it is still striving to provide more extraordinary services to students. I aim to promote academic excellence to the university by assisting new students who require basic computer skills on how to properly use a computer for their academic work.

We also offer computer component sales, software maintenance and upgrades. I’ve also employed four current UMP students, which implies that Relevant Technologies is not only a monetary seeking organisation but also gives back to the community and brings about positive change. 

What does the future look like?
My dream is to lead a professional IT company that operates in different locations that are accessible and visible to my target market, students. I would like to become a top leader in the IT Industry, focusing mainly on providing IT support to students in a fast and economical manner. I’d love to have branches across all the tertiary campuses in South Africa. 

Do you still intend to pursue Nature Conservation?
Yes! At the moment I am conducting studies that will provide integrated IT solutions that connect technology with nature conservation. 

@ Story by Cleopatra Makhaga. Pictures Supplied.

The two-day workshop, hosted by the UMP Centre for Entrepreneurship Rapid Incubator (CFERI), showcased entrepreneurship as an alternative to formal employment and helped learners to discover how they can make the most of their academics alongside the business world. 

Opening the event, Dean of Students, Dr Paul Maminza said the university will keep delivering workshops that empower students with knowledge to make it in life. “These opportunities will go a long way for students. We collaborate with the strategic partners because they have a major influence on how UMP grows. As UMP, we inject a lot of resources to the CFERI for the benefit of our students,” he said. 

Delivering the keynote address at the informative and interactive workshop, Nelspruit (SEDA) Information Officer, Ms Nelisiwe Makama advised students to have an entrepreneurial mindset, which will enable them to identify and make the most of opportunities presented to them.

“There is this fixed mindset, which hinders people from reaching their full potential. You need to move to a state of mind that says: ‘you are in control of your abilities’. This positive mindset will assist you to overcome setbacks and empower you with the will do more,” said Ms Makama. 

The panel of judges that adjudicated on the student business ideas.

Ms Makama continued to explain that an entrepreneurial mindset is needed to identify business gaps. “If somebody else can start a business and succeed, you too can do it and make a success of it. When we talk about idea generation, someone will say: 'okay, yes, I'm a business student, but I don't know what to do from here. I just want to get hired',” she continued. 

“People are scared to respond to businesses and create opportunities for themselves because they are afraid of failure. I have not met someone who said it was easy. You can overcome any problem by learning from your setbacks and then taking another step or dusting yourself off and trying again. Do not let fear of failure hold you back. Have appositive, can-do attitude. Research your ideas well, and if they fail, try again – don’t give up.” 

She further advised students to start thinking about business ideas, looking for opportunities, and seeking funding while they are still at university. 

“The reality of the matter is, not everyone who is a student here will be hired. We are here to say you are one person who can create an opportunity for yourself and opportunities for other people in terms of running your own business. And the first step towards starting your own business, is finding that unique idea or gap in the market." 

Winners of the student competition.

Students rewarded

Studenpreneurs presented their business initiatives under the topic: Adaptation of Business Models to COVID-19 challenges. The judges were looking for students who presented an idea with the most promising business. Final year Information and Communication Technology student, Jessica Mathye, who currently owns a beauty salon, was the overall winner. Second place went to Sandile Nkalanga, Phindile Sithole came third.

On her winning Mathye said: “Winning always reminds me to never be afraid to take a stand when the moment calls for it. It brings me joy and peace of mind because it reminds me that my actions are noticed and that dreams do come true when you understand your assignment and perform accordingly,” she said. 

Other students who attended the workshop also participated in competitions and won amazing prizes.

@ Story by Cleopatra Makhaga. Pictures: ChrisplPhoto.